Programme Specification

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1 Programme Specification Title: Leadership and Management Final Award: Foundation Degree in Arts (FdA) With Exit Awards at: Certificate of Higher Education (CertHE) Foundation Degree in Arts (FdA) To be delivered from: Level Date Level 1 or Certificate of Higher Education (CertHE) Level 2 or Foundation Degree in Arts (FdA) 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 Foundation Degree in Arts (FdA) Leadership and Management Certificate of Higher Education (CertHE) Foundation Degree in Arts (FdA) Subject(s) Business Mode(s) of delivery Full Time Part 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 Programme Start Date No University of Lincoln North Lindsey College Lincoln Business School Page 4/26

5 3. Programme Description 3.1 Overview Programme Structure: Public sector pathway of the FdA Leadership and Management The existing programme was originally validated to include a public sector pathway of the FdA Leadership and Management. It is stressed that the named award remains the same. However, the substantive content varies to allow a public sector focus and avoid content that is of no immediate relevance to people working in the public sector. The programme varies in the following ways: the Level One module Business Environment' is replaced with the module The Public Sector Context the Level One module Financial Communications is replaced with the module Public Sector Performance Management the Level Two module Contemporary Issues for Business is replaced with Managing in the Public Sector. All other modules remain the same, although it is envisaged that the substantive focus of the workbased modules Learning and Development in Practice and Workplace project at levels one and two respectively, will alter to accommodate a public sector bias. The modules have been written with sufficient flexibility to allow this. 3.2 Aims and Objectives In developing the aims of the programme, the following pedagogical and practical considerations have been taken into account: the ethos of work-based learning in general, and of FdAs in particular the nature of participants work experience and the relationship between workplace experience and academic study the skills requirement of Framework for Higher Education Qualifications (FHEQ) for Certificate and Intermediate levels (Levels one and two of the programme respectively) the equivalence of Levels One and Two to Certificate and Intermediate levels respectively of the University BA (Hons) Management, and BA (Hons) Business Management and BA (Hons) Business Studies with regard to content and learning outcomes the suggested progression of participants onto the University of Lincoln Work Based Distance Learning BA Business Management degree. The FdA Leadership and Management aims to: encourage participants to value their work experience and to relate it to theoretical concepts and constructs in order to develop their knowledge and understanding of management and organisations identify and develop the skills required to make informed contributions to effective business decision-making and service improvement in their organisations engender leadership and management qualities by developing self awareness and social and technical workplace skills encourage participants to become lifelong learners able to continually reflect on their own developmental needs. The FdA Leadership and management is distinctive in that it combines academic study with problem-centred action learning in the workplace. Participants are encouraged to make links between theory and practice through relevant content, appropriate and varied assessment methods and Page 5/26

6 through the active involvement of stakeholders from the academic institution and the workplace. QAA Subject Benchmarks: The FdA Leadership and Management corresponds to the United Kingdom QAA benchmark statements for Foundation Degrees and the subject of Business and Management. The Benchmarking Analysis provides a detailed specification of the relationship between the programme curriculum and the relevant QAA benchmarks. The FdA in Leadership and Management also takes into account the recognised industry standards formulated via the Management Standards Centre (revised 2008). Internal contexts: This section describes how the FdA conforms to University and Faculty of Business and Law operational and strategic initiatives, and the North Lindsey College Strategic Plan. The University of Lincoln: The programme has been reviewed and adapted in response to a number of changes to the University internal context, primarily the decision of the University s Academic Board to retain the current 120 CATS points per level of study for undergraduate degrees, but to change the size of the modules that constitute a degree from 12/24 CATS points to 15/30 CATS points. The result of this change is that full-time participants will usually study four modules in any one semester. The expectation is that the new structure will enable a greater focus, integration and depth of study. The development of FdAs also complements the strategy of the Business School to place greater emphasis on enterprise and work experience where possible. In addition to complying with the revised credit structure, the new programme has been redesigned with the aim of complementing the learning outcomes of relevant University degree programmes in business and management with a view to facilitating progression onto the BA Management and the recently validated work-based distance learning BA (Hons) Business Management programme. North Lindsey College: The North Lindsey foundation degree initiative is linked closely with the college s mission with regard to the regional development of higher education, broadening and increasing participation in HE, working closely with business and the wider community, and developing flexible forms of course delivery. The College is seeking to establish an Enterprise Academy by This will include an Enterprise and Business Centre with incubator units for businesses and a Conference Centre. This initiative forms part of the geographical plan of North Lincolnshire Council and has been discussed with the Head of Regeneration at North Lincolnshire council and Yorkshire Forward. The college is also considering, along with the University of Lincoln, a bid to HEFCE under the University Challenge strategic development fund, with a view to developing provision for higher level skills and knowledge transfer. Plans are also in place for a joint project with Yorkshire and Humberside East Lifelong Learning Network (YHELLN) to develop employer co-funded additional student numbers, building upon the excellent track record of the Kingsway Centre in Train to Gain and employer engagement. Given the developments in enterprise, employer engagement and higher level skills, it is particularly important to maintain a robust and diverse provision of FdA programmes in order to offer visible and coherent pathways to learners and employers. North Lindsey College welcomes the development of the BA (Hons) Business Management and regards it as an exciting opportunity to increase the number of learners progressing onto University programmes. It is believed that the flexibility that the programme offers will prove attractive to work-based learners. External contexts: Page 6/26

