University of Plymouth

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1 University of Plymouth Faculty of Business Plymouth Business School Programme Specification Degree Apprenticeship BSc Professional Management Practice For the Award of: BSc (Hons) Professional Management Practice/ 6048 Final Approved Version August 2017 Page 1 of 27

2 Contents 1. BSc Professional Management Practice subject specialism Awarding Institution: University of Plymouth Accrediting Bodies Distinctive Features of the Programme and the Student Eperience Relevant QAA B=Subject Benchmark Group(s) Programme Structure Programme Aims Programme Intended Learning Outcomes Admissions Criteria, including APCL, APEL and DAS arrangements Progression Criteria for Final and Intermediate Awards Eceptions to Regulations Transitional Arrangements Mapping and Appendices: ILO s against s Mapping Skills against s Mapping s Assessment Mapping Appendices Appendi 1: QAA and FHEQ Descriptors Appendi 2: University regulations Page 2 of 27

3 1. BSc Professional Management Practice subject specialism The programme offers one core award. Students can choose one elective from the list of elective modules. The award title is given below: Final Award titles UCAS Code JACS Code BSc Hons Professional Management Practice N/A N Awarding Institution: University of Plymouth Teaching Institutions: University of Plymouth 3. Accrediting Bodies The programme is designed to meet the requirements for the Charter Manager status under the Chartered Management Institute (CMI) Degree Apprenticeship programme. In addition, the programme has gained accreditation with the following professional bodies: o The Institute of Leadership and Management (ILM) - Fellow o The Institute of Eport (IoE) partial accreditation for Full member 4. Distinctive Features of the Programme and the Student Eperience Professional Management Practice. The programme offers a practice-based curriculum designed to help students become competent and confident professionals in dealing with contemporary management challenges in their respective industry. Workbased Learning. The programme emphasises the importance of workplace learning in design, content and assessment, alongside a rigorous academic process. Its innovative pedagogy embraces contemporary commercial content. The work-based learning focuses on professional management practice and the development of students as confident and competent professional managers in their respective area of work. The work-based research project is designed to help students reflect on their practice and develop new lines of enquiry within their working environment and the industry at large. Specialism. The programme enables students to choose one elective as area of specialism in one of the following subject areas: Organisational Performance and Strategic Human Resourcing, International Supply Chain Management, Port and Inter-modal Transport, Procurement Management Processes, Procurement and Supply Chain Law, Consultancy Practice, International Trade. Additional specialist subjects are likely to be added in the future. Page 3 of 27

4 Fleibility in enrolment and learning. The mi of on-line, blended and workbased learning in the programme offers adequate fleibility for both employers and students to adapt the demands of professional and social life with the required commitment to complete this programme successfully. Employability, Career development or enhancement. The core of this programme is to help develop competent and confident professionals. Students will enhance their career progression and employability, and employers will develop organisational talent. Professional recognition. This is a professionally relevant programme of study. The design and content of the programme are informed by national and international best practice, in consultation with local and global partners and professional bodies. All professional bodies associated with this programme are currently working with the Faculty of Business in developing industry best practice as an on-going part of the curriculum. Accreditation. Accreditations with professional bodies ILM and IoE. Practical focus. The programme is informed by a contet-based mode of learning utilising eperiential and action learning. It is designed to ensure that students are given the opportunity to undertake a range of practical and workbased activities encompassing live projects and work-based action research. Research and practice-informed teaching. The programme is designed in consultation with industry partners to meet accreditation requirements in ensuring that industry best practice informs the teaching and learning. Staff supporting the learning on the programme underpins their engagement and teaching approach with scholarly activities and work-based professional practice and consultancy. Mentoring and Support. Throughout the programme we provide a supportive community and environment in which to learn, both in the workplace and online. Students are supported in their work-place by an employer liaison who could be the students line manager or any other person assigned by the organisation. In addition, students will receive one-to-one pastoral support for their academic and personal development from the work-place tutor (WPT) who will be assigned to them for the duration of their study. Together, they will bring appropriate and relevant epertise to each form of learning. Students will also receive continuous support from the Learning Development Team on their core academic skills during the duration of the course. 5. Relevant QAA Subject Benchmark Group(s) Informed by General Business and Management Programme Structure The programme structure is outlined in Table 1. Students will complete four modules for the total of 120 credits. The programme of study begins with a 4-week non-credit Page 4 of 27

