Attachments

 

Quality Handbook

 

 

 

Postgraduate Programme Specification Template

 

 

Postgraduate Programme Specification Template

 

 

 

MSc International Business Management

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Version

Occasion of Change

Change Author

Last Modified

1.0

Approval panel event dated February 2017

Mohan Namasivayam

Jan 17

2.0

Revised post approval event in line with panel requirements and PGT harmonisation plan

Mohan Namasivayam

June 17

3.0

Programme entry requirements changed to facilitate entry for non-business graduates - ‘conversion course’

Mohan Namasivayam

Feb 18

4.0

Addition of PGBM160 as an option module

Linda Barkas

May 18

 

5.0

Changes to delivery term

PGBM 136 moved to stage 2, PGBM135 moved to stage 1

Mohan Namasivayam

May 19

 

 


SECTION A: CORE INFORMATION

 

Name of programme

International Business Management

 

Award title

MSc

 

Programme linkage

Is this part of a 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

Which School is it in?  Sunderland Business School

Programme Studies Board:  Postgraduate Business & Management

Programme Leader:     Mohan Namasivayam

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

 

 

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

Use Outline Programme Proposal Form for ADC, for questions 12 to 22

Learning and teaching strategy

The QAA Benchmark Statement for Masters awards in Business and Management principally identifies four areas which must be addressed throughout the programmes, as follows:

 

  • 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 summative assessments 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

(based on QAA Subject Benchmark statements).

 

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.  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 for example Markets and Marketing in a Digital Age, Global Strategy and Foresight, Managing Sustainability and Operational Excellence, Human Resource Management. The Team makes extensive use of the VLE, the University virtual learning environment on a programme and module basis including on-line 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 which 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 structure and the learning outcomes.
  • A dedicated VLE site for the programme which provides information on study skills, support services, policies and procedures.
  • 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, members of the academic learning community base their understanding of how learners learn and continuously improve quality in all aspects of academic delivery:

A number of modules within the curriculum are directly related to staff research/reach-out/professional activity (specifically, Global Strategy and Foresight, Markets & Marketing in a Digital World).  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.

 

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 that are student centred 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. Links to relevant videos, online articles and other relevant materials will be available on the VLE to assist both business and non-business students to refresh/ understand relevant concepts, theories and frameworks. While the programme expects students to be independent, additional support, as required will be provided to non-business students.

 

Whilst the teaching and learning methodologies methods are designed to address learning outcomes, it is assumed that this will be most likely to be achieved if modes of delivery are interesting and varied and the programme experience is generally enjoyable and relevant to practice.

 

One of the key teaching approaches within workshops is case method.  Case study approach has been highlighted as a good group learning tool as it helps groups members to, ‘identify   problems, seek   and   use information for problem solving, become aware of the feelings and beliefs of others and gain top management perspective, while adding realism to the course'' (Jennings, 2002, pp. 662). In particular, case study approach to teaching business and management to non-business students have been found to increase students’ participation in discussion and their retention and motivation to learn new concepts (Ates, 2013)

 

A key pedagogic approach designed for workshop sessions involve tutors adopting ‘flipped classroom’ learning strategy. Workshop activities are designed to maximise interactive engagement allowing learning to be an active process. Workshop sessions are designed to encourage students to co-operate with their peers, co-construct knowledge and solve problems. Berrett (2012) argues that such an approach encourages more learning. It is expected this approach will be particularly beneficial to non-business students as it gives them opportunities to also work with business graduates.

 

The overall learning, teaching and assessment design follow 'constructive alignment' approach by aligning the assessments, teaching strategies and intended learning outcomes

 

Retention strategy.

The Learning Teaching and Assessment Strategy recognises the University’s strong and continuing commitment to access and equality of opportunity and in light of the University’s success in widening participation, the Business School is concerned to ensure that all students are retained through receiving appropriate support and guidance throughout the duration of their study and beyond.

