Chartered Manager Degree Apprenticeship Network€¦ · Chartered Manager Degree Apprenticeship...

Faculty of Business and Law

Chartered Manager Degree Apprenticeship Network

Programme Specification

2017-2018

This document provides a concise summary of the main features of the course(s) & associated award(s) offered through this Programme Specification, and includes the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme’s relationship to QAA Subject Benchmark Statements may be found in the dedicated student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education

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Versioning of Programme Specification This programme specification is valid for the period of approval confirmed at the time of the approval/last review event and relates to provision approved at that point. Programme specifications are updated on an annual basis to include modifications approved through the University’s quality assurance processes. This version provides a description of the programme as approved for the academic session indicated in section 3 of the following table.

1 Date of initial Approval or last review: 19 April 2016

2 Effective date of Approved/Reviewed Programme Specification:

1 September 2016 – 31 August 2022

3 This Version effective from: September 2017

4 Version number: CMDA/Sep16/V2

Students who commenced their study on awards within this programme specification prior to 1 September 2017 should refer to the previous version of the programme specification published on the CASQE website.

Modifications to Programme Specification

Modifications to the programme specification since approval/ last review, and the cohort of students affected by the change, are listed in Section H (Log of Modifications) at the back of the document.

Cross Referencing of Programme Specifications

The following elements of provision included in this document is/ are also included in the following programme specifications

Award Programme Specification

Amendments made to provision listed in this table, must also be reflected in the relevant programme specifications listed above

http://www.mmu.ac.uk/academic/casqe/specs/index.php

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_________________________________________________________________________________________________________________________________ CASQE Page 1 of 83 Programme Specification

CENTRE FOR ACADEMIC STANDARDS & QUALITY ENHANCEMENT

Programme Specification

The information in this document is organised into the following sections: Section A – Administrative and Regulatory Information Section B – Outcomes Section C – Structure Section D – Teaching, Learning and Assessment Section E – Programme Management Section F – Mapping Section G – Log of Modifications

SECTION A – ADMINISTRATIVE AND REGULATORY INFORMATION

1 Overarching Programme Specification Title

Chartered Manager Degree Apprenticeship Network

2 Brief Summary

The Chartered Manager Degree Apprenticeship (CMDA) is a new approach to university level education. The degree extends learning beyond the classroom and into the workplace. The aim is to integrate academic learning at degree level with on-the-job practical training to provide a holistic programme of education and training to meet the skills needs of employers now and in the future. The Degree Apprenticeship programme will develop professional practice, contextualised in the workplace using industry standards and approaches shaped by modern businesses. Apprentices studying on this degree are employed by an external company and work in a managerial role. They typically receive twenty-four days of teaching or supervised learning per year for the duration of the course. Apprentices will typically study 90 credits per year and will be part-time students. The CMDA Network consists of a general Management programme, ‘BA (Hons) Business Management Professional’ and a number of pathways, ‘in Hospitality’ , ‘in Retail’, ‘in Fashion’, as well as Top-ups at Level 6 ‘BA (Hons) Business Management Professional (Executive), with two pathways ‘in Education’ and in ‘Public Sector Management’. The degree is also mapped to the knowledge requirements of the Chartered Manager Degree Apprenticeship Standard The degrees feature work-based projects which will be based on work the apprentices are undertaking within their company, and a synoptic portfolio, which represents their learning across the degree and the skills and behaviours the apprentices have exhibited in the workplace.

3 Awarding institution Manchester Metropolitan University Chartered Management Institute

4 Home Faculty

Faculty of Business and Law

5 Home Department/ School/ Institute

Department of Management

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6 UCAS/GTTR code(s) n/a

7 Framework for HE Qualifications position of final award(s) Framework for HE Qualifications

Honours (Level 6)

8 Alignment with University Curriculum Framework Curriculum Framework

Undergraduate

9 Engagement with the University-wide provision (eg Uniwide Language, EdLab)

This programme does not include Uniwide Language provision as it is taught in blocks of teaching with apprentices on day or block release from employment, which is not compatible with the delivery of Uniwide Languages Provision.

10 Compliance with University Assessment Regulations University Assessment Regulations

Undergraduate

11 Approved Variations/Exemptions from University Assessment Regulations

N/A

12

Relationship with Faculty Foundation Year

N/A

Awards

13 Final award title(s) BA (Hons) Business Management Professional BA (Hons) Business Management Professional in Hospitality BA (Hons) Business Management Professional in Retail BA (Hons) Business Management Professional in Fashion BA (Hons) Business Management Professional (Executive) BA (Hons) Business Management Professional (Executive) in Education BA (Hons) Business Management Professional (Executive) in the Public Sector BA (Hons) Business Management Professional (Executive) in Health and Social Care

14 Combined Honours There is no Combined Honours provision within this programme specification

15 Interim exit awards and Subject title(s)

CertHE Business Management Professional CertHE Business Management Professional in Hospitality CertHE Business Management Professional in Retail CertHE Business Management Professional in Fashion DipHE Business Management Professional DipHE Business Management Professional in Hospitality

http://www.qaa.ac.uk/en/Publications/Documents/Framework-Higher-Education-Qualifications-08.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/ug_curriculum_framework.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/assessment.php

