Programme Specification

Transcription

1 Programme Specification Title: Human Resource Management Full Time Final Award: Master of Science (MSc) With Exit Awards at: Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master of Science (MSc) To be delivered from: 1 Sep 2015 Level Date Masters or Postgraduate Certificate (PG Cert) Masters or Postgraduate Diploma (PG Dip) Masters or Master of Science (MSc) Page 1/26

2 Table Of Contents 1. Introduction Basic Programme Data Programme Description Overview Aims and Objectives Variations to Standard Regulations and Guidance Programme Outcomes Knowledge and Understanding Subject Specific Intellectual Skills Subject Specific Practical Skills Transferable Skills and Attributes Learning, Teaching and Assessment Strategies Learning and Teaching Strategy Assessment Strategy Programme Structure Appendix I - Curriculum Map Appendix II - Assessment Map Appendix III - Benchmark Analysis Appendix IV - Benchmark Statements(s) Page 2/26

3 1. Introduction This document describes one of the University of Lincoln's programmes using the protocols required by the UK National Qualifications Framework as defined in the publication QAA guidelines for preparing programme specifications. This programme operates under the policy and regulatory frameworks of the University of Lincoln. Page 3/26

4 2. Basic Programme Data Final Award: Programme Title: Exit Awards and Titles Master of Science (MSc) Human Resource Management Full Time Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master of Science (MSc) Subject(s) Human Resource Management Mode(s) of delivery Full Time Is there a Placement or Exchange? UCAS code Awarding Body Campus(es) School(s) Programme Leader Relevant Subject Benchmark Statements Professional, Statutory or Regulatory Body Accreditation No University of Lincoln Lincoln Campus Programme Start Date Lincoln Business School John Mendy (jmendy) Chartered Institute of Personnel and Development (CIPD) Page 4/26

5 3. Programme Description 3.1 Overview The academic standards for Master s Awards in business and management stress the importance of professional development to the health and productivity of the UK and global economies. The purpose of this programme is to develop and enhance the practice of Human Resource Management and its potentially significant contribution to business within an increasingly global context. Distinctive features of the programme The MSc in Human Resource Management Full Time progarmme aims to provide students with the opportunity to develop their understanding of Human Resource Management and to locate that new understanding in the dual contexts of both the wider business implications and an international perspective. In addition students will devleop the knowledge and practical skills necessary to deal with people within the particular context of the employment relationship. The MSc in Human Resource Management provides an opportunity for both aspirant and practising HR specialists to study their subject at Masters level. The key features of the programme include the following: A Learner- centred ethos; An emphasis on practice-based learning; Exploring and evaluating HRM concepts of best practice against best fit within live settings; Reflective practice linked to continuing professional development; Emphasising experiential and action learning; Developing communities of practice; Developing business acumen and competence; Providing opportunities to develop and widen consultancy skills and capabilities; Encouraging critical review and the potential for publication; Professional accreditation by the Chartered Institute of Personnel and Development (CIPD) Delivered by experienced Chartered Fellows/Members of the CIPD and/or other professional bodies (as appropriate to subject matter); Providing support and guidance on career progression within the field of HRM. Upon successful completion of the programme, participants will be deemed to have gained the knowledge elements leading to Associate Member status of the Chartered Institute of Personnel and Development (CIPD). As such, the aims and outcomes of the programme are significantly influenced by the CIPD s recently devised Professional Standards which have been formulated using the comprehensive HR Profession Map. This Map has been devised by the CIPD as a result of extensive research into the HR profession. It ensures that the content and emphasis of validated programmes remain appropriate, relevant and meaningful both as a cognate subject of academic study as well as in properly preparing and equipping professionals for their HR careers. PRiME Lincoln Business School is a signatory to the United Nations' initiative and Principles of Responsible Management Education (PRiME) initiative. The MSc HRM programme is encrusted within the UN s PRiME agenda of seeking to improve people s lives, enhance knowledge-creation ventures between and among staff, students and the wider society. In line with PRiME the programme nurtures students to engage with one another and with the teaching team to enhance teaching, learning and research that are socially, economically and morally beneficial to participants. Page 5/26

