Attachments

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Quality Handbook

 

 

AQH-B2-3b Postgraduate Programme Specification Template February 2014

 

 

 

Postgraduate Programme Specification Template

 

 

 

MSc Finance & Management

 

 

Version

Occasion of Change

Change Author

Last Modified

1.0

 

Rob Hall

Jan 17

2.0

Revised post-Periodic Review event in line with panel requirements

Rob Hall 

May 17

3.0

Revised for the PG Harmonisation

Dr Julia J.  Nobari

Feb 18

 

 

 

 

 

 


SECTION A: CORE INFORMATION

Programme Name: Finance & Management

Award Title: MSc

Is this part of a group of linked programmes between which students can transfer at agreed points? (eg a group of programmes with a common set of taught modules): NO

Is the programme a top-up only? No

Level of award: Level 7

Awarding body: University of Sunderland

Which department is it in? Sunderland Business School

Programme Studies Board: Postgraduate Business & Management

Programme Leader: Dr Julia J. Nobari

How and where can I study the programme?

 

At Sunderland:

 

Full-time on campus

Part-time on campus

As work-based learning

 

As work-based learning part-time

 

As a full-time sandwich course

 

As a part-time sandwich course

 

By distance learning

 


 

At UoS London campus: 

 

Full-time on campus

Part-time on campus

 

As work-based learning full-time

 

As work-based learning part-time

 

As a full-time sandwich course

 

As a part-time sandwich course

 

By distance learning

 

 

At a partner college:

 

Full-time in the UK 

 

Part-time in the UK

 

Full-time overseas

Part-time overseas

By distance learning

 

As a full-time sandwich course in the UK

 

As a part-time sandwich course in the UK

 

As a full-time sandwich course overseas

 

As a part-time sandwich course overseas

 

As work-based learning full-time in the UK 

 

As work-based learning part-time overseas

 

Other (please specify)

 

How long does the programme take?

 

Min number of years/months

Max number of years/months

Full-time

1

4

Part-time

2

4

Distance learning

 

 

Work-based learning

 

 

For start-dates please see the current edition of the Prospectus or contact the relevant department at the University. For start-dates for programmes delivered in a partner college, please contact the college.

 

SECTION B – FURTHER CORE INFORMATION

Learning and teaching strategy

The QAA Benchmark Statement for Masters Awards in Business and Management principally identifies four areas that must be addressed throughout the programmes. In as much as the curricula, and indeed extra-curricular, activities focus on these aspects, so to do the teaching, learning and assessment strategies. The strategy is based on the following purposes:

  • The advanced study of organisations, their management and the changing external context in which they operate using seminars, workshops, tutorials and case studies;
  • Preparation for and/or development of a career in business and management by developing skills at a professional or equivalent level, or as preparation for research or further study in the area through formative and summative assessment linked to skills development in a range of modules;
  • Development of the ability to apply knowledge and understanding of business and management to complex issues, both systematically and creatively, to improve business and management practice through case studies, organisational visits, online discussions and in peer learning and support group tasks;
  • Enhancement of lifelong learning skills and personal development to be able to work with self-direction and originality and to contribute to business and society at large through original and independent study and research.

All the postgraduate business programmes are vocational in the sense that they are clearly aimed at helping graduates move into successful business and management careers.  The programmes are clearly linked to an organisational visits and speakers programme which aims to give students access to key organisations in the region.

The curriculum includes a broad range of modules based on research in both subject and pedagogy, for example, financial markets, the management and control of finance, the financing of large corporations the role of corporate governance and the key theories and concepts of managing and leading people. The Team makes extensive use of the VLE on a programme and module basis including online discussion boards, surveys and scheduled chats. All programmes make use of Peer Action Learning Sets (PALS) which have been developed and refined over a number of years to encourage cross-cultural learning. These groups have been the subject of an extended research project the findings of which have recently been published in the International Journal of Management Education. 

 

To continue to promote social inclusion, equality of opportunity, access and widening participation; and to design an internationalised curriculum and its delivery, such that it is informed by research, reach-out and stakeholder input, that it is not a barrier to any of the diverse range of members of the University learning community

The design of the Programme and its teaching and learning strategy is based on a continued commitment to and is intended to support the diversity of students and the University's successful widening participation policy. It does this via:

  • A detailed induction programme that introduces students to their programme and to the University. This involves sessions on study skills, support services, on the UK ‘style' of education and on the cross-cultural team working.
  • A student handbook, which provides information on the module reading lists, the VLE content, and study skills as well as providing information on the course structure and the learning outcomes.
  • An E-tutor – After much consultation, the school have decided to implement an E-Tutor System on postgraduate business programmes. This will involve a Programme VLE site with information on study skills, support services, policies and procedures as well as a section on Frequently Asked Questions. This site will be operated in conjunction with the programme leader, the module leaders and the Peer Action Learning Sets and Support Group Coach.
  • Guidance on careers and progression. Whilst several students may arrive on the programme with a clear idea of their future career path, others are not so certain. In consequence, the Programme Team will work closely with the Careers and Opportunities Centre to help students understand the options available to them.

To provide a high quality, appropriately resourced, safe and healthy learning environment for all members of the academic learning community based on an understanding of how learners learn and continuously improve quality in all aspects of academic delivery:

As noted above several modules within the curriculum are directly related to staff research/reach-out/professional activity (specifically Employment Law, Employee Relations and Managing and Leading People). Additionally, a number of staff research interests focus on Management Education and their research directly influence their teaching approaches or the operating practices of the Programme. One member of the teaching team has co-edited the textbook Developing Skills for Business Leadership, which is the companion textbook to the CIPD standards for the module of the same name.

To support and enable continuous improvement of the learning experience, including the e-learning experience, through a blended approach to learning modes:

The teaching and learning methodologies are designed to encourage, over the duration of the Programmes, a greater independence within students for taking responsibility for their own learning. The balance of lectures and workshops, the varying uses of the VLE (including self-assessment exercises and asynchronous debates) and the incorporation of self-directed study into the modules all contribute to the development of independent learners. In addition, extra-curricular activities such as organisational visits and guest speaker’s programmes encourage students to engage in activities that, although not assessed, contribute directly to their learning and to their career prospects.

