UNIVERSITY of LEICESTER. Programme Specification. Foundation Degree in Managing Voluntary and Community Organisations

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1 UNIVERSITY of LEICESTER Programme Specification Foundation Degree in Managing Voluntary and Community Organisations Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if full advantage is taken of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in module specifications and other programme documentation. The accuracy of the information in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education. Awarding body/institution; University of Leicester Teaching institution (if different) Details of accreditation by a professional/statutory body; Name of the final award; Programme title; UCAS code; Date at which the programme specification was written or revised. Foundation Degree in Managing Voluntary and Community Organisations (FDA) Foundation Degree in Managing Voluntary and Community Organisations April & May 2002, April & May Aims of the programme The aims of the programme are To give students knowledge of the changing social, political and demographic contexts in which community and voluntary groups operate. To explore issues surrounding the setting up and effective management of a community or voluntary organisation. To provide skills and information needed to enable students to manage the relationship of their organisation with official agencies, funders and the client base. To provide students with the skills and information needed to manage their organisation effectively. This includes a thorough examination of the issues of equity and non-discrimination. To contribute to the increase of community capacity and the success of community and voluntary groups in managing social policy. To contribute to the role of the community and voluntary sector as a catalyst for and influence on the formation of social policies and government initiatives. 2. Target Student Group Page 1of

2 The main target groups are those working in the community and voluntary sector in a variety of roles. It is expected that a combination of those already in management positions and those aspiring to management within the sector will attend the course. It is envisaged that students will be employed or working as volunteers within the sector, although placements may be arranged in exceptional cases. 3. Curriculum Aims and Learning Outcomes The aim of this course is to enable students to become effective and influential managers within the community and voluntary sector. The QAA Foundation Degree: Qualification Benchmark indicates that on completion FD students will have the ability to demonstrate: Knowledge and critical understanding of the well-established principles in their field of study and the way in which those principles have developed; Ability to apply underlying concepts and principles outside the context in which they were first studied, and the application of those principles in a work context; Knowledge of the main methods of enquiry in their subject, and ability to evaluate critically the appropriateness of different approaches to solving problems in their field of study and apply these in a work context; An understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge in their field of study and in a work context. 1 The programme is written with reference to the above factors and aims to: Provide specialist knowledge with relation to the management of the sector relevant to individual vocations and also to the group and sector as a whole Provide flexibility, knowledge, skills and motivation as a basis for career development and as a basis for progression to graduate and postgraduate studies Develop a range of skills and techniques, personal qualities and attitudes essential for successful performance in working life. The programme also aims to meet the needs of the University of Leicester Learning and Teaching Strategy by providing students with: Mastery of an appropriate body of knowledge; Understanding and application of key concepts and techniques; Critical analysis of key issues; Clear and concise presentation of material; Critical appraisal of evidence with appropriate insight Relevant subject benchmark statements and other external and internal reference points used to inform programme outcomes: QAA benchmarks The National Occupational Standards for the Sector The University of Leicester Learning and Teaching Strategy The Accreditation documents for the programme 5. Intended Learning Outcomes 1 Quality Assurance Agency for Higher Education, Foundation Degree: Qualification Benchmark (final draft) November University of Leicester, Learning and Teaching Strategy, November 2002 Page 2of

3 a. Knowledge and Understanding: On successful completion of this programme, students should be able to demonstrate: An understanding of the principles of business management necessary for management of a community or voluntary organisation A knowledge of the skills of human, financial and resource management necessary to bring projects to conclusion A capacity for critical analysis of published material, including government strategies and local and regional agendas An ability to carry out critical analysis of a management situation and execute a satisfactory outcome An ability to communicate concepts and arguments relevant to the discipline of managing a voluntary or community organisation, both orally and in writing A capacity for critical analysis of statistics and financial information An awareness of all equality and discrimination issues, with regards to race, gender, ethnicity etc and to be able to appraise arrangements for the satisfactory implementation of such strategies An awareness of the crucial importance of quality in all aspects of management b. Subject-specific cognitive skills: On successful completion of this programme, students should be able to: Adopt reflective and inquisitive attitudes and apply rational processes Recognise the impact of their own value judgements and those of others Recognise, define and prioritise problems Design solutions to problems where this is possible Document solutions to problems Evaluate solutions to problems Choose appropriate tools for solving problems Understand and critically evaluate the importance of methodology Present reasoned arguments and apply judgement Recognise the importance of rigour in collecting, analysing and interpreting data c. Subject-specific practical skills: On successful completion of this programme, students should be able to: Demonstrate the acquisition and use of ICT skills and the capacity to manage and evaluate a variety of electronic information resources Collect and analyse data for use in marketing, client satisfaction and strategic planning Work effectively within a team Carry out practical work based research using a variety of resources and to use appropriate critical analysis Manage small and large projects effectively, with reference to problem solving and be able to make decisions based on considered research within a certain situation d. Key/transferable skills: Page 3of

4 On successful completion of this programme, students should be able to: Learn to be a learner Reflect on own strengths and weakness and plan improvements Plan Manage own roles and responsibilities Manage own time in achieving objectives Undertake personal and career development Transfer skills gained to new and changing situations and contexts Treat others values, beliefs and opinions with respect Relate to and interact effectively with individuals and groups Work effectively as a team member Receive and respond to a variety of information Present information in a variety of visual forms Communicate in writing Participate in oral and non-verbal communication Use information sources Deal with a combination of routine and non-routine tasks Identify and solve routine and non-routine problems Apply numerical skills and techniques Apply a range of skills and techniques to develop a variety of ideas in the creation of new/modified products, services or situations Use a range of thought processes 6. Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated: The following learning opportunities are provided to enable learners to develop and demonstrate their achievement of learning outcomes: Acquisition of core knowledge is through seminars, presentations, tutorials, directed study and work based learning Analytical thinking skills are developed through discussion and debate Practical work is an essential component and involves group and individual presentations Common skills are developed through tutorial sessions and assignments Assessment activities provide major opportunities for learning. Assessment criteria are linked to individual module outcomes. Assessment methods include: Case studies Reports and essays Oral presentations individual and in groups Project work derived from the normal role of the individual in employment Evidence portfolio and reflective statements 7. Programme structures and requirements, levels, modules, credits and awards: This qualification: Will normally take three years of study. Individual students programmes may vary from this depending on prior experience and learning (APL) and the mode of delivery. Requires the successful completion of 240 credits in total, comprising sixteen modules of either 10 or 20 credits. Page 4of

5 Structure The course will normally be delivered over three academic years (6 semesters) with the student taking 80 credits per year. The guideline for the duration of Foundation Degrees is between 2 and 4 years depending on the mode of delivery. Level One comprises Modules 1 to 8, and Level Two comprises Modules 9 to 16. Year One Module One Community Organisations (10credits) Module Two Administration and Finance (20credits) Module Three Personal Development (20 credits) Module Four Customer Care (10credits) Module Five Strategic Planning (20credits) Year Two Module Six Teamwork (10credits) Module Seven Personnel (20credits) Module Eight Conflict Resolution & Problem Solving (10credits) Module Nine Researching and Managing Information (20 credits) Module Ten Introduction to Social Sciences (10credits) Module Eleven - Urban & Rural Development (10credits) Year Three Module Twelve Social Policy & Inclusion (20credits) Module Thirteen Working in Partnership (10credits) Module Fourteen Organisational Development (20credits) Module Fifteen Project Development, Management & Evaluation (20credits) Module Sixteen Marketing, Promotion and Media Support (10credits) Work-Based Learning There is clear employer involvement, and it is envisaged that most students will already be employees or volunteers within the sector. The curriculum described above highlights the significance of work-based learning in the overall structure of the programme. 8. Criteria for admission to the programme: It is envisaged that entry requirements for the programme will be flexible and that experience in the sector will be taken into account. It is envisaged that students will enter the programme with a combination of GCSEs or equivalent and relevant work experience. Some students will have post-16 qualifications but this will not be a pre-requisite. In suitable cases there will be credit given for relevant prior learning, up to a maximum of 40 credits. This could include previous study or other qualifications, which demonstrate that the student has met the learning outcomes defined in the appropriate modules. Entry is open to local and regional applicants. As there is a large amount of face-to-face teaching on the foundation degree it would not be able to be offered nationally due to attendance commitments. This may change if the course is developed in terms of more flexible delivery methods. Applications will be considered from people with an interest in and experience of related occupations, but who do not possess formal qualifications. Page 5of

6 Mature students, who may have studied on an Access to HE course, will be welcomed. 9. Progression A foundation degree in this area meets a clear market demand for the continuing investment in the knowledge and skills development of the sector. The Learning Curve sets out the aim to invest more in this development of the skills and knowledge agenda. The FD Managing Voluntary and Community Organisations fits that strategy in terms of building capacity to manage within the community. It is expected that this foundation degree will form part of a progression pathway in terms of training for the voluntary and community sector. The design of a bespoke top up route to an Honours degree is being considered. The Institute of Lifelong Learning is also beginning to provide short courses and professional development opportunities for the sector as a way of encouraging learners onto the FD programme. 10. Information about assessment regulations: The programme will be assessed in line with the University of Leicester assessment regulations. All units are assessed within the programme. In order to pass a unit, a student must demonstrate a set of outcomes, described as the assessment criteria. Each module will be graded, based on the student s ability to research, critically evaluate and report on a given subject.. Indicators of quality: The quality of the course is monitored by: Its accreditation by the University of Leicester Board of Studies for the course Reports by an External Examiner appointed by the University of Leicester Student questionnaires and Staff Student Consultative Committee End of module reviews Annual Course Report University Departmental Review 12. Particular support for learning: Student progression on course is supported both by subject tutors and University of Leicester staff and includes: An induction session introducing new students to the subject and the University, including library, staff, computer network and Vaughan College Course handbooks in print and electronic format Study skills sessions Support for students with special needs Appointment of work based mentor Appointment of personal tutor for each student Library Resources: General resources Specialist resources- labs, workshops Specialist software packages Learning Resources: Students will have access to facilities at the University of Leicester, and as full members of the University will have standard library entitlements, computing Page 6of

7 access and Student Union membership. University staff will provide academic and pastoral tutorial support where necessary and the programme will be supervised by a Course Director. 13. Learning and Teaching Development: The course aims to provide a clear development of skills and knowledge throughout the three years of its duration. This includes not only specialist knowledge relevant to the sector but also the development of key skills with relation to communication and ICT. Students will be registered on the Blackboard Virtual Learning Environment (VLE) to assist them in further enhancing ICT skills and allowing more flexible communication between students and tutors. Staff will be able to access examples of work and any questions from students via the Blackboard virtual learning environment, and students will be able to access electronic sources of information. Communication between tutor and students, as well as among the students themselves, will be enhanced through the use of Blackboard. 14. Staff Development: A training and development plan will be agreed for tutors on the course, particularly with reference to VLE use. Staff will be able to apply for relevant funding for staff development. The Institute of Lifelong Learning plans to hold a number of staff development sessions for staff on the programme. 15. Disabilities & Additional Needs: Support for students with disabilities and additional needs will be offered, including adaptation of course materials into Braille/large print/tape/disk/other formats; organising mobility training; provision of communication support workers; note takers in lectures/tutorials; assessment of specific support, equipment and software needs; individual/small group tuition for students who have dyslexia; representing students needs to academic and other University departments; organising adapted accommodation to meet individual needs; helping to organise carers to meet any personal care needs; organising appropriate support for students who have a mental health problem. Where a student has complex support or accommodation needs, early notification is strongly advised prior to application. The Counselling Service and English Language Study Unit are able to support individual students in resolving problems and in improving communication skills for international students. 16. Methods for evaluating and improving the quality and standards of learning: Module reviews, including student reviews Course Reviews Teaching and Learning Strategy QAA subject and institutional reviews Student reviews and Staff Student Consultative Committee Annual Course report University Departmental Review Page 7of

8 University of Leicester Foundation Degree in Managing Voluntary and Community Organisations Scheme of Assessment and Marking Schedule The standards in this document are written to comply with the principles and practices as set out in: The University of Leicester Code of Practice on Examining for First Degrees The University of Leicester Revised Learning & Teaching Strategy The QAA Foundation Degree Qualification Benchmark (2002) The Programme Specification document for the award What is a Foundation Degree? The QAA Foundation Degree Qualification Benchmark defines the qualification as integrating " academic and work-based learning through close collaboration between employers and programme providers. Foundation Degrees are vocationally focused and equip learners with the skills and knowledge relevant to their employment and the needs of employers. They also provide a pathway for life-long learning and the opportunity to progress to other qualifications." 3 This scheme of assessment has been written to reflect that definition and aims to apply to students studying the qualification in either full or part-time modes. Assessment All modules on the programme can be assessed through a combination of coursework and/or presentations, the weighting of which for each module is published in the module specification. The module size and credit value will determine the amount and balance of assessment instruments to be used by internal examiners. The key guiding principles are that students: Will be assessed in an open, fair and comparable way across all modules Will be assessed according to the learning objectives and outcomes for each module Will experience a range of assessment methods appropriate to the aims and objectives of the Foundation Degree in Managing Voluntary and Community Organisations as set out in the Programme Specification document Will have the opportunity to seek the accreditation of their prior or concurrent experiential learning (APEL) Will have the opportunity to demonstrate success in gaining key or transferable skills Will have the opportunity to gain assessment evidence in the workplace 3 Quality Assurance Agency for Higher Education, Foundation Degree: Qualification Benchmark (final draft) November 2002 Page 8of

9 Internal Examiners All modules will have a designated Internal Examiner who will be the person responsible for compiling the final results list for an individual module for presentation to the Board of Examiners. External Examiner An External Examiner will be appointed to the award. This appointment will be made under the terms of the University of Leicester's Code of Practice on External Examining. Marking Criteria The pass mark for all modules will be 40%. The assessment weightings will determine this as set out for each module in the module specification. The criteria for compensation and progression are set out in the Programme Regulations for the Foundation Degree in Managing Voluntary and Community Organisations. The following marking criteria and descriptors will be used for all assessments. Mark % Grade Descriptor 70+ A Excellent grasp of the topic, displays critical insight, evidence of wide reading and current literature, shows innovation B Clear grasp of the topic, well-organised presentation of relevant and appropriate information, evidence of detailed analysis, evidence of reading beyond lecture notes, minor factual errors C Satisfactory understanding of the topic, limited evidence of wider reading & reflective understanding, limited information, but largely correct D Adequate, but limited knowledge of the topic, limited information provided, significant factual errors. 39 or less F Little grasp of the topic, some limited relevant information, but much factually incorrect. Fail. Final Award The final award of the Foundation Degree in Managing Voluntary and Community Organisations will be unclassified in line with the requirements of the National Qualifications Framework. Transcripts All students will receive a transcript detailing their achievement in individual modules. Review This scheme is subject to annual review at the appropriate Board of Studies for the award. Page 9of

10 UNIVERSITY OF LEICESTER Regulations for the Foundation Degree in Managing Voluntary and Community Organisations These Regulations apply to the conduct of the programme in 2003/04, and should be read in conjunction with the University's Undergraduate Programme Regulations and with the relevant Module Specifications. 1. Awards and structure a) The awards available are Foundation Degree (FDA) and Certificate of Higher Education (CertHE) in Managing Voluntary and Community Organisations. b) The programme is organised into Level One, and Level Two. c) The awards are made by the University of Leicester. d) The awards are the responsibility of the Board of Education and Continuing Studies. 2. Entry requirements It is envisaged that entry requirements for the programme will be flexible and that experience in the sector will be taken into account. It is envisaged that students will enter the programme with a combination of GCSEs or equivalent and relevant work experience. Some students will have post-16 qualifications but this will not be a pre-requisite. In suitable cases there will be credit given for relevant prior learning, up to a maximum of 40 credits. This could include previous study or other qualifications, which demonstrate that the student has met the learning outcomes defined in the appropriate modules. Entry is open to local and regional applicants. As there is a large amount of face-to-face teaching on the foundation degree it would not be able to be offered nationally due to attendance commitments. This may change if the course is developed in terms of more flexible delivery methods. Applications will be considered from people with an interest in and experience of related occupations, but who do not possess formal qualifications. Mature students, who may have studied on an Access to HE course, will be welcomed. 3. Content The course will normally be delivered over three academic years (6 semesters) with the student taking 80 credits per year. The guideline for the duration of Foundation Degrees is between 2 and 4 years depending on the mode of delivery. Level One comprises Modules 1 to 8, and Level Two comprises Modules 9 to 16. Year One Module One Community Organisations (10credits) Module Two Administration and Finance (20credits) Module Three Personal Development (20credits) Module Four Customer Care (10credits) Module Five Strategic Planning (20credits) Page 10 of

11 Year Two Module Six Teamwork (10credits) Module Seven Personnel (20credits) Module Eight Conflict Resolution & Problem Solving (10credits) Module Nine Researching and Managing Information (20 credits) Module Ten Introduction to Social Sciences (10credits) Module Eleven - Urban & Rural Development (10credits) Year Three Module Twelve Social Policy & Inclusion (20credits) Module Thirteen Working in Partnership (10credits) Module Fourteen Organisational Development (20credits) Module Fifteen Project Development, Management & Evaluation (20credits) Module Sixteen Marketing, Promotion and Media Support (10credits) 4. Requirements for progression and eligibility for awards The following requirements apply: (a) Pass in Part A/Progression from Part A to Part B/Award of Cert HE: 120 credits. (b) Pass in Part B/Award of FDA: 240 credits of which 120 must be from Part B modules. (c) Re-examination: Re-assessment marks will be capped at 40%, unless an approved impaired performance claim has been received. 5. Re-examination Any students who fails to meet the requirements for progression or for the award of CertHE or FDA may repeat the assessment of each module for which credit has not been obtained, on one occasion only. This re-assessment may take place either in a Special Assessment Period (SAP) or on the next occasion when the particular module(s) would normally be assessed. 6. Review These regulations are subject to annual review at the appropriate Board of Studies for the award. Page of