7 The FdA Leadership and Management was originally developed in partnership with employers and focuses on developing the work-related and academic skills deemed relevant to the local public and private sector labour markets. Representatives from the local authority (North Lincolnshire Council) and from the local business community were actively involved in the development of the FdA as a response to addressing the skills deficit identified and expressed locally by employers, particularly through the Kingsway HR and Training Forum, which is hosted by North Lindsey College. Standards agencies: Since the programme was first validated there have been a number of developments in the context of FdAs. The original programme was mapped to QAA standards and the Management Standard Centre (MSC) standards wherever possible. The MSC has recently (2008) revised its suite of National Occupational Standards for Leadership and Management. There are a number of significant amendments, enhancements and additions, which reflect changes in working practice and incorporate feedback from users of the earlier management standards. In particular, whilst still reflecting the core functions of management, the revised standards place increased emphasis on aspects of work which have gained significance in recent years, for example in the areas of leadership, customer service, knowledge management, procurement and managing redundancy. The MSC identifies the following issues that have become increasingly important since 2004 due to change in Government legislation, cultural and environmental development, and technological advances: ageism; cultural awareness; diversity and inclusion; EU impact and regulations; globalisation; international benchmarking; managing diverse teams; managing growth; managing remote teams; managing without power; managing your boss; matrix management and sustainability. The issues of cultural diversity, diversity and inclusion, managing without power and managing your boss are particularly relevant to the client group at North Lindsey as many of them are from outside the UK and in low level organisational posts. One of the recognised challenges for the development of the programme is to increase the diversity of entrants in terms of ethnic background and organisational experience. In the short time since the original validation, FdAs have become an established route to a qualification at Intermediate level in the Framework for Higher Education Qualifications (FHEQ). The distinctive characteristics of integrating academic and work-based learning, employer involvement and flexibility have proved more successful than the other stated intention of providing ready accessibility to higher education and the ability to progress to an honours degree with a further year or more of study. This has certainly been the experience at North Lindsey where the number of participants progressing onto University programmes has been disappointing. It is believed that the validation of the University Work Based Distance Learning BA (Hons) Business Management will redress this issue as its flexibility should be a more attractive alternative for participants. Foundation Degree Forward (FdF) was created to support the development of foundation degrees with the intention of widening and facilitating access to Higher Education. FdF has recently produced a revised strategic plan for The plan identifies the most significant developments that have occurred since 2006: Publication of the Leitch Review of Skills (December 2006) and the government s response regarding higher level skills, Higher Education at Work: High skills: High value (2008). Under Lord Leitch's proposals for increasing workplace skills, 40 % of the working population should be qualified to higher education level (level four) by This requires increasing the number of people with such qualifications from 10 million to 14 million by Establishment of government targets for Foundation degrees and for co-funded higher education provision Development of HEFCE s strategy for employer engagement and funding for institutions to support partnerships with employers Page 7/26