Retention strategy

The University’s Academic Strategy emphasises the student experience and the postgraduate programmes team has been recognised consistently as providing excellent support to students as evidenced through the feedback obtained at Staff/Student Liaison meetings as well as staff and student feedback at both module and programme level.  There are a number of elements relating to student support (both academic and personal) which have contributed to the programme teams achievements and which continue to be at the centre of all our academic provision.

All on-campus students will have access to the University's central support services including Counselling, Disability service, Health and Well-being, Chaplaincy, financial support and advice, International Office and the Careers and Employability Service. The Students Union provides an independent service which offers advice and support across the full range of personal and academic issues which students may encounter. Students wishing to lodge a complaint or an appeal can seek advice from the Students Union or from University Academic Services. Full details of these services can be found on the University's website. Where appropriate, academic or support staff in the Faculty will signpost students to these specialist services. In addition, students have access to a personal tutor section on the VLE which is an information source for many of these services. The Programme Leader will continue to be available to all students should they require advice or one-to-one support on a particular issue. In addition, guest speakers and company visits will provide support to the students learning experience. Partner colleges will endeavour to provide a comparable level of support in conjunction with the University facilities. Part-time students have access to all facilities and efforts are made to accommodate work commitments through alternative communications systems and times.

SECTION C - TEACHING AND LEARNING

What is the programme about?

The MSc in Finance and Management (MSc FM) provides the opportunity to study finance and management theory and practice in depth. It is designed for both graduate students with the experience of finance and management studies who intend to become finance and management professionals, and for managers who have already gained knowledge or experience of finance and management and who seek to further their careers as highly qualified managers with finance specialities. The MSc FM is a distinctive alternative as a subject specialist Masters programme. The title reflects the comprehensive content of a degree that seeks to provide the graduate manager with all the necessary knowledge of key finance and management concepts and theories required to pursue a high level career in Finance and Management-related areas. The objectives of the MSc FM programme expressed as learning outcomes are designed to be consistent with the Quality Assurance Agency’s Benchmark Statement for postgraduate Business degrees. The outcomes are distinguished as knowledge-based outcomes and transferable skills-based outcomes. Overall, these are to:

  • Provide an opportunity to study finance and management at Masters level in a programme offering academic rigour with a strong focus on critical application
  • Develop systematic knowledge and understanding of finance and management in an international context
  • Build up a practically oriented and detailed knowledge of finance and management theory that can be readily applied to solving finance and management-related problems at managerial level
  • Enable participants to develop finance and management skills to improve finance and management performance within their existing or future employment.

What will I know or be able to do at the end of the programme?

By the end of this part of the programme successful students should know, understand or be able to do the following:

Learning Outcomes Postgraduate Certificate – Knowledge

K1. Show critical understanding of the models and concepts underpinning corporate finance and how these relate to other aspects of business management.

K2. Show critical understanding of the challenges affect the finance and management performance of a range of organisations.

K3. Show depth of understanding of the management issues involved in the corporate world.

 

Learning Outcomes Postgraduate Certificate – Skills

S1. Apply key financial and management concepts, models and practices systematically to a range of situations

S2. Independently conduct research within the areas of finance and management.

S3. Develop the professional skills and competencies required for managerial responsibilities.

Learning Outcomes Postgraduate Diploma – Knowledge

K4. Show critical understanding of the impact of the international business environment within finance and management.

K5. Develop detailed and comprehensive knowledge of specific aspects of finance, financial information and management in practice.

Learning Outcomes Postgraduate Diploma – Skills

S4. Apply expert knowledge of finance and management theory to solve business-related problems at managerial level.

Learning Outcomes Masters of Business Administration – Knowledge

K6. Show critical understanding of key aspects of contemporary finance and management theory and practice.

K7. Develop expert insight into strategies for the enhancement of organisational performance around finance and management.

K8. Shows the critical understanding of the use and limitations of a range of research methods/techniques and show an understanding of their strengths and weaknesses for providing information and evaluating options.

Learning Outcomes Masters of Business Administration – Skills

S5. Apply appropriate qualitative and quantitative research as necessary to analyse finance and management related topic/task/problem.

S6. Employ expert analytical skills.

S7. Analyse, interpret and critically evaluate information relevant to the research topic.

 

In addition to the provisions within the curriculum, a number of learning opportunities are provided which are supplementary to the aims and learning outcomes of the programme. These may be regarded as opportunities to gain knowledge and develop skills that are covered by the programme’s learning outcomes.

  • The guest speaker schedule, provided as a resource for all postgraduate students, allows students to learn about topical business activities from a range of organisations
  • The use of Peer Action Learning Sets enables students from different backgrounds together to compare and contrast cultural understandings of businesses and consumers as part of their group learning

What will the programme consist of?

The Master of Science in Finance and Management (MSc FM) normally requires one year's study on a full-time basis. However, as well as the final award there are two interim awards within this programme.

These are:

Postgraduate Certificate (PG Cert.) in Finance and Management

Postgraduate Diploma (PG Dip.) in Finance and Management

The interim awards are available to those students wishing to leave the course having gained 60 M-level credits (PG Cert.) or 120M-level credits (PG Dip.) respectively. The MSc FM. is acquired by the attainment of 180 M-level credits overall which includes 60 credits from a supervised independent research project. The pattern of delivery involves full-time students studying the three strands of the MSc in the same academic year. The learning materials will be the same for all students on a module. The timetable for full-time study is shown below in diagram form.

TERM 1:

TERM 2:

TERM 3:

PG Certificate

PG Diploma

Master of Science

PGBM142

Corporate Financial Management 

(30 Credits)

 

 

PGBM144

International Financial Markets and Econometrics

(30 Credits)

 

 

PGBM143

Global Strategy and International Trade 

(30 Credits)

 

PGBM145

Management Accounting and Finance for Decision Making

(30 Credits)

 

PGBM82

Research Dissertation

(60 credits)

 

 

Students studying full time would normally be expected to complete the programme in 50 weeks. The content of the core modules blends key areas of international finance and management so that students gain a solid appreciation of the role and value of the finance sector within the world of global business. The programme development team recognise that students at masters level need to deal with strategic considerations within their career and as such will be equipped to make sound and rational decisions within this complex and important area of business. The final phase of the master's programme focuses on research. Students will be required to undertake an independent research project which represents one-third of their overall degree. Tutor support will be offered to guide them through this process.

 

How will I be taught?

Scheduled teaching activities

Independent study

Placement

 

A range of teaching and learning methods are employed at each level of the Programmes, as indicated in the table below. These methods encourage learners to develop the intellectual and cognitive skills that are required of all graduates irrespective of their final destination. Module descriptors are available separately. The diversity of teaching and learning approaches is designed to impart knowledge, to encourage understanding and to provide an opportunity for the application of that knowledge to actual or hypothetical situations. It is also intended to foster enthusiasm within the student body.  In addition, the employment of any particular method within modules and across levels will vary so as to cater appropriately for both the subject and the student. That notwithstanding all modules will employ to some extent the following features:

  • Didactic exposition: although this will vary from module to module, and indeed from teacher to teacher, all modules will take advantage of the opportunity for the tutor to explain to the whole class, a concept, to take questions, to outline areas of knowledge, indicate methods of tackling a problem and demonstrate methods of analysis and synthesis of materials. Audio-visual aids will be used as appropriate, such as the use of overhead slides, ‘PowerPoint’ and video. Key points will normally be outlined in handouts.
  • Interactive sessions: whether during seminars or whole group teaching sessions, students will be expected during all modules to interact with each other and/or with the tutor to develop ideas, work on tasks, practice skills or explain the material.
  • Research: During induction and the programme, students will be introduced to the research techniques. The induction programme contains activities which introduce students to the library (including practical exercises) and to the available electronic sources of information e.g. Emerald. All modules, throughout the Programme, require students to engage in the research of both primary and secondary sources of management information. The level and depth of research required for the completion of modules will then increase as the student progresses throughout their Programme culminating in the final dissertation module.
  • Directed Private Study: This will include reading, preparation for class or for assessment, group activity, revision, and carrying out assessment work. All module guides will provide students with advice in respect of this, and as a minimum will provide details of required reading (for preparation of timetabled sessions and/or for the completion of assessments). Whilst these methods will form the backbone of much of the teaching and learning strategy, the programmes utilize a much wider, more eclectic combination of approaches.

As is evident throughout this specification, the VLE has become an important element of the teaching and learning strategy with its specific usage varying from module to module. Where modules are delivered off-campus, our strategic partners may use other Virtual Learning Environment systems to support student learning.  In some instances, the VLE is used mainly as a repository for module documents, such as lecture materials and overhead slides, whilst others involve direct web links, discussion boards and self-assessment exercises. The VLE is part of the programme teams aim to offer a blended approach to teaching and learning by using a range of tools in the delivery of the modules.

Case studies are extremely common throughout the Programme and are intended to enable students to develop, inter alia, the ability to:

  • Identify the issues in need of research;
  • Apply subject-specific knowledge to a realistic and/or practical context;
  • Make critical judgments of the merits of a particular argument; and
  • Present and make reasoned choices between alternative solutions.

The case studies may take the form of real cases or issues in debate at any given moment in time or maybe hypothetical problems which are reflective of realistic problems.

Peer Action Learning Sets and Support Groups - Collaborative work is supported by an integral part of our (PALS) provision. This scheme has the following aims:

  • Enable students to learn with and from each other by reflecting on real and theoretical problems and issues
  • Encourage and develop skills in cross-cultural team working
  • Develop an active approach to learning
  • Provide mutual support to group members from a range of diverse backgrounds

The Peer Action Learning Sets seek to draw on the strengths of the group members by sharing practical and academic experiences, and by encouraging critical reflection on the nature of the subjects being studied.  Jacques, D. (2000) argues that: “groups are demonstrably valuable for many of the more sophisticated aims of Higher Education to do with critical thinking, making diagnoses or decisions, solving problems, and changing or maintaining attitudes to the subject under study.” The role of the PALS is to support the programme’s intellectual aims of enhancing criticality, judgement, analysis and understanding of values as well as providing the support to underpin them. This could include strengthening the student’s sense of belonging to the programme, helping develop trust and encouraging enthusiasm for the subject.  These issues are even more important when dealing with international students who may be studying in the UK for the first time. Team working skills are of course seen as of vital importance for future management roles. The PALS enables students to develop experiences in collaborative decision making, interpersonal skills and negotiation.  Groups are encouraged to engage in Action Learning through a continuous process of learning and reflection, supported by their peers. Through this process, individuals learn with and from each other by working on real problems and reflecting on their own experiences.  The key to the PALS is the relationship between reflection and action,

Self-directed study is included in all modules as a way of encouraging students to take a greater responsibility in respect of their learning experience.

The teaching and learning methods adopted to take account of the diverse educational backgrounds of students and also consider students with special needs and specific learning difficulties, the VLE being particularly helpful in this respect.  It has been noted for example that some International students are happier engaging in online discussions then they might be in face-to-face debates in workshops. The Business and Management team recognises the importance of appropriate support and guidance, for all students, in the overall teaching and learning strategy. The ability of students to make the most of the learning opportunities offered to them may be adversely affected by non-academic factors and this document outlines the provisions within the Programmes, School and the wider University which are available.

A list of the modules in the programme can be found in the Programme Regulations.

A summary of the types of teaching, learning and assessment in each module of the programme can be found in the Matrix of Modes of Teaching.

How will I be assessed and given feedback?

Written examinations

 

Coursework

Practical assessments

A summary of the types of teaching, learning and assessment in each module of the programme can be found in the Matrix of Modes of Teaching.

The generic assessment criteria which we use can be found here. Some programmes use subject-specific assessment criteria which are based on the generic ones.

 

This programme uses the Generic University Assessment Criteria

YES

 

This programme uses the Subject Specific Assessment Criteria

 

NO

The University regulations can be found here.

The assessment strategy adopted on the programme is designed to:

  • Ensure that all graduates have achieved the learning outcomes for the Programmes. Module Learning Outcomes are directly related to Programme Learning Outcomes and all assessments indicate which Module Learning Outcome they are assessing.
  • Assess achievement, both formative and summative over the whole of the degree programme.
  • Distinguish between levels of achievement and reward attainment of objectives
  • Utilise a range of assessment methods and techniques which engage student interest and foster enthusiasm for the subject.

Students are informed, via Module Guides, of the nature, timing and criteria for each assessment used. The programme leaders work with staff to ensure that the deadlines for assessed work are spread across the assessment period. All assessments are internally moderated by designated members of the team and by the relevant External Examiners before issue. Careful moderation processes and scrutiny of assessment ensure equivalence of standard and appropriateness of assessment for measuring outcomes. An internal and external moderation operates likewise regarding completed student work.

The assessment strategy requires the use of a diverse range of methods; research assignments, case studies, essays and reports offering the opportunity for students to demonstrate knowledge, understanding and application of both theory and practice. Such methods will also allow students to indicate both the breadth and depth of their directed and independent research. Examinations are deliberately kept to a minimal level as they are not necessarily thought to be the best way of assessing knowledge and understanding. This is a view that the team has taken following a great deal of discussion with external examiners and within subject groups. Case studies, based on real or hypothetical facts of varying degrees of complexity, are a common assessment method adopted across the programme. Whilst most are fictional, all have elements of fact within them, and thus students are well schooled and tested in the ability to identify the material details, discuss the relevant theoretical frameworks citing appropriate primary and secondary sources and displaying appropriate skills in writing and evaluation. Students are encouraged to participate in group work, particularly in seminar or workshop activities, Its formal inclusion in assessments, however, is limited, principally on the grounds that the final qualification is awarded to individual students and thus should be based on individual work.  Where group work is used the module guide will indicate in clear terms how individual performance is assessed. Presentation skills are also an important element of the programme and are utilised frequently within seminars and workshops.

The programme utilises a range of methods to assess the learning outcomes of the programme and the modules. 

Formative assessment is utilised throughout the programme and will take place through the  adoption of a range of approaches which are detailed in the module descriptors, indicatively these approaches may include: group work, observations, individual or group presentations, student conferences, roundtable debates, blog/journal activities, discussion board questions and feedback, peer review, question and answer sessions, debriefing exercises, Socratic seminars, role play, progression tests, assignment discussion, case study activity and theory/practice related discussions.

Summative assessment will be conducted for each module.  The marking criteria will be followed throughout assessments.  All assignments are designed to test students’ understanding of theory and applied perspectives and their ability to use this appropriately to critically analyse individual and/or organisational practices, evaluating current practice and research.

Students are required to demonstrate self-reflection and reflective practice where appropriate and to demonstrate reflexivity in relation to a rigorous exploration of their beliefs and behaviours as individuals who critically analyse situations and theory.  It is recognised that not all subjects lend themselves to this approach, but the programme as a whole will present many opportunities for students to demonstrate these skills.

Students will be provided with feedback on their assignments to help them prepare later assessments.

Summative Assessments may include examinations, reports, case studies, essays, dissertations, professional projects, written reflections, presentations and portfolios.  Specific details related to the assessment approach will be noted in the module descriptors.

 

Responsible Leadership, Ethics, Responsibility and Sustainability

The Business School has long been an advocate of ethics, responsibility and sustainability (ERS) in the field of business, management and responsible leadership, indeed the School has been cognisant of the Principles for Responsible Management Education (PRME), specifically

Principle 1 – Purpose: developing capabilities of students to be future generators of sustainable value for business and society at large and to work for an inclusive and sustainable economy

Principle 3 – Method: create educational frameworks, materials, processes and environments that enable effective learning experiences for responsible leadership.

Principle 5 – Partnership: interact with managers of business corporations to extend our knowledge of their challenges in meeting social and environmental responsibilities to explore jointly effective approaches to meeting these challenges.

We have also given specific attention to the values promoted by the accreditation bodies such as EFMD. The School has adopted the guiding standard produced by EPAS around ERS to shape its programme and module design and redesign to ensure that ‘all students are provided with a perspective on the role of ERS in modern management and business so that, as future managers, they contribute to societal well-being’. 

Underpinning Activities

  • The developments of postgraduate programmes have an ERS theme embedding them.  Our curriculum framework has been developed to include ERS as part of the deliberation process when developing and revising all aspects of pedagogy at the school during the product review and refresh process.
  • We continue to explore the significance of ERS for each specific subject discipline and module and consider how relevant content can be best delivered to enhance the student learning experience
  • Ongoing engagement and interaction with managers of business includes business breakfast seminars which cover issues of ERS,  a speaker series involving managers and leaders from a range of organisational contexts and organised company visits
  • ERS is integrated throughout all relevant taught modules (see below for programme specific ERS integration)

 

The programme specifically focuses on ERS in the following modules

 

Module

ERS Activity

PGBM145

Management Accounting and Finance for Decision Making

30 Credits

 

The need for independent information, the nature of true and fair views, the need for stakeholder involvement

PGBM142

Corporate Financial Management

30 Credits

 

The need for trust in stock markets, the harmful nature of insider trading

PGBM143

Global strategy and International Trade 

30 Credits

 

Stakeholders and their complex relationships

PGBM82

Research Dissertation

60 credits

 

The need for an ethical approach to data collection and analysis.

 

The University aims to return marked assessments and feedback within 4 working weeks of the assignment submission date after internal moderation process have been completed. If this is not possible, students will be notified by the Module Leaders when the feedback is available and how it can be obtained.

 

The Academic Misconduct Regulations and associated guidance can be found here. It is the responsibility of students to ensure they are familiar with their responsibilities in regards to assessment and the implications of an allegation of academic misconduct.

 

Students should refer to the University Regulations for information on degree classifications.

 


 

MODULE LIST

Award, Route (if applicable) and Level

New/Existing/ Modified  Module

Module Title

Module Code

Module Credit Value

Core or Option

Must choose

Assessment weighting %

Pre-/co-requisites

Module leader

Other comment (if required)

Date of Entry on SITS.