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DipHE Business Management Professional in Retail DipHE Business Management Professional in Fashion

Arrangements with Partners

16 Approved Collaborative partner(s)

Partner Name Type of Collaborative Partnership

n/a

17 Articulation Arrangements with Partners

Partner Name Details of Arrangements

n/a

Professional, Statutory and Regulatory Bodies 18 PSRB(s) associated with final award

of any route within the programme specification

Chartered Management Institute (CMI)

19 Date, outcome & period of approval of last PSRB approval/accreditation

CMI Date: 2015 Outcome: Approved Period of Approval: ongoing

Approval Status 20 Date and period of approval of

most recent Manchester Met review/ approval

(i) Date of Latest approval 19 April 2016

(ii) Length & Dates of Period of approval given In (i) above: Years: 6 years From: September 2016

To: August 2022

21 Next Scheduled Review Date: 2021/22

22 Programme Specification effective date:

September 2016

SECTION B - OUTCOMES

23 Manchester Met Graduate Outcomes

On successful completion of their course of study Manchester Met graduates will be able to: GO1. apply skills of critical analysis to real world situations within a defined range of

contexts; GO2. demonstrate a high degree of professionalism characterised by initiative, creativity,

motivation and self-management; GO3. express ideas effectively and communicate information appropriately and accurately

using a range of media including ICT; GO4. develop working relationships using teamwork and leadership skills, recognising and

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respecting different perspectives; GO5. manage their professional development reflecting on progress and taking appropriate

action; GO6. find, evaluate, synthesise and use information from a variety of sources; GO7. articulate an awareness of the social and community contexts within their disciplinary

field. NB the above align to the Employability outcomes on the unit specifications

24 Programme Rationale

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The CMDA is a new industry-driven and government-supported approach for employee education. It is an innovative chartered work-based degree programme, bringing honours’ level education into the workplace context. In response to a direct government request, the CMDA was designed by a consortium of major employers’ representatives, the Chartered Association of Business Schools (CABS) and the Chartered Management Institute (CMI) to meet the skills gap and to improve and professionalise the UK’s Leadership and Management. Manchester Metropolitan University is endorsed by the Skills Funding Agency to deliver the programme, and apprentices who study at Manchester Met achieve a BA (Hons) Business Management Professional and are entered for assessment by the CMI for the Degree Apprenticeship. This apprenticeship has been designed to provide access to development opportunities for as wide a range of individuals as possible. This includes individuals who are at the start of their career and who wish to become professional managers and achieve Chartered Manager status, as well as those who may have already developed practical experience but who wish to develop further their theoretical understanding of management skills. The team also place a strong emphasis on developing reflective practitioners. The degree is centred on a real job within business that extends the learning beyond the classroom and into the workplace. Learning is no longer considered a preparatory stage prior to employment, but is increasingly seen as a constituent part of working life (Nijhof and Nieuwenhuis, 2008). The aim is to integrate academic learning at degree level and on-the-job practical training to provide a holistic programme of education and training to meet the skills needs of employers now and in the future. The negotiated business projects and portfolio are designed to bridge workplace learning and academic learning. Where possible, assessments are contextualised to the workplace. The CMDA programme will develop professional practice, contextualised in the workplace using industry standards and approaches that are shaped by modern organisational and business practices. The range of roles envisaged for graduates from this degree include but are not limited to those looking to begin or develop a career as • Business Managers in private, public and third sectors • Senior Managers • Heads of Department • Operations Managers • Any other role with significant managerial responsibilities Employers will be responsible for recruiting and employing apprentices while the University will vet candidates for academic requirements. Apprentices work full-time with their employer, while studying towards a BA (Hons) Business Management Professional at Manchester Metropolitan University. For teaching, apprentices will be on block release of between one and five days. A core strength of Manchester Met’s Business Management teaching is its capability to design and teach a contemporary business curriculum, enabling students to apply critical modes of enquiry to everyday and strategic business and organisational issues. Manchester Met’s Business

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Management teaching (including specialists teaching in Hospitality, Retail, Fashion, Education, Health and Social Care), research, and impact on practice, is internationally recognised through its professional accreditations, student satisfaction results and by the quality of its academic, research-active staff. One distinctive feature of the programme is the level of collaborative activity involved in the design. The CMDA network is a collaboration between departments, faculties, and campuses to offer specialist pathways taught by experts in their sectors. A memorandum of understanding has been signed by the Deans of the faculties. The network is composed of staff from various Faculties across the University who have collaborated on the development of a core and specialist curriculum. Operationally, one faculty is required to lead such programmes, and to provide administrative support. For the CMDA, this Faculty is Business and Law. Administrative support will come from the Apprenticeship unit, which is located within that faculty. In turn, the programme team has collaborated with employers through the establishment of an Advisory Board and the CMI. The most distinctive element of this programme is that the BA (Hons) Business Management Professional degrees form the major part, but not all, of the CMDA. Apprentices who successfully complete the degree over the four years are entered for the end-point assessment for the degree Apprenticeship which reflects their knowledge gained from the course, as well as the demonstration of skills and behaviours in the workplace. This assessment takes into account the academic work completed on the Degree programme, as well as the skills and experience the apprentice has built up in the workplace and will be presented to the end-point assessor in the form of a portfolio. Within the degree therefore, apprentices are expected to capture and record both their academic work and workplace activities, which will form the portfolio for the end point assessment. The building of this portfolio is therefore integral to the degree programme and the CMI assessment. Chartered Manager Degree Apprenticeship Overview

