Non Experience Masters in Business Administration Course Review

Transcription

1 Prog. Specification: Non Experience Masters in Business Administration January 25 th 2011 Programme Specification Non Experience Masters in Business Administration Course Review Department of Management Faculty of Business January 2011 Signed Head of Department Date Signed Date Executive Dean Faculty of Business, Computing and Information Management 1

2 Prog. Specification: Non Experience Masters in Business Administration January 25 th Awarding institution/body London South Bank University 2. Teaching institution London South Bank University 3. Programme accredited by 4. Final award Masters in Business Administration Other award(s) 5. Programme title(s) Non Experience MBA 6. UCAS code N/A 7. Reference points for development of this programme specification Internal: LSBU Mission Statement LSBU Core Skills Policy LSBU Academic Regulations External: QAA Subject Benchmark Statement for Business and Management Framework for Higher Education Qualifications SEEC Credit Level Descriptors 2

3 Prog. Specification: Non Experience Masters in Business Administration January 25 th Rationale and aims of the programme The Masters in Business Administration seeks to provide a higher level management qualification, building on London South Bank University s twenty year experience of management education and the prior business knowledge and management experience of the MBA course participants. The Non Experience MBA programme provides an internationally oriented management curriculum to an international body of learners. The main aims of the MBA programme are: 1. To provide a sound education in management & in the various functional areas: finance, marketing, human resource management, & operations management by building upon the prior academic knowledge & practical managerial experience of the course participants; 2. To develop a range of appropriate managerial skills and competencies; 3. To use and build upon course members diverse personal experience as vehicles for learning, including peer-group learning, and for the personal development of a range of managerial abilities, including team working and effective leadership skills. 4. To develop knowledge of a variety of business analysis techniques, including the ability to select and use critically appropriate analytical tools in different business situations; 5. To expose participants to a range of contemporary management issues including contrasting perspectives and alternative theoretical frameworks in order to develop analytical judgement and critical awareness; 6. To develop a critical understanding of the factors determining organisational performance, capability, corporate and entrepreneurial success; 7. To provide a firm foundation for future career and self-development through personal development planning and reflective learning; 8. For students involved in the European collaborative programme; to provide the opportunity to develop their management education in two European countries; 9. For those full time students undertaking an internship/ placement the opportunity to utilise the skills and knowledge gained in a practical business context. 3

4 Prog. Specification: Non Experience Masters in Business Administration January 25 th Programme outcomes A. Students will acquire knowledge and understanding of: A1. the principal functional areas of management: finance, marketing, operations & human resources; A2. the factors determining the organisation s management capability, strategy, performance & success; A3. strategic approaches to organisational design, managerial change, sustainable organisational development, including the management of diversity; A4. the strategic importance of technical change & innovation in the context of information technology & knowledge management; A5. the nature of corporate responsibility, including ethical and sustainability issues and the role of corporate governance; A6. the key theoretical & conceptual issues relating to management, leadership and business culture in a global context; A7. the key theories, concepts & techniques associated with critical management inquiry. 4

5 Teaching and learning strategies: The programme has been designed to meet the needs of aspiring managers. In addition to tutor inputs participants will be expected to carry out directed reading & develop & test ideas through the preparation & presentation of seminar papers/case studies. A particular emphasis will be placed on participants forming supportive networks & working through self-managed learning sets to help sustain them through the period of study. The acquisition of knowledge and understanding is achieved through a variety of learning & teaching methods, including key note lectures, seminars and workshops, student-led presentations, exercises and case studies. Assessment: Examinations & coursework, including use of case studies; interactive feedback in classroom exercises; the MBA dissertation. B. Students will acquire intellectual skills such as they are able to: B1. critically evaluate & apply analytical concepts & techniques in the principal functional areas of management; B2. integrate a number of functional/managerial concepts & techniques to analyse, evaluate & solve complex multidisciplinary problems; B3. formulate strategic recommendations & develop effective corporate strategies that are analytically sound, operationally feasible and ethical; B4 analyse complex management issues; making sound judgements & decisions in the absence of complete data; B5. research a major management problem or issue of the student s choice in depth through the vehicle of the MBA dissertation. Teaching and learning strategies: Intellectual skills are developed through use of case studies, seminars and group work, individual & group presentations, company based/related reports, directed readings and course work. Dissertation supervision and self directed study Assessment: Examinations & coursework, including case studies, individual & group presentations, individually initiated assignments, portfolios of work, dissertation. 5