 

JACS Code

Cert

 

E

E

Corporate Financial Management 

International Financial Markets and Econometrics

PGBM142

PGBM144

 

30

30

 

C

C

 

 

70:30

100

 

NONE

A Turton

Dr H Seddighi

 

 

 

Dip

E

E

Management Accounting and Finance for Decision Making

Global Strategy and International Trade

PGBM145

PGBM143

 

30

30

 

 

C

C

 

 

100

100

Dr J Nobari

Dr A Osseo-Assare

 

 

 

Masters

E

MSc Finance and Management Dissertation

PGBM82

60

C

 

100

Dr J Nobari

 

 

 

 

 


MATRIX OF MODES OF TEACHING, LEARNING AND ASSESSMENT

 

 

Module

Code

Core / Option

Modes of T&L

Modes of Assessment

LO K1

LO K2

LO K3

LO K4

LO K5

LO K6

LO K7

LO K8

LO S1

LO S2

LO S3

LO S4

LO S5

LO S6

LO S7

International Financial Markets and Econometrics

 

PGBM144

Core

Case study; Debate discussion; Lecture; Self-directed study; Seminar; VLE;

Report

Formative – case study/debate/research led inquiry

T

DA

T

D

A

 

T

D

A

T

D

A

T

D

A

T

D

A

T D A

T

D

A

T

D

A

 

T

D

A

T D A

T

D

A

TDA

Corporate Financial Management 

 

PGBM142

Core

Case study; Debate discussion; Lecture; Self-directed study; Seminar; VLE;

Report

Formative – case study/debate/research led inquiry

T

DA

T

D

A

T

D

A

T

D

A

T

D

A

T

D

A

T

D

A

 

T

D

A

T

D

A

T

D

A

T

D

A

 

T

D

A

 

Global strategy and International Trade

 

PGBM143

Core

Case study; Debate discussion; Lecture; Self-directed study; Seminar; VLE

Report

Formative –Case studies/debates/research led enquiry

 

T

D

A

T

D

A

T

D

A

T

D

A

 

T D A

 

T

D

A

T D A

T

D

A

T D A

 

T D A

 

Management Accounting and Finance for Decision Making

 

PGBM145

Core

Case study; Debate discussion; Lecture; Self-directed study; Seminar; VLE

Report

Formative – Case studies/debates/research led enquiry

T

D A

T D A

T D A

T D A

T D A

T D A

T D A

 

T D A

T D A

 

T D A

 

T D A

 

MSc Finance and Management Dissertation

PGBM82

Core

Case study; Debate discussion; Lecture; Self-directed study; Workshop

Dissertation

Formative – Project

Plan/ Reflective Commentary

 

T D A

 

 

T D A

T D A

 

T D A

T D A

T D A

 

 

T D A

T D A

TDA

 

 


How does research influence the programme?

Adequate support for developing research skills is embedded in the Programme. Activities which support the development of research skills include, the marketing management activity at induction, organised for students on the PG Programmes. At the end of the activity, students are awarded prizes in the form of Amazon book vouchers. Adequate support and opportunities exist to develop MA Finance & Management students as researchers. For example, during the Reading week (which usually occurs mid-way during each term), specific sessions on skills development are delivered by the Library services. The activities include Harvard referencing skills, academic writing skills development, searching for books and journals online, English language skills, etc. In addition, the Company Visits programme enables students to visit at least one organisation, in class groups. It is the responsibility of each student to research information about the organisation being visited and to develop potential questions and topics for discussion during the visit. The Company visits have several purposes, including, providing students with insight into how organisations are structured and to gain an appreciation of their development, enabling students to identify the value and purpose of particular business management practices, enabling students to engage with managers of the organisations on a range of issues related to the strategies being developed and the directions being taken by the organisations, and ensuring that students can highlight some key factors affecting the development of the organisations.

Modules on the MSc Finance & Management programme have been developed specifically to enhance subject knowledge.  The dissertation enables students to investigate a contemporary business and management topic utilising primary and secondary sources of information. The investigation involves a literature search, an evaluation of that literature and the development of conclusions on the status of the management topic. Some students may wish to do a work-based project by working in a consultative capacity with a specific organisation, or by applying the concepts and theories encountered from previous organisational experience. This type of project involves analysing and evaluating substantive strategic problems or issues within the organisation and formulating appropriate solutions and/or recommendations.

Opportunities exist for students to network with practitioners from industry, through the Guest or Visiting speakers’ programme, which enables guest speakers to discuss their business and management experiences with the students.  In some instances, the speaker present case material related to his/her organisation.

 

SECTION D EMPLOYABILITY

How will the programme prepare me for employment?

The Postgraduate Business team provide some information and guidance on the possible careers available to students through a variety of mechanisms:

  • The University VLE has specific pages attached to the Programme space with links to external sources of information such as the Chartered Institute of Personnel and Development and the Chartered Institute of Management and direct links to the Careers and Employability Service.
  • The Visiting Speakers Programme includes guest speakers some of whom are our own graduates. We encourage all speakers to talk about their own career paths to help students to understand the options available to them. In a similar manner, the Company Visits programme provides an opportunity for students to inquire during the visits what skills and competencies they might require pursuing employment within a particular organisation or business sector.
  • The PALS activities allow students to identify and have regard to future careers and this allows PALS tutors to offer advice and/or redirect the student to University services such as the Careers and Employability Service
  • The Programme and Module learning outcomes are clearly business and management related and thus provide students with the necessary subject knowledge to progress into management careers. The Programme also encourages the development of key transferable employability skills; abilities to research, to present information and communicate orally and in writing, to work independently and as a member of a team, to reflect on one's own performance and provide and respond to feedback and to make critical judgements are all addressed by specific Programme learning outcomes.

The Faculty's employability strategy is underpinned by the philosophy that graduates will be more employable if they have a clearer understanding of their identity, both self-perceived and that which is recognised by others (Holmes, L. 2013).

Our role and the objective of our programmes is to provide our students with opportunities to explore, discover and express their unique identity and to encourage engagement with experiences which will increase self-efficacy and provide tangible evidence of their identity and thereby their employability.

This is achieved through a comprehensive range of curriculum-based teaching, learning and assessment strategies which explicitly and implicitly support our employability objectives, providing students with opportunities to explore their values, challenge and grow their intellect, demonstrate their ability achieve performance objectives, and to successfully engage with others, including employers and wider networks.

The programme content and learning approach is underpinned by graduate attributes and the University’s Futures employability strategy

Activities specific to this programme include:

 

The opportunity for students to engage in the company visits scheme

Participation in a “Get into Finance” event which allows students to network with company representatives and academics

A portfolio of modules designed to be attractive to employers, not only in finance but across a range of business roles.