5 module, Learning to Learn Online designed to facilitate returning/mature students immersion into the demands of higher education. Students will complete two modules in Year 1, starting with the core module on Professional Management Practice to embed the knowledge and standards for the Competent and Confident Professional. Although the core teaching will be completed in Year 1, the module will run until the end of Year 2 to enable students benefit from the support of the WPT in ensuring that they compile an adequate portfolio of evidence (knowledge, skills, behaviours) on the application of learning and management concepts, as part of the end-point assessment. In Year 2, the remaining two modules will focus on the specialism knowledge and the work-based research project, which will form the synoptic project for the end point assessment. Students have to complete 20 credits by selecting one elective module which is more relevant to their industry. They will also be able to focus the work-based research project on a relevant topic of their specific industry. This structure is designed to address the specification of the professional bodies as well as the characteristics of specific industries and sectors where the demand for professional managers is recognised. Electives include the following modules: Organisational Performance and Strategic Human Resourcing International Supply Chain Management Procurement Management Processes Procurement and Supply Chain Law Port and Inter-modal Transport Consultancy Practice International Trade Policy and Compliance International Trade Operations and Strategy Page 5 of 27

6 Table 1 reflects the programme structure over the 2-year period of study and Tables 2 to 8 present the composition of 120 total credits including the elective module Table 1: Programme Structure s After completion YEAR 1 Non-credit Induction Learning to Learn Online 40-credit Core Work-Based Professional Management Portfolio delivered over 2 years as two 20-credit modules Practice 1 st year 20-credit Core Sales, Marketing and New Technologies YEAR 2 Work-Based Professional Management Practice 2 nd year 20-credit Elective Specialist Subject Elective module 1 40-credit core Work Based Research Project Project Charter Manager status End Point Assessment CMI Degree Apprenticeship Table 2: BSc (Hons) Professional Management Practice Organisational Performance and Strategic Human Resourcing elective Core or Elective YEAR 1 Code Title Induction DAPMP300 Learning to Learn Online (non-credit induction) 0 Core DAPMP301A Work-Based Professional Management Practice (1 st Year) 20 Core DAPMP302 Sales, Marketing and New Technologies 20 YEAR 2 Core DAPMP301B Work-Based Professional Management Practice (2 nd Year) 20 Elective DAPMP310 Organisational Performance and Strategic Human 20 Resourcing Core DAPMP311 Work Based Research Project 40 Credits Page 6 of 27

7 Table 3: BSc (Hons) Professional Management Practice International Supply Chain Management elective Core or Elective Code Title YEAR 1 Induction DAPMP300 Learning to Learn (online non-credit induction) 0 Core DAPMP301A Work-Based Professional Management Practice (1 st Year) 20 Core DAPMP302 Sales, Marketing and New Technologies 20 YEAR 2 Core DAPMP301B Work-Based Professional Management Practice 20 (2 nd Year) Elective DAPMP303 International Supply Chain Management 20 Core DAPMP311 Work Based Research Project 40 Credits Table 4: BSc (Hons) Professional Management Practice Procurement Management Processes elective Core or Elective Code Title YEAR 1 Induction DAPMP300 Learning to Learn (online non-credit induction) 0 Core DAPMP301A Work-Based Professional Management Practice (1st Year) 20 Core DAPMP302 Sales, Marketing and New Technologies 20 YEAR 2 Core DAPMP301B Work-Based Professional Management Practice 20 (2 nd Year) Elective DAPMP304 Procurement Management Processes 20 Core DAPMP311 Work Based Research Project 40 Credits Page 7 of 27