Degree-level learning in University

Negotiated Business Project

Work-based skills and experiences

Business Portfolio

AWARD: BA (Hons) Business Management Professional / (Executive)

BA (hion End-Point Assessment

AWARD: Degree Apprenticeship

25 QAA Benchmark Statement(s)

Main benchmark statement: Business and Management, February, 2015

26 Programme Specific Outcomes

http://www.qaa.ac.uk/en/Publications/Documents/SBS-business-management-15.pdf

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(a) Final Award Learning Outcomes

On successful completion of BA (Hons) Business Management Professional, students will be able to: PLO1. apply critical thinking to practical and theoretical problems in an organisational context PLO2. communicate effectively using a range of media PLO3. demonstrate ethical and sustainable awareness in an organisational context PLO4. demonstrate professional and commercial awareness in an organisational context PLO5. demonstrate subject specific knowledge and skills in Business Management PLO6. Synthesize the development of academic and work-based skills and knowledge through a reflective and self-managed approach to personal development. PL07. demonstrate personal and interpersonal competence required by employers in order to operate effectively in a Management role within an organisation. On successful completion of BA (Hons) Business Management Professional in Hospitality, students will be able to: PLO1. apply critical thinking to practical and theoretical problems in a Hospitality organisational context PLO2. communicate effectively using a range of media PLO3. demonstrate ethical and sustainable awareness in a Hospitality organisational context PLO4. demonstrate professional and commercial awareness in a Hospitality organisational context PLO5. demonstrate subject specific knowledge and skills in Hospitality Business Management PLO6. Synthesize the development of academic and work-based skills and knowledge through a reflective and self-managed approach to personal development. PL07. demonstrate personal and interpersonal competence required by employers in order to operate effectively in a Management role within a Hospitality organisation. On successful completion of BA (Hons) Business Management Professional in Retail, students will be able to: PLO1. apply critical thinking to practical and theoretical problems in a Retail organisational context PLO2. communicate effectively using a range of media PLO3. demonstrate ethical and sustainable awareness in a Retail organisational context PLO4. demonstrate professional and commercial awareness in a Retail organisational context PLO5. demonstrate subject specific knowledge and skills in Retail Business Management PLO6. Synthesize the development of academic and work-based skills and knowledge through a reflective and self-managed approach to personal development. PL07. demonstrate personal and interpersonal competence required by employers in order

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to operate effectively in a Management role in a Retail organisation. On successful completion of BA (Hons) Business Management Professional in Fashion, students will be able to: PLO1. apply critical thinking to practical and theoretical problems in a Fashion organisational context PLO2. communicate effectively using a range of media PLO3. demonstrate ethical and sustainable awareness in a Fashion organisational context PLO4. demonstrate professional and commercial awareness in a Fashion organisational context PLO5. demonstrate subject specific knowledge and skills in Fashion Business Management PLO6. Synthesize the development of academic and work-based skills and knowledge through a reflective and self-managed approach to personal development. PL07. demonstrate personal and interpersonal competence required by employers in order to operate effectively in a Management role in a Fashion organisation. On successful completion of BA (Hons) Business Management Professional (Executive), students will be able to: PLO1. apply critical thinking to practical and theoretical problems in an organisational context in Business PLO2. communicate effectively using a range of media PLO3. demonstrate ethical and sustainable awareness in an organisational context in Business PLO4. demonstrate professional and commercial awareness in an organisational context in Business PLO5. demonstrate subject specific knowledge and skills in Business Management PLO6. Synthesize the development of academic and work-based skills and knowledge through a reflective and self-managed approach to personal development. PL07. demonstrate personal and interpersonal competence required by employers in order to operate effectively in a Management role in an organisation. On successful completion of BA (Hons) Business Management Professional (Executive) in the Public Sector, students will be able to: PLO1. apply critical thinking to practical and theoretical problems in an organisational context in the Public Sector PLO2. communicate effectively using a range of media PLO3. demonstrate ethical and sustainable awareness in an organisational context in the Public Sector PLO4. demonstrate professional and commercial awareness in an organisational context in the Public Sector PLO5. demonstrate subject specific knowledge and skills in Public Sector Management PLO6. Synthesize the development of academic and work-based skills and knowledge through a reflective and self-managed approach to personal development. PL07. demonstrate personal and interpersonal competence required by employers in order to operate effectively in a Management role in a Public Sector organisation.