Some business and management students will want to continue their studies after they graduate. This may further academic study at a Ph.D. level or a course leading to a vocational qualification in a related field, for example, professional accountancy qualifications. Some students will also move on to the PGCE and look for a career in teaching, again with the potential of making use of their business and management skills in the teaching of AS/A Level Business Studies. The Graduate Research School and the Careers and Employability Service has a wide range of information available to students should they choose to continue with their studies.

There are also opportunities for on-campus students outside your programme of study. For information about other opportunities available to our students who study on campus, click here (Sunderland Futures).

Additional opportunities to develop your experiences more widely will vary if you study at one of our partner colleges. For information about the extra-curricular activities available in any of our colleges please contact the college directly.

 

 

Professional statutory or regulatory body (PSRB) accreditation

PSRB accreditation is not relevant to this programme 

PSRB accreditation is currently being sought for this programme

 

This programme currently has PSRB accreditation

 

The programme is currently accredited until:

The relevant PSRB(s) is/are:

The terms of the accreditation are as follows:

The programme is recognised as:

There are programme-specific regulations relating to the following. Details are given in the programme regulations: n/a

 

The modules to be studied

 

Pass-marks for some or all modules and/or parts (elements) of modules 

 

Placement requirements

 

Attendance requirements

 

Professional practice requirements

 

Final or overall mark for the award  

 

Other 

 

Interim or exit awards are not accredited. 

SECTION E PROGRAMME STRUCTURE AND REGULATIONS

Use Programme Regulations Form, for questions 36 and 37

 

 

SECTION F ADMISSIONS, LEARNING ENVIRONMENT AND SUPPORT

What are the admissions requirements?

The admissions policy incorporates the guidance from Corporate and Recruitment Services and Sunderland Business School Recruitment Office (see the University Admissions Policy).

 

Entry point (delete those not required)

Standard entry requirements1

Entry with advanced standing2

Other3

Level 7 (Masters awards) – start of programme

BA Honours at 2:2

minimum

N/A

Or equivalent.

  • Applicants will be expected to possess a first or second class honours degree.  Alternatively, they may possess a professional qualification (or combination of qualifications) recognised as being the equivalent of an honours degree.  Applicants who do not meet the above requirements may exceptionally be considered (normally following an interview) at the discretion of the programme leader.
  • Where an applicant's first language is not English they will be required to demonstrate evidence of achievement of 6 overall in the International English language Testing Scheme (IELTS) with all element scores at 5.5. or higher.

The University’s standard admissions requirements can be found in the university regulations.

Programme-specific requirements which are in addition to those regulations are given below. 

 

Can students enter with advanced standing?

 

No

The University has a process by which applicants whose experience to date already covers one or more modules of the programme they are applying for may seek Accreditation of Prior Learning (APL). Full details can be found here but if you think that this may be relevant to you, please contact the department which offers the programme you are interested in.

What kind of support and help will there be?

In the department: The Induction Programme is intended to introduce students to all aspects of their time at Sunderland – to the staff associated with their programme; to the School; to the wider University and indeed to the study of their programme. The Induction week is an important aspect of the Programme. All students will be:

  • provided with a Programme Handbook
  • introduced to the programme curriculum and to some of the skills involved in the study of their programme
  • provided with information on academic referencing including information on the University Regulations on Cheating, Plagiarism and Collusion
  • provided with information in respect of central University support facilities i.e. student counselling, the Chaplaincy, the Student Office, financial guidance and assistance
  • provided with the specific guidance of disability support facilities within the University, how these may be accessed and the benefits of so doing
  • introduced to the University’s VLE and the support facilities available in relation to the Programme, to modules and to careers services
  • given an opportunity to interact with the staff of the School and each other and have some fun!

All students are allocated to a PALS group and assigned a PALS group tutor by the end of Induction Week.  The Tutor is a member of academic staff from the Business School and will work closely with the PALS group in forming effective working relationships and developing management and transferable skills over the course of the programme. This element of critical self-reflection will help in refining the skills and experience they already possess as MBA students. The activities are designed to develop the students' transferable skills alongside their awareness of cross-cultural issues and the simulation of working across international boundaries. The PALS groups provide an opportunity for students to practice self-management skills which are beneficial to them both as students and as future employees. It helps students to:

  • take responsibility for their own learning
  • be aware of how learning relates to the wider context
  • improve general skills for study and career management
  • provide evidence of achievements.

In most instances, and regarding specific modules, the first point of contact for studies advice will be the module leaders and/module tutors, all of whom are willing to provide advice at the end of formal class contact time, in module surgery sessions (where these forms a part of the teaching and learning strategy for the module) and in staff surgery time.  Academic staff post times when they are available (on a weekly basis) for consultation outside of the normal class contact time. (Sunderland Only)  Basic study skills are included in the induction programme, in the Student Handbook and on the VLE. In addition, the Faculty has appointed a number of Academic Advisors who are based in Sunderland to provide a full range of group and one-to-one sessions on the development of study skills. Students are encouraged to make use of these additional facilities in terms of the value added to the overall learning experience. Students are given detailed, hands-on training in the use of the University’s VLE as part of the Induction Programme. They are offered the opportunity to post questions or initiate discussions through a number of module spaces and through the Programme space. Academic staff and other students can engage in these discussions and thereby encourage the whole academic community to act as a support mechanism for its members. Various web links are provided to ensure that students have the most up to date information available.

In the university as a whole: The University provides a range of professional support services including wellbeing, counselling, disability support, and a Chaplaincy. Click on the links for further information.

In a partner college: Please see the relevant college prospectus or website for details of student support if you are planning to study in one of our partner colleges.

What resources will I have access to?

On campus

General Teaching and Learning Space

IT

Library

VLE

Laboratory

 

Studio

 

Performance space

 

Other specialist

 

Technical resources 

 

 

Information about the University’s facilities can be found here.

University Library & Study Skills Services, (ULSSS), supports students with the provision of a high-quality learning environment, comprehensive print and online resource collections, 1400 study places, 300+ PCs, My Module Resources and study skills support.

All students have the full use of the University's two libraries. The libraries are open extended hours and are staffed for 59 hours a week, including weekends and evenings.  During core teaching weeks, The Murray library is open 24x7 and St Peters library is open until 12 midnight.