6 The above principles also form the cornerstone of the Responsible Management Research Group of which the HRM teaching team are an active and contributory party. The PRIME principles are also reflected in informing the contents and delivery of modules such as Developing Skills for Business Leadership, Business Ethics and Corporate Social Responsibility, Comparative Human Resource Management and International Resourcing and Talent Management and permeate throughout the HRM team s teaching philosophy of creating responsible futures and responsible HR managers. The programme is enthused by the PRIME principles as a foundation for facilitating individual, personal and societal transformations towards the creation of positive economic and social value. The MSc HRM responds to the United Kingdom QAA benchmark statements for the Masters Awards in Business and Management. This provides a detailed specification of the relationship between this programme s curriculum and the relevant QAA benchmarks. This programme is primarily identified as a Type 1A programme covering specialist career entry. To a lesser extent type 1B specialist career development applicants will also be attracted to the programme. Optional modules will run as far as at least 10 students select them. Timetabling arrangements may limit the availability of modules to some students. As the options reflect staff's research interests, they may alter over time due to staff availability 3.2 Aims and Objectives The programme aims to: a. Provide the appropriate HR knowledge and skills to manage effectively up to senior management level; b. Provide the range of skills and knowledge required by Human Resource professionals within an organisational context; c. Promote vocational management development within a context of practical application; d. Develop the capacity of students to manage their own learning and development thus becoming reflective practitioners ; e. Develop the power of critical enquiry, logical thought, creative imagination and independent judgement in a context of application and research; f. Develop and consolidate informed professional and ethical competence across a range of subject specialisms. These aims fit with the benchmark standards detailed in the Master s Awards in Business and Management (QAA revised 2007) which are: 1. The advanced study of organisations, their management and the changing external context in which they operate; 2. Preparation for and/or development of a career in business and management by developing skills at a professional level or as preparation for research or further study in the area; 3. Development of the ability to apply knowledge and understanding of business and management to complex issues, both systematically and creatively, to improve business and management practice; 4. Enhancement of lifelong learning skills and personal development so as to be able to work with self-direction and originality and to contribute to the business at large. The MSc HRM programme comprises of three stages of study and separate awards relate to each stage. Each stage stands alone as a coherent educational and vocationally-relevant experience. At the same time each stage builds on the last and prepares for the next. Whilst the overall programme is set at Master's (M) level, the programme has been constructed to support the University s access Page 6/26

7 policy by building up students level of knowledge, skills and abilities. The programme also focuses on the theoretical concepts underpinning HR and the application of these frameworks to practical case work. The students will achieve the knowledge element that, with appropriate HR experience, will lead to Chartered Member/ Chartered Fellow CIPD upon successful completion of study. Postgraduate Certificate Stage This stage of the programme is designed to introduce students to the wider issues of management and to develop their understanding of business management in a global and international context. The rationale for the first year is based on a criticism often levelled at HR professionals that they do not understand the operational needs of business. For many junior and middle management HR practitioners, the fields of economics, finance, marketing and operations, as well the broader influences on organisational performance are unfamiliar territories. Increasingly, the HR function is required to clearly demonstrate its contribution to organisational success and in order to achieve this, it is vital that practitioners are equipped with the skills and knowledge necessary to make that contribution in conjunction with other management disciplines. The CIPD also require that students undertake study in these areas. Postgraduate Diploma Stage The objectives of the second year are to provide an analytical study of HRM within a range of organisations. During this stage students will study the strategic management process and the formulation of Human Resource Strategy, and the various interventions that might be used at a strategic level. Students will be introduced to the concept and application of strategy within a range of different organisations and be actively encouraged, via the International Business Strategy module, to consider the issue of value added in relation to the HRM role. The Postgraduate Diploma stage of the programme is designed to develop the knowledge base and intellectual skills by adopting a more critically evaluative approach: this will also be furthered by the student s choice from the optional modules. It is designed to build on the learning from the Postgraduate Certificate stage and to provide a sound underpinning for the Masters stage. Masters Stage The Masters Stage is designed so that students can demonstrate their ability to put theory into practice via a major piece of applied research in the form of a dissertation. The main objective of the final year is for students to demonstrate their ability to apply, evaluate, analyse and synthesis information from a diverse range of sources. It is anticipated that students will build upon the skills and awareness developed via their research methods module. The dissertation will provide an opportunity to explore issues raised during the programme in far greater depth. The CIPD requirement for the completion of a management research report will be incorporated into the dissertation for those students who successfully complete the Masters option. 3.3 Variations to Standard Regulations and Guidance None Page 7/26