 

In line with the University Student Success Strategy, the Business School has implemented a systemic, consistent and effective approach to supporting the student learning journey and ultimately student retention through:

  1. Provision of an on-going induction programme which provides students (new and returning) with the key programme information they require and increases awareness of the personal and career development opportunities applicable to their year of study;
  2. Provision of an induction which focuses on transitioning new students and those who are direct entrants into their HE environment;
  3. Utilisation of Learning Journey staff to support students who require additional help and guidance at critical times in their learning journey so they are able to continue with, or return to their programme of study.  This particularly applies to students with low attendance, assessment problems and those on leave of absence or with progression issues;
  4. Paying ongoing attention to the attendance monitoring system and ensuring Programme Teams and Personal tutors intervene when required
  5. Ongoing Personal Tutoring activity to encourage and increase student engagement

 

See also details outlined in Student Support.

 

Any other information

 

Induction Programme

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

 

Peer Action Learning Sets (PALS)

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. 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.

 

 

Studies Advice

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.  Basic study skills are included in the induction programme, in the Student Handbook and on the VLE. In addition, the University has appointed a number of Study Skills Support Advisors’ who 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.

 

Student Support on the VLE

Students are given detailed, hands-on training in the use of the 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.

 

Careers Education, Information and Guidance (CEIG)

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

 

  • 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.
  • The PALS activities allow students to identify and have regard to future careers and this allows PALS tutors to offer advise 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.

 

SECTION C - TEACHING AND LEARNING

What is the programme about?

The programme is designed for both graduate students with experience of business and management studies who intend to become international business managers, and for managers who have already gained knowledge or experience in international business and who seek to further their careers as highly qualified managers within the domain of international business management.

 

The programme aims to equip students with a comprehensive understanding of the relevant knowledge and skills in the key areas of international business management and prepare them for a career in business and management anywhere in the globe. The curriculum design and the learning outcomes are aligned to develop key competences that are required by employers from around the world seeking international business managers.

Students learn a range of theoretical tools and frameworks, analytical skills and the practical understanding to enable them to meet the global challenges from an organisational perspective.

 

The programme aims to develop

  • an understanding of the contemporary issues in business management and business development within a global context
  • an understanding of the changing nature of the global agenda, its implications for organisations and their management and leadership
  • the ability to apply knowledge and understanding of international business management and markets both systematically and creatively to solve complex problems
  • the ability to link theories to practice with a view to improve efficiency and effectiveness of the organisation
  • ability to work independently and within groups, being ‘foresightful’ and creative in developing valuable strategies and business solutions
  • lifelong learning skills, including maintaining and developing skills by proactively, reactively and creatively responding to the rapidly changing global business environment
  • a range of transferable skills and attributes that are relevant to a career in international business management including leadership, research, ‘foresightfulness’, analytical thinking and problem solving, critical thinking, and communication skills

 

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

 

Learning Outcomes Postgraduate Certificate – Skills

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

 

S1Demonstrate ability to be critical and creative in organising, analysing, synthesising and appraising information

S2Apply strategic thinking to find efficient and effective solutions to complex business problems

S3Exercise problem solving ability in an autonomous manner

 

Learning Outcomes Postgraduate Certificate – Knowledge

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

 

K1 Demonstrate a critical awareness of the fundamental theoretical frameworks in international business and trends in current research

K2 Recognise new insights on the influences and challenges due to the changing landscapes of global politics, trade, economy, technology and regulatory regimes

K3 Demonstrate a critical knowledge of the current and the changing nature of the interrelationships among and the integration between the external business environment and organisations in an international context

 

Learning Outcomes Postgraduate Diploma – Skills

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

 

S4Demonstrate critical ability to take decisions in complex and unpredictable situations

S5Operate effectively in a variety of team roles as relevant and implement agreed solutions effectively and efficiently

 

Learning Outcomes Postgraduate Diploma – Knowledge

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

 

K4Recognise the concept of leading organisations through effective strategic management, foresight and effective leadership 

K5 Critically evaluate, synthesise and apply relevant theories and techniques in exploring current and emerging trends in global industries

K6 Critically analyse and explain the issues in managing and marketing across cultures

K7 Diagnose and critically evaluate the relevance of regional/international markets and customers for business

 

Learning Outcomes Masters – Skills

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

 

S6 Act independently, with limited guidance in planning and undertaking research activity into international business management issues, demonstrating effective self-direction and be               able to collect data effectively, analyse and present findings both orally and in writing using               a range of media.

S7 Manage and make decisions in situations of ethical complexity and ambiguity through the application of ethical due diligence

S8Apply relevant critical and evaluative skills to an organisational problem and to the development of knowledge in the field

S9 Respond proactively and creatively, maintaining and developing relevant skills, through the development of lifelong learning.

 

Learning Outcomes Masters – Knowledge

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

 

K8 Evaluate relevant methodologies and undertake research in international business to assist in decision making in situations of ambiguity and complexity.

K9 Demonstrate in-depth advanced knowledge in the focused area of international business management through the successful completion of an individual dissertation

 

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. 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 MSc International Business Management (IBM) programme 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 International Business Management

Postgraduate Diploma (PG Dip.) in International Business 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 IBM 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 IBM in the same academic year. The learning materials will be the same for all students on a module.

 

 

Stage 1:

Stage 2:

Stage 3:

PG Certificate

PG Diploma

MSc

 

PGBM127 Markets & Marketing in a Digital World

 

PGBM135 Global Strategy and Foresight

 

 

PGBM136 Contemporary International  Human Resource Management

 

PGBM115 MSc IBM Dissertation

 

Optional module (one option)

 

PGBM133 Managing Sustainability and Operational Excellence

 

PGBM134 Finance and Project Management

 

PGBM160 Management Information Systems:  Business by Design

 

 

 

Students studying full time would normally be expected to complete the programme in 50 weeks. Students may take a leave of absence between completing the PG Certificate and starting the PG Diploma. However, studies for the PG Diploma should normally be completed within two years of commencing the PG Certificate studies. Students may take a leave of absence between completing the PG Diploma and starting the MSc. However, studies for the MSc should normally be completed within three years of commencing the PG Certificate studies.

 

The programme has four core modules including MSc IBM Dissertation and an optional module to choose from a pool of two optional modules. All modules except Dissertation have 30 credits and Dissertation carries 60 credits.

 

Module Title

Core/optional

Credit

PGBM127 Markets & Marketing in a Digital World

Core

30

PGBM135 Global Strategy and Foresight

Core

30

PGBM136 Contemporary International  Human Resource Management

Core

30

PGBM115 MSc IBM Dissertation

Core

60

Students to select any one option

 

 

PGBM133 Managing Sustainability and Operational Excellence

option

30

PGBM134 Finance and Project Management

option

30

PGBM160 Management Information Systems:  Business by Design

option

30

 

There are two distinct core modules (90 credits) in addition to generic core modules shared with other programmes. These modules are aimed at the MSc International Business Management students to enable them to specifically interrogate issues that relate to managing in an international context. This structure is enhanced by the option choice students can make and by the many extra curricula activities open to the students. All students are required to choose their Option module towards the end of term one.  This will be an opportunity to find out more about the options on offer and the implications of choices for subsequent applications to join professional bodies. Students will be allowed to rank their preferences for their Option Choice via the VLE.

 

Students are required to select one option module and will be provided with counselling as to which module might be most appropriate. Many of the modules provide students with the opportunity to study in-depth and in-context a substantive area of management, which is not part of the core requirements. Optional modules build upon the core subjects. The PG Team are therefore confident that the combination of core and option modules will provide the requisite knowledge and skills for a postgraduate programme such as the MSc International Business Management.

 

Fundamentally, the structure of the Programme is designed with the intention to meet the criteria set out by the QAA Benchmark Statement, and also allows students to achieve the Programme aims and learning outcomes. In this context therefore, the structure of the Programme;

 

  • Covers the range of subjects related to MSc International Business Management
  • Allows students to select an optional module in the second term, which is of particular interest to them.
  • Encourages the development of generally transferable, post graduate skills which are not only relevant for employment but which also equip individuals with the ability to make a valuable contribution to society and the business and management environment.
  • Encourages the development of reflective, independent and life-long learners
  • Allows for the delivery of specialist modules linked to staff expertise, research and scholarship

 

The Programme Structure is designed to follow University’s Academic Calendar which provides a number of opportunities for skills development and reflection on assessment.  The programme is supported by a number of innovative activities which include:

 

  • Company Visits Programme
  • Peer Action Learning Sets(PALS)
  • Student Advisers Study Skills Scheme
  • Guest Speakers Programme
  • Study Skills & Development Week

 

The MSc IBM programme has been designed so that although all modules are at M level some are designated to be at certificate, diploma and masters level. However, the Programme Team believes that while some flexibility in the sequence of delivery is possible, core functional based modules should precede the strategic and specialist modules. The research Dissertation will normally follow the taught part of the programme emphasising its integrative nature. The MSc IBM programme conforms to the structure of the University Modular Credit Scheme for programmes at Master’s level. The programme has a modular structure.  Modules are delivered as follows: -

 

Full-time Students

30     credits - 10 weeks for teaching and two weeks for assessment

Typically, 20 x 1-hour lecture and 10 x 3-hour workshop

 

 

How will I be taught?

 

Scheduled teaching activities

C:\Users\uc0nql\AppData\Local\Microsoft\Windows\Temporary Internet Files\Content.IE5\98VEY7H7\Check_mark_23x20_02.svg[1].png

Independent study

C:\Users\uc0nql\AppData\Local\Microsoft\Windows\Temporary Internet Files\Content.IE5\98VEY7H7\Check_mark_23x20_02.svg[1].png

Placement

 

 

A range of teaching and learning methods are employed across 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 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.

 

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 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

C:\Users\uc0nql\AppData\Local\Microsoft\Windows\Temporary Internet Files\Content.IE5\98VEY7H7\Check_mark_23x20_02.svg[1].png

Practical assessments (poster)

C:\Users\uc0nql\AppData\Local\Microsoft\Windows\Temporary Internet Files\Content.IE5\98VEY7H7\Check_mark_23x20_02.svg[1].png

 

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 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

Whether core or option

Must choose

Assessment weighting – %

Pre-/co-requisites

Module leader

Other comment (if required)

Date of Entry on SITS.

JACS Code

N/MM only

(After event)

MSc IBM

E

Markets & Marketing in a Digital World

PGBM127

30

Core

 

Case Study 50%

Report 50%

 

None

Janet Ward

 

 

N500

MSc IBM

E

Global Strategy and Foresight

PGBM135

30

Core

 

Coursework 80%

Poster Presentation 20%

Mohan Namasivayam

 

N211

MSc IBM

E

Contemporary International  Human Resource Management

PGBM136

30

Core

 

Report 40%

Case Study 60%

Kym Drady

 

 

N600

MSc IBM

E

Managing Sustainability and Operational Excellence

 PGBM133

30

Option

Students must choose one option (30 credits)

Coursework 80%

Presentation 20%

 Peter Coleman

 

 N100

MSc IBM

E

Finance and Project Management

PGBM134

30

Option

Assignment 100%

Andy Turton / Sharp Cooper

 

 

 N213

MSc IBM

N

Management Information Systems: Business by Design

PGBM160

30

Option

Report 100%

Linda Barkas

 

N100

MSc IBM

E

MSc IBM Dissertation

 PGBM115

60

Core

 

Research Project 100%

Mohan Namasivayam

 

N120

 


Matrix of Modes of Teaching, Learning and Assessment

Module Title

Module Code

Whether core or 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 K9

LO S1

LO S2

LO S3

LO S4

LO S5

LO S6

LO S7

LO S8

LO S9

Markets & Marketing in a Digital World

PGBM127

Core

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

Formative seminar activity, Written Assignment

 

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 Foresight

PGBM135

Core

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

Formative seminar activity, Report

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

 

Contemporary International  Human Resource Management

PGBM136

Core

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

Formative seminar activity, Coursework

 

 

T D A

T D A

 

T D A

 

 

 

T D A

T D A

T D A

 

 

 

T D A

 

 

Managing Sustainability and Operational Excellence

PGBM133

Option

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

Formative seminar activity, Report

 

 

T D A

 

 

 

T D A

 

 

T D A

T D A

 

 

T D A

 

T D A

 

 

Finance and Project Management

PGBM134

Option

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

Formative seminar activity, Course Work

 

 

T D A

T D A

 

 

 

 

 

T D A

 

 

T D A

T D A

 

 

 

 

Management Information Systems:  Business by Design

PGBM160

Option

Case study, group work, debates, discussion, self-directed study

Report

TDA

TDA

TDA

TDA

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MSc IBM Dissertation

PGBM115

Core

Group work; Self-directed study; Workshop

Research Exercise; Research Dissertation
Formative – Project Plan

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


How does research influence the programme? 

 

The programme is designed to be research-led, research-oriented, research-tutored and research-based. Fundamental to the programme is that research is made meaningful to students so they understand the personal, professional, intellectual and importantly, the practical relevance of research.

 

Research-led:  the curriculum emphasises the teaching of the subject content from an academically robust stance i.e. students learn about the latest research in the subject field where the emphasis is on understanding research findings, rather than the research process, and research is presented as information content. Academic depth and rigour is achieved through ensuring the design incorporates current research literature in the field of study. It includes embedding current research both faculty and beyond. Students will be engaged in locating, collecting, referencing, critiquing, applying evidence, challenging assumptions, questioning and interpreting contemporary research articles, conference papers and case studies. Research active Faculty will also deliver guest speaker sessions at each stage of the programme (see table below for specific modules which will incorporate Faculty research). 

 

Module Title

Core/optional

Credit

PGBM127 Markets & Marketing in a Digital World

Core

30

PGBM133 Managing Sustainability and Operational Excellence

Option

30

PGBM135 Global Strategy and Foresight

Core

30

PGBM136 Contemporary International  Human Resource Management

Core

30

 

Research-oriented:  the curriculum emphasises the process of knowledge construction in the subject. In research-oriented mode, students learn about the research process by which knowledge is produced. This will be embedded through: research methods workshops (enhanced research skills) before students start their Dissertation together with embedding context specific research knowledge construction in specific modules (see table below for a brief outline of workshop discussion).

 

          Introduction to Masters Dissertation & Research Proposal

          Literature Review & Identification of Research Objectives

          Research Methodology

          Qualitative Research Methods

          Quantitative Research Methods

          Analysing Data and Writing Up

          Proposal writing workshops

 

Research-tutored: The programme and curriculum emphasises learning focused on students writing and discussing research papers or essays. Students are actively engaged in evaluating and analysing the research of others. This will be a focus in all modules across the programme. Adequate support for developing research skills are embedded in the MSc IBM Programme. Activities that 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 IBM students as researchers. 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 MSc IBM 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 MSc IBM students can highlight some key factors affecting the development of the organisations.

 

Research-based:  The programme and curriculum emphasises students undertaking inquiry-based and problem based learning. The learning division between lecturer and student is minimised and the teaching mode is based on cooperation/dialogue. Modules on the MSc IBM programme have been developed specifically to enhance subject knowledge.  The dissertation enables students to investigate a contemporary international 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. Strategy and Foresight module addresses one of the key concerns raised by corporations that 'foresight' techniques are not addressed within the management curriculum (Vecchiato, 2015). The module enables students to understand strategic foresight activities within firms and how to apply futures studies in the strategic decision making process.  Opportunities also exist for MSc IBM 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.

 

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.

 

The programme team has 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 development of postgraduate programmes have an ERS theme embedding into 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 examples learning activities within the programme focused on ERS integration)

 

The following are some examples where the programme specifically focuses on ERS

 

Module

ERS Workshop Case studies

PGBM133 Managing Sustainability and Operational Excellence

Coca-Cola: A Case Study in Sustainability (Environmental Leadership)

 

PGBM127 Markets & Marketing in a Digital World

Social responsibility in Marketing

PGBM135 Global Strategy and Foresight

From Charity to Foresight to Business: The Case of HP

 

 

SECTION D EMPLOYABILITY

How will the programme prepare me for employment?

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. The programme gives students the opportunity to develop advanced skills and knowledge, which you can use in the future. Multinational corporations need managers and business leaders who have an international outlook and can work across the global economy. International Business Management is an excellent choice for people who have the desire to work in international business, but don’t the necessary experience of work for a Masters of Business Administration (MBA). The Sunderland Business School is an excellent place to study for this prestigious qualification. We are a member of The Association of Business Schools, and our research in Business is classed as ‘world leading’ in the latest Research Excellence Framework. In addition, our business courses are best in the North East for course satisfaction, satisfaction with teaching, and satisfaction with feedback, according to the Guardian University Guide 2015. The same guide also found that our business courses have the highest spend per student in the North East. MSc IBM will develop your knowledge in a broad range of global business issues. You will examine international trade, strategy, strategic foresight, leadership skills, business analytics, marketing management and cross cultural management. Your final piece of work will be a dissertation on an international business management topic of your choosing

 

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.

 

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: N/A

The relevant PSRB(s) is/are: N/A

The terms of the accreditation are as follows: N/A

The programme is recognised as: N/A

 

 

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 

 

 

 

 

 

 

 

 

 

 

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 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. 

 

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

MSc International Business Management offers opportunities for students from both business and non-business backgrounds to shape their careers in international business and management areas and applicants are expected to have a degree normally at 2.2 level.  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. Students for all business masters’ programmes may be counselled to attend English for Business Purposes Summer School in the month leading up to the start of the academic year in October.

 

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 School which offers the programme you are interested in.

 

What kind of support and help will there be?

In the School: 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 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 MSc IBM 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 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 appointed a number of Study Skills Support Advisors’ who are based in Sunderland 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.

 

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

 

What resources will I have access to?

 

On campus

C:\Users\uc0nql\AppData\Local\Microsoft\Windows\Temporary Internet Files\Content.IE5\98VEY7H7\Check_mark_23x20_02.svg[1].png

In a partner college

 

By distance learning

 

 

On campus

Tick all that apply

General Teaching and Learning Space

C:\Users\uc0nql\AppData\Local\Microsoft\Windows\Temporary Internet Files\Content.IE5\98VEY7H7\Check_mark_23x20_02.svg[1].png

IT

C:\Users\uc0nql\AppData\Local\Microsoft\Windows\Temporary Internet Files\Content.IE5\98VEY7H7\Check_mark_23x20_02.svg[1].png

Library

C:\Users\uc0nql\AppData\Local\Microsoft\Windows\Temporary Internet Files\Content.IE5\98VEY7H7\Check_mark_23x20_02.svg[1].png

VLE

C:\Users\uc0nql\AppData\Local\Microsoft\Windows\Temporary Internet Files\Content.IE5\98VEY7H7\Check_mark_23x20_02.svg[1].png

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 advise 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.

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

 

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:

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 International Business Management

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

 

Qualification Aim:

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

MSc

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

N120

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:

Mohan Namasivayam

Academic Team for the programme:

Postgraduate Business

Date of Approval/Modification/Review:

February 2018 (Modification)

Date of next review (QS to complete):

2022/2023

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 of Higher Education in International Business

60

 

2

Postgraduate Diploma of Higher Education in International Business

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:………………………..