6 C. Students will acquire and develop practical skills in Business such that they are able to: C1. understand and use economic, financial & marketing information; C2. use management tools to measure performance, control and manage the business e.g. The Balanced Scorecard; C3. manage, review & reward performance through the use of tools ( such as C2 above) to enhance organisational performance; C4. evaluate a range of strategic options & methods and develop strategic plans; C5. demonstrate leadership and team working skills C6. develop an appreciation / understanding of how to adapt management and strategy across cultures Teaching and learning strategies: Practical skills are developed through use of case studies, role-plays, simulations, individual & group projects and presentations. Supervision and learning through completion of the MBA dissertation Assessment: Examinations & coursework, including case studies, individual & group presentations, individually initiated assignments; the MBA dissertation. D. Students will acquire and develop transferable skills such that they are able to: D1. manage & develop self and develop as a reflective practitioner; D2. manage others & build teams; D3. communicate orally, present & write reports effectively; D4. collect, and critically analyse & organise information; D5. develop effective problem solving skills; D6. undertake applied management research; 6

7 Teaching and learning strategies: Transferrable skills are developed through use of case studies, role-plays, simulations, individual & group projects and presentations. Research & learning through completion of the MBA dissertation. Assessments: Examinations & coursework, including case studies, individual & group presentations, individual and group written assignments, the MBA dissertation. 10. Entry requirements In order to be considered for entry to the programme applicants will be required to have the following: NON EXPERIENCE MBA ENTRY STANDARDS A. Academic Requirements: i). A University honours degree UK class 2.2 or above, or foreign equivalent ii). An appropriate University Postgraduate Diploma in Management; or, iii). An equivalent qualification to one of the above. B. Levels of Language Proficiency: This requirement applies to those students whose first language is not English: applicants will need an advanced knowledge of the English language and thus will be required to provide evidence of a standard of English comparable to the leading external arbiters of English language levels, IELTS and TOEFL. Applicants should have a minimum of IELTS level 6.5 or TOEFL 610 on entry to the course. It will also be expected that students CVs will show evidence of substantial academic and practical use of Business English. C. General Management Admissions Test; GMAT may be used to supplement other selection procedures. It may be valuable for diagnostic purposes in relation to the Induction skills programme in terms of both numeracy and academic writing skills. 7

8 SELECTION PROCEDURE: Applicants who appear to be well qualified from the application forms and written evidence submitted and for good reason are unable to attend for an interview, e.g. they are resident abroad at the time of their application, may be considered for entry without the need to attend an interview and may be given a telephone interview. STUDENTS WITH ADVANCED STANDING: At the discretion of the Course Director students with advanced standing may be Admitted to the MBA with up to four (4) units of credit, excluding the four (4) MBA Dissertation units (see below). These credits will normally be recorded and confirmed at the earliest opportunity by the relevant Exam Board. Three categories of Accreditation of Prior Learning (APL) may be distinguished: (i). Nationally recognised awards in an appropriate cognate area; (ii). Individual experience which can be substantiated, i.e. APEL (Accreditation of Prior Learning); (iii).non-award bearing activities such as those provided by companies/employers (including in-company programmes accredited by London South Bank or another reputable institution). Students who seek to obtain M level credits through APEL will be required to undergo a rigorous process. They will need to demonstrate that they have acquired levels of skill and knowledge which equate with those achieved through participation in the formal programme of study. In order to obtain credits applicants will be obliged to submit evidence that demonstrates they have acquired levels of knowledge and skills associated with those learning outcomes specified by the appropriate course units. This evidence will need to be supported by a reflective report which demonstrates that the applicant has: - critical understanding of how knowledge of relevant theories can contribute to effective problem solving within the work situation; - a critical understanding of how the skills they have acquired may be effectively used to solve problems within a variety of work contexts. The maximum number of units that may be credited APL will normally be up to 60 credits for the MBA programme. NB: Work and managerial experience may include unpaid work. 8