8 4. Programme Outcomes Programme-level learning outcomes are identified below. Refer to Appendix I Curriculum Map for details of how outcomes are deployed across the programme. 4.1 Knowledge and Understanding On successful completion of this programme a student will have knowledge and understanding of: 1 Identify key concepts and models in the areas of HRM and apply best practice/best fit solutions to a range of organisational issues 2 Demonstrate an intensive and critical appreciation of relevant literature and theory 3 Employ a theoretical framework for the analysis and selection of key business themes which may be applied to work based learning experiences 4 Identify major problem areas within organisations and develop critical appraisal of solutions within their business arena 5 Critically evaluate key business challenges using appropriate theoretical frameworks to analyse and select realistic courses of action. 4.2 Subject Specific Intellectual Skills On successful completion of this programme a student will be able to: 6 Investigate, evaluate and report on professional practice in the field of HRM. 7 Enhance professional practice in HRM. 8 Employ a wide range of critical problem solving techniques to HRM issues. 9 Analyse major problem areas within organisations and develop a holistic critical appraisal of solutions and contingency options. 4.3 Subject Specific Practical Skills On successful completion of this programme a student will be able to: 10 Display the ability to confidently and competently present information in a variety of forms (presentations, reports, workshops, critical interviews) 11 Make informed judgements on a range of performance issues and organisational challenges and advise appropriately 12 Apply a range of specialist skills to an organisational context. 4.4 Transferable Skills and Attributes On successful completion of this programme a student will be able to: Page 8/26

9 13 Display a comprehensive and integrative appreciation of the theoretical and applied perspectives acquired within their investigation of practice 14 Identify and reflect on relationships between methods, processes and outcomes 15 Draw implications for the improvement of relevant business practice from contemporary thinking in the field 16 Operate ethically in a range of different organisational settings 17 Develop communities of practice beyond the context of the programme, and display the necessary interpersonal and group working skills to successfully work with others. For details of each module contributing to the programme, please consult the module specification document. Page 9/26

10 5. Learning, Teaching and Assessment Strategies 5.1. Learning and Teaching Strategy The learning and teaching strategy adopted on the programme is designed to enable HR managers to relate course content to the practice of HRM, and to promote independence and individual responsibility for learning. In addition, they are a reflection of our experience in that they are constructed to expel expectations that management development is about obtaining solutions from experts. Rather, we are seeking to foster an environment in which students on the programme take responsibility for the management of their learning in an active form of inquiry rather than as a passive receiver of wisdom. What this approach means in practice varies considerably between subject areas and tutors' preferences as well as students' own preferred ways of working but consideration in the design and delivery of modules is given to the following areas: The programme, stage and module aims, objectives and outcomes; The appropriateness of the learning vehicle for specific learning outcomes; The preferred ways of working for tutors, and the student groups; The variety of delivery/learning styles and methods within each stage to enhance the learning. To this end teaching and learning strategies focus on the learner and her/his own experience. Learning will be participative, experiential and interactive as well as following the more formal teaching approaches. The students are encouraged to diagnose problems and produce recommendations for resolution through:- Discussions Experiential exercises Case studies Learning tasks and reflection Presentations both in groups and individually. Residentials These strategies place considerable expectations upon students in terms of their own energy, commitment and maturity. However, experience indicates that the rewards accruing for individuals from such an approach can be profound. Students are expected to develop their existing skills set and knowledge base to rapidly assimilate and analyse concepts in Human Resource Management. Hence early modules will commence with presenting the basic tools within the wider business environment. As the programme progresses, the content will challenge constructs and contexts and will culminate in a more critical, analytical approach. Subsequently, learning will be cumulative, moving from a relatively functional stance towards critical dialogue with each cognate subject area. Opportunities to develop learning sets and communities of practice have been built into the setting of the programme, for instance via the residential experience as a reflective context for assessment, or by using integrative assessments to encourage an integrated view of complex business problems. Additionally, further development is encouraged through critical challenge and dialogue in group and individual settings, using both traditional teaching relationships as well as maximising the opportunities availed from the University s IT platforms and virtual learning architectures. Page 10/26