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On successful completion of BA (Hons) Business Management Professional (Executive) in Education, students will be able to: PLO1. apply critical thinking to practical and theoretical problems in an organisational context in Education PLO2. communicate effectively using a range of media PLO3. demonstrate ethical and sustainable awareness in an organisational context in Education PLO4. demonstrate professional and commercial awareness in an organisational context in Education PLO5. demonstrate subject specific knowledge and skills in Education Management PLO6. Synthesize the development of academic and work-based skills and knowledge through a reflective and self-managed approach to personal development. PL07. demonstrate personal and interpersonal competence required by employers in order to operate effectively in a Management role in an Education organisation. On successful completion of BA (Hons) Business Management Professional (Executive) in Hospitality, students will be able to: PLO1. apply critical thinking to practical and theoretical problems in an organisational context in Hospitality PLO2. communicate effectively using a range of media PLO3. demonstrate ethical and sustainable awareness in an organisational context in Hospitality PLO4. demonstrate professional and commercial awareness in an organisational context in Hospitality PLO5. demonstrate subject specific knowledge and skills in Hospitality Management PLO6. Synthesize the development of academic and work-based skills and knowledge through a reflective and self-managed approach to personal development. PL07. demonstrate personal and interpersonal competence required by employers in order to operate effectively in a Management role in a Hospitality organisation. On successful completion of BA (Hons) Business Management Professional (Executive) in Health and Social Care, students will be able to: PLO1. apply critical thinking to practical and theoretical problems in an organisational context in Health and Social Care PLO2. communicate effectively using a range of media PLO3. demonstrate ethical and sustainable awareness in an organisational context in Health and Social Care PLO4. demonstrate professional and commercial awareness in an organisational context in Health and Social Care. PLO5. demonstrate subject specific knowledge and skills in Health and Social Care Management PLO6. Synthesize the development of academic and work-based skills and knowledge through a reflective and self-managed approach to personal development.

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PL07. demonstrate personal and interpersonal competence required by employers in order to operate effectively in a Management role in a Health and Social care organisation.

(b) Combined Honours Learning Outcomes

N/A

(c) Pass Degree Learning Outcomes

Students who do not qualify for the award of a Bachelor’s degree with honours may be eligible for the award of a Pass degree. Criteria for the award of a Pass degree are detailed within the University’s Assessment Regulations for Undergraduate Programmes of Study

27 Interim Award Learning Outcomes

2017 Entry Cohort Onwards On successful completion of Level 4 students will be able to:

Level 4 (CertHe) Business Management Professional; Interim Learning Outcomes – Level 4

Explain the importance of the local and global business environment.

Identify customers and stakeholders and develop a comprehensive knowledge of how they interact with their organisation.

Identify and apply learning to their employment context.

Identify a business problem and apply learning to their employment context.

Reflect upon personal and professional development in the workplace.

Level 4 (CertHe) Business Management Professional in Hospitality; Interim Learning Outcomes – Level 4

Explain the importance of the local and global business environment of Hospitality.

Identify different concepts of Hospitality.


Identify a business problem and apply learning to their employment context in Hospitality.


Level 4 (CertHe) Business Management Professional in Retail; Interim Learning Outcomes – Level 4

Explain the importance of the local and global business environment of Retail.

Identify traditional and contemporary Retail channels


Identify a business problem and apply learning to their employment context in Retail.


http://www.mmu.ac.uk/academic/casqe/regulations/assessment-regulations.php

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Level 4 (CertHe) Business Management Professional in Fashion; Interim Learning Outcomes – Level 4

Explain the process of Product Development in Fashion.


Identify the impact of people on work and organisations and the management issues that arise.

Identify a business problem and apply learning to their employment context in Fashion.

Reflect upon personal and professional development in the workplace. Level 5 (DipHe) Business Management Professional Interim Learning Outcomes – Level 5

Analyse the relationship between marketing activities and sales within organisations.

Demonstrate critical understanding of operational and technology management within organisations.

Explain the impact of people on work and organisations and the management issues that arise.

Develop a critical understanding of analytical processes, academic skills and techniques in relation to business environment.

Apply a general numeracy skill set to critique financial decision-making. Level 5 (DipHe) Business Management Professional in Hospitality Interim Learning Outcomes – Level 5

Analyse the relationship between marketing activities and sales within Hospitality organisations.

Demonstrate critical understanding of operational and technology management within Hospitality organisations.



Develop higher specialist knowledge of contemporary Hospitality Business Management.

Apply a general numeracy skill set to critique financial decision-making

Level 5 (DipHe) Business Management Professional in Retail Interim Learning Outcomes – Level 5

Analyse the relationship between marketing activities and sales within Retail organisations.

Demonstrate critical understanding of operational and technology management within Retail organisations.


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Develop higher specialist knowledge of contemporary Retail Business Management.


Level 5 (DipHe) Business Management Professional in Fashion Interim Learning Outcomes – Level 5

Analyse the relationship between buying and merchandising within fashion organisations.

Demonstrate critical understanding of Fashion promotion within Fashion organisations.



Develop higher specialist knowledge of contemporary Fashion Business Management.

Apply a general numeracy skill set to critique financial decision-making.

2016 Entry Cohort Level 4 (CertHe) Business Management Professional; Interim Learning Outcomes – Level 4

Explain the importance of the local and global business environment.



Identify and apply learning to their employment context.

