Attachments

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Quality Handbook

 

 

 

 

 

 

 

Postgraduate Programme Specification

 

 

 

MSc Operations and Logistics Management

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Version

Occasion of Change

Change Author

Last Modified

1.0

Approval panel event dated February 2017

Stella Sofianopoulou

Jan 17

2.0

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

Stella Sofianopoulou

June 17

3.0

Addition of option modules (PGBM135, PGBM136, PGBM150, PGBM157 and PGBM158)

Stella Sofianopoulou

April 18

4.0

Minor modification – PGBM132 replaced with PGBM162

Stella Sofianopoulou

July 2018

 

 


SECTION A: CORE INFORMATION

 

Name of programme

Operations and Logistics 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 department is it in?  Sunderland Business School

Programme Studies Board:  Postgraduate Business & Management

Programme Leader: Dr Stella Sofianopoulou

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 23

 

Learning and teaching strategy According to the Quality Assurance Agency for Higher Education (QAA),​​ the overall objective of master's level business and management degrees is to educate individuals as managers and business specialists, and thus to improve the quality of management as a profession. The purpose of these degrees is fivefold ((QAA)​​, 2015):

 

  • The advanced study of organisations, public, private and not-for-profit, their management and the changing external context in which they operate.
  • Preparation for and/or development of a career in business and management by developing skills at a professional level, or as preparation for research or further study in the area by developing skills, together with the self-awareness and personal development appropriate to postgraduate/management careers in business.
  • Development of the ability to apply knowledge and understanding of business and management to complex or difficult issues, both systematically and creatively, to improve business and management practice, including within an international context. This includes the ability to convert theory into practice from a critical and informed perspective so as to advance the effectiveness of employees and competitiveness of employing organisations.
  • Development and enhancement of a range of general transferable skills and attributes, which, while being highly appropriate to a career in business, are not restricted to this.
  • Development of lifelong learning skills, including engendering an enthusiasm for business and for learning more generally as part of continuing personal and professional development

 

According to the University’s Academic Strategy principles, the focus lies on the delivery of high quality provision and student experiences, which lead to excellent outcomes for our graduates.

 

The teaching and learning strategy is designed to encourage a deep approach to learning with an emphasis on collaborative learning through the use of working teams and real world problem solving.  The Programme will specifically exploit and explore the issues that arise. The teaching/learning strategy for this Program has been designed to ensure that the programme level learning outcomes will be acquired.

 

Various forms of teaching strategy would be employed to provide stimulation and participation amongst students. These will include group work and formal presentations, exercises, case studies, role plays, informal peer assessment, interactive handouts, videos, simulation (IT) exercises and experiential tasks.

 

The teaching and learning methods include self/team examination exercises, role play and case studies.  The teaching and learning format is designed to emphasise methodology and to give students the opportunity to gain experience through the integration of theory and application.  The teaching and learning processes will be facilitated by lecture and tutorial/workshops/seminars. Teaching and learning methods are as follows:

 

  • Lectures: reviewing and introducing theoretical concepts, refereed articles, themes, arguments and operational techniques;
  • Workshops/Tutorial/Seminar: providing a forum for consolidation, extension work and self-exploration and the application of the theory using specific case study exercises;
  • Student Presentations/Role Play: providing students with the opportunity to research selected topic and present a particular topic within the module;
  • Research: During the programme students will be introduced to research techniques and methodologies, taught research findings and learn as active researchers. The 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.
  • A formative learning check: assessing students' understanding of the theory and practice covered internally and externally

 

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

 

Retention strategy

The University’s Academic Strategy emphasises the student experience and the postgraduate programmes team will consistently provide excellent support 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 lie at the centre of all our academic provision.

 

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

 

Therefore:

 

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:

  • 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;
  • Provision of an induction which focuses on transitioning new students and those who are direct entrants into their HE environment;
  • 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;
  • Paying ongoing attention to the attendance monitoring system and ensuring Programme Teams and Personal tutors intervene when required
  • Ongoing Personal Tutoring activity to encourage and increase student engagement

 

See also details outlined in Student Support.

 

 

 

SECTION C - TEACHING AND LEARNING

What is the programme about?

The program aims to develop well-rounded business leaders equipped with the resources, mindset and skills necessary in both problem solving and management leadership, which are well suited in a wide variety of industries, including consulting, manufacturing, retail, logistics and distribution. Our programme is designed to give students both solid theoretical knowledge and deep understanding of the practical issues of the focal subject areas.

 

The program aims to achieve the following objectives:

  • Develop an understanding of the contemporary issues in operations and logistics and supply chain management and business development within a business context
  • Develop the ability to link theories to practice with a view to improve efficiency and effectiveness of the organisation
  • Develop lifelong learning skills, including maintaining and developing skills by proactively, reactively and creatively responding to the rapidly changing business environment
  • Develop awareness of Operations and Logistics Management key determinants as an approach to business management and thoroughly investigate both focal areas of Operations and Logistics Management
  • Build skills on advanced Operations and Logistics Management tools and techniques. Both aims are achieved ensuring active students’ ‘engagement’, i.e. a rich and active partnership where students work alongside staff and other students as partners. 

 

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

 

Learning Outcomes Postgraduate Certificate – Knowledge

On completion of the Certificate phase of the programme successful students should know, understand or be able to do the following:

 

K1                Identify and comprehend the fundamental theoretical frameworks in various areas of Operations, Logistics and Supply Chain management

K2                Employ and evaluate some modelling approaches and tools for Operations, Logistics and Supply Chain objectives optimization, utilising when appropriate relevant software

K3                Demonstrate an understanding of contemporary issues, policies and practices relating to    the principles of responsible management and sustainable organisational performance

K4                Critically evaluate, synthesise and apply relevant theories and techniques in established excellence models

 

Learning Outcomes Postgraduate Certificate – Skills

On completion of the Certificate phase of the programme successful students should know, understand or be able to do the following:

 

S1                 Demonstrate a critical thinking and being creative in a range of Operations, Logistics and Supply Chain management theories

S2                 Demonstrate ethical and sustainable awareness in an organisational context

S3                 Evaluate the impact of Operations, Logistics and Supply Chain activities on the performance of a firm

S4                 Use analytical and problem solving skills in decision making

 

Learning Outcomes Postgraduate Diploma – Knowledge

In addition to the learning outcomes achieved in the Certificate phase of the programme, on completion of the Diploma phase of the programme successful students should know, understand or be able to do the following:

 

K5                Demonstrate an understanding of the requirements for management control and the application of control processes

K6                Have a critical understanding of the key strategic financial position elements of an organisation

K7                Demonstrate an understanding of organisational vision and  strategic objectives

 

Learning Outcomes Postgraduate Diploma – Skills

In addition to the learning outcomes achieved in the Certificate phase of the programme, on completion of the Diploma phase of the programme successful students should know, understand or be able to do the following:

 

S5            To apply and evaluate tools and techniques associated with the management of finance function and projects

S6            To evaluate projects from a financial, human resource and time related perspective

S7            To evaluate and analyse an organisation’s competitive environment and identify its strategic resources, capabilities and core competences

 

Learning Outcomes Masters – Knowledge

In addition to the learning outcomes achieved in the Diploma phase of the programme, on completion of the Masters phase of the programme successful students should know, understand or be able to do the following:

 

K8                Describe and interpret valid research questions and different research methodologies

K9                Demonstrate in-depth advanced knowledge in the focal areas of operations and logistics management through the successful completion of an individual dissertation

K10            Identify and synthesise knowledge of key theoretical ideas and/or work based concepts of best practice, drawn from relevant contemporary sources investigation.

 

Learning Outcomes Masters – Skills

In addition to the learning outcomes achieved in the Diploma phase of the programme, on completion of the Masters phase of the programme successful students should know, understand or be able to do the following:

 

S8                 Carry out an independent academic research project at a Master’s level

S9              Reflect objectively and ethically on methods process and outcomes in relation to a research project

 

What will the programme consist of?

 

Module (Core)

Credits

Module Title                                                 

TERM 1 Postgraduate Certificate (60 credits)

PGBM133

 

30

Managing Sustainability and Operational Excellence

PGBM134

30

Finance and Project Management

TERM 2 Postgraduate Diploma (120 credits)

PGBM162

30

Operations, Logistics and Supply Chain Management

One from the following:

PGBM135

PGBM136

OR

PGBM158

PGBM150

PGBM157

30

One from the following (optional):

  • PGBM135   Global Strategy and Foresight
  • PGBM136   Contemporary International Human Resource Management

OR

PGBM158   Human Resource Management in Context

  • PGBM150   Innovation, Entrepreneurship & Technology Transfer
  • PGBM157Contemporary Issues in Marketing

TERM 3 Masters (180 credits)

PGBM124

60

Operations & Logistics Management Dissertation

 

How will I be taught?

Scheduled teaching activities

Independent study

Placement

 

 

 

 

 

A variety of instructional techniques is used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process. Teaching staff provide successive levels of temporary support that help students reach higher levels of comprehension and skill acquisition that they would not be able to achieve without assistance. The teaching and learning methodologies are designed to encourage, over the duration of the Programme, a greater independence within students for taking responsibility for their own learning. The balance of lectures, seminars and/or workshops, the varying uses of Sunspace (including self-assessment exercises) 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, where applicable, encourage students to engage in activities which, although not assessed, contribute directly to their learning and to their career prospects.

 

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. The focus in any case would be in reliability - that the assessment task can be applied consistently to all students undertaking it and that different markers will reach the same conclusions about the performance of a given group of students and validity - the assessment task actually measures what it claims to measure independently of the type of assessment.

 

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 for all modules on the MSc in Operations and Logistics Management Programme is designed to provide feedback to students in order to assist and develop both individual and group learning. Students are informed via module guides of the nature, timing and criteria for each assessment. The Sunderland University assessment criteria will be used during all marking as a point of reference for the standard of all postgraduate level work.  Full marking and moderation will be undertaken for all postgraduate work by the University of Sunderland until consistency of grading can be ensured.  Module assessments include individual written reports, group presentations, discussion and debate on the application and integration of case study analysis; practice problem solving exercises testing:

 

  • How students acquire information from a range of sources;
  • The balance of arguments for taking particular courses of action;
  • How to summarise information, focussing on key themes;
  • How students interpret and deal with issues and problems;

 

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.

 

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. 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. Presentation skills are also an important element of the programme and are utilised frequently within seminars and workshops and assessments.

 

For every core module the assessment may include one or more:

 

a)       Assignment (individual and/or group)

b)       Group presentation

c)       Written Examination

 

Elective modules vary between assignment, assignment /exam and presentations.

 

Assessment methods are mapped onto real world situations.  Group work ensures that students learn to work as a team which is required when working in industry.

 

There is a heavy emphasis on assessment and students are given guidelines regarding the amount they should submit.

 

Assessment criteria are given as guidance to students.

 

Feedback on assessment is given to a student which is specified clearly on the feedback sheet.

 

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.

 


Matrix of modes of teaching, learning and assessment

Module List

 

NB. Not all option modules may be offered in any one academic year and will depend on the availability of staff and the priorities of the school. In addition, modules will usually need to be selected by a minimum number of students. Option modules may be available on more than one programme and the Programme Leaders will liaise with the Faculty Management Team to ensure there is a reasonable amount of choice in any given year.

 

Award, Route (if applicable) and Level

New/Existing/ Modified Module

Module Title

Module Code

Module Credit Value

Core or option

Must choose (i.e. designated option):

Assessment weighting – give % weight

Pre-/co-requisites

Module leader

Other comment (if required)

Date of Entry on SITS.

N/MM only

( After event)

JACS Code

PG Dip OPS AND LOG M

N

Operations, Logistics and Supply Chain Management

PGBM162

30

Core

 

30:70

NONE

Dr Stella Sofianopoulou

 

 

N600

PG Dip OPS AND LOG M

E

Managing Sustainability And Operational Excellence

PGBM133

30

Core

 

100

Peter Coleman

 

 

N100

MSc OPS AND LOG M

E

Finance And Project Management

PGBM134

30

Core

 

100

Rob Hall

 

 

N300

MSc OPS AND LOG M

E

Global Strategy And Foresight

PGBM135

30

Option

 

80:20

Mohan Namasivayam

 

 

N400

MSc OPS AND LOG M

E

Contemporary International Human Resource Management

PGBM136

30

Option

 

80:20

Joanne Rush

 

 

N400

MSc OPS AND LOG M

E

Human Resource Management In Context

PGBM158 

30

Option

 

70:30

Sarah Robson

 

 

N600

MSc OPS AND LOG M

E

Innovation, Entrepreneurship & Technology Transfer

PGBM150  

30

Option

 

100

Dr Derek Watson

 

 

N212

MSc OPS AND LOG M

E

Contemporary Issues In Marketing

PGBM157

30

Option

 

30:70

Dr Janet Ward

 

 

 

MSc OPS AND LOG M

E

MSc IN OPERATIONS & LOGISTICS MANAGEMENT DISSERTATION

PGBM124

60

Core

 

100

Dr. Stella Sofianopoulou

 

 

N100

Module

Code

Core / Option

Modes of T&L

Modes of Assessment

LO K1

LO K2

LO K3

LO K4

LO K5

LO K6

LO K7

LO K8

LO K9

LO K10

LO S1

LO S2

LO S3

LO S4

LO S5

LO S6

LO S7

LO S8

LO S9

Operations, Logistics and Supply Chain Management

PGBM162

Core

Case study; Debate discussion; Group work; Lecture; Self directed study; Tutorials; Video multi-media; Sunspace; Workshop;

Case Study; Report; Work Based

 

Formative – PALS Support Group

TDA

TDA

 

 

 

 

TDA

 

 

 

TDA

 

TDA

TDA

 

 

TDA

 

 

Managing Sustainability and Operational Excellence

PGBM133

Core

Case study; Group work; Lecture; Self directed study; Tutorials; Sunspace; Workshop

Case Study; Report; Research Exercise

 

Formative – Seminar activity

 

 

TDA

T

DA

 

 

TDA

 

 

 

 

T

DA

T

DA

 

 

 

TDA

 

 

Finance and Project Management

PGBM134

Core

Lecture; Workshop; Case Study, Debate; Group Work; Self-directed study; 

 

 

case study or developed scenario-Management Report

Formative feedback through workshop discussions and group working

 

 

 

 

T

DA

T

DA

 

 

 

 

 

 

 

 

TDA

TDA

 

 

 

Global Strategy and Foresight

 

PGBM135

Option

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

Case Study; Report; Research Exercise

 

Formative – Seminar activity

 

 

 

 

 

 

T D A

 

 

 

 

 

 

 

 

 

T D A

 

 

Contemporary International Human Resource Management

PGBM136

Option

Case study; Debate discussion; Group work; Lecture; Self-directed study; Tutorials; Video multi-media; VLE; Workshop; Company visits

Case Study; Report; Problem Solving, Group Work Formative – Seminar Activity

TDA

 

 

 

TDA

 

 

 

 

 

 

 

 

 

 

 

TDA

 

 

Human Resource Management in Context

PGBM158 

Option

Self-directed reading;

Online support using discussion boards; Self Directed Study

Open book time constrained assessment;

Written assessment

 

 

TDA

TDA

 

 

 

 

 

 

 

T

DA

 

 

 

T

DA

 

 

 

Innovation, Entrepreneurship & Technology Transfer

PGBM150  

Option

Self study / directed reading / research activities

Journal Paper; Case Study Report;

 

 

TDA

TDA

 

 

 

 

 

 

 

T D A

 

 

 

 

T D A

 

 

Contemporary Issues in Marketing

PGBM157

Option

Debate discussion; Self-directed study; Workshop, Presentations

Formative –Seminar activity

Infographic

Critical Marketing report

TDA

 

 

 

 

 

 

 

 

 

TDA

 

TDA

 

 

 

 

 

 

MSc in Operations & Logistics Management

 

Dissertation

PGBM124

Core

Debate discussion; Group work; Lecture; Self-directed study;

 

 

Research Exercise; Research Dissertation

 

Formative – Project Plan; Reflective Commentary

TDA

 

 

 

 

 

 

T D A

T D A

T D A

TDA

 

 

 

 

 

 

TDA

TDA

 

*TDA = Taught, Developed & Assessed


How does research influence the programme? 

 

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

 

Modules on the MSc Operations and Logistics Management programme have been developed specifically to enhance subject knowledge. The dissertation enables students to investigate a contemporary business problem 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. Modules Analytical Techniques for Management, Sustainable Operations Management and Operational Excellence have been specifically developed to enhance the knowledge obtained in the programme. Opportunities also exist for MSc Operations and Logistics Management 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.

 

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, as well as the research process. 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 case studies as well as producing their own research dissertation.

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: the teaching of research methods together with embedding context specific research knowledge construction in specific modules and dissertation.

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 critiquing the research of others. This will be a focus in all modules across the programme.

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. This research will involve primary research within an organisation or a case study.  This is a requirement in some module and definitely in the dissertation.

 

Responsible leadership, sustainability and ethics within the curriculum:

 

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

 

Principle 1Purpose: 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 3Method: create educational frameworks, materials, processes and environments that enable effective learning experiences for responsible leadership 

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

 

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

 

Underpinning Activities

 

  • The development of postgraduate programmes has 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 for programme specific ERS integration)

 

 

 

 

 

The programme specifically focuses on ERS in the following modules

 

Module

ERS Activity

PGBM162 Operations, Logistics and Supply Chain Management

responsibility and sustainability

PGBM133 Managing  Sustainability and Operational Excellence

ethics, responsibility and sustainability

PGBM134 Finance and Project Management

responsibility and sustainability

PGBM124 Operations & Logistics Management Dissertation

ethics, responsibility and sustainability

 

 

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). Competing Perspectives on Graduate Employability: Possession, Position or Process? Studies in Higher Education 38, 4

 

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.

 

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 organisational visits and speakers programme which aims to give students access to key organisations in the region.  The programme gives the student the opportunity to develop advanced skills and knowledge which can be used in the future. Postgraduate programmes are often associated with a particular career path but most skills can be applied to a range of employment situations. There are also opportunities for on-campus students outside own programme of study.

 

For information about other opportunities available to our students who study on campus, click here.

 

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

 

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

 

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

Please complete and insert Part B of the Programme Regulations Form

 

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).

 

MSc Operations and Logistics Management focuses further on Operations, Logistics and Supply Chain Management areas and therefore requires applicants to have a business related 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.

 

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

 

If yes, to which Stages?

Stage 1

 

Stage 2

 

Stage 3

 

Stage 4

 

 

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?

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 contribute to the programme teams achievements and which lie at the centre of all our academic provision.

 

All Sunderland and London Campus 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 a personal tutor section on Sunspace which is an information source for many of these services. The Programme Leader will continue to be available to all students should they require advice or one-to-one support on a particular issue.

 

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, Sunspace content, and study skills as well as providing information on the course structure and the learning outcomes.
  • Developing the Sunspace site with information on study skills, support services, policies and procedures as well as a section on Frequently Asked Questions.  This site will be operated in conjunction with the programme leader, the module leaders and the Peer Action Learning Sets.

 

Induction

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 University’s 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. The activities of the PALS group will take the form of a learning and development toolkit including ELLI profiling and 360° feedback. This element of critical self reflection will help in refining the skills and experience they already possess as MSc 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

 

Studies Skills Support Advisers

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 Academic 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.

 

Student Support on VLE

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.

 

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 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.
  • The PALS activities allow students to identify and have regard to future careers and this allows PALS tutors to offer advice and/or redirect the student to University services such as the Careers and Employability Service
  • The Programme and Module learning outcomes are clearly business and management related and thus provide students with the necessary subject knowledge to progress into management careers. The Programme also encourages the development of key transferable employability skills; abilities to research, to present information and communicate orally and in writing, to work independently and as a member of a team, to reflect on one's own performance and provide and respond to feedback and to make critical judgements are all addressed by specific Programme learning outcomes.

 

The 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

In a partner college

 

By distance learning

 

 

On campus

Tick all that apply

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 SunSpace 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.  Various Faculty committees, particularly Faculty Student Success Committee, Academic Development Committee and Quality Management Sub-Committee also have student representation. This allows students to be involved in higher-level plans for teaching and learning. There is a parallel structure at university level on which students are represented 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.

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 those 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

NO

 

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.

 



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 Operations and Logistics Management

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

 

Qualification Aim:

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

Masters

Qualification Level (NQF level):

7

JACS 3.0 code

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

N100

Is the programme Open or Closed:

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

Open

Faculty and School:

Business, Law and Tourism

Sunderland Business School

Location of study:

e.g. SAGE, Sunderland in London, Sunderland

Sunderland

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:

Stella Sofianopoulou

Academic Team for the programme:

Postgraduate Business

Date of Approval/Modification/Review:

July 2018 (Modification)

Date of next review (QS to complete):

2022/23

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

No

 

Programme Specific Regulations

If yes, please attach a completed Programme Specific Regulations form

No

 

Does this programme come under the Unistats return?

If yes, please attach a completed Unistats 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 HE Operations and Logistics Management

60

 

2

Postgraduate Diploma of HE Operations and Logistics 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:………………………..