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2 In the day to day context, whilst every endeavour will be made to provide the courses and services described in the Programme Specification, Blackpool and The Fylde College reserves the right to make such changes as may be appropriate for reasons of operational efficiency or due to circumstances including industrial action beyond its control. This document is available in alternative formats on request. Page 2 of 10

3 CONTENTS 1. Introduction Key programme Information Programme Overview Admission Criteria Progression Opportunities Contextualised Benchmark Statements Programme Aims Programme Outcomes Programme Content Teaching, Learning & Assessment Strategy Integration of Work Based Learning Summary of Relevant Academic Guidelines Indicators of Quality and Standards Page 3 of 10

4 1. INTRODUCTION The Programme Specification provides a summary of the main features of the English Communication at Work programme, and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate on successful completion of the programme. Further detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module is available in the following documents: Programme handbook B&FC Student handbook B&FC Admissions Policy Work Based Learning handbook (Foundation Degrees) Student guide to assessment and feedback 2. KEY PROGRAMME INFORMATION Name of the final award Programme title Teaching institution Name of awarding body/institution Details of Professional/Statutory body accreditation Length of programme/mode of study Subject Benchmark statements UCAS code Language of Study Batchelor of Arts BA (Hons) English: Communication at Work Blackpool and The Fylde College Lancaster University N/A 1 year / full time or 2 years / part time Linguistics (2007), English (2007), Psychology (2007), General Business and Management (2007), Communication, Media, Film and Cultural Studies (2008) QP39 English Date of Validation 2007/2008 Date of most recent review 2011/2012 Date programme specification written/revised 2013/2014 Page 4 of 10

5 3. PROGRAMME OVERVIEW Blackpool and the Fylde College remains committed to providing a highly responsive curriculum that is employment and future-focused and will enable students to develop the essential knowledge and skills that will prepare them for future success in work and life. Employability and Widening Participation remain central to the College s HE Strategy as it continues to develop a sustainable, Higher Education provision that supports the economic, social and cultural development of Blackpool, and the wider North West Region. A definition of communication is: the study of ways in which human beings communicate, including speech, gesture, telecommunication systems, publishing and broadcasting media, (Collins: 2009). The title Communication at Work positions these concepts firmly within a workplace context. As evidenced by the above definition, communication in the workplace is multimodal and multi-functional. It is for this reason the skills developed on the Communication at Work degrees are generic and transferrable. Core areas of study include: English written, spoken and visual language. These areas are then contextualised and further developed through a variety of workplace communication mediums including: ICT, interpersonal communication, business documentation, marketing and promotional materials, and presentations. The flow chart illustrates the process: You will draw upon existing and past experience of communications in the workplace and are encouraged to measure these experiences against the delivered content of the programme. You will then experiment and develop your skills by applying the frameworks both to general workplace practice and, where appropriate, your own workplace practice, building upon the thinking skills developed at level 5 to the higher order thinking skills such as; evaluation and generating, planning and producing (creation) (Anderson and Krathwoh : 2001). The programme is designed, through a combination of the academic and the operationalisation of practical processes, to achieve the higher level generic workplace communication skills. Skills that are not only needed in the workplace now but according research and current skill shortage forecasts, will continue to be needed until at least 2020 (Strauss : 2010) See Section ADMISSION CRITERIA Direct entry to Level 6 would normally be on the basis of either: Candidates who have successfully completed the Foundation Degree in English: Communication at Work usually to the level of Commendation. Or Candidates who have completed (or are due to complete) a Lancaster University validated foundation degree in an appropriate subject area. 5. PROGRESSION OPPORTUNITIES Upon successful completion of the BA (Hons) English: Communication at Work degree, students are well suited to further study at MA level or equivalent in a range of subject areas. We have had students progressing to undertake MAs in Marketing, TESOL and Business Studies. Page 5 of 10

6 6. CONTEXTUALISED BENCHMARK STATEMENTS A: Students will be able to apply knowledge and critical understanding at the appropriate level of: A.1: A.2: A.3: A.4: A.5: A.6: The nature and value of critical and reflective practices. (Linguistics BM) The power of language in a variety of contexts. (English BM) A range of analytical techniques, which demonstrate how language works within a variety of contexts. (English BM) A deeper understanding of Semantics and meaning generally. (Linguistics BM) A range of linguistic devices. (Linguistics BM) A critical understanding of the key theories, concepts, models and techniques underlying a range of Leadership and Management strategies and be able to apply them to own organisational context. (General Business and Management BM) B: Students will be able to demonstrate at the appropriate level the following critical thinking/intellectual skills that will allow them to: B.1: B.2: B.3: Accommodate new principles and knowledge(english BM) (General Business and Management BM) Apply key principles across a range of texts. (Communication, Media, Film and Cultural Studies BM). Develop a critical awareness of relevant information sources. (English BM) (Communication, Media, Film and Cultural Studies BM). C: Students will be able to demonstrate at the appropriate level, subject specific skills which will enable them to: C.1: C.2: C.3: C.4: C.5: C.6: Analyse texts in a systematic and critical way. (English BM) (Linguistics BM) Critically evaluate their own work and that of others. (English BM) (Linguistics BM) Synthesise information. (English BM) (Linguistics BM) Research productively in a range of media(communication, Media, Film and Cultural Studies BM)(Linguistics BM) Build on their own prior learning. (QAA FD BM) Draw valid conclusion and make logical recommendations appropriate to the area of investigation. (Linguistics BM) D: Students will be able to apply at the appropriate level, the following transferable skills which will allow them to: D.1: D.2: D.3: D.4: D.5: Communicate and present oral and written arguments. (English BM) Use Information and Communication Technology, including word processing, data bases, internet communication, information retrieval and on-line searches. (Linguistics BM) Interpret and present relevant textual information. (English BM) (Linguistics BM) (Communication, Media, Film and Cultural Studies BM). Improve their own learning and performance, including the development of study and research skills, information retrieval, and a capacity to plan and manage learning, and to reflect on their own learning. (English BM) Analyse, synthesise, evaluate, and identify problems and solutions.(qaa FD BM) (English BM) Page 6 of 10

7 7. PROGRAMME AIMS Draw on a wide range of intellectual resources, theoretical perspectives and academic disciplines to illuminate understanding of Communication and its position in the workplace. Match skills which are required in the workplace. Provide students with a broad and balanced knowledge and understanding of the areas covered within Communication. Develop in students the ability to construct and sustain a reasoned argument. Promote a range of qualities in students including intellectual independence and critical engagement with texts. Provide opportunities for the students to develop the knowledge, skills and attributes necessary for application to management roles within their workplace. Provide a pathway for lifelong learning. Equip learners with the skills and knowledge relevant to their employment and the needs of employers. Introduce learners to a range of analytical approaches and issues in the study of language and communication. Develop skills in the production of a range of texts in a variety of communicative modes. 8. PROGRAMME OUTCOMES By the end of the BA (Hons) English: Communication at Work, the students will have acquired a distinctive blend of knowledge and understanding, intellectual skills, practical application skills, reflection skills and transferable skills. These will be drawn from the various benchmark statements found in Appendix B. The existing different benchmark statements for Linguistics, English and Management have an underlying commonality which made them amenable to synthesis or were slightly modified or blended together as needed. 9. PROGRAMME CONTENT All Higher Education programmes delivered at Blackpool and The Fylde College consist of modules. A module is a coherent unit of subject material, which is complete with its own learning outcomes and assessments. More detailed information on module content is available in the programme handbook. Level Credits Module Code Title Level Credits BCW301 Dissertation 6 40 BCW302 Communicating Meaning 6 20 BCW303 Discourse Analysis 6 20 BCW304 Writing for Business 6 20 BCW305 The Application of Communication and Language Skills in Leadership and Management TEACHING, LEARNING & ASSESSMENT STRATEGY The philosophical basis of this programme is based on the practical application of Linguistics, English Language, General Business and Management, and Communication, Media, Film and Cultural Studies. These areas of study are relevant to the modern workplace which in many instances may be small or medium size enterprises or in some cases sole traders. Some of the skills that will be acquired are those of accommodating new principles and knowledge, applying key principles across a range of texts, Page 7 of 10

8 developing a critical awareness of relevant information sources, analysing texts in a systematic and critical way, critically evaluating their own work and that of others, synthesising information and building on their own prior learning. In addition there is the skill of communicating and presenting oral and written arguments, using Information and communication technology, interpreting and presenting relevant textual information, managing learning and reflecting on their own learning. The programme will enable individuals and employers to raise the skill base around the appropriate use of language and from this, the teaching, learning and assessment of the degree is also relevant and contextualised with the demography of the cohorts and the experience gained from the course. The strategy for Teaching, Learning and Assessment at programme level is predicated on the vocational nature of English Language in the workplace and has been shaped in response to employer needs and the requirement to up skill the workforce. The strengths of the teaching staff have also been considered and the modules not only reflect the changing requirements of the workforce but the strength of the teaching staff. It enables students to gain an Honours level of language for the workplace, although the focus is on language, the course draws on the QAA benchmark subjects of linguistics, English Language, General Business and Management, and Communication, Media, Film and Cultural Studies. Learning and teaching strategies are designed to be as informal as possible and are based on interactive lecture and seminar sessions. At this stage in the students learning, they will be required to be autonomous learners in many respects, and this will apply to the Dissertation in particular. Both formative and summative assessments will require students to demonstrate advanced study skills and to use them in the analysis and synthesis of information from a variety of sources. Various modes of assessment will be used in different modules to ensure all aspects of learning are assessed and that students are engaged in different forms of assessment, covering their diversity of learning styles. For unemployed students taking the course, suitable assistance is provided by the lecturer and peer involvement. Much of the learning that the students will undertake will be based on work place scenarios and data from places of work. Most of our learners are employed but for the one or two that have not been in the past, the workplace element is done from a theoretical perspective with texts and case studies being supplied by the lecturers so the students are not disadvantaged. There is no work placement assessment in the degree, so those few without work or in an inappropriate employment are not deprived of opportunities to learn. The whole course is contextualised within the work place environment, even though a student may not be in a position to put into immediate practice what they are learning on the degree, they are gaining appropriate, relevant and totally apt skills which can be applied when the necessity arises. The practical nature of some of the lessons supports learning of new skills and theories. Many see this degree as a springboard to acquiring skilled employment, career enhancement or promotion, as evidenced in the letters of support from ex students (Appendix D). The team believe that the modes of assessment within the degree are suitable for purpose and offer sufficient diversity for both the workplace and academic requirements. 11. INTEGRATION OF WORK BASED LEARNING The degree is targeted at people in work who would benefit from the knowledge and skills acquired through the programme s study and assessment. The underpinning philosophy of BA Honours Degrees is reflected in the full-time and part-time modes of delivery which would be offered so that employees can retrain, build on existing expertise or gain a qualification. The programme will provide entry and study pathways which make it possible for students with different work and educational experiences to study together. In discussions with employers it was agreed that the workplace offers excellent resources for studying this degree so that lecture illustrations and assessments, where appropriate, will be largely based on students own working environments. Examples of this include BCW 302, Communicating Meaning, where the coursework element involves a case study and analysis of the use of metaphor in the Page 8 of 10

9 workplace; BCW 304, Writing for Business, where students have the opportunity to write/rewrite portfolios of workplace material and BCW 305: The Application of Communication and Language Skills in Leadership and Management, where students study key concepts, theories and models of Leadership and Management and evaluate and apply them to own work/organisational context. Given the current economic climate, there is a possibility that some students might change their place of work or be made redundant so all assessments will be framed in such a way that students who experience these sorts of problems will be able to use the college as a model for an organisation, rather than a specific workplace environment and will, thus, be able to complete. 12. SUMMARY OF RELEVANT ACADEMIC GUIDELINES UK Quality Code for Higher Education QAA Subject Benchmark Statements QAA Framework for Higher Education Qualifications (FHEQ) B&FC Teaching Learning and Assessment Strategy B&FC Undergraduate Regulatory Framework Validating Partner s Undergraduate Regulatory Framework B&FC Undergraduate Assessment Regulations Page 9 of 10

10 13. INDICATORS OF QUALITY AND STANDARDS (QAA Review May 2013) QAA's judgements about Blackpool and The Fylde College The QAA review team formed the following judgements about the higher education provision at Blackpool and The Fylde College. The academic standards that the College offers on behalf of its awarding bodies meet UK expectations for threshold standards. The quality of student learning opportunities at the College meets UK expectations. The quality of information produced by the College about its learning opportunities is commended. The enhancement of student learning opportunities at the College is commended. Good practice The QAA review team identified the following features of good practice at Blackpool and The Fylde College: the clear link between the College's commitment to inclusivity and employability, and the resulting innovative assessment tasks the variety of assessment tasks and their relevance to the world of work, which was valued by students and employers the College's anticipatory approach to the consideration of and investment in learning resources the extensive and valuable contribution of students to the quality assurance and enhancement activities of the College the integrated approach to the provision of learning opportunities to enable the entitlements of disabled students to be met in the wider context of a College ethos of inclusivity the integrated and innovative approach to the provision of blended learning opportunities and e- resources using the virtual learning environment, which is both comprehensive and reliable the high-quality website, which provides a user-friendly point of contact for the College's intended audiences the positive contribution made by the role of the Higher Education Development Manager to the development and production of high-quality and accessible course data and management information the comprehensive and continuing development of the virtual learning environment that facilitates effective dissemination of information, providing a 'one-stop shop' for students and staff the positive contribution of the College's equality and diversity agenda to the enhancement of learning opportunities across its higher education provision the embedded culture of enhancement, as exemplified by the strategic leadership provided by the Higher Education Directorate and the complementary high levels of awareness among, and involvement of, staff and students across the College Page 10 of 10

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