Level 4 (CertHe) Business Management Professional in Hospitality; Interim Learning Outcomes – Level 4

Explain the importance of the local and global business environment of Hospitality.

Identify different concepts of Hospitality.



Identify and apply learning to their employment context in Hospitality. Level 5 (DipHe) Business Management Professional Interim Learning Outcomes – Level 5

Analyse the relationship between marketing activities and sales within organisations.

Demonstrate critical understanding of operational and technology management within organisations.


Apply a general numeracy skill set to critique financial decision-making.

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Level 5 (DipHe) Business Management Professional in Hospitality Interim Learning Outcomes – Level 5

Analyse the relationship between marketing activities and sales within Hospitality organisations.

Demonstrate critical understanding of operational and technology management within Hospitality organisations.


Develop higher specialist knowledge of contemporary Hospitality Business Management.


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SECTION C – STRUCTURE 28 Structures, modes of delivery (eg FT/PT/DL etc), levels, credits, awards, curriculum map of

all units (identifying core/option status, credits, pre or co-requisites) potential entry/exit points and progression/award requirements

From 2017 Level 4 Entry BA (Hons) Business Management Professional (Part-Time) Level 4

Core Units

Code* Occ Status

Unit Title No of credits

5T4Z8002 1,9 None Managing Customer and Stakeholder Relations

30

5T4Z8009 1,9 None Dynamic Business and Digital Context 30

5T4Z8010 1,9 None Introduction to Project and Portfolio 30

5T4Z8014 1,9 None Negotiated Business Project (Intermediate) 30

On successful completion of Level 4 – interim exit award: CertHE Business Management Professional Level 5

Core Units

Code* Occ Status


5T5Z8023 1,9 None Sales and Marketing 30

5T5Z8001 1,9 None Finance and Accounting for Managers 30

5T5Z8003 1,9 None Managing and Leading People 30

5T5Z8004 1,9 None Operations and Technology Management 30

On successful completion of Levels 4 & 5 – interim exit award: DipHE Business Management Professional Level 6

Core Units

Code* Occ Status


5T6Z8001 1,9 None Negotiated Business Project (Advanced) 30

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5T6Z8002 1,9 None Project Management 30

5T6Z8003 1,9 None Strategy, Digital and Leadership 30

5T6Z8030 1,9 None Business Portfolio 30

On successful completion of Level 6 – Final exit award: BA (Hons) Business Management Professional BA (Hons) Business Management Professional in Hospitality (Part-time) Level 4

Core Units

Code* Occ Status



30

334Z9018 1,9 None Dynamic Business and Digital Context of Hospitality

30



On successful completion of Level 4 – interim exit award: CertHE Business Management Professional in Hospitality Level 5

Core Units

Code* Occ Status


335Z0083 1,9 None Sales and Marketing in Hospitality 30



335Z9015 1,9 None Operations and Technology Management in Hospitality

30

On successful completion of Levels 4 & 5 – interim exit award: DipHE Business Management Professional in Hospitality Level 6

Core Units

Code* Occ Status




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336Z9005 1,9 None Strategy, Digital and Leadership in Hospitality

30


On successful completion of Level 6 – Final exit award: BA (Hons) Business Management Professional in Hospitality BA (Hons) Business Management Professional in Retail (Part-time) (Open programme / single client programme option 1) Level 4

Core Units

Code* Occ Status



30

5U4Z8006 1,9 None Dynamic Business and Digital Context of Retail

30



On successful completion of Level 4 – interim exit award: CertHE Business Management Professional in Retail Level 5

Core Units

Code* Occ Status


5U5Z8036 1,9 None Sales and Marketing in Retail 30



5U5Z8001 1,9 None Operations and Technology Management in Retail

30

On successful completion of Levels 4 & 5 – interim exit award: DipHE Business Management Professional in Retail Level 6

Core Units

Code* Occ Status Unit Title No of

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credits



5U6Z8030 1,9 None Strategy, Digital and Leadership in Retail 30


On successful completion of Level 6 – Final exit award: BA (Hons) Business Management Professional in Retail BA (Hons) Business Management Professional in Retail (Part-time) (Single client programme option 2) Level 4

Core Units

Code* Occ Status



30

5U4Z8006 1,9 None Dynamic Business and Digital Context of Retail

30



On successful completion of Level 4 – interim exit award: CertHE Business Management Professional in Retail Level 5

Core Units

Code* Occ Status


5U5Z8036 1,9 None Sales and Marketing in Retail 30


5T5Z8025 1,9 None Negotiated Business Project 2 30

5U5Z8001 1,9 None Operations and Technology Management in Retail

30

On successful completion of Levels 4 & 5 – interim exit award: DipHE Business Management Professional in Retail

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Level 6

Core Units

Code* Occ Status




5U6Z8030 1,9 None Strategy, Digital and Leadership in Retail 30


On successful completion of Level 6 – Final exit award: BA (Hons) Business Management Professional in Retail BA (Hons) Business Management Professional in Fashion (Part-time) Level 4

Core Units

Code* Occ Status



30

314Z0045 1,9 None Product Development 30



On successful completion of Level 4 – interim exit award: CertHE Business Management Professional in Fashion Level 5