8 Evolution of the Sector Skills Alliance The Sub-National Review and the changing roles of RDAs, Regional Skills Partnerships and local authorities Establishment of the new Commission for Employment and Skills Evolution of Lifelong Learning Networks and Pathfinder Higher Level Skills Strategies North Lindsey College shares FdF s concern that: Foundation degrees should not be conceived primarily as supply-side vehicles for growth in higher education (HE). Important though the availability of Additional Student Numbers (ASNs) may be in order to support development of Foundation degrees, it is also important to take account of the view that foundation degrees will fail if they are heavily promoted as a system-wide supply-side recipe for growth what could have been a really imaginative, high quality new venture will collapse under the weight of expectation and likely lowest common denominator development. Watson and Bowden (2005) The turtle and the fruit fly; New Labour and UK higher education , quoted in FdF Strategic Plan , page 7. In reviewing the programme, the aspiration that FdAs should aim to be imaginative, distinctive and high quality HE programmes (FdF Strategic Plan , page 7) has been taken seriously. The challenge has been to develop an academically coherent and theoretically rigorous programme that meets the pragmatic requirements of work-based learners. The aim was to develop an FdA that is valued and valuable, that is, valued as an exit award in itself, and valuable in challenging participants and developing their leadership and management skills. The revalidation has been grasped as an opportunity to review the programme with a view to providing participants with increased opportunities for self development within the context of an academically rigorous programme. Another key factor has been to develop an integrative programme of study that will allow ease of progression onto a relevant University Honours programme without the need for an additional bridging programme. The decision has therefore been taken, in consultation with the University, to adopt relevant and appropriate validated University modules wherever possible. In developing additional work-based units, due care has been taken to meet the range and depth of learning outcomes required to facilitate progression onto the final level of the BA Management and BA Business Management. Regional development context: Evidence from several sources indicates an economic need for the programme. For example, Yorkshire Forward, the Regional Development Agency, produces the Regional Economic Strategy (RES). The current 10-year strategy ( ) that provides a framework of common priorities around which investment is focused, identifies education as a key priority. One of the stated six long-term key objectives for the economy is to radically improve the development and application of education, learning and skills in the region. Demographic data: At the time of the original validation there were approximately economically active people in the region, of which approximately were employed within either a managerial or professional capacity and a further 17,900 employed in skilled trades occupations (Nomis, 2005). From the 73,000 economically active adults within the region approximately 36,000 were educated to NVQ Level Three standard whilst approximately 17,000 held a Level Four qualification or above. Jobs within the region were distributed throughout the following sectors 68.7% in Services, 19.9% in manufacturing and 6% employed within construction. Latest figures available from the Office for National Statistics (Nomisweb.co.uk) show a slight increase in all categories: economically active people (81,200); Page 8/26

9 23,700 employed in a managerial or professional capacity; 19,000 skilled trade, administrative and secretarial. The number of people holding a Level 4 NVQ qualification increased to 18,100. This final figure is particularly interesting as it indicates the challenge facing the development of HE within an FE context. There has been an obvious commitment to training and education in the region. The challenge is to provide a work based alternative to the established competence based NVQ provision that currently predominates. Competitors: A number of commercial and industry- based organisations already deliver accredited Institute of Leadership and Management (ILM) and Chartered Management Institute (CMI) training and continuing professional development in the area. The FdA programme is designed to permit the maximum integration of entrants from this type of programme by way of the University s Accreditation of Prior Learning. For example, learning outcomes have been provided for each level to facilitate the APL process. 3.3 Variations to Standard Regulations and Guidance None Page 9/26

10 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 examine the concepts of organisation and organisational environment and their relationship to management 2 evaluate the internal cultural environment of the organisation 3 diagnose specific management problems and identify appropriate solutions 4 demonstrate an awareness of effective leadership and management within organisations, with particular emphasis on improved decision making 5 appreciate the importance of effective management and people development within organisations 6 appropriate operational strategies for meeting varied internal and external stakeholder needs within a changing environment 7 identify key contemporary issues in modern leadership and management. 4.2 Subject Specific Intellectual Skills On successful completion of this programme a student will be able to: 8 become more reflective management practitioners, and take responsibility for their personal development and their performance within workplace teams 9 demonstrate self-awareness, openness and sensitivity in dealing with issues of diversity in an organisational context 10 recognise and reflect on the limits of their knowledge and the impact this may have on their ability to make decisions and solve problems. 4.3 Subject Specific Practical Skills On successful completion of this programme a student will be able to: 11 demonstrate effective use of the interpersonal skills required to improve organisational and managerial performance 12 use a range of established techniques to critically evaluate data and identify solutions to managerial problems 13 evaluate and apply a range of different business theories, models and concepts, within the field of Management & Leadership Page 10/26

11 4.4 Transferable Skills and Attributes On successful completion of this programme a student will be able to: 14 demonstrate cognitive skills of critical thinking, analysis and synthesis 15 demonstrate effective oral and written electronic communication skills 16 display competence in the use of quantitative tools and techniques to organise and interpret data 17 identify and appraise the appropriateness and relevance of their own learning methods 18 apply appropriate theoretical tools and techniques to specific management problems 19 appreciate the significance of lifelong learning 20 conduct effective research into management, individually or as a team member. For details of each module contributing to the programme, please consult the module specification document. Page 11/26

