Programme Specification Foundation Degree (Arts) Business, Management and Communications Valid from: September 2015 Oxford Brookes University Faculty of Business / Abingdon & Witney College 1
SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and location: Final award: Programme title: Interim exit awards and award titles: Oxford Brookes course code: UCAS code: JACS code: Mode of delivery: Mode/s of study: Language of study: Relevant QAA subject benchmark statement: External accreditation/recognition: Faculty managing the programme: Date of production (or most recent revision) of specification: Oxford Brookes University Abingdon & Witney College, Abingdon Campus Foundation Degree (Arts) Business, Management and Communications Certificate of Higher Education AB21 NP1Y N100 Business Studies Face to face Full time (2 years) Part time (3 years) (Students must complete the programme within a maximum of six years) English QAA subject benchmark statement for Business and Management (General), revised2015. N/A Business April 2013 (revised July 2015) SECTION 2: OVERVIEW AND PROGRAMME AIMS 2.1 Rationale for/distinctiveness of the programme The Foundation Degree in Business, Management and Communications provides a practical business education programme for students who wish to study at Higher Education level in their local area. Designed in cooperation with and supported by employers, the programme has a strong focus on employability skills appropriate to the workplace. It is delivered in such a way as to enable students to continue in employment while studying. Students have the opportunity to progress to the BA (Hons) Business, Management and Communications Level 6 top up final year at either Abingdon & Witney College or Swindon College or to the BA (Hons) Business and Management Level 6 top up final year at Oxford Brookes University or Solihull College. 2
2.2 Aim/s of the programme The aim of the programme is to support and develop students for careers in the areas of Business, Management and Communications. The programme has been developed in a way which explores each of these three strands progressively, whilst maintaining a holistic view of business within various contexts. The Business strand introduces students initially to the scope and functions of business and gradually develops their understanding of the internal and external environment in which businesses operate. The Management strand takes basic management concepts and theories to a contemporary and practical level and integrates organisational behaviour aspects with management and decision making. The Communications strand looks at the interaction and communication between staff and the internal and external customer. Customer care, in addition to various communication methods are explored in recognition that these are key skills that graduates need when entering or progressing within the workplace. Within their first year, students are introduced to areas such as criticality and academic writing, in addition to developing a portfolio to support their professional development. In the second year students focus on research skills and developing their skills of enquiry in preparation for their final year Business Project (work based focused). This also helps prepare them for their honours year modules (e.g. dissertation) should they wish to progress on to the final year BA (Hons) top up. SECTION 3: PROGRAMME LEARNING OUTCOMES Knowledge, understanding and skills: A Foundation Degree (Arts) Business, Management and Communications graduate will be able to: Academic Literacy 1. Understand a range of management concepts, practices and skills which aid effective decision making and the management of resources. 2. Recognise the integrated nature of business, management and communications; and how this contributes to developing effective operational and strategic activities. 3. Use a range of management and communication techniques to participate in (internal and external) customer interactions and manage operational tasks and resources effectively. 4. Demonstrate an awareness of real business issues and practices, and provide realistic solutions to business and management problems. (also Critical Selfawareness and Personal Literacy) 3
Research Literacy 5. Understand the importance of robust business research methodology and approaches to solving business related problems, and use appropriate techniques in developing their own research projects. 6. Select and evaluate information (both primary and secondary) and demonstrate a critical understanding of business related research. (also Digital and Information Literacy) Critical Self awareness and Personal Literacy 7. Reflect on personal experiences leading to personal and professional development. 8. Evaluate oneself and others using appropriate tools and techniques. 9. Develop skills to enable collaborative working. 10. Outline tools that can be used for self managed learning and life long learning. Digital and Information Literacy 11. Identify, access and use appropriate business information sources to inform their understanding of relevant topics and support their academic and practical work. 12. Apply a range of business tools to research, analyse and evaluate a range of business situations. (also Research Literacy) Active Citizenship 13. Recognise the scope and functions of business in different contexts, and appreciate the internal and global external business environment in which it operates. (also Academic Literacy) 14. Appreciate the importance of effective and appropriate communication methods and customer care practices with both the internal and external global business customers. (also Academic Literacy) 15. Demonstrate awareness of the importance of values, ethics and social responsibility in all aspects of business and personal life. SECTION 4: PROGRAMME STRUCTURE AND CURRICULUM 4.1 Programme structure and requirements: The programme consists of 14 compulsory modules which are completed full time over two years with a part time option over three years. 4
PROGRAMME STRUCTURE Module No Module Title Level Credits Prerequisites Year One 1 Introduction to Marketing 2 Management Concepts 3 Digital Information for Business Semes ter Assessment 4 15 None 1 Coursework 50% Examination 50% 4 15 None 1 Coursework 70% In class test 30% 4 15 None 1 Coursework 100% 4 Personal 4 30 None 1 & 2 Coursework 100% Development 5 Business Context 4 15 None 2 Coursework 100% 6 Accounting for 4 15 None 2 Coursework 100% Business 7 Customer 4 15 None 2 Coursework 100% Communications Year Two 8 International Business 5 15 None 1 Coursework 100% 9 Managing Work Performance 10 External Communications 5 15 Management Concepts 5 15 Customer Communicati ons 11 Business Project 5 30 Personal Development 12 Strategic 5 15 Business Management Context 13 Business and 5 15 Accounting Finance for Business 14 Developing Management Capabilities 5 15 Management Concepts and Personal Development 1 Coursework 100% 1 Coursework 100% 1 & 2 Coursework 100% 2 Coursework 100% 2 Coursework 80% In class test 20% 2 Coursework 100% Progression through the Programme In order to complete satisfactorily a year of full time study, a student: must pass at least 90 credits during the year. In order to complete satisfactorily a year of part time study, a student: must pass at least 45 credits during the year. Award The Foundation Degree in Business, Management and Communications is awarded to a student who successfully completes the modules shown in the programme structure and earns 240 CAT credits. A Certificate of Higher Education may be awarded, as an exit award only, to a student who passes 120 credits of Level 4 modules. 5
There is the opportunity for students to progress on to a further year of study in order to complete a full Honours Degree. The minimum entry requirement for progression to the BA (Hons) Business, Management and Communications Level 6 final year at Abingdon & Witney College or Swindon College or to the BA (Hons) Business and Management Level 6 final year at Oxford Brookes University or Solihull College is a Pass in this Foundation Degree programme. However, a typical offer will be conditional upon an average of at least 55% over the Level 5 modules of the programme. 4.2 Professional requirements N/A SECTION 5: PROGRAMME DELIVERY 5.1 Teaching, Learning and Assessment Work based learning is the central and integrating element of the programme where the academic knowledge and understanding is reinforced by the development of vocational skills. This programme provides a framework to support students reflections on practice. Students are encouraged to reflect on their own experience and to examine this critically in the light of models of good practice and research findings. Teaching and learning methods are practical, experiential and include whole class, group and individual experience. Teaching and Learning Strategies Throughout the programme, teaching and learning strategies acknowledge and encourage a range of learning styles. The programme aims to provide a balance between provision of information and opportunities to assimilate actively, apply, question, debate and reflect critically. Teaching and learning strategies: introduce and encourage students to engage in new areas of knowledge while also giving them the opportunity to broaden and deepen their existing knowledge; encourage students to engage in critical analysis of concepts, theories and practice and to test their analysis against received understandings and practices; provide the opportunity to acquire practical experience in a range of activities relevant to students roles in the Business environment from empirical research to presenting their findings; encourage students to engage in critical reflection. Teaching and Learning Methods Throughout the programme, students are given opportunities to: participate in lectures, seminars and workshops which develop their knowledge and understanding of issues related to their role in the business environment; work in groups to examine and discuss issues; compile portfolios; work with a wide range of practical resources, including appropriate computer hardware and software use e learning as a tool to support their learning; participate in 1:1 tutorials; and undertake projects to benefit their employers and their own professional development. 6
The Development of Brookes Attributes Academic Literacy To underpin their future careers, students need skills of critical thinking informed by relevant theoretical perspectives to make effective decisions in the context of the uncertain and rapidly changing business environment. Consequently, the distinctive learning approach of this programme is enquiry based learning that underpins the development of the intellectual skill of critical enquiry and encourages active engagement with the discipline. Skills of criticality are taught particularly in the Personal Development module at Level 4 and practiced and assessed in all other modules, with the Business Project providing a capstone opportunity to demonstrate these skills through researching and evaluating a current business problem. Research Literacy At Level 4 students begin to identify and use appropriate business, management and academic information sources and develop an understanding of basic academic conventions, including referencing and academic (mis)conduct. At Level 5 there is increased emphasis on more advanced information literacy and research skills to develop an independent learning approach leading towards the Business Project. Critical Self awareness and Personal Literacy Students are introduced to Personal Development Planning (PDP) in Level 4, including reflective practice and self evaluation, and receive formative feedback from tutors. Students skills in self evaluation and reflection are further developed in Level 5 in Managing Work Performance. Increasingly students are encouraged to develop collaborative communication skills through the use of online working and forums. Digital and Information Literacy A blended learning approach is supported by use of the Virtual Learning Environment (VLE) to provide online resources and activities. In terms of information literacy, the focus is on developing students skills in selecting relevant information and data and synthesising and integrating that information for decision making. In the Personal Development and Digital Information for Business modules at Level 4 the necessary skills are taught and assessed with them being developed and practiced at Level 5. Active Citizenship The programme s aim is that students develop a deep understanding of the complexities of the global business environment and the skills to manage that complexity, including consideration of the intercultural issues relating to management. This is developed particularly in the Level 5 module International Business. The diverse nature of the student cohort coupled with group work means that throughout the degree students daily experience involves the need to recognise the culture and values of others. Ethics are addressed throughout the programme, and particularly in the Personal Development, Customer Communications, International Business and External Communications modules. Hours of Study Students who are following the full time programme are expected to attend College for 1 day per week over two academic years. Students who are following the part time programme are expected to attend College for 1 day per week over three academic years. A typical 15 credit single module comprises 150 hours of study and includes 24 hours of contact time in the form of seminars and workshops and 126 hours of guided independent study and preparation for assessments. 7
Assessment The pattern of assessment is based on the aims, learning outcomes and rationale of the programme. Assessment is designed to simulate and replicate the experiences, tasks and activities that students undertake in employment. A variety of assessment methods are used appropriate to the topic of study, including the submission of written reports, delivering individual and group presentations, completing timeconstrained assessments, simulation exercises, role play, and submitting a personal development portfolio. There are 14 modules in the programme, all compulsory, 7 in each year. Approximately 95% of assessment is coursework, with 5% examination or in class test. The programme is reviewed annually so details of assessment are subject to change. Oxford Brookes Assessment Compact In line with the Brookes Assessment Compact (at http://www.brookes.ac.uk/aske/documents/brookesassessmentcompact09.pdf), feedback on students work is provided in a range of ways at various times throughout this programme, and different feedback serves slightly different purposes. Feedback is designed to support students learning and help them to improve subsequent work, and they are encouraged to make good use of all feedback provided. Feedback is available throughout the modules not just on formally assessed tasks. It is provided on students work and contribution in class, on the formal assessment tasks and in 1:1 tutorials with academic staff. 5.2 Assessment regulations The assessment regulations conform to Oxford Brookes University s academic regulations for Foundation Degree programmes: https://www.brookes.ac.uk/regulations/current/specific/b1/ Please refer to the programme handbook for full details of the Specific Programme Regulations for this programme. SECTION 6: ADMISSIONS 6.1 Entry criteria Entrants to the programme should normally meet one of the following three sets of requirements: EITHER a current role in an appropriate workplace setting, and a line manager's letter of support and recommendation (a minimum of two years relevant work experience is normally required) OR a minimum of one pass at A level or 6 unit Vocational A level, plus three passes at GCSE (grades A C), or O level (grades A C), or equivalent, normally including Mathematics and English Language OR a National Certificate or Diploma or other equivalent qualifications, such as GNVQ/NVQ or other Level 3 vocational qualifications, plus three passes at GCSE (grades A C), or O level (grades A C), or equivalent, normally including Mathematics and English Language. 8
Work based learning is an integral part of the Foundation Degree programme. In order to undertake the assessment on the programme, a student must have access to an appropriate work environment (voluntary or paid; full time, part time or work placement). If during the course of the programme a student loses their work or access to the work place then they must inform the Programme Leader and secure an alternative position as soon as possible. It is the student s responsibility to secure such access in order to complete the assessment on the programme. Failure to secure access to an appropriate work environment may mean that the student is unable to complete the programme. Applicants are normally interviewed and may be required to undertake numeracy and literacy tests as part of the assessment by the College, to ensure that they possess the appropriate attributes to succeed on the programme and to check on the suitability of the work environment to which applicants have access. Full time students apply through UCAS, while part time students may apply direct to the College for admission to the Foundation Degree. Admission with Credit Applicants with prior certificated or experiential learning may be admitted with credit for up to a maximum of 120 credits at Level 4 and 30 credits at Level 5. Applications for the award of credit must be made in writing following discussion with the College Course Leader and the University Liaison Manager. Documentary evidence will be required in support of the application. English Language Requirements Applicants whose first language is not English must also demonstrate that their level of English is acceptable, by achieving a score in a recognised test such as: British Council IELTS: normally minimum Level 6.0 overall with a minimum of 6.0 in the reading and writing components. The University s English language requirements can be found at http://www.brookes.ac.uk/international/how to apply/undergraduate/undergraduate entryrequirements/ SECTION 7: STUDENT SUPPORT AND GUIDANCE Students are supported in a number of ways including: an induction programme before the start of formal teaching. Induction includes information on the programme structure and timetable, introduction to the library and College support services, and a visit to the Business Faculty at Oxford Brookes. a personal tutor at the College to help with academic development, offer personal support and provide information about College support services. a workplace mentor a member of staff at the student s workplace normally provides additional support and liaises with the personal tutor about programme requirements. Students are provided with a programme handbook at the start of each academic year, and detailed module handbooks at the start of each semester. As enrolled students of Oxford Brookes, students have access to all the University s support and disability services, including the Students Union and the Careers and Employment Centre. 9
SECTION 8: GRADUATE EMPLOYABILITY The College has established strong links with locally based international companies, such as BMW, and graduates have employment opportunities with them. The programme provides students with the chance to develop skills, understanding and personal attributes valued by employers and leading to employment in management in business sectors such as sales, finance, human resources and marketing. The flexible timetable enables students to remain in employment while undertaking the programme. SECTION 9: LINKS WITH EMPLOYERS Work based learning Work based learning is the central and integrating element of the programme and academic knowledge and understanding are reinforced by the development of vocational skills. The programme comprises a range of work based tasks and activities related specifically to aspects of business, management and communications within the workplace. Students must be employed (voluntary or paid) for the duration of the programme and are provided with opportunities to use the workplace as a point of reference for their assignments. This enables them to appreciate the links between theory and practice and develop an understanding of key business related issues within a vocational context. To support this vocational learning, students normally have a workplace mentor, whose role is to support them in the workplace and to liaise with their personal tutor. The College provides assistance for students seeking suitable employment to meet the requirements of the programme through their Work Placement Coordinator. As this is a foundation degree, most assessment requires students to draw on their experience at work and carry out research into business, management and communications. Employers provide students with opportunities to experience, develop and demonstrate skills related to their assessments. Assessment related directly to a student s place of employment is on the Level 4 modules Business Context and Digital Information for Business and the Level 5 modules External Communications and the Business Project. Students may also have the opportunity to use their workplace as a point of reference for their assessment on other modules (to be discussed with Module Leaders). The College organises a range of visiting speakers to underpin the students learning on the programme. SECTION 10: QUALITY MANAGEMENT Indicators of quality/methods for evaluating the quality of provision Abingdon & Witney College s Higher Education Review report published in March 2014 stated: The QAA review team formed the following judgements about the higher education provision at Abingdon and Witney College. The maintenance of the threshold academic standards of awards offered on behalf of its degree awarding body and awarding organisation meets UK expectations. The quality of student learning opportunities meets UK expectations. The quality of the information produced about its provision meets UK expectations. The enhancement of student learning opportunities is commended. 10
The QAA review team identified the following features of good practice at Abingdon and Witney College. The systematic approach adopted by the College drives the support and development of effective teaching, learning and assessment across all programmes; for example, the Teaching Skills Academy plays a key role in delivery of an appropriate teaching, learning and assessment strategy (Expectations B3 and B6, Enhancement). Significant investment in the professional development of staff is further strengthened by the strong relationship between the College and its degreeawarding body (Expectation B3, Enhancement). Strategic direction from the Board of Governors feeds in to relevant and flexible programmes that meet the needs of both employers and students (Enhancement, Expectations B3 and B6). An accessible, supportive and responsive ethos empowers students from different backgrounds to develop and succeed (Enhancement, Expectations B3, B4 and B6). See also http://www.qaa.ac.uk/reviews and reports/provider?ukprn=10000055 The programme is subject to a variety of quality assurance procedures, including: programme committee meetings held once a semester to enable staff and students to provide feedback on the programme a rigorous annual and periodic review process to ensure the currency and quality of the programme an external examining process that follows the University guidelines systematic end of module and end of programme monitoring and evaluation. Students are represented at both programme and College level, and feedback from employers is sought regularly. Since the programme is also delivered at Bridgwater College, Solihull College and Swindon College, the programme teams work closely together with one another and with Oxford Brookes Business Faculty staff to share best practice and to ensure that consistency is maintained. 11