Core Units

Code* Occ Status


315Z0076 1,9 None Buying and Merchandising 30



315Z0077 1,9 None Fashion Promotion 30

On successful completion of Levels 4 & 5 – interim exit award: DipHE Business Management Professional in Fashion Level 6

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Core Units

Code* Occ Status




316Z0054 1,9 None Product Lifecycle Management 30


On successful completion of Level 6 – Final exit award: BA (Hons) Business Management Professional in Fashion Top-ups (Level 6) BA (Hons) Business Management Professional (Executive) (Part-time)

Core Units

Code* Occ Status


5T6Z8004 1,9 None Innovation for Organisational Performance 15

5T6Z8005 1,9 None Developing Self and Others 15

5T6Z8006 1,9 None Marketing and Sales 15

5T6Z8007 1,9 None Strategy and Operations 15

5T6Z8008 1,9 None Leadership and Management of People 15

5T6Z8009 1,9 None Finance and Accounting 15

5T6Z8010 1.9 None Project Management and Portfolio 30

On successful completion of Level 6 – Final exit award: BA (Hons) Business Management Professional (Executive) BA (Hons) Business Management Professional (Executive) in Hospitality (Part-time)

Core Units

Code* Occ Status




5T6Z8006 1,9 None Marketing and Sales 15

336Z9006 1,9 None Strategy and Operations in Hospitality 15

336Z9007 1,9 None Leadership and Management of People in Hospitality

15



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On successful completion of Level 6 – Final exit award: BA (Hons) Business Management Professional (Executive) in Hospitality BA (Hons) Business Management Professional (Executive) in Education (Part-time)

Core Units

Code* Occ Status






226Z0002 1,9 None Strategic and Operational Concerns in a Learning Environment

30


On successful completion of Level 6 – Final exit award: BA (Hons) Business Management Professional (Executive) in Education BA (Hons) Business Management Professional (Executive) in the Public Sector (Part-time)

Core Units

Code* Occ Status





5T6Z8009 1,9 None Finance and Accounting in the Public Sector 15

5T6Z8011 1,9 None Strategic and Operational Concerns in the Public Sector

30


On successful completion of Level 6 – Final exit award: BA (Hons) Business Management Professional (Executive) in the Public Sector

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BA (Hons) Business Management Professional (Executive) in Health and Social Care (Part-time)

Core Units

Code* Occ Status


5T6Z0003 1,9 None Managing Change and Innovation in Health and Social Care

15



5T6Z0002 1,9 None Strategic and Operational Thinking in the Health and Social Care Context

15

2G6Z0031 1,9 None Key Principles in Health and Social Care Practice

30


On successful completion of Level 6 – Final exit award: BA (Hons) Business Management Professional (Executive) in Health and Social Care Current cohort, 2016 entry only BA (Hons) Business Management Professional (Part-time) Level 4

Core Units

Code* Occ Status



30

5T4Z8016 1,9 None Dynamic Business Context 30



On successful completion of Level 4 – interim exit award: CertHE Business Management Professional Level 5

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Core Units

Code* Occ Status


5T5Z8023 1,9 None Sales and Marketing 30



5T5Z8004 1,9 None Operations and Technology Management 30

On successful completion of Levels 4 & 5 – interim exit award: DipHE Business Management Professional Level 6

Core Units

Code* Occ Status




5T6Z8003 1,9 None Strategy, Digital and Leadership 30


On successful completion of Level 6 – Final exit award: BA (Hons) Business Management Professional

*For administrative purposes only, units on this programme taught at the Cheshire campus for 2016 entry cohort only will be have the following unit codes. The content, learning outcomes and assessment will be identical to the above codes and any modification to above will be a modification to the linked unit.

Unit Manchester Cheshire

Managing and Leading People 5T5Z8003 824Z1901

Dynamic Business Context 5T4Z8016 824Z1902

Negotiated Business Project 1 5T4Z8019 824Z1903

Managing Customer and

Stakeholder Relations 5T4Z8002 824Z1905

Finance and Accounting for

Managers 5T5Z8001 825Z1905

Sales and Marketing 5T5Z8023 825Z1901

Negotiated Business Project 2 5T5Z8025 825Z1902

Operations and Technology

Management 335Z9015 825Z1906

Negotiated Business Project

(Advanced) 5T6Z8001 826Z1905

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Project Management 5T6Z8002 826Z1906

Strategy, Digital and Leadership 5T6Z8003 826Z1907

Business Portfolio 5T6Z8030 826Z1904

BA (Hons) Business Management Professional in Hospitality (Part-time) Level 4

Core Units

Code* Occ Status



30

334Z0058 1,9 None Dynamic Business Context of Hospitality 30



On successful completion of Level 4 – interim exit award: CertHE Business Management Professional in Hospitality Level 5

Core Units

Code* Occ Status


5T5Z8023 1,9 None Sales and Marketing in Hospitality 30



335Z9015 1,9 None Operations and Technology Management in Hospitality

30

On successful completion of Levels 4 & 5 – interim exit award: DipHE Business Management Professional in Hospitality Level 6

Core Units

Code* Occ Status




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336Z9005 1,9 None Strategy, Digital and Leadership in Hospitality