11 At the end of the course, it is expected that students will be autonomous, innovative and critically self-reflective individuals equipped with a set of skills, the underpinning knowledge and integrative understanding of HRM within the changing business environment and which will enable students to operate ethically and effectively in their profession. The modules will utilise methods of teaching and learning which are appropriate to Masters level study, as set out in the FHEQ and outlined in principle in the QAA Benchmark statement for Masters programmes in Business and Management, such as a case study approach, group discussions, presentations, report writing etc. Although a proportion of the contact time will be spent in teaching, emphasis will also be placed upon the use of the group as a resource for learning. There will be group discussion of practical management situations and problems, making use of case studies, simulation materials (including real life data, visiting speakers and online fora) and where relevant, the participants' own experiences. The Programme will employ a variety of teaching and learning methods designed to meet its aims. The style of teaching will vary to reflect individual module objectives. Information relating to the structure of the module, assessment and attendance requirements and reading lists will be in the form of a formal module handbook, which may include indicative lecture notes and problem sheets. The programme, in keeping with other postgraduate programmes, will expect students to read extensively and be aware of current theoretical debates within the literature, including relevant journals, and reading lists will also include reference to current events in the field of HRM. Classes will be interwoven with discussions and debating opportunities regarding the rapidly changing events in this field. Class sizes will remain small allowing for the interactive teaching and learning approach that will be required given that students will emanate from varied backgrounds and cultures. This also provides an opportunity for mature students to share prior knowledge and explore inter-linkages. Sessions in learning support areas such as library, Blackboard, using the internet and information technology will be incorporated in the programme and will be supported by the Academic Librarian. These will enable students to gain practical experience in their application. Reflective Practice and Communities of Learning Reflective practice underpins the learning approaches in the programme and is seen by the CIPD as essential to the practitioner s development. Engaging in reflective practice is associated with the improvement in practice. It stimulates personal and professional growth and closing the gap between theory and practice. It is more often associated with learning from experience, and is viewed as an important strategy for HR professionals who embrace life-long learning. The act of reflection in our programmes is seen as a way of promoting the development of curious, independent-thinking and well informed professionals. In undertaking this approach, we expect students to :- Consciously contribute to underlying organisational purposes (and therefore understand what those strategic purposes are); Reinforce the compliance role of the HR/personnel function (both legally and ethically) when it is necessary, yet fully appreciate that to do so is not a sufficient condition of HRM/personnel's genuine added-value effectiveness Challenge the way in which things are done, to find solutions that are better, cheaper or faster. Keep in touch with their 'customers' through networking in order to understand the business better, react to feedback and proactively develops or contribute to the development of service innovations which yield 'customer' advantage. This continuing reflective and reflexive process of progressive problem-solving led by individuals working within community of practice are intended to improve the way students communicate, Page 11/26

12 address issues, and ultimately solve problems. The modules will emphasise ethical conduct - for organisations, for directors, for executives, for managers, and for employees in general. Continuing Professional Development (CPD) The programme requires that the student provides evidence of engaging in Continuing Professional Development (CPD). This process is both a professional expectation from the Institute, as well as a vital aspect of reflective practitioner processes contained within the taught programme. We will encourage and support this process through the construction of communities of practice whereby learning is shared, explored and embedded into practice. Evidence for CPD might be drawn from formal, work situations, but for those not presently in paid employment reflections can also be drawn from voluntary or charitable work, experiences from your university programme, or indeed reflections upon work/life balances. At the Postgraduate Certificate Stage there is an off-campus residential workshop which will have a personal development focus, related to the Developing Skills for Business Leadership Module. Additionally, the Part Time students have a second residential at the Postgraduate Diploma Stage which will be linked to the HR Strategy Module. The Full Time and Part Time year 2 cohorts come together for some of the optional modules delivered in Term Assessment Strategy The MSc HRM programme was initially validated in During this time our programmes have been constantly updated and reviewed to keep up to date with the changing face of HR. This validation takes into account the newly devised and comprehensive HR Map which has been developed by the CIPD as a strategic and coherent driver for the profession. Throughout the programme assessment will take place independently for each module. A variety of assessment modes will be used to promote the development of the student s learning experience. For this reason the significant proportion of assessment involves dealing with real situations and case studies. Appropriate variety and different types of challenge are also provided by a combination of individual and group assessment. Assessment strategies have been designed to incrementally develop the students as autonomous learners working with their own experience. Our approach is to offer a varied diet of assessment to develop the professional skills of our students. Assessments include: individual and written work in a variety of formats e.g. essays, reports, briefing papers; presentations (group and individual), examinations, viva voce and learning diaries. In particular we seek to ensure that our assessment methods develop skills for the workplace. Assessment strategies employed will be consistent with developing students as Reflective Practictioners. Throughout the overall programme assessment methods are designed to enable students to develop their potential and permit a close relationship between the learning experience and individual assessment. The overall aim of the assessment strategy is to allow the students to demonstrate: An understanding of the course material An ability to critically evaluate relevant processes, theories and philosophies The skills of critical enquiry, logical thought, creative imagination and independent judgement that are commensurate with postgraduate study Page 12/26

13 An ability to understand, apply and evaluate the relevance of various perspectives, methodologies and practices associated with the investigation of human resources issues and problems An ability to reflect upon their own understanding and personal development throughout the programme The achievement of specified learning outcomes. To this end the course offers a variety of assessment patterns and experience, designed to enhance the learning process and development of the student and offers a guarantee that the appropriate standards of scholarship and personal development have been attained. Page 13/26

14 6. Programme Structure The total number of credit points required for the achievement of Postgraduate Certificate (PG Cert) is 60. The total number of credit points required for the achievement of Postgraduate Diploma (PG Dip) is 120. The total number of credit points required for the achievement of Master of Science (MSc) is 180. Masters Title Credit Rating Core / Optional Dissertation (Human Resource Management) 60 Core Human Resource Management in a Global Context 15 Core Learning and Talent Development 15 Core Performance Management 15 Optional International Resourcing and Talent Management 15 Core Leading, Managing and Developing People 15 Core Coaching and Mentoring for the Human Resource Professional 15 Optional Research Methods in Action 15 Core Business Ethics and Corporate Social Responsibility 15 Optional Comparative Human Resource Management 15 Optional Developing Skills for Business Leadership 15 Core Human Resource Strategy 15 Core Managing Employment Relations 15 Optional Page 14/26

15 Appendix I - Curriculum Map This table indicates which modules assume responsibility for delivering and ordering particular programme learning outcomes. Key: Delivered and Assessed Delivered Assessed Masters Business Ethics and Corporate Social Responsibility Coaching and Mentoring for the Human Resource Professional Comparative Human Resource Management Developing Skills for Business Leadership Dissertation (Human Resource Management) Human Resource Management in a Global Context Human Resource Strategy International Resourcing and Talent Management Leading, Managing and Developing People Learning and Talent Development Managing Employment Relations Performance Management Research Methods in Action PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PO13 PO14 PO15 PO16 PO17 Page 15/26

16 Business Ethics and Corporate Social Responsibility Coaching and Mentoring for the Human Resource Professional Comparative Human Resource Management Developing Skills for Business Leadership Dissertation (Human Resource Management) Human Resource Management in a Global Context Human Resource Strategy International Resourcing and Talent Management Leading, Managing and Developing People Learning and Talent Development Managing Employment Relations Performance Management Research Methods in Action Page 16/26

17 Appendix II - Assessment Map This table indicates the spread of assessment activity across the programme. Percentages indicate assessment weighting. Masters Business Ethics and Corporate Social Responsibility Coaching and Mentoring for the Human Resource Professional Comparative Human Resource Management Developing Skills for Business Leadership 100 Dissertation (Human Resource Management) Human Resource Management in a Global Context Human Resource Strategy 30 International Resourcing and Talent 100 Management Leading, Managing and Developing People 80 Learning and Talent Development Managing Employment Relations Performance Management Research Methods in Action Business Ethics and Corporate Social Responsibility Page 17/26

18 Coaching and Mentoring for the Human Resource Professional Comparative Human Resource Management Developing Skills for Business Leadership Dissertation (Human Resource Management) Human Resource Management in a Global Context Human Resource Strategy 70 International Resourcing and Talent Management Leading, Managing and Developing People 20 Learning and Talent Development Managing Employment Relations Performance Management 100 Research Methods in Action Business Ethics and Corporate Social Responsibility Coaching and Mentoring for the Human Resource Professional Comparative Human Resource Management Developing Skills for Business Leadership Dissertation (Human Resource Management) Human Resource Management in a Global Context Page 18/26

19 Human Resource Strategy International Resourcing and Talent Management Leading, Managing and Developing People Learning and Talent Development Managing Employment Relations 100 Performance Management Research Methods in Action Business Ethics and Corporate Social Responsibility Coaching and Mentoring for the Human Resource Professional Comparative Human Resource Management Developing Skills for Business Leadership Dissertation (Human Resource Management) Human Resource Management in a Global Context Human Resource Strategy International Resourcing and Talent Management Leading, Managing and Developing People Learning and Talent Development Managing Employment Relations Performance Management Research Methods in Action Page 19/26