9 ARRANGEMENTS FOR EUROPEAN COLLABORATION The model of partnership involves articulation agreements; accreditation of prior learning, involving the European Credit Transfer Scheme in which the foreign partner institution s MBA stages are accredited as an entry route to stage two of our MBA. For example agreements currently exist with Fachhochschule fur Wirtshaft, (Berlin School of Economics), Germany and INSEEC, Paris, France. In ECTS, 30 credits represents the normal workload per semester, the MBA as a whole would rank as 90 ECTS credits (including the dissertation). From London South Bank University s point of view each 20 credit unit translates as ECTS credits. The MBA has developed conversion scales with the Berlin School of Economics and INSEEC to convert their grades into UK percentage equivalents. This is particularly important in determining pass grades and the award of MBA/ MBA with Distinction. Dual award model: to obtain a London South Bank University award, a minimum of 50% of the studies must have been taken at London South Bank. This make possible the award of an MBA joint degree where 45 ECTS credits are obtained at each institution. For example, one semester of study at each institution plus a shared dissertation; a student taking semester one in Berlin and semester two in London, might take his/her research methods course and initial project supervision in London, returning to Germany in July. The dissertation is completed to a December deadline under German supervision, the German and British supervisors acting as first and second markers. 9

10 11. Programme Structure The non experience MBA is a two semester taught year with 6 assessed / examined units followed by a project based dissertation to be completed by the following December. Non - Experience MBA Core Units Semester One (FT) Managerial Economics (20 credits) Managing Accountancy & Finance (20 credits) Managing Human Resources (20 credits) Semester Two (FT) Managing Strategy and Change (20 credits) Managing the Marketing Environment (20 credits) Critical Management Inquiry (20 credits) Dissertation (Management Project) (60 credits) NON EXPERIENCE MBA STRUCTURE Stage 1 Managerial Economics Managing HRM Accounting and Finance Stage 2 Managing Strategy and Change Marketing Management Critical Management Inquiry (20 credits) Plus Week long induction course. 10

11 12. Assessment regulations Assessment Schedule At the start of each academic year course participants will be given a course study guide which will include assignment topics and a schedule of handing in dates over the two semesters. Assessment Regulations (i). The current University Regulations on assessment and progression will apply. An Examination Board will be established, and External Examiners appointed by the Academic Board with responsibility as defined in University Regulations. (ii). The pass mark for each unit is 50%. (iii).where a unit consists of more than one element of assessment, a student must, in addition to achieving the overall pass mark, achieve a minimum of 40% in each element. If an element of assessment is in turn composed of various sub-elements, the sub-elements do not have to meet the minimum allowable mark. (iv).the Examination Board has discretion to condone or compensate for marginal failure in not more than three units on the MBA course. (v). Eligibility for the award with merit; a candidate must normally obtain a weighted average of 60% of unit assessment, as well as a mark of 60% or above in the MBA project, to be awarded the MBA with Distinction. (vi). Eligibility for the award with distinction; a candidate must normally obtain a weighted average of 70% of unit assessment, as well as a mark of 70% or above in the MBA project, to be awarded the MBA with Distinction. (vii). Postgraduate Diploma in Business Administration; in accordance with University Regulations, a candidate who has successfully completed seven MBA units may be awarded a Postgraduate Diploma in Business Administration (PgDip BA) if they are unable to proceed to the MBA Management Project. Assessment Strategy The assessment policy of the management programme as a whole is designed to reflect the overall aims and objectives of the MBA, as well as those of individual units in relation to the areas of knowledge, analytical techniques and skills to be assessed. In consequence a variety of assessment methods is used including: 1. Formal examinations (including traditional unseen, case study and open book examinations). 2. Individual coursework assignments and reports (often including a work based element) 3. Group Projects. 11

12 4. The assessment of portfolios of work 5. The MBA Dissertation The role of the coursework and examination elements is seen as complementary; a number of the coursework assignments will specifically test management skills and competency elements and permit the application of theory to real world managerial experience. In contrast the examinations will enable the testing of learning outcomes concerned with knowledge and analytical techniques. 13. Support for students Prospective students are offered open days and evenings throughout the year. All new students attend an induction presentation. Students are offered guidance and support from the course director, unit leaders, dissertation supervisors, course administrators and the Student Support Office. The resources of the Learning and Development Centre are available to students. The facilities and staff of the Centre enable students to develop the skills they need to be effective learners and successful students. The University operates support systems to ensure the well-being and academic progress of all students. Each student on the course is supported by a course tutor; s/he is the first point of contact and will deal with any problems or difficulties that may arise. This will either be the Course Director or the Associate Course Director. Where there is a problem of a purely academic nature, relating to specific subjects, the lecturer(s) concerned should be approached first. This should be followed, if appropriate, by notification to the Personal Tutor/Course Director. Programme Level Support The MBA is in the Management Department for programme purposes. Students on the MBA attend a full week s induction in their first week on the programme. A short additional induction programme takes place for the students who arrive at London South Bank University for the second semester. Course Guides, Skills Guides, Student Handbooks, Timetables, Assessment Schedules, Residential Details, Student Support Services, LIS services, Student Study Guide, Mitigating Circumstances, Extensions, Interruptions, Reading Lists, Study Time, Student Expectations, Student Questions and Programme Outcomes are among the areas covered during the induction. Blackboard as a Course Management support for students for notice-board items will be used to further enhance the student experience. 12