30


On successful completion of Level 6 – Final exit award: BA (Hons) Business Management Professional in Hospitality

SECTION D - TEACHING, LEARNING AND ASSESSMENT 29 Articulation of Graduate Prospects

The target audience for this degree are individuals that are already working for organisations or are recruited as employed apprentices in organisations. Since the Government announcement of this Degree Apprenticeship, the team has received expressions of interest from a large number of employers and the feedback and interest are positive. Students that were consulted are also very enthusiastic. In providing work experience, a salary, and payment of fees, this degree offers a superb opportunity for potential apprentices with an interest and aptitude for Management or a specific interest in Hospitality Retail or Fashion, or those with existing managerial experience who are seeking career progression. The expectation of employers who were consulted is that the apprentices will continue in their employment after they graduate, indeed some apprenticeship contracts might include this requirement. Even if this is not the case, these graduates will have at least four years’ relevant work experience and associated on-the-job training as well as an honours degree. Everybody involved in this degree expects these apprentices to be in huge demand when they graduate. As the degree progresses, snapshots will be taken of current and future demand, using information obtained from the companies who have apprentices on this degree plus other local and national business contacts. This will allow us to develop a perspective on relevant and emerging requirements and assure ourselves that curriculum content is current and as future-proof as possible. This information

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will also assure the programme team that the academic underpinning in terms of theory and principles as well as transferable skills and professional considerations, remains relevant.

30 Curriculum Design

Background and Approach Within the context of the Manchester Met Strategy for Learning, Teaching and Assessment, the Manchester Met Curriculum Framework for Undergraduate Programmes of Study and the QAA Subject benchmark statements (Business and Management February 2015), the teaching and learning methods employed in this Programme aim to produce graduates competent in a range of knowledge, understanding, experience and skills appropriate to Business or Organisational Management. The development and design of the curriculum was a collaborative partnership between teams across faculties and departments at Manchester Met supported by the Centre for Academic Standards & Quality Enhancement (CASQE), Centre for Excellence in Learning and Teaching (CELT), employers, and the CMI. The curriculum design is underpinned by a number of factors, existing expertise at Manchester Met, the baseline skills and knowledge requirements of the CMI, the demands of employers, (especially on the top-ups The curriculum is constructed around the core learning outcomes provided by the CMI, which cover approximately 60% of the content. The learning outcomes were the result of a long consultation between the CMI and employers. In addition to this, the programme team designed the curriculum based upon their expertise and proven existing provision in Business Management, Hospitality, Retail, Fashion, Education and the Public Sector. The programmes are designed to include a core curriculum, industry sector specific units, and company (employer) focused units. The core curriculum is shared across all iterations of the programmes and will be taught by staff across the University who have appropriate subject expertise. The industry sector specific units will also be taught by staff with subject expertise within departments, e.g. hospitality management. Where iterations of units are taught in different departments or faculties, they will retain a common assessment pattern and baseline learning outcomes as the content must still reflect the CMI baseline requirements of the Degree Apprenticeship. This means some pathways units have a common core curriculum, baseline learning outcomes and assessment, e.g. Retail, Hospitality. In the pathway units, the baseline requirements have been overlaid with industry specific content. Where an industry sector has very specific processes or characteristics, the pathway units will reflect this, e.g. Fashion, Education, Public Sector. Each programme can be offered to groups from a single employer if they require it and if they recruit sufficient numbers of apprentices to justify it. In that case, assessments can be contextualised to that employer’s organisational context, without changing the learning outcomes or assessment criteria. The programme team’s approach to this degree was to establish the coverage of the core content by harnessing existing expertise and knowledge of already established and successful units and using modified versions of existing provision wherever possible. New units were then developed in order to fill gaps or provide better integrated coverage of the content. In addition to this, new units were developed, and others are the result of blended content across multiple existing units, others are adaptations of existing units from the main Business Management programmes. The assessment pattern was re-designed on all units The negotiated business project units are a distinguishing feature of this programme. The main degree