20 Business Ethics and Corporate Social Responsibility Coaching and Mentoring for the Human Resource Professional Comparative Human Resource Management Developing Skills for Business Leadership Dissertation (Human Resource Management) Human Resource Management in a Global Context Human Resource Strategy International Resourcing and Talent Management Leading, Managing and Developing People Learning and Talent Development Managing Employment Relations Performance Management Research Methods in Action EP 1 (Wk 16) EP 2 (Wks 33, 34, 35) Page 20/26

21 Appendix III - Benchmark Analysis This table maps programme learning outcomes to relevant QAA subject benchmark statements or PSRB guidelines. Knowledge and Understanding PO1 PO2 PO3 PO4 PO5 PO1 PO2 PO3 PO4 PO5 PO1 PO2 PO3 PO4 PO5 MDBM01 MDBM02 MDBM03 MDBM04 MDBM05 MDBM06 MDBM07 MDBM08 MDBM09 MDBM10 MDBM11 MDBM12 MDBM13 MDBM14 MDBM15 MDBM16 MDBM17 MDBM18 MDBM19 Subject Specific Intellectual Skills PO6 MDBM01 MDBM02 MDBM03 MDBM04 MDBM05 MDBM06 MDBM07 MDBM08 MDBM09 Page 21/26

22 PO7 PO8 PO9 PO6 PO7 PO8 PO9 PO6 PO7 PO8 PO9 MDBM10 MDBM11 MDBM12 MDBM13 MDBM14 MDBM15 MDBM16 MDBM17 MDBM18 MDBM19 Subject Specific Practical Skills PO10 PO11 PO12 PO10 PO11 PO12 PO10 PO11 MDBM01 MDBM02 MDBM03 MDBM04 MDBM05 MDBM06 MDBM07 MDBM08 MDBM09 MDBM10 MDBM11 MDBM12 MDBM13 MDBM14 MDBM15 MDBM16 MDBM17 MDBM18 MDBM19 Page 22/26

23 PO12 Transferable Skills and Attributes PO13 PO14 PO15 PO16 PO17 PO13 PO14 PO15 PO16 PO17 PO13 PO14 PO15 PO16 PO17 MDBM01 MDBM02 MDBM03 MDBM04 MDBM05 MDBM06 MDBM07 MDBM08 MDBM09 MDBM10 MDBM11 MDBM12 MDBM13 MDBM14 MDBM15 MDBM16 MDBM17 MDBM18 MDBM19 Page 23/26

24 Appendix IV: Benchmark Benchmark Statement(s) Page 24/26

25 MDBM01 - Demonstrate a systematic understanding of relevant knowledge about organisations, their external context and how they are managed. MDBM02 - Demonstrate application of relevant knowledge to a range of complex situations taking account of its relationship and interaction with other areas of the business or organisation. MDBM03 - Demonstrate a critical awareness of current issues in business and management which is informed by leading edge research and practice in the field. MDBM04 - Demonstrate an understanding of appropriate techniques sufficient to allow detailed investigation into relevant business and management issues. MDBM05 - Demonstrate creativity in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to develop and interpret knowledge in business and management. MDBM06 - Demonstrate ability to acquire and analyse data and information, to evaluate their relevance and validity, and to synthesise a range of information in the context of new situations. MDBM07 - Able to evaluate the rigour and validity of published research and assess its relevance to new situations. MDBM08 - Able to extrapolate from existing research and scholarship to identify new or revised approaches to practice. MDBM09 - Ability to conduct research into business and management issues that requires familiarity with a range of business data, research sources and appropriate methodologies, and for such to inform the overall learning process. MDBM10 - Ability to communicate effectively both orally and in writing, using a range of media. MDBM11 - Able to operate effectively in a variety of team roles and take leadership roles, where appropriate. MDBM12 - Able to consistently apply their knowledge and subject-specific and wider intellectual skills. MDBM13 - Able to deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to a range of audiences. MDBM14 - Able to be proactive in recognising the need for change and have the ability to manage change. MDBM15 - Able to be adaptable, and show originality, insight, and critical and reflective abilities which can all be brought to bear upon problem situations. MDBM16 - Able to make decisions in complex and unpredictable situations. Page 25/26

26 Powered by TCPDF ( University of Lincoln Programme Specification - Master of Science (MSc) Human Resource Management Full Time MDBM17 - Able to evaluate and integrate theory and practice in a wide range of situations. MDBM18 - Able to be self-directed and able to act autonomously in planning and implementing projects at professional levels. MDBM19 - Able to take responsibility for continuing to develop their own knowledge and skills. Page 26/26