13 Students have access to a range of Learner support facilities at London South Bank University. Administratively, they are grouped into the Learning Development Centre (LDC), Learning and Information Services (LISA) and the Learning Resource Centre (LRC). Learning and Information Services (LISA) London South Bank University is particularly fortunate in the extent of the facilities Afforded by its Libraries. The Perry Library houses a collection of approximately 300,000 books, subscribe to hard copies of about 1,400 journals and has excellent electronic access facilities. Learning Resource Centre The Learning Resource Centre (LRC) is a purpose-built IT and electronic information centre. LRC houses approximately 450 workstations and associated peripherals, such as scanners, mono and colour laser printers, document binding machines, etc. Learning Development Centre (LDC) Central Support London South Bank University s Learning and Development Centre assists the University in its provision of high quality and innovative services by supporting the learning, personal and professional development of students and staff. To this end, the LDC works with other departments and schools in the University. English Language Services offers a range of courses in English for academic and specific purposes (EAP and ESP) with particular emphasis on Business English. The services on offer include: Core skills provision classes, workshops and drop-in sessions to help students develop and enhance their academic reading and writing skills, study skills, basic Maths, English language (for students whose first language is not English). Jobshop a service to enable students to find part-time, temporary one-off and vacation work while they are studying. Careers guidance drop-in sessions and interviews to discuss any aspect of career planning and taking career decisions, discuss CVs or prepare for a job interview. Personal development and advice advisory service to discuss personal concerns or difficulties during their programme which might affect their personal development and academic performance; support for students with disabilities including dedicated dyslexia 13

14 14. Links with employers The Department and Business Faculty have strong links with employers through their alumni, industrial placement programmes and participation in events such as local careers fairs. Our alumni hold senior positions within international companies, management consultancies, research companies, large FMCG organisations, service companies including banks and financial institutions, and not for profit organisations. These and other contacts regularly act as visiting speakers to individual units and in extra - curricula sessions. Students also gain direct contact with employers through their dissertation research often undertaking face-to-face interviews with managers across the full spectrum of business functions. Links with employers are considered to be of vital importance given the philosophy, which underpins the MBA programme. Conversely industry links for the Course are extremely important in gaining scholarships, internships and company based projects. Employer and MBA alumni links are regularly consulted in MBA course developments and formal reviews. It is planned to introduce a Departmental Advisory Group with employer, alumni and professional body representatives, meeting twice per year, as a formal and continuing method of consultation; to cement but not substitute for the wider linkages. 14

15 15. Quality indicators The application of external benchmarks and the achievement of the internally specified standards are closely monitored by the faculty. The main devices for measuring the quality of the MBA comprise the following: Course Board Meetings: The course board is a forum for discussing course progress, with a view to solving problems, effecting improvements and maintaining course quality. Course boards run each semester and include students from each seminar group and level. The board includes support services such as the learning and information services and technical support together with all teaching staff and course management. Unit Evaluation Questionnaires. These are issued to students, each semester, for every unit on which they are enrolled. They enable students to give anonymous feedback on issues such as quality of their classes; areas that they found valuable and areas where they would like to see improvement. This feedback is used by the course director and head of department to enhance the delivery of the unit when it is next taught. Students are also invited to evaluate the induction programme and the residential weekends through qualitative written feedback. Unit Reports presented to Subject Area Examination Boards. These reports enable the Unit Leader to reflect on the operation of their unit and include an analysis of student performance for each component of assessed work. These reports are approved, as appropriate, by the Head of Department and the External Examiner responsible for the unit. External Examiner Reports. External Examiners are asked to approve all examinations on the course. They also scrutinise samples of work produced by students and attend the Examination Boards. Each External Examiner is required to write an annual report covering issues such as academic standards. This feedback is a key mechanism in informing the development and quality of the course. Exam Boards. This board enables academic staff to review the standard of learning. The unit reporting structure and ensuing discussions enables reflection and evaluation of the curriculum and its assessment. Internal & External Moderation. To ensure consistency and to maintain standards a sample of all coursework assignments and examinations are internally moderated which includes all fail grades. All dissertations are double blind marked. Samples comprising coursework (where it contributes more than 50% to unit assessment), dissertations and examination scripts are sent to the external examiners for external moderation. Team Teaching Meetings. The Course Team meets regularly enabling reflection on issues raised by students and staff relating to each unit and the course as a whole. 15