The ULSSS website www.library.sunderland.ac.uk provides a gateway to information resources and services for students both on and off campus. Tailored resources and support are available from specific subject areas of the ULSSS website and a ‘Live Chat' function enables a student to access library support and help 24/7.

My Module Resources https://moduleresources.sunderland.ac.uk/

Module reading lists are live interactive resource lists available from within online module spaces on the VLE and the University’s library website.

What do you get?

          Real-time library information, both availability and location of print books, plus being able to place reservations on books that are already on loan

          Allows you to set up RSS alerts for changes and additions to your Module Resource  list

          Smartphone and tablet friendly – providing QR capture, touch screen functionality and e-resource access

How does this help you?

          Getting the right resources easily from flexible access points

          Receive guidance from your tutor on what to read  at a point of need by using search filters

          Access to a wider range of resources to support learning.

Study Skills Support

University Library Services includes robust study skills support to offer, available to all our students across the University both on and off campus, contributing to students' attainment and the quality of their experience.

Skills delivery options include:

  • Online Skills Support including videos, webinars and Skype sessions and online tutorials. Online assignment drop-ins using Live Chat will be held weekly to engage those students not on campus and provide additional support at the point of contact.
  • On campus assignment skills drop-in events throughout key teaching weeks when students are encouraged to attend with any assignment queries.
  • Embedded skills sessions - Throughout teaching periods embedded skills sessions are a key element to support academic learning. Study skills support team and Liaison Librarians continue to cultivate relationships and provide the support necessary in their subject areas.
  • Dissertation workshops - Dissertation skills support will be provided in early June to ‘Kickstart your Dissertation’. Bookable workshops will be held demonstrating how to begin a dissertation, using University library resources to support your work, and managing references for a substantial project. Sessions will be cross-subject focusing on the skills and resources required for completing a dissertation.
  • One to One - Study Skills Advisers will be on hand to advise and support students in a range of study skills including effective reading, reporting writing, academic writing and reference, note taking, critical thinking, analysis and evaluation, reflective writing, group work and presentation skills. Sessions will be booked centrally, catering for embedded academic sessions, study groups and 1 to 1 advice. For those studying independently away from the university campus, 1 to 1 support is available via Skype. 

If an embedded skills session best suits student learning outcomes, academic staff will be asked to complete an online request form so that a session can be arranged.

The request form is available from:                                                                 library.sunderland.ac.uk/services-and-support/services-for-staff/  

Access to other libraries

There may be occasions when students studying postgraduate programmes would find it useful to use other university libraries for their studies, in addition to the resources available at the University of Sunderland. Postgraduate students may be able to borrow items or to access collections on a reference basis at a number of institutions throughout the UK by joining the Sconul Access Scheme. www.access.sconul.ac.uk

Please see the relevant college prospectus or website for details of college learning resources if you are planning to study in one of our partner colleges

 

Are there any additional costs on top of the fees?

 

No, but all students buy some study materials such as books and provide their own basic study materials.

X

Yes (optional) All students buy some study materials such as books and provide their own basic study materials. In addition, there are some are additional costs for optional activities associated with the programme (see below)

 

Yes (essential) All students buy some study materials such as books and provide their own basic study materials. In addition, there are some are essential additional costs associated with the programme (see below)

 

How are student views represented?

All taught programmes in the University have student representatives for each programme who meet in a Student-Staff Liaison Committee (SSLC) where they can raise students’ views and concerns. The Students’ Union and the faculties together provide training for student representatives. SSLCs and focus groups are also used to obtain student feedback on plans for developing existing programmes and designing new ones. Feedback on your programme is obtained every year through module questionnaires and informs the annual review of your programme. Student representatives are also invited to attend Programme and Module Studies Boards which manage the delivery and development of programmes and modules. Faculty Academic Committee also has student representation. This allows students to be involved in higher-level plans for teaching and learning. At university level students are represented on University level Committees by sabbatical officers who are the elected leaders of the Students’ Union. The University’s student representation and feedback policy can be found here.

Every year we participate in the national Postgraduate Taught Experience Survey (PTES), which is run by the Higher Education Academy.

Programmes offered in partner colleges: If you are studying in one of our partner colleges the college will have its own mechanisms for obtaining student feedback. Some of these may be the same as that on-campus at the University but others may be different. You should ask your college for further information.

For distance learning operated from Sunderland: if you are studying by distance learning you will have slightly different arrangements from those used on campus. You are likely to have virtual rather than physical meetings and discussions. However, these arrangements should provide comparable opportunities for you to give feedback. Details are given below.  

 

 

SECTION G QUALITY MANAGEMENT 

National subject benchmarks

The Quality Assurance Agency for Higher Education publishes benchmark statements which give guidance as to the skills and knowledge which graduates in various subjects and in certain types of degree are expected to have. They do not cover all subjects at postgraduate level but those which exist can be found at here.

 

Are there any benchmark statements for this programme?

YES

 

The subject benchmark(s) for this programme is/are: Masters Degrees in Business & Management

http://www.qaa.ac.uk/en/Publications/Documents/Subject-benchmark-statement-Masters-degrees-in-business-and-management.pdf

The QAA also publishes a Framework for Higher Education Qualifications (FHEQ) which defines the generic skills and abilities expected of students who have achieved awards at a given level and with which our programmes align. The FHEQ can be found here.

How are the quality and standards of the programme assured?

The programme is managed and quality assured through the University’s standard processes. Programmes are overseen by Module and Programme Studies Boards which include student representatives. Each year each module leader provides a brief report on the delivery of the module, identifying strengths and areas for development, and the programme team reviews the programme as a whole. The purpose of this is to ensure that the programme is coherent and up-to-date, with suitable progression through the programme, and a good fit (alignment) between what is taught and how students learn and are assessed - the learning outcomes, content and types of teaching, learning and assessment. Student achievement, including progress through the programme and the way in which the final award is made, is kept under review. The programme review report is sent to the Programme Studies Board and the Faculty, in turn, reports issues to the University's Quality Management Sub-Committee (QMSC).

External examiners are appointed to oversee and advise on the assessment of the programme. They ensure that the standards of the programme are comparable with those of similar programmes elsewhere in the UK and are also involved in the assessment process to make sure that it is fair. They are invited to comment on proposed developments to the programme. Their reports are sent to the Deputy Vice-Chancellor (Academic) as well as to the Faculty so that issues of concern can be addressed.

 

All programmes are reviewed by the University on a six-yearly cycle to identify good practice and areas for enhancement. Programmes are revalidated through this review process. These reviews include at least one academic specialist in the subject area concerned from another UK university. The University is subject to external review by the Quality Assurance Agency for Higher Education on a six-year cycle. Their review reports for Sunderland can be found at here.

 

Further information about our quality processes can be found here.

 


 

Quality Handbook

 

 

 

SITS SUMMARY PROGRAMME/SHORT COURSE DETAILS

(Form to be completed electronically by the Faculty and forwarded to the Quality Support Officer supporting the Approval event, or sent to Planning & MI for faculty devolved processes before sending to Quality Support (with the exception of Short Courses and GRS))

This form is to be completed when a new programme has been validated and approved so that the programme codes and progression and awards rules can be set up in SITS.  This also needs to be completed at periodic course review when there have been significant modifications to the course.

 

Please note that all details entered onto this form will go onto every student’s record that is attached to this programme and it is therefore imperative that the information is correct. 

 

1 Programme Details

New/ Modification/Review:

Please ensure the minor modification document is included

Modification

Full Programme Title:

MSc Finance and Management

If replacement for existing course, specify title and course code:

 

Qualification Aim:

e.g. Foundation degree of Science, Bachelor of Arts (Honours)

Masters

Qualification Level (NQF level):

7

JACS 3.0 code

JACS code = e.g. (V100) History, (I100) Computing Science, etc. See HESA Website https://www.hesa.ac.uk/jacs3

N100

Is the programme Open or Closed:

A course is defined as closed when specifically designed for a certain group of people and not also available to other suitably qualified candidates. It may be designed for a particular company however if the same course is also run for other suitably qualified candidates, not employed by the company, then the course is not closed.

Open

Faculty and School:

Business, Law and Tourism

Sunderland Business School

Location of study:

e.g. SAGE, Sunderland in London, Sunderland

Sunderland

London Campus

Last Date Registration (PBI) Number of days:

The number of days after the start date of the course that it is possible for students to register onto it. It is also referred to as the migration date.

 

Programme Leader:

Dr Julia Nobari

Academic Team for the programme:

Postgraduate Business

Date of Approval/Modification/Review:

April 2018 (Modification)

Date of next review (QS to complete):

2022/23

Accrediting Body or PSRB
If yes please attach a completed PSRB form

No

 

Programme Specific Regulations

If yes, please attach a completed Programme Specific Regulations form

No

 

Does this programme come under the Key Information Set return?

If yes, please attach a completed KIS form

No

Is this an undergraduate programme whose primary (but not necessarily only) purpose is to improve the effectiveness of practitioners registered with a professional body? If yes, please specify which body:

http://www.hefce.ac.uk/media/HEFCE,2014/Content/Pubs/2016/201622/HEFCE2016_22.pdf  (Page 88, paragraph f)

e.g. a short course aimed at registered nurses

No


Professional Body:

 

 

Interim  Awards

If a student does not achieve their qualification aim, what lower awards might they be entitled to, assuming they have the credits?  The subject title for any lower level award should be given where this is different from the subject of the qualification aim.

 

Interim Award Title

Credits Required

Interim Structure

Please show mandatory requirements if applicable e.g. core module codes

1

Postgraduate Certificate in MSc Finance and Management

60

Any

2

Postgraduate Diploma in MSc Finance and Management

120

Any

3

 

 

 

 

Combined Subjects Programmes only

Will the subject run as Major/Minor/Dual:

 

Any subject(s) not permitted to be combined with this subject:

 

 

 

 

 

 

 

 

 

2 Mode Of Attendance

01                          Full-time

Full-time students are those expected to study for more than 24 weeks per year, for a minimum of 21 hours per week and are paying the full-time fee.

02                          Other Full-time

Students who attend full-time for a period less than 24 weeks per year

 

31Part-time

Students who are expected to study for less than 21 hours per week.

31Part-time at Full-time Rate

Students who are studying full-time credits over part-time attendance

 

 

 

3 Admissions

An admissions or MCR code will be created to allow student applications.

Tick appropriate

UUCAS

Universities and Colleges Admission Services

Required for full-time undergraduate programmes only.

 

DDirect Entry

Required for FT, PT, PG and PGR, only where students will be admitted though the admissions teams or where the programme needs to be advertised on the web

GGTTR

Graduate Teacher Training Registry

Education only, where applicable

 

 

 

4Collaborative Provision

UK

 

Overseas

 

Institution

Collaborative Model

Funding Arrangements

 

 

 

 

 

 

 

 

 

5aCourse Block

Full-time - Overall length of the programme in months:

12 months

Part-time - Overall length of the programme in months:

24 months

Does this course offer a sandwich placement?

If yes, please indicate which programme year this placement is to take place.

No

Programme Year:

Is this compulsory or optional?

Compulsory/Optional

Does this course offer a study abroad year out? If yes, please indicate which programme year this placement is to take place.

No

Programme Year:

Is this compulsory or optional?

Compulsory/Optional

 

 

 

6   Major Source of Funding

Please note this relates to funding for the programme and not individual students

HEFCE

Higher Education Funding Council for England

Skills Funding Agency/EFA/Degree Apprenticeship

 

NCTL

National College for Teaching and Leadership

 

Wholly NHS Funded

Partially NHS Funded

Departments of Health/NHS/Social Care. For all Health funded programmes please indicate whether the programme is eligible for an NHS Bursary

-  Eligible for NHS BursaryY/N

 

 

 

Standard Fee

If no then the Learning Resources Form should be attached

Yes/No

Other Funding:

 

– Please Specify:

 

 

 

 

7   Education Programmes Only

This section must be completed for any programmes marked above as ‘NCTL’ funded

Teacher Training Identifier:

 

Teacher Training Scope:

 

Qualification Aim:

QTS and academic award, QTS only, QTS by assessment only

 

 

 

   DETAILS SUPPLIED BY:……………………sssss………………        DATE:………………………..