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has three negotiated business projects, in each of the first three years of study. The top-up degrees have a negotiated project which runs throughout the course. The projects are negotiated between the apprentice, the employer, and Manchester Met and are an integral part of an apprenticeship degree. The apprentice is expected to blend the skills and experiences they have acquired in the workplace with the academic learning from the degree, and to do so throughout the programme. This on-going bridging of workplace and degree make it distinctive from a placement or individual work-based learning units. The scope of the project expands at each level, from analysing the apprentice’s work context, to analysing the business context, until in the final project, apprentices will identify and analyse a cross-functional business problem and communicate findings to key decision-makers. The report element of Negotiated Business Project (Advanced) will also form part of the end-point assessment for the Degree Apprenticeship. The apprentice is expected to engage in negotiation and planning in preparation for the negotiated business projects throughout the year. Employer Engagement A launch event was organised in January 2016, which attracted 50 local and national employers. At that event, the team discussed the plans and received feedback. A short questionnaire was then emailed to employers who had attended or indicated an interest in attending. The main lessons learnt from this were that certain employers had very specific needs and in particular emphasised differing needs in relation to the delivery of teaching. For this reason, the programme team considers it important that the structures of delivery are flexible across different intakes. This means versions of the programme will be taught with different teaching patterns, from day release to block-release, depending on the needs of employers. The feedback also allowed the programme team to further refine the content of the units. Around 15 employers have applied to be on the CMDA Advisory Board, which will meet regularly to give advice and feedback on all areas of the programme. The development of the Top-up degrees has been a direct response to the demands of particular employers for closed programmes tailored to existing skill levels of their staff and the goals of their organisation. By working with specialist departments across Manchester Met, we are able to offer programmes for sectors which do not have apprenticeship standards. Consideration of the Apprentice Experience The apprentice experience was considered in terms of workload and assessment design. Apprentices will spend the vast majority of their degree in the workplace. In order to facilitate a manageable workload across a programme with flexible delivery, it was recommended by the Centre for Excellence in Learning and Teaching (CELT) that the content of the units were broken down into half days of learning- each with distinctive themes and some with distinctive delivery and activities. This will have the advantage of enabling and maintaining a stimulating learning environment where the delivery of the content is in longer blocks. In line with other part-time degrees, content units will be taught consecutively, though small pockets of time during teaching blocks will be put aside to plan each level’s negotiated business project. The negotiated business projects will be completed at the end of each of the first three years of study. As this is a part-time degree, apprentices entering their second year of study will be yet to complete Level 4. This is the same when progressing to year 3 and year 4. Apprentices will all have a Personal Tutor (PT) from the department that is predominantly responsible for their degree pathway.

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The PT will be selected from fully integrated members of the degree apprentice teaching team. Usually, the PT will be the apprentice’s tutor in the negotiated business projects units. These units require self-reflection on personal development throughout the course of the apprenticeship. This ties closely with the role of a PT. Together, the apprentice and PT will develop the individual learning plan and the learning log. A core part of this degree is the requirement for apprentices to develop a portfolio. The intention is that this portfolio will provide a record of the specific skills and knowledge they have developed on the degree and in the workplace and provide an opportunity to reflect on their personal development. The portfolio will be developed over the course of the degree but be formally assessed at the end of the degree. PTs and work mentors will guide apprentices in the development of this portfolio. PTs will review the portfolio from the point of view of its assessment at level 6 and provide formative feedback at set times throughout the degree to guide the apprentice in developing an appropriate portfolio for the end-point assessment. Work mentors will guide the apprentices from the point of view of documenting their work experience and completion of objectives. The portfolio is a requirement for the end point assessment for the Degree Apprenticeship. The portfolio is a synoptic project capturing and evidencing learning throughout the Apprenticeship, as well as the skills and behaviours which apprentices must demonstrate in the workplace. As this is overseen and guided by the tutors, normally, where possible given research leave and staff changes, the PT will remain with the apprentice throughout the course of the degree.

31 Learning and Teaching

The programme follows the Manchester Met Strategy for Learning Teaching and Assessment. The approach to learning and teaching on the CMDA is participative, whereby apprentices can contribute from their own experience and abilities as well as learning from lecturers and peers. The design of the Learning and Teaching strategy involved consultation across faculties and departments delivering the degree (supported by CASQE & CELT), and feedback from employers and the CMI. Learning and teaching will include a mix of Directed Study, Student-Centred study and Assessment. The programme team define these as follows

Directed Study: Teaching and Supervised Learning – Supervised Learning means the supervision of the negotiated projects and portfolio.

Student-Centred Study: all activities carried out by the student outside of Directed Study, including preparation for, and follow-up from, teaching and supervised learning, and the application of work-based activities to academic learning which is central to an apprenticeship.

Assessment: the preparation of summative assessments. The teaching team is fully integrated into all aspects of the programme. They will meet regularly to discuss all aspects of learning and teaching to ensure consistency across all iterations of the programme. The teaching team must ensure the delivery of the common baseline requirements set out by the CMI as well as the delivery of core and pathway models, which are distinct, and deliver sector specific knowledge and skills. The teaching style on the degree apprenticeship focuses on helping the apprentices to assimilate their learning with their experiences and development within the workplace. Class discussions are often contextualised to particular industries or sectors, depending on the nature of the group. This assimilation of knowledge then continues when apprentices return to the workplace .The direct


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application of learning by apprenticeship has been positively received by employers. Based on an Assurance of Learning model implemented on the main Business Management programmes within the Faculty of Business and Law, the baseline requirements of the CMDA standard are written explicitly into unit descriptors, unit learning outcomes and assessment descriptions in order to ensure that they are delivered across all iterations of the programme. The development and delivery of pathway specific content is the responsibility of faculty and course leaders. Where this is written into unit specifications, it appears additionally to, not instead of, CMDA knowledge requirements. The embedding of the CMDA Knowledge Standard into unit specifications offers teaching teams across the programme the flexibility to adapt learning and teaching to the norms of the pathway subject area or the demands of the employers, whilst ensuring they consistently meet the core programme objectives. To further embed a consistent delivery, a common mark-scheme and feedback form has been developed and used in all versions of the programme. The team will peer review the assessments and ensure there is parity and consistency. Assessments will be moