Section 1: Programme Specification
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1 Section 1: Programme Specification 1.1. Introduction The Nature of the MSc International Business and Finance The MSc in International Business and Finance (MSc IBF) is a full-time generalist Master s degree in the interdisciplinary field of international business with a term 2 concentration in finance. International business as an academic discipline has roots in economics, finance, psychology, sociology, logistics, and management. The emphasis in the MSc IBF is on combining managerial knowledge and social sciences with financial skills. A key feature of the MSc IBF is its design centred on student experience. It is designed to provide students with ample formative feedback and reflection opportunities regarding the social context and consequences of the practice of international management. As your colleagues on this course typically comes from a varied set of undergraduate backgrounds, the MSc IBF combines a number of generalist modules designed to consolidate postgraduate-level skills in business studies with specialist modules in finance The Programme Co-ordinator Michel Leseure, the programme co-ordinator, is responsible for the day to day operations of the MSc IBF. The role of programme co-ordinator includes the organisation and monitoring of the programme, the representation of the programme within the university, and the pastoral care of the students enrolled in the MSc IBF. You direct module-related queries to module leaders whereas programme-level issues should be discussed with the programme co-ordinator. In order to facilitate and integrate the training in research methods and the dissertation process, the programme co-ordinator is responsible for these two modules Specialist Teaching Staff The teaching team in international business and finance is drawn from a diversity of backgrounds and reflect the breadth and depth of the curriculum. Key staff expertise on this programme includes marketing, management, finance, economics, accounting, operations management, and strategic management. 1
2 1.2. Programme Specification Awards Route Awarding Institution/Body Teaching Institutions Programme Accredited by MSc International Business and Finance University of Chichester University of Chichester University of Chichester UCAS code QAA benchmarking group Validation History Business and Management new programme Programme Rationale The MSc IBF is a taught programme for graduates with undergraduate degrees in any discipline seeking a finance-related career in a multinational business environment. The programme is based on a practical, hands-on, and pragmatic examination of modern management models and practices in a global context. Distinctive Features Teaching relying extensively on interactive workshops requiring students active engagement. Combination of generalist modules (e.g. management) with specialist finance modules. Range of speakers involved in order to balance academic and industry perspectives Aims of Programme The MSc IBF programme aims to: Cover all key functional areas of business and management with an emphasis on finance Stimulate an in-depth survey about the environment of international business, with a full appreciation of the economic, social, and political forces at play Focus on the issues surrounding the formulation of strategies and policies in a multinational context Provide an opportunity to critically reflect upon multinational management practices Encourage reflection about ethical issues in international business 2
3 Develop scholarly research skills of students and their ability to reconcile practice and research Intended learning outcomes Referenced to the Framework for Higher Education Qualifications (FHEQ) and the QAA Master s Degrees in Business and Management subject benchmark document, the programme provides opportunities for students to develop and demonstrate the achievement of the following: Subject Knowledge: (1c) Experience a broad, analytical and integrated study of international business and finance. (2) Be able to demonstrate relevant knowledge and understanding of organisations, the external context in which they operate and how they are managed. There is likely to be an emphasis on understanding and responding to change and consideration of the future of organisations, and the external context in which they operate. (3) Be able to understand, respond to and lead change and be able to demonstrate intellectual breadth by making integrative links across the various areas of organisations. Be able to demonstrate an additional range of skills beyond those general skills expected of first degree holders. (4) Have a sound theoretical grounding in the broad area of business and management and will have developed a range of analytical and personal skills. However their practical knowledge and skills will necessarily be limited by the constraints of the pedagogical process. They should have value added above their first degree by having a clear understanding of how their initial discipline may be utilised effectively within an organisational context. (5) Be able to collect relevant information across a range of areas pertaining to a current situation, analyse that information and synthesise it into an appropriate form Teaching and learning strategies and methods: Through workshops integrating taught components and interactive work (directed tasks) that can include: conversational learning, case studies, learning games, simulations, discussion questions or debates, or other forms of innovative and interactive teaching. In order to address the issue of limited experience expected within a generalist cohort, a special emphasis is given in this programme to the use of the case study method. Through directed work assigned to students between workshops. The strategy module is an integrative module which requires students to capitalise on all the other modules in the programme in order to analyse issues that require a cross-functional investigative approach. Key subject knowledge requirements (1-5 aside) are addressed in a series of core term 1 modules. The research methods module and the dissertation process is the culmination of the the training of the students in terms of independently collecting data, solving problems, applying theory, and reaching 3
4 in order to evaluate decision alternatives. Within the broad framework of organisations, their external context and management, it is therefore expected that graduates will gain knowledge and develop understanding in the following areas: meaningful conclusions about business issues. Assessment: markets - the development and operation of markets for resources, goods and services customers - customer expectations, service and orientation finance - the sources, uses and management of finance; the use of accounting and other information systems for managerial applications people - the management and development of people within organisations operations - the management of resources and operations; information systems; the development, management and exploitation of information systems and their impact upon organisations communication and information technology (CIT) - comprehension and use of relevant CIT for application in business and management business policy and strategy - the development of appropriate policies and strategies within a changing environment, to meet stakeholder interests Formative feedback from peers and instructors during workshops, or between workshops. Formative feedback for directed work will take place at the beginning of the following section. Summative in the form of written coursework, presentations, and exams. pervasive issues - these would include sustainability, globalisation, corporate social responsibility, diversity, business innovation, creativity, enterprise development, knowledge 4
5 management and risk management. 5
6 Intellectual and Practical skills (6) Apply knowledge and understanding, and problem solving abilities in new or unfamiliar environments within broader (or multidisciplinary) contexts related to international business. (7) Integrate knowledge and handle complexity, and formulate judgements with incomplete or limited information, but that include reflecting on social and ethical responsibilities linked to the application of their knowledge and judgements. (8) Conduct research into business and management issues either individually or as part of a team through research design, data collection, analysis, synthesis and reporting (9) Be able to solve complex problems and make decisions: establish criteria, using appropriate decision-making techniques including identifying, formulating and solving business problems; and the ability to create, identify and evaluate options; the ability to implement and review decisions. (10) Use information and knowledge effectively: scanning and organising data, synthesising and analysing in order to abstract meaning from information and to share knowledge. (11) Recognise and address ethical dilemmas and corporate social responsibility issues, applying ethical and organisational values to situations and choices. Key and Transferable Skills: (12) Communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously (13) Have the learning skills to allow them to continue to study in a manner that may Teaching and learning strategies and methods: This will be done through the workshops, and especially those with learning outcomes which explicitly stress the importance of critical thinking, ethical perspectives, etc. The research methods and the dissertation process are the capstone modules for the consolidation of these skills. Assessment: Formative: In workshops and in writing for pieces of coursework. By the programme co-ordinator when general issues are raised across the modules. Summative: Coursework, exams, case study reports and presentations. For the dissertation, initially through an extended proposal and a viva voce presentation/defence, and finally through the dissertation. The research methods is designed to be a summative assessment for the module but also formative for the dissertation process. Teaching and learning strategies and methods: This will be done across all workshops (see assessment map in appendix 5. Through the assignment of group work and presentation tasks. 6
7 be largely self-directed or autonomous. (14) Be able to think critically and be creative: manage the creative processes in self and others; organise thoughts, analyse, synthesise and critically appraise. This includes the capability to identify assumptions, evaluate statements in terms of evidence, detect false logic or reasoning, identify implicit values, define terms adequately and generalise appropriately Through ad hoc sessions with the programme co-ordinator as part of the PDP process or with module tutors. Assessment: Formative during the workshops. Summative as above. (15) Possess numeracy and quantitative skills including the development and use of relevant business models (16) Be able to effectively use IT (17) Effectively communicate: listening, oral and written communication of complex ideas and arguments, using a range of media, including the preparation of business reports (18) Develop high personal effectiveness: critical self-awareness, self-reflection and self-management; time management; sensitivity to diversity in people and different situations and the ability to continue to learn through reflection on practice and experience (19) Develop effective performance within team environments and the ability to recognise and utilise individuals' contributions in group processes and to negotiate and persuade or influence others; team selection, delegation, development and management (20) Develop leadership and performance management skills: selecting appropriate leadership style for different situations; setting targets, motivating, monitoring performance, coaching and mentoring NB: Appendix 5 provides a map of the intended programme learning outcomes over the range of modules. 7
8 Quality Indicators The subject operates within an established framework of quality assurance mechanisms, both at University and at school levels. The quality of this programme is monitored by the following methods: Quality management at University level The procedures for quality assurance are laid out in the university s Quality Handbook, Academic Regulations 1, and the Postgraduate Awards Scheme. Both the Academic Standards Committee Scrutiny Group and Academic Standards Committee are responsible to the Academic Board for maintaining quality systems, including the appointment of external examiners and the approval, reapproval, and annual monitoring of programmes. The quality assurance procedures adopted by the programme are laid down at an institutional level within the University of Chichester s quality assurance procedures. In particular, there is a formal annual monitoring process informed by feedback and evaluation. Module Evaluation The evaluation of each module taught within the programme is the responsibility of the module coordinator. The module co-ordinator may use a variety of methods to evaluate the module, and will be required to seek and report student feedback within the evaluation. Informal Evaluation In addition to the formal evaluation procedures a constant dialogue between tutors, and tutors and students provides valuable information. This type of informal dialogue is often most effective at having a real impact upon the on-going review and improvement of programmes. The formal procedures are directly and indirectly informed by these processes and help provide the framework that provides focus to programme improvements Admission Requirements The management of admissions is by the programme co-ordinator who liaises with the University admissions office and with prospective candidates. The programme complies with all University of Chichester procedures relating to standard and nonstandard entry and has admission standards in line with all University of Chichester degrees. However, in addition to this applicants would normally have to meet the following entry qualification requirements: at least a second class honours degree International students whose first degree is not in English are required to have at least an overall 6.5 IELTS score. International students with a score higher than 6.0 have the possibility of attending a Business English pre-sessional seminar, which starts in September. For lower IELTS scores, international students may want to consider summer language programmes offered at the University of Chichester. All IELTS requirements are subject to a minimum of 5.5 in each component
9 Standard Diagram - route requirements MSc (180 Credits) Term 3 Dissertation Term 2 Postgraduate diploma (120 Credits) Strategic Management Research Methods Corporate Finance Corporate Governance Postgraduate certificate (60 Credits) Term 1 Management Marketing Accounting and Finance Global Economics 9
10 Marketing and Publicity Potential students are able to access details of the course through: The UCAS handbook and Website University of Chichester postgraduate prospectus University of Chichester website Open days for postgraduate students Advertising in specialist publications Assessment Map The next two tables display the assessment maps of all the taught modules of the MSc IBF. Each table corresponds to one term of study and contain a list of modules that should or could be taken during these terms. Within each table the following information is provided: Formative: a description of the type of formative assessment which will be used in each module. Summative exams: indicate whether or not the completion of the module will require sitting an exam as a form of summative assessment. If an exam is part of the assessment regime, the table will indicate its length, word equivalent, and weight within the overall assessment scheme. Summative individual coursework: indicate whether or not the completion of the module will require completing a piece of coursework individually. If an individual coursework is part of the assessment regime, the table will indicate its nature, word equivalent, and weight within the overall assessment scheme. Summative group coursework: indicate whether or not the completion of the module will require completing a piece of coursework as part of a group of students. If a group coursework is part of the assessment regime, the table will indicate its nature, word equivalent, and weight within the overall assessment scheme. Presentations or others: this column is used to describe assessments that do not fall within the previous categories. More information about assessment can be found in section 5 of this handbook. More information about assessment mode and criteria for each module can be found in the module descriptors listed in section 8 of this handbook. 10
11 Module Formative Summative Exams Management Workshop discussion Directed tasks Directed Work Team work Summative coursework (individual) 100% Individual report Summative Coursework (group) Presentations or others Marketing Workshops Online Forums Feedback on draft plan 3500 words strategic marketing plan Accounting and Finance Workshops and Exercises Individual essay 50%1.5-hour exam 50% Individual essay Global Economics Workshop discussion Directed tasks Directed Work 60% 1.8-hour exam 40% economic data analysis project Assessment Map for Term 1 11
12 Module Formative Summative Exams Strategic Management Workshops Continuous feedback through series of assessment tasks Summative coursework (individual) 15% individual participation 30% individual essays (2 essays of 1000 words) Summative Coursework (group) 15% Moodle postings Presentations or others 40% group presentation Research Methods Workshop discussion Directed tasks Directed Work Draft Proposal 5% research plan 5% ethical forms 60% written proposal Proposal presentation 30% Dissertation Interaction with peers, supervisor and module leader 100% Dissertation Corporate Finance Workshops and Exercises Inidvidual essay 50%1.5-hours exam 50% Individual essay Corporate Governance Worskhops 2 essays (50% each) Assessment Map for Term 2 12
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