Attachments

 

Quality Handbook

 

 

 

Programme Specification Template - Postgraduate

 

 

 

MSc HRM

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Version

Occasion of Change

Change Author

Last Modified

1.0

 

Kym Drady

Jan 17

2.0

Revised post Periodic event in line with panel requirements

Kym Drady

 

May 17

 

3.0

Modification to existing modules PGBM85 and PGBM86 replaced by PGBM139

Kym Drady

August 17

 

4.0

Modifications to all existing Modules to replace with 30 Credit Modules

Helen Fraser

January 2018

5.0

PGBM139 replaced by existing Modules PGBM111 and PGBM112

Helen Fraser

February 2018

6.0

Approved Programme Specific Regulations added for the standalone PG Certificate and PG Diploma award titles.

Lyndsay Brown

June 2018

 

 

 

 

 

 

 

 

 

 


SECTION A: CORE INFORMATION

 

Name  of programme:

Human Resources Management

Award title:

MSc

Programme linkage:

 

Is this part of group of linked programmes between which students can transfer at agreed points? (e.g. 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

 

Department:

Faculty of Business, Law and Tourism

 

Programme Studies Board:

Postgraduate Business & Management

 

Programme Leader:

Helen Fraser

 


How and where can I study the programme?

 

At Sunderland:

 

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 the University of Sunderland 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 curriculum, and indeed extra-curricular activities focus on these aspects, so too 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 through the use of 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, on-line discussions and in peer learning and support group tasks;
  • enhancement of lifelong learning skills and personal development so as 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.
  • 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 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 calendar, structure and the learning outcomes.
  • Developing the 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 Programme Student Representatives Team.
  • Guidance on careers and progression. Whilst a number of 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 a number of modules within the curriculum are directly related to staff research/reach-out/professional activity (Specifically, Leading, Managing, and Developing People and Organisations, Developing the Researching HR Professional and Managing Learning and Talent Development). Additionally, a number of staff research interests focus on Management Education and their research directly influences their teaching approaches or the operating practices of the programme.

 

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

The teaching and learning methodologies are designed to encourage, over the duration of the programme, a greater independence in 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.

 

Responsible Leadership, Ethics, Responsibility and Sustainability

All the postgraduate business programmes are vocational in the sense that they are clearly aimed at helping graduates move in to successful business and management careers and their professional communities. The programme is clearly linked to organisational visits and a speakers programme that aims to give students access to key organisations in the region and to consider responsible leadership, ethics and sustainability.

A central idea of the Chartered Institute of Personnel and Development’s  new Professional Standards Framework is that work must balance economic needs with social accountability Ethical cultures are vital in helping businesses shift focus from short-term profits to long-term sustainability, ensuring that work benefits everyone – from employees to shareholders. The programme aims to adhere to 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’. 

While this isn’t solely an issue for HR, HR does have an important role to play and the programme seeks to develop students into practitioners and researchers who will take greater ethical responsibility within their future work organisations. The modules across the programme have ethics, responsibility and sustainability themes; for example PGBM151 Leading, Managing and Developing People and Organisations. Students also have an opportunity to further examine ethics, responsibility and sustainability in their research and reflection in PGBM111 Investigating a Business Issue from a Human Resources Perspective and PGBM112 Developing the Researching HR Professional.

 

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 Sunderland students will have direct or remote 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 sign post students to these specialist services. In addition, students have access to the VLE and on-line Handbook which are information sources 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.

The Programme Leader aims to conduct exit interviews with any students leaving/not completing the programme as part of the process of continually seeking to improve the student experience and to encourage retention.

 

SECTION C:  TEACHING AND LEARNING

 

What is the programme about?

This programme is designed to provide graduates with advanced HRM skills and knowledge and to achieve CIPD professional membership. It aims to prepare students for a future career in human resources, and to support those who are currently in the early stages of such a career. The content and structure is closely aligned to on the CIPD professional standards.