16 16. Personal Development Planning This section should show where in the programme the various elements of PDP are being developed. Stage 1/Year 1 of the MBA puts an emphasis on developing the skills and knowledge of the contemporary functions of Management through all the core units. All Stage 1 students complete a formative PDP. This process of Personal Development Planning starts in the Induction Week and in the case of Executive MBA participants, is brought together in the November residential. In Stage 2 of the MBA all students complete an assessed Personal Development Plan. This is part of the assessment in core unit Critical Management Inquiry. The Personal Development Plan is designed to be a log or diary of student progress throughout the MBA. The final stage of Personal Development Planning on the MBA is the Reflective Report which accompanies the completion of the Dissertation. Students use the Plan to analyse what they learn about their own strengths and weaknesses, and reflect on their experience of group working. This self-analysis exercise will form the foundation for preparing a new skills based CV, and start of career planning and development. Aims The PDP is designed to enable students to: a). Review their progress on the MBA course, their strengths and weaknesses, hopes and fears for the future, etc. b). To develop basic self-presentation and reflective skills, through presenting themselves on paper, on a CV, application form and covering letter. c). Research alternative employment opportunities that are of personal career interest produce a career development plan with smart goals. d). Develop greater knowledge about management opportunities and, if required, make use of career development services that can help inform applicants. See attached Mapping Grid for Personal Development Planning 16

17 Mapping Grid for Personal Development Planning Approach to PDP 1 Supporting the development and recognition of skills through the personal tutor system. 2 Supporting the development and recognition of skills in academic modules/units. 3 Supporting the development and recognition of skills through purpose designed modules/units. 4 Supporting the development and recognition of skills through research projects and dissertations work. 5 Supporting the development and recognition of career management skills. 6 Supporting the development and recognition of career management skills through work placements or work experience. 7 Supporting the development of skills by recognising that they can be developed through extra curricula activities. 8 Supporting the development of the skills and attitudes as a basis for continuing professional development. 9 Other approaches to personal development planning. 10 The means by which self-reflection, evaluation and planned development is supported e.g electronic or paper-based learning log or diary. Level M Students are given a designated personal tutor from the course management team which enables students to avail themselves of the personal tutoring service. Students also benefit from access to course directors and tutors. The staff will support the development and recognition of skills through tutor/student meetings. All units support the development of skills with the mapping of practical and transferrable management skills in the statements of unit learning outcomes. The MBA course does not use a specific purposed designed module to develop and recognise skills, although the compulsory induction programme and the residential weekends support the development of required skills. The Business Communication Skills and Critical Management Inquiry units, and the MBA dissertation supervision, enable the development and application of skills to complete dissertation work. These incorporate research skills, IT skills, numerical skills, academic writing & presentation skills, as well as the ability to synthesise data and produce meaningful outcomes from complex scenarios. In addition to developing their own career oriented personal development plan, the MBA students will benefit from Careers Evenings, LSBU Careers Fair, and Job shop. Guest speakers will also support the development of career management skills in the students. The dissertation with its company focus will also foster career management skills. The company/ organisation based dissertation will potentially involve internships for FT students and use PT student work experience to underpin the study. The extra curricula activities on the MBA fully support the PDP programme. The Induction programme will enable students the opportunities to diagnose skill weaknesses in areas such as IT, oral presentation skills, group working and research skills. Students skill sets will be developed throughout the induction programme with feedback provided by the academic staff. In induction week students will be given a session explaining PDP and its importance to the student and employer. The University PDP handbook will be used to guide students. Students will be encouraged to use this handbook throughout their studies to record their changing abilities and to enable them to reflect upon their future. With the many links that London South Bank University has with employers bodies and societies, we enable students to learn about the continuing professional development available to them. Close Links with the MBA alumni enable career talks, internships and jobs for our current students. Students will be able to evaluate, self reflect and plan their development by use of the self administered London South Bank University Masters Log and PDP paper based learning diary. 17