12 5. Learning, Teaching and Assessment Strategies 5.1. Learning and Teaching Strategy The learning and teaching strategy adopted within the FdA Leadership and Management reflects the purposes and objectives set out in the QAA Foundation Degree Qualification Benchmark statement by: providing a balance of intellectual and practical skills along with appropriate opportunities for these to be applied and tested within the participant s workplace specifying learning outcomes that test both the participant s theoretical grasp of the subjects taught and their ability to reflect critically on their application providing work-based learning experiences that reflect the particular needs of the participant s industry or sector taking due notice of the FHEQ, the NQF and MSC standards operating in the industry, to ensure an integration of academic knowledge and vocational skills and competencies, taking account of the need for appropriate academic rigour. One of the key strengths of the HE provision within North Lindsey College is the prevailing supportive, student- centred approach that actively encourages life-long learning. The teaching values of academic staff centre upon: developing students potential developing students as autonomous learners preparing students for career enhancement and promoting life-long learning actively promoting socialisation into HE culture and facilitating progression promoting opportunities for students to acquire and demonstrate transferable interpersonal, problem-solving and subject specific skills encouraging engagement with real life contexts in applying theoretical learning. Historically, academic members of staff have integrated into subject groups within the University. This presents opportunities to participate in learning, teaching and assessment methodologies. The subject teams have substantial experience of the principles and practices of Higher Education and are experienced in designing and delivering a range of business and management programmes at degree level Assessment Strategy The assessment strategy has been designed to meet the variety of teaching and learning methods and to ensure that participants have ample opportunities to meet the learning outcomes of each unit. Care has been taken to provide a variety of assessment methods to ensure diversity. Care has also been taken to ensure that participants are offered assessment that is developmental in nature. Assessment therefore ranges from the simple testing of acquisition of knowledge to the more developmental approach of requiring students to demonstrate the application of knowledge in the workplace, and to articulate the learning from reflection upon the process. Page 12/26

13 6. Programme Structure The total number of credit points required for the achievement of Certificate of Higher Education (CertHE) is 120. The total number of credit points required for the achievement of Foundation Degree in Arts (FdA) is 240. Level 1 Title Credit Rating Core / Optional Business Environment Optional The Public Sector Context Optional Public Sector Performance Management Optional Principles of Marketing Core Business Planning and Forecasting Core Financial Communications Optional Learning and Development in Practice Core Organisational Behaviour 1: Evolving Perspectives of Management Core Level 2 Title Credit Rating Core / Optional Managing in the Public Sector Optional Workplace Project Core Operations Management A Core Leadership Core Decision Making Core Contemporary Issues for Business Optional Page 13/26

14 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 Level 1 Business Environment Business Planning and Forecasting Financial Communications Learning and Development in Practice Organisational Behaviour 1: Evolving Perspectives of Management Principles of Marketing Public Sector Performance Management The Public Sector Context PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 Business Environment Business Planning and Forecasting Financial Communications Learning and Development in Practice Organisational Behaviour 1: Evolving Perspectives of Management Principles of Marketing Public Sector Performance Management The Public Sector Context PO13 PO14 PO15 PO16 PO17 PO18 PO19 PO20 Page 14/26

15 Level 2 Contemporary Issues for Business Decision Making Leadership Managing in the Public Sector Operations Management A Workplace Project Contemporary Issues for Business Decision Making Leadership Managing in the Public Sector Operations Management A Workplace Project PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PO13 PO14 PO15 PO16 PO17 PO18 PO19 PO20 Page 15/26

16 Appendix II - Assessment Map This table indicates the spread of assessment activity across the programme. Percentages indicate assessment weighting. Level Business Environment Business Planning and Forecasting Financial Communications Learning and Development in Practice Organisational Behaviour 1: Evolving Perspectives of Management Principles of Marketing Public Sector Performance Management The Public Sector Context Business Environment Business Planning and Forecasting Financial Communications Learning and Development in Practice Organisational Behaviour 1: Evolving 100 Perspectives of Management Principles of Marketing Public Sector Performance Management The Public Sector Context Page 16/26

17 Business Environment Business Planning and Forecasting Financial Communications Learning and Development in Practice Organisational Behaviour 1: Evolving Perspectives of Management Principles of Marketing Public Sector Performance Management The Public Sector Context Business Environment Business Planning and Forecasting Financial Communications Learning and Development in Practice Organisational Behaviour 1: Evolving Perspectives of Management Principles of Marketing Public Sector Performance Management The Public Sector Context Business Environment Business Planning and Forecasting Financial Communications Learning and Development in Practice Organisational Behaviour 1: Evolving Perspectives of Management Principles of Marketing EP Page 17/26

18 Public Sector Performance Management The Public Sector Context Level Contemporary Issues for Business Decision Making Leadership Managing in the Public Sector Operations Management A Workplace Project Contemporary Issues for Business Decision Making Leadership Managing in the Public Sector Operations Management A Workplace Project Contemporary Issues for Business Decision Making Leadership Managing in the Public Sector Operations Management A Workplace Project Contemporary Issues for Business Page 18/26

19 Decision Making Leadership Managing in the Public Sector Operations Management A Workplace Project Contemporary Issues for Business Decision Making Leadership Managing in the Public Sector Operations Management A Workplace Project EP Page 19/26

20 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 PO6 PO7 PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO1 PO2 PO3 PO4 PO5 PO6 PO7 FD01 FD02 FD03 FD04 FD05 FD06 FD07 FD08 FD09 FD10 GBM01 GBM02 GBM03 GBM04 GBM05 GBM06 GBM07 GBM08 GBM09 GBM10 GBM11 GBM12 GBM13 Page 20/26

21 Subject Specific Intellectual Skills PO8 PO9 PO10 PO8 PO9 PO10 PO8 PO9 PO10 FD01 FD02 FD03 FD04 FD05 FD06 FD07 FD08 FD09 FD10 GBM01 GBM02 GBM03 GBM04 GBM05 GBM06 GBM07 GBM08 GBM09 GBM10 GBM11 GBM12 GBM13 Subject Specific Practical Skills PO11 PO12 PO13 PO11 PO12 PO13 FD01 FD02 FD03 FD04 FD05 FD06 FD07 FD08 FD09 FD10 GBM01 GBM02 GBM03 GBM04 GBM05 GBM06 GBM07 GBM08 Page 21/26

22 PO11 PO12 PO13 GBM09 GBM10 GBM11 GBM12 GBM13 Transferable Skills and Attributes PO14 PO15 PO16 PO17 PO18 PO19 PO20 PO14 PO15 PO16 PO17 PO18 PO19 PO20 PO14 PO15 PO16 PO17 PO18 FD01 FD02 FD03 FD04 FD05 FD06 FD07 FD08 FD09 FD10 GBM01 GBM02 GBM03 GBM04 GBM05 GBM06 GBM07 GBM08 GBM09 GBM10 GBM11 GBM12 GBM13 Page 22/26

23 PO19 PO20 Page 23/26

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

25 GBM01 - Demonstration of breadth, depth, integration and application of knowledge and understanding. GBM02 - Demonstration of subject-specific and intellectual skills. GBM03 - Demonstration of personal and interpersonal skills. GBM04 - Demonstration of learning skills. GBM05 - Demonstration of a capability to deal with uncertainty and complexity. GBM06 - Demonstration of the capabilities of evaluation, reflection, creativity and originality. GBM07 - Have knowledge and understanding of the key areas of business and management, the relationships between these and their application. GBM08 - Have demonstrated competence within the range of subject-specific and intellectual skills. GBM09 - Have a view of business and management which is predominantly influenced by guided learning with a limited critical perspective. GBM10 - 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. GBM11 - Consistently demonstrate a command of subject-specific skills including application of knowledge, as well as proficiency in intellectual skills. GBM12 - Have a view of business and management which is influenced by a variety of learning sources including guided learning, team work and independent study. GBM13 - 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 complexity, to explore alternative solutions, to demonstrate critical evaluation and... FD01 - Knowledge and critical understanding of the well-established principles in their field of study and the way in which those principles have developed. FD02 - Successful application in the workplace of the range of knowledge and skills learnt throughout the programme. FD03 - Ability to apply underlying concepts and principles outside the context in which they were first studied, and the application of those principles in a work context. FD04 - Knowledge of the main methods of enquiry in their subject(s), and ability to evaluate critically the appropriateness of different approaches to solving problems in their field of study and apply these in a work context. FD05 - An understanding of the limits of their knowledge, and how this influences analyses and Page 25/26

26 Powered by TCPDF ( University of Lincoln Programme Specification - Foundation Degree in Arts (FdA) Leadership and Management interpretations based on that knowledge in their field of study and in a work context. FD06 - Use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis in their field of study and in a work context. FD07 - Effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively in their field of study and in a work context. FD08 - Undertake further training, develop existing skills, and acquire new competences that will enable them to assume responsibility within organisations. FD09 - Qualities and transferable skills necessary for employment and progression to other qualifications requiring the exercise of personal responsibility and decision-making. FD10 - The ability to utilise opportunities for lifelong learning. Page 26/26

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