8 Table 5: BSc (Hons) Professional Management Practice Procurement and Supply Chain Law elective Core or Elective Code Title YEAR 1 Induction DAPMP300 Learning to Learn (online non-credit induction) 0 Core DAPMP301A Work-Based Professional Management Practice (1 st Year) 20 Core DAPMP302 Sales, Marketing and New Technologies 20 YEAR 2 Core DAPMP301B Work-Based Professional Management Practice 20 (2 nd Year) Elective DAPMP305 Procurement and Supply Chain Law 20 Core DAPMP311 Work Based Research Project 40 Credits Table 6: BSc (Hons) Professional Management Practice Port and Intermodal Transport elective Core or Elective Code Title YEAR 1 Induction DAPMP300 Learning to Learn (online non-credit induction) 0 Core DAPMP301A Work-Based Professional Management Practice (1 st Year) 20 Core DAPMP302 Sales, Marketing and New Technologies 20 YEAR 2 Core DAPMP301B Work-Based Professional Management Practice 20 (2 nd Year) Elective DAPMP306 Port and Inter-modal Transport 20 Core DAPMP311 Work Based Research Project 40 Credits Page 8 of 27

9 Table 7: BSc (Hons) Professional Management Practice Consultancy Practice elective Core or Elective Code Title YEAR 1 Induction DAPMP300 Learning to Learn (online non-credit induction) 0 Core DAPMP301A Work-Based Professional Management Practice (1 st Year) 20 Core DAPMP302 Sales, Marketing and New Technologies 20 YEAR 2 Core DAPMP301B Work-Based Professional Management Practice 20 (2 nd Year) Elective DAPMP307 Consultancy Practice 20 Core DAPMP311 Work Based Research Project 40 Credits Table 8: BSc (Hons) Professional Management Practice International Trade elective Core or Elective Code Title YEAR 1 Induction DAPMP300 Learning to Learn (online non-credit induction) 0 Core DAPMP301A Work-Based Professional Management Practice (1 st Year) 20 Core DAPMP302 Sales, Marketing and New Technologies 20 YEAR 2 Core DAPMP301B Work-Based Professional Management Practice 20 (2 nd Year) Elective DAPMP308 International Trade Policy and Compliance 20 DAPMP309 Or International Trade Operations and Strategy Core DAPMP311 Work Based Research Project 40 Credits Page 9 of 27

10 7. Programme Aims The Degree Apprenticeship Level 6 is designed to help organisations develop competent and confident managers who are equipped with the skills and knowledge to address the challenges of a comple and evolving environment. The programme uses a range of learning approaches to engage students in developing managerial skills and knowledge in respect of taking responsibility for people and projects, operations and/or services; to deliver long term organisational success, with the professional recognition of their ability to deliver impact, to behave ethically and to demonstrate commitment to continual learning and development. The programme aims to help learners develop the knowledge, skills and behaviours in order to: 1) Develop and implement sustainable organisational strategy and plans, including approaches to resource and collaborative relationships, workforce development, risk taking and mitigation, monitoring and evaluation and quality assurance and managing organisational change. 2) Undertake a project though the various stages of planning, design, development, deployment and evaluation with understand of risk management models and reporting, risk benefit analysis and H&S implications. 3) Demonstrate knowledge of financial strategies, including budgets, financial management and accounting, and how to provide financial reports; appreciate approaches to procurement and contracting, and legal requirements and the commercial contet in an organisational setting and how this changes over time. 4) Develop marketing and sales strategies, market segmentation and target relevant markets and customers (global and local), analyse of opportunities and ways to market; recognise the need for innovation in product and service design. 5) Understand approaches to innovation and digital technologies and their impact on organisations, and how their application can be used for organisational improvement and development. Understand innovation and digital technology s impact on data and knowledge management for analysing business decision-making 6) Demonstrate interpersonal ecellence, particularly in leading people and developing collaborative relationships, 7) Illustrate personal effectiveness in managing self, being aware of others and making decision, being professional, inclusive, agile and taking responsibility. 8. Programme Intended Learning Outcomes The programme provides the opportunity for students to develop and demonstrate their learning in the following areas: Page 10 of 27

11 8.1 Knowledge and Understanding On successful completion graduates should have developed knowledge and understanding of: The comple, diverse, dynamic internal and eternal organisational environment for management; the interrelationship among and interconnectedness between internal and eternal aspects; The various processes, procedures and practices for effective management of organisations. This includes theories, models, frameworks, and the tasks and roles of management together with rational analysis of other management processes in relation to the eternal environment; The skills and techniques relevant to the management of markets, customers, finance, people, operations and other resources for effective decision making and performance as a practicing manager; The interrelationship with other fields of study and current understanding of selected specialist areas in depth. 8.2 Cognitive and Intellectual Skills On successful completion graduates should have developed the ability to: work with and critique new ideas, theories and approaches, eploring competing perspectives, apply knowledge and skills to the analyse of a range of management problems, including own work practice; eamine and define comple problems; critically appraise options and apply knowledge to generate novel solutions in a range of situations using technology effectively, including study and work practice contets; utilise effective research investigative strategies and techniques, including the analysis of data, use of appropriate established subject specific techniques to judge the reliability, validity and significance of evidence to support conclusions and or recommendations, suggesting reasons for contradictory data/results; appraise own professional strengths and weaknesses, identify knowledge and skills gaps, formulate a plan of action, critically evaluate and reflect on learning and plan future career development. Page 11 of 27

12 8.3 Key Transferrable Skills On successful completion graduates should have developed: Effective self-management in terms of time, planning and behaviour, motivation and autonomy in taking responsibility for own work and using individual initiative; Decision-making based on numeracy and quantitative skills including data analysis, interpretation and etrapolation; Effective communication skills, written and oral using a range of methods; Ability to read and understand relevant core tets, utilise theories and concepts in group discussions, coursework and for personal development; 8.4 Employment related skills On successful completion graduates should have developed: Ability to work effectively within a team, support or be proactive in leadership, negotiate in a professional contet, seek to manage and resolve conflict; Independent learning ability for continued professional development, to advance knowledge and understanding and to develop new skills to a professional level; using reflection and feedback to analyse own capabilities, appraise alternatives and plan and implement actions; Awareness of personal responsibility and professional codes of conduct, effectively incorporating this into work practice; Ability to deal with comple issues both systematically and creatively, to make sound judgements and decisions and communicate conclusions clearly. 8.5 Practical skills On successful completion graduates should be able to: Make effective use of communication and information technology; Independently seek and apply new techniques and processes to own performance in a work setting, taking responsibility for own work and development; Page 12 of 27

13 8.5.3 Independently set criteria for and be effective in professional and interpersonal communication; to utilise skills of effective listening, negotiating, persuasion and presentation; Write reports for commercial and academic audiences. 9. Admissions Criteria, including APCL, APEL and DAS arrangements All applicants will be selected by employers before submission to the University Admissions Team and the Programme Team. It is epected that selected employees will have met one of the following criteria for entry requirements as set out in Table 1, below. Table 1: Entry Requirements Qualification Description HND/level 5 Students/employees wishing to enter the programme can do so having achieved a relevant HND (or equivalent). Foundation Students/employees wishing to enter the programme can do so degree having achieved a relevant foundation degree (or equivalent). Professional Students/employees can be eligible if they have completed a Qualifications diploma or certificate with a professional body (ILM, CII, CISP, CILT, IoE, CMI, CIPD) and recognised as equivalent to Level 5. This should ideally be in a relevant subject of their selected elective. Alternatively, an applicant with credits or qualification in a nonrelated subject, e.g. engineering, design, must demonstrate that they have knowledge and skills sufficient to meet the challenges and demands of the Degree Apprenticeship at Level 6. At the discretion of the Programme Manager, applicants may be required to undertake a piece of written work to indicate their suitability. APEL University regulations will apply Language Applicants who do not possess the level of qualifications outlined above may nevertheless be eligible for admission to the programme on the basis of previous work eperience or training. In consultation with the employer, the programme team will ensure that applicants can demonstrate their capacity to benefit from and successfully complete the programme as above. Applicants will be required to complete a form of assessment in order to demonstrate that they have the eperiential knowledge, skills and understanding of the programme learning outcomes that is satisfactory at Level 5. The Programme Lead will make the final decision. Applicants admitted on the basis of their prior learning and eperiential knowledge and skills will have 4 weeks to complete the work before progressing into the programme of study where they will be joined by other students for the induction module. Additional learning support will be available on core academic skills, with an etension of no more than 2 weeks for applicants who require etra time to complete the work. Applicants must be competent in English. Applicants whose first Page 13 of 27

14 requirements language is not English require IELTS 6 (with a minimum of 5.5 in each skill) or equivalent in a secure English language test. If the English Language of students does not meet these requirements, students may complete one of the University s pre-sessional English Language courses. Applicants with disabilities will be advised to declare their disability on the application form and support will be provided through the University s Disability ASSIST Service. Proposed Type of Student The programme will predominantly appeal to students in full -time work, and working at the appropriate level to undertake this programme of study due to its main focus on work-based learning. Principally, candidates will be sponsored by an employer who will put forward their application. 10. Progression Criteria for Final and Intermediate Awards Graduates would be able to progress on to a range of Post Graduate Masters programmes. We understand the Government Degree Apprenticeship programme is currently considering the introduction of Level 7. When this is in place, we will offer a progression route to an MSc degree, building on ongoing development in the Faculty of Business. There are no intermediate awards currently offered at this level for students on a Top-up course under the University Regulations. 11. Eceptions to Regulations No eceptions. 12. Transitional Arrangements Not applicable. Page 14 of 27

15 13. Mapping and Appendices: s Core o Work-Based Professional Management Practice o Work-Based Research Project o Sales, Marketing and New Technologies Electives o Organisational Performance and Strategic Human Resourcing o Management o International Supply Chain Management o Procurement Management Processes o Procurement and Supply Chain Law o Port and Inter-modal Transport o Consultancy Practice o International Trade Policy and Compliance o International Trade Operations and Strategy Page 15 of 27

16 13.1 Appendi I - Mapping of Programme ILOs with CMI standards and Learning Outcomes Programme standards CMI PU ILOs PU Assessed LOs Mapping code 8.1 Knowledge and Understanding Operational strategy Project Management Business Finance Sales and Marketing Digital business and new technologies How to develop and implement organisational strategy and plans, including approaches to resource and supply chain management, workforce development, sustainability, taking and managing risk, monitoring and evaluation, and quality assurance. How to manage change in the organisation. How a project moves through planning, design, development, deployment and evaluation. Understand risk management models and reporting, risk benefit analysis and health and safety implications. Understand Financial strategies, including budgets, financial management and accounting, and how to provide financial reports. Understand approaches to procurement and contracting, and legal requirements. Understand commercial contet in an organisational setting and how this changes over time. How to create marketing and sales strategies. How to segment and target relevant markets and customers (global and local), analysis of opportunities and ways to market. Understand the need for innovation in product and service design. Understand approaches to innovation and digital technologies and their impact on organisations, and how their application can be used for organisational improvement and development. Understand innovation and digital technology s impact on data and knowledge management for analysing business decision-making DAPMP301, DAPMP310 DAPMP303, DAPMP304 DAPMP305, DAPMP DAPMP311 DAPMP304 DAPMP DAPMP301, DAPMP310, DAPMP DAPMP302, DAPMP DAPMP301, DAPMP302, DAPMP307, DAPMP308, DAPMP309 Page 16 of 27

17 Communication Leading people 8.2 Cognitive and Intellectual skills Work with and critique new ideas, theories and approaches, eploring competing perspectives, apply knowledge and skills to the analysis of a range of management problems, including own work practice. Eamine and define comple problems; critically appraise options and apply knowledge to generate novel solutions in a range of situations using technology effectively, including study and work practice contets. Utilise effective research investigative strategies and techniques, including the analysis of data, use of appropriate established subject specific techniques to judge the reliability, validity and significance of evidence to support conclusions and or recommendations, suggesting reasons for contradictory data/results. Appraise own professional strengths and weaknesses, identify knowledge and skills gaps, formulate a plan of action, critically evaluate and reflect on learning and plan future career development. 8.3 Interpersonal ecellence leading and developing collaborative relationships Understand different forms of communication (written, verbal non-verbal, digital) and how to apply them. Know how to maintain personal presence and present to large groups. Awareness of interpersonal skills of effective listening, influencing techniques, negotiating and persuasion. Understand different inclusive leadership styles and models, how to develop teams and support people using coaching and mentoring approaches. Understand organisational culture and diversity management DAPMP301, DAPMP311, DAPMP310, DAPMP303, DAPMP DAPMP301, DAPMP311, DAPMP302, DAPMP310, DAPMP303, DAPMP304, DAPMP305, DAPMP306, DAPMP307, DAPMP308, DAPMP DAPMP311, DAPMP DAPMP301, DAPMP311, DAPMP310, DAPMP307, DAPMP DAPMP301, DAPMP311, DAPMP302, DAPMP310, DAPMP303, DAPMP304, DAPMP305, DAPMP306, DAPMP307, DAPMP308, DAPMP DAPMP301, DAPMP310 Page 17 of 27

18 Managing people Developing collaborative relationships Awareness of self and others Management of self Decisionmaking How to recruit, manage and develop people, using inclusive talent management approaches. Know how to use HR systems and processes to ensure legal requirements, H&S, and well-being needs. How to set goals and manage performance. Understand approaches to stakeholder, customer and supplier management, developing engagement, facilitating cross functional working and negotiation. Know how to shape common purpose, as well as approaches to conflict management and dispute resolution. 8.4 Personal Effectiveness managing self Able to reflect on own performance, identifying and acting on learning and development needs. Ability to understand impact on others. Can manage stress and personal wellbeing, and confident in knowing core values and drivers. Able to create personal development plan, and use widely recognised tools and techniques to ensure the management of time and pressure effectively, and prioritisation and strategic alignment of activities. Use evidence-based tools and ethical approaches to undertake problem solving and critical analysis, synthesis and evaluation to support decision making. 8.5 Behaviours DAPMP301, DAPMP DAPMP DAPMP301, DAPMP311, DAPMP304, DAPMP DAPMP301, DAPMP311, DAPMP302, DAPMP310, DAPMP303, DAPMP304, DAPMP305, DAPMP306, DAPMP307, DAPMP308, DAPMP DAPMP301, DAPMP311 Takes responsibility Drive to achieve in all aspects of work. Demonstrates resilience and determination when managing difficult situations. Seeks new opportunities underpinned by commercial acumen and sound judgement DAPMP301 Page 18 of 27

19 Inclusive Agile Professionalism Open, approachable, authentic, and able to build trust with others. Seeks the view of others and values diversity internally and eternally. Fleible to the needs of the organisation. Is creative, innovative and enterprising when seeking solutions to business needs. Positive and adaptable, responding well to feedback and need for change. Open to new ways of working and new management theories. Sets an eample, and is ethical, fair, consistent and impartial. Operates within organisational values and adheres to CMI s professional Code of Conduct and Practice DAPMP301 DAPMP DAPMP301 DAPMP DAPMP301 DAPMP311 Page 19 of 27

20 Work-Based Professional Management Practice DAPMP301 Work-Based Research project DAPMP311 Sales, Marketing and New Technologies DAPMP302 Organisational Performance and Strategic Human Resourcing DAPMP310 International Supply Chain Management DAPMP303 Procurement Management Processes DAPMP304 Procurement and Supply Chain Law DAPMP305 Port and Inter-Modal Transport DAPMP306 Consultancy Practice DAPMP307 International Trade Policy and Compliance DAPMP308 International Trade Operations and Strategy DAPMP Appendi II - Mapping of Programme ILOS against module assessed learning outcomes Programme Intended Learning Outcomes Mapping against module assessed learning outcomes 8.1 Knowledge and Understanding of the comple, diverse, dynamic internal and eternal organisational environment for management; the interrelationship among and interconnectedness between internal and eternal aspects; the various processes, procedures and practices for effective management of organisations. This includes theories, models, frameworks, and the tasks and roles of management together with rational analysis of other management processes in relation to the eternal environment; the skills and techniques relevant to the management of markets, customers, finance, people, operations Page 20 of 27

21 and other resources for effective decision making and performance as a practicing manager; the interrelationship with other fields of study and current understanding of selected specialist areas in depth. 8.2 Cognitive and Intellectual Skills work with and critique new ideas, theories and approaches, eploring competing perspectives, apply knowledge and skills to the analyse of a range of management problems, including own work practice; eamine and define comple problems; critically appraise options and apply knowledge to generate novel solutions in a range of situations using technology effectively, including study and work practice contets; utilise effective research investigative strategies and techniques, including the analysis of data, use of appropriate established subject specific techniques to judge the reliability, validity and significance of evidence to support conclusions and or recommendations, suggesting reasons for contradictory data/results; Page 21 of 27

22 8.2.4 appraise own professional strengths and weaknesses, identify knowledge and skills gaps, formulate a plan of action, critically evaluate and reflect on learning and plan future career development. 8.3 Key Transferrable Skills effective self-management in terms of time, planning and behaviour, motivation and autonomy in taking responsibility for own work and using individual initiative; numeracy and quantitative skills including data analysis, interpretation and etrapolation; effective communication skills, written and oral using a range of methods; the ability to read and understand relevant core tets, utilise theories and concepts in group discussions, coursework and for personal development. 8.4 Employment Related Skills ability to work effectively within a team, support or be proactive in leadership, negotiate in a professional Page 22 of 27

23 contet, seek to manage and resolve conflict; independent learning ability for continued professional development, to advance knowledge and understanding and to develop new skills to a professional level; using reflection and feedback to analyse own capabilities, appraise alternatives and plan and implement actions; awareness of personal responsibility and professional codes of conduct, effectively incorporating this into work practice; ability to deal with comple issues both systematically and creatively, to make sound judgements and decisions and communicate conclusions clearly. 8.5 Practical skills ability to make effective use of communication and information technology; independent ability to seek and apply new techniques and processes to own performance in a work setting, taking responsibility for own work and Page 23 of 27

24 development; independent ability to set criteria for and be effective in professional and interpersonal communication; to utilise skills of effective listening, negotiating, persuasion and presentation; competence writing reports for commercial and academic audiences. Page 24 of 27

25 Work-Based Professional Management Practice DAPMP301 Work-Based Research Project DAPMP311 Sales, Marketing and New Technologies DAPMP302 Organisational Performance and Strategic Human Resourcing DAPMP310 International Supply Chain Management DAPMP303 Procurement Management Processes DAPMP304 Chain Law DADL305 Port and Inter-modal Transport DAPMP306 Consultancy Practice DAPMP307 International Trade Policy and Compliance DAPMP308 International Trade Operations and Strategy DAPMP s Assessment Mapping Assessment Method Procurement and Supply Essay Individual Report Research Proposal Individual Presentation Portfolio Case Study Critical Incident Analysis Reflective Inquiry Project Dissertation Page 25 of 27

26 13.4 Appendices Appendi 1: QAA and FHEQ Descriptors QAA Descriptors for a higher education qualification at level 6 in General Business and Management Threshold standard On graduating with an honours degree in general business and management, students will typically have: knowledge and understanding of the key areas of business and management, the relationships between these and their application; demonstrated competence within the range of subject-specific and intellectual skills; a view of business and management which is predominantly influenced by guided learning with a limited critical perspective. Typical standard On graduating with an honours degree in general business and management, students will typically: have a wide knowledge and understanding of the broad range of areas of business and management and the detailed relationships between these, their application and their importance in an integrated framework consistently demonstrate a command of subject-specific skills including application of knowledge, as well as proficiency in intellectual skills; have a view of business and management which is influenced by a variety of learning sources including guided learning, team work and independent study; be distinguished from the threshold category by their enhanced capacity to develop and apply their own perspectives to their studies, to deal with uncertainty and compleity, to eplore alternative solutions, to demonstrate critical evaluation and to integrate theory and practice in a wide range of situations. FHEQ Descriptors for a higher education qualification at level 6 Bachelor's degree with honours The descriptor provided for this level of the FHEQ is for any bachelor's degree with honours which should meet the descriptor in full. This qualification descriptor can also be used as a reference point for other level 6 qualifications, including bachelor's degrees, graduate diplomas etc. Bachelor's degrees with honours are awarded to students who have demonstrated: Page 26 of 27

27 a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of a discipline; an ability to deploy accurately established techniques of analysis and enquiry within a discipline. conceptual understanding that enables the student: to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline; to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline; an appreciation of the uncertainty, ambiguity and limits of knowledge; the ability to manage their own learning, and to make use of scholarly reviews and primary sources (for eample, refereed research articles and/or original materials appropriate to the discipline). Typically, holders of the qualification will be able to: apply the methods and techniques that they have learned to review, consolidate, etend and apply their knowledge and understanding, and to initiate and carry out projects; critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem; communicate information, ideas, problems and solutions to both specialist and non-specialist audiences. And holders will have the qualities and transferable skills necessary for employment requiring: the eercise of initiative and personal responsibility; decision-making in comple and unpredictable contets; the learning ability needed to undertake appropriate further; training of a professional or equivalent nature. Appendi 2: University regulations Available at: Page 27 of 27