The postgraduate course of study aims:

  • To develop student skills, knowledge and understanding of HRM through a range of learning and research methodologies and strategies
  • To enhance critical skills in assessing and evaluating academic literature that informs current debates within HRM
  • To promote the capacity for independent, critical and creative thinking
  • To provide a programme which is responsive to the needs of employers, and of employment within HRM
  • To enable students to engage in Continuous Professional Development
  • To enable the students to gain professional body qualifications
  • To enable the students to gain transferable skills, which can be deployed in a number of organisational contexts


 

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 – Skills

S1 Develop student skills, knowledge and understanding of people management through a range of learning and research methodologies and strategies

S2 Develop critical skills in assessing, evaluating and applying academic literature that informs current debates within HRM

S3 Develop a capacity for independent, critical and creative thinking and problem solving

S4To enable the students to demonstrate a range of transferable skills, this can be deployed in a number of organisational contexts

S5 An ability to develop independently, and in groups, core skills in managing self and others

S6 To be able to select and apply appropriate tools, techniques and concepts to HRM contexts 

S7 An ability to analyse personal learning needs and construct a personal development plan

S8 To be able to demonstrate in-depth knowledge, understanding and appreciation of contemporary academic thinking in significant areas of HR, and be able to apply such academic thinking in the               workplace

 

Learning Outcomes Postgraduate Certificate – Knowledge

K1A systematic and critical understanding of theories, debates and concepts relating to people management, and their relevance to organisations

K2 A substantial knowledge of contemporary strategies to develop individuals so that they can contribute effectively to HR within dynamic business organisations

K3 A critical understanding of the principles of effective leadership in an organisational context

K4A critical understanding of Continuous Professional Development and its application to personal development

K5 A comprehensive and critical understanding of the issues necessary to enable the students to gain professional accreditation

K6 Critical awareness of the role the HRM function implemented within organisations and appreciate the environments within which organisations operate

K7 A thorough appraisal and understanding of the role of other functions within organisations, the interrelationships between each of these, and between these and the HRM function

 

Learning Outcomes Postgraduate Diploma – Skills

S9 To critically evaluate the effectiveness of current HRM strategies and policies within organisations, and recommend enhanced strategies and policies

S10 A capacity to apply analytical techniques to the solution of business problems in a HR and management context

S11 A capacity to marshal arguments effectively in order to persuade others

S12A capacity to demonstrate a broad range of skills and attributes associated with HR management in order to operate efficiently and sensitively in a diverse cultural framework.

S13 An ability to critically evaluate and apply appropriate personnel and development approaches to enhance organisational, group and individual performance

 

Learning Outcomes Postgraduate Diploma – Knowledge

K8An ability to synthesise an understanding of the inter-relationships between business functions and the impact decision-making can have on management performance

K9 An ability to critically analyse stakeholder interests, external and international environments and their effect on the organisation

K10 Application of relevant knowledge to a range of complex situations, taking account of the interactions between the International, European, National, Social, Political, Economic and Legal environments for HRM.

K11 An ability to critically evaluate and apply core theories and practices used by HR professionals and their applications to organisations

K12 Critical awareness of participants’ core competencies as managers and HR professionals operating within agreed professional codes

K13 A critical understanding of the contribution HR has and continues to make to business performance at strategic and operational levels

 

Learning Outcomes Masters of Business Administration – Skills

S14  To be able to conduct applied HR research

S15 Acquired critical and evaluative skills to organisational problems or the development of knowledge in the field

S16 Acquired appropriate quantitative and/or qualitative research skills for strategic HRM interventions

 

Learning Outcomes Masters of Business Administration – Knowledge

K14 Demonstrate a critical and comparative analysis of current HRM issues in the workplace

K15 A critical and comparative understanding of their individual ability as a vehicle to enhance their own learning from experience

 

What will the programme consist of?

Taught postgraduate programmes generally consist of a number of taught modules leading to the award of a Postgraduate Certificate (60 credits) or Postgraduate Diploma (120 credits). A Masters qualification (180 credits) usually culminates in a major piece of independent work such as a project or dissertation. On this programme the modules Investigating a Business Issue from an HR Perspective and Developing the Researching HR Professional are both independent research based modules using both case study and self-reflection as methods and these modules are jointly designated as the dissertation equivalent for this programme. All modules are at postgraduate level (level 7 in the UK’s national scheme). The summary below describes briefly what is contained in the programme. The programme structure, including a detailed list of modules, can be found in the programme regulations.

 

The aim of the programme, and the modules that underpin it, is to equip students to both lead and manage in the HR field and in the overall organisational context. The programme content and structure is therefore closely aligned to on CIPD professional standards. These have been developed by CIPD and are now articulated in the ‘Profession Map’ The programme modules provide grounding in the fundamental techniques of human resource practice and business leadership within the organisational context. The modules are a mixture designed to give students a solid knowledge and skillset. All modules are consistent with practitioner requirements today, aligning clearly with the ‘strategies, insights and solutions’ domain in the CIPD professional map.

The CIPD HR Profession Map

The CIPD Professional Map covers the spectrum of human resource management and development, functions. The 10 professional areas, insights, strategy and solutions; leading HR; organisation design; resourcing and talent planning; learning and development; performance and reward; employee engagement; service delivery and information and employee relations, describe what activities  and knowledge are needed for each area of the HR profession at four bands of professional competence. The behaviours describe in detail how an HR professional needs to carry out their activitieshttps://ciprianarhire.files.wordpress.com/2014/05/a4bpjpnccaeytuc-large.png

Source: www.cipd.co.uk/cipd-hr-profession/hr-profession-map

 

MSc Human Resources Management Programme Structure

University Award Eligible

Module Code

PGBM111  Investigating a Business Issue from a Human

Resources Perspective

Module Title

Credit Value

Stage 1

 

PG

Certificate

 

PGBM158

Human Resource Management in Context

30

PGBM151

Leading, Managing and Developing People and Organisations

30

Stage 2

 

PG

Diploma

 

PGBM149

Managing Learning and Talent Development in Organisations

30

PGBM148

Managing the Employment Relationship

30

Stage 3

 

MSc HRM

 

PGBM111

Investigating a Business Issue from an HR Perspective

30

PGBM112

Developing the Researching HR Professional

30

 

 

The modules Investigating a Business Issue from an HR Perspective and Developing the Researching HR Professional are both independent research based modules using case study and self-reflection as methods and these modules are jointly designated as the dissertation equivalent for this programme.‘PGBM111 Investigating a Business Issue from a HR Perspective’ fulfils the CIPD Standard requiring a Management Research Report and PGBM112 is a Digital Reflection on professional identity as an HR Professional and as a Researching Professional.

 

How will I be taught?

 

Scheduled teaching activities

Independent study

Placement

 

 

A range of teaching and learning methods are employed across each level of the Programme, 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 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 in the course of all modules to interact with each other and/or with the tutor to develop ideas, work on tasks, practice skills or explain 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 may be 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.

 

Study Skills and Development Weeks takes place part way through each term. No module workshops or lectures take place during this week but instead the time is used to enable students to focus on developing skills and reflecting on other aspects of their learning and career aspirations. This might include attending workshops on cross cultural group working, information skills, bibliographical referencing, job-seeking skills, writing curriculum vitae and participating in organisational visits. The Programme Leader team work closely with module leaders, student representatives, the Library, the Careers Centre and Languages Staff to provide opportunities for students to reflect on and develop a range of subject specific and transferable skills.

 

The teaching and learning methods adopted 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 on-line 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 Section 7.0 outlines the provisions within the Programmes, School and the wider University which are available.


 

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 formatively and summatively 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 with regard to 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 required by the Chartered institute of Personnel and Development. 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, round table 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 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.

Teaching, learning and assessment matrix

 

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

University

Award, Route (if applicable) and Level

New/Existing/ Modified Module

Module Title

Module Code

Module Credit Value

Core or Options

Must choose

Assessment weighting %

Pre-/co-requisites

Module leader

Other comment (if required)

Date of Entry on SITS.

 

 

JACS Code

PG Cert

N

MANAGING, LEADING AND DEVELOPING PEOPLE AND ORGANISATIONS

PGBM151

30

C

 

50% Exam

50%  Case Study Research Report

 

NONE

Helen Fraser

 

 

N600

PG Cert

N

HUMAN RESOURCE MANAGEMENT IN CONTEXT

PGBM158

30

C

 

70% Open book time constrained assessment

30% Written assessment

Sarah Robson

 

 

N600

PG Dip

N

MANAGING LEARNING AND TALENT DEVELOPMENT IN ORGANISATIONS

PGBM149

30

C

 

50% Report

50%Presentation and Production of Learning Tool

Kym Drady

 

 

N600

PG Dip

N

MANAGING THE EMPLOYMENT RELATIONSHIP

PGBM148

30

C

 

60% Exam

40% Skills Exercise and Reflection

Allison Abbott

 

 

N600

MSc

E

INVESTIGATING A BUSINESS ISSUE FROM AN HR PERSPECTIVE

PGBM111

30

C

 

100% Management Research Report

 

Helen Fraser

 

 

N600

MSc

E

DEVELOPING THE RESEARCHING HR PROFESSIONAL

PGBM112

30

C

 

100% Digital Reflection; Researching Professional Storyboard

Paul-Alan Armstrong

 

 

N600


MATRIX OF MODES OF TEACHING, LEARNING AND ASSESSMENT
PG Cert

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 S1

LO S2

LO S3

LO S4

LO S5

LO S6

LO S7

LO S8

MANAGING, LEADING AND DEVELOPING PEOPLE AND ORGANISATIONS

PGBM

151

Core

Case study; Debate discussion; Group work; Lecture; Self directed study; Presentations; VLE; Workshop; Formative reflective activity, Company visits& speakers

Exam; Case Study Research Report Formative – Presentation; Seminar activity

T

D

A

TDA

TDA

TDA

TDA

TDA

TDA

TDA

TDA

TDA

TDA

TDA

TDA

TDA

TDA

HUMAN RESOURCE MANAGEMENT IN CONTEXT

PGBM

158

Core

Case study; Debate discussion; Group work; Lecture; Self directed study; Presentations; VLE; Workshop

Exam; Open book time constrained assessment Case Study Analysis, Formative – Presentation; Seminar activity

TDA

TDA

TDA

 

 

TDA

TDA

TDA

TDA

TDA

TDA

TDA

TDA

 

TDA

 

PGDip

Module

Code

Core / Option

Modes of T&L

Modes of Assessment

LO K8

LO K9

LO K10

LO K11

LO K12

LO K13

LO S9

LO S10

LO S11

LO S12

LO S13

MANAGING LEARNING AND TALENT DEVELOPMENT IN ORGANISATIONS

PGBM

149

Core

Case study; Debate discussion; Group work; Lecture; Self directed study; Presentations; VLE; Workshop; Company visits.

Report, presentations on selected topics; Formative - study analysis with set questions, group discussion and

T

D

A

T

D

A

TDA

TDA

TDA

TDA

TDA

TDA

TDA

TDA

TDA

MANAGING THE EMPLOYMENT RELATIONSHIP

PGBM

148

Core

Case study; Debate discussion; Group work; Lecture; Self directed study; Presentations; VLE; Workshop; guest lectures,

Exam; Case Study Research Report

Skills Exercise and Reflection

Formative – Presentation; Seminar activity

T

DA

T

D

A

TDA

TDA

TDA

TDA

TDA

TDA

TDA

TDA

TDA

 

MSc

Module

Code

Core / Option

Modes of T&L

Modes of Assessment

LO K14

LO K15

LOS14

LO S15

LO S16

INVESTIGATING A BUSINESS ISSUE FROM AN HR PERSPECTIVE

PGBM

111

Core

Case studies; Debate discussion; Group work; Lecture; Self directed study; Presentations; VLE; Formative reflective activity,

Management Research Report

Formative; SLS, group work, Online discussion groups. Activities and Reflection

Presentation; Individual Seminar activity

TDA

TDA

TDA

TDA

TDA

DEVELOPING THE RESEARCHING HR PROFESSIONAL

PGBM

112

Core

Reflexive Dialogic action learning;  SLS, Debate discussion; Self directed study; VLE; Workshops

Digital Reflection; Researching Professional Storyboard

– on-line peer support discussion groups

TDA

TDA

TDA

TDA

TDA



 

 

How does research influence the programme? 

Adequate support for developing research skills is embedded in the Programme. Activities which support 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 MSc HRM students as researchers. For example, during Skills Weeks (which usually occur mid-way during each term), specific sessions on research skills development are delivered by 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 HRM programme have been developed specifically to enhance subject knowledge. The Management Research Report and the ‘Developing the Researching HR Professional’ module requires students to investigate a contemporary live HR business project/issue in the workplace. They are required to liaise with a business discuss a specific issue or project before embarking on a literature based investigation of the subject area to provide a critical understanding of the current literature and case their study on best practices as advocated by the literature.  Students then undertake primary research into the issue and then make timely, costed recommendations for improvement.  This type of project involves analysing and evaluating substantive strategic problems or issues within the organisation and formulating appropriate solutions and/or recommendations. The Developing the Researching HR Professional digital reflection element then requires students to reflect on their report and recommendations in depth and evaluate their research journey alongside the CIPD Professional Behavioural Map. 

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 presents case material related to his/her organisation and linked to learning which will be assessed. A number of members of the programme team have been/are consulting and researching on fields of knowledge and practice contained in programme. These include; Learning and Development, Workplace Policy Development, Leadership Development, Gender in the Workplace and Methodologies for Professional Identity Research.

 

 

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 enquire during the visits what skills and competences they might require to pursue employment within a particular organisation or business sector.
  • Tutors encourage students to identify and have regard to future careers and 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:

 

Study and Employability Workshops during Skills Weeks – Specific individual research for their chosen career, interview practice, assessment centres and CV writing.

PGBM151 and PGBM148 – Guest speakers who are employers discuss the employment skills they want with students. The employment service offer opportunities for being mentored, job shadowing and volunteering to support students in gaining the skills these employers seek.

 

Some Human Resource Management students will want to continue their studies after they graduate. This may be further academic study at 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 for 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 their programme of study. For information about other opportunities available to our students who study on campus, click here.

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 direct. 

 

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: April 2018

The relevant PSRB(s) is/are: CIPD

The terms of the accreditation are as follows:

The programme is recognised as: Advanced Level CIPD

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

 

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

 

PART B - PROGRAMME  REGULATION/S

 

Name of programme: MSc Human Resource Management

Title of final award: MSc Human Resource Management

Interim awards[1]: Postgraduate Certificate of Higher Education in Human Resource                                           Management  

Postgraduate Diploma of Higher Education in Human Resource                                           Management  

Accreditation: CIPD

 

University Regulation 6.4.1c

 

A 2% borderline will apply to the classification boundaries (i.e. if the student achieves 58-59.99% or 68-69.99% in the final credit-weighted average). Where a result is borderline, the award will be moved up to the higher classification if the student’s dissertation or project mark is at the higher level (i.e. 70% or higher for a Distinction, 60% or higher for a Merit). Where there is no project or dissertation component, or where it is fewer than sixty credits, sixty credits (including, where applicable, the smaller project or dissertation) should be designated in the programme regulations that will be the determining credits for borderline purposes.  

 

PGBM111 Investigating a Business Issue from an HR Perspective (30 credits) and PGBM112 Developing the Researching HR Professional (30 credits) will therefore be taken into consideration when determining borderline classifications.

 

Regulations apply to students commencing their studies from (please state the date / intake that these regulations will apply to students for each Stage):

 

Regulations apply to students

Date the regulations apply

Intakes affected

Stage 1

Academic Year 2018/19

All

 

Stage 1

 

Core modules:

 

Code

Title

Credits

PGBM158

Human Resource Management in Context

30

PGBM151

Leading, Managing and Developing People and Organisations

30

PGBM149

Managing Learning and Talent Development in Organisations

30

PGBM148

Managing the Employment Relationship

30

PGBM111

Investigating a Business Issue from an HR Perspective

30

PGBM112

Developing the Researching HR Professional

30

 

Optional Modules

None

 

Elective Modules

None

 

Progression Regulations

There are no programme-specific progression regulations[2]

 

PROGRAMME  REGULATIONS

 

Name of programme: Postgraduate Certificate in Human Resource Management

Title of final award: Postgraduate Certificate in Human Resource Management

Interim awards[3]: None

Accreditation: Yes - CIPD

 

University Regulation (please state the relevant University Regulation):

 

6.4.2 Programme regulations may specify particular combinations of modules required for either or both the Certificate or Diploma. In other cases only the number of credits gained will be taken into account.

 

Regulations apply to students commencing their studies from (please state the date / intake that these regulations will apply to students for each Stage):

 

Regulations apply to students

Date the regulations apply

Intakes affected

Stage 1

September 2018

None

 

Stage 1

 

Core modules:

 

Code

Title

Credits

PGBM151

 

MANAGING, LEADING AND DEVELOPING PEOPLE AND ORGANISATIONS

30

PGBM158

 

HUMAN RESOURCE MANAGEMENT IN CONTEXT

30

 

Optional Modules

None

 

Elective Modules

None

 

Progression Regulations

There are no programme-specific progression regulations

 

Award Regulations

Where students enrol onto the Postgraduate Certificate in Human Resource Management, the combination of modules specified above will be required in order to obtain the award of Postgraduate Certificate in Human Resource Management.

 

PROGRAMME  REGULATIONS

 

Name of programme: Postgraduate Diploma in Human Resource Management

Title of final award: Postgraduate Diploma in Human Resource Management

Interim awards[4]: None

Accreditation: Yes - CIPD

 

University Regulation (please state the relevant University Regulation):

 

6.4.2 Programme regulations may specify particular combinations of modules required for either or both the Certificate or Diploma. In other cases only the number of credits gained will be taken into account.

 

Regulations apply to students commencing their studies from (please state the date / intake that these regulations will apply to students for each Stage):

 

Regulations apply to students

Date the regulations apply

Intakes affected

Stage 1

September 2018

None

 

Stage 1

 

Core modules:

 

Code

Title

Credits

PGBM151

 

MANAGING, LEADING AND DEVELOPING PEOPLE AND ORGANISATIONS

30

PGBM158

 

HUMAN RESOURCE MANAGEMENT IN CONTEXT

30

PGBM111

INVESTIGATING A BUSINESS ISSUE FROM AN HR PERSPECTIVE

30

 

Optional Modules

One of the following

PGBM149

 

MANAGING LEARNING AND TALENT DEVELOPMENT IN ORGANISATIONS

30

PGBM148

MANAGING THE EMPLOYMENT RELATIONSHIP

30

 

Elective Modules

None

 

Progression Regulations

There are no programme-specific progression regulations

 

Award Regulations

Where students enrol onto the Postgraduate Diploma in Human Resource Management, the combination of modules specified above will be required in order to obtain the award of Postgraduate Diploma in Human Resource Management.

 

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).

  • It will be usual for students to possess an honours degree with a lower second class or above.  Alternatively applicants 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.
  • Support is available for all students to develop their English Language skills in addition to their main study programme, and students who complete one of the modules in English for Academic Purposes (EAP) or English for Business Studies (EBS) are eligible for the award of the University of Sunderland Certificate in EAP or EBS.

 

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 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 work in groups. Tutors will work closely with the groups to ensure Peer Assisted Learning and to support the forming of effective working relationships and development of management and transferable skills over the course of the programme. Elements of critical self reflection will help in refining the skills and experience they already possess as MSc HRM 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 Peer Assisted Learning 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 with regard to 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 form 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 University has  a number of Study Skills staff  who are based in the library and 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 extensive 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 web site 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 web site and a ‘Live Chat’ function enables 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 a robust study skills support 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 advice and support students in a range of study skills including: effective reading, reporting writing, academic writing and referencing, 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

 

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. In particular 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/SBS-Business-and%20Management-15.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 Human Resource 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

N600

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

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:

Helen Fraser

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

Yes

 

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 of Higher Education in Human Resource Management

60

 

2

Postgraduate Diploma of Higher Education in Human Resource Management

120

 

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:…………………………………       DATE:………………………..

 

 


[1] Same as main award unless agreed otherwise at validation – eg to meet PSRB requirements

[2] This will be the norm – university regulations apply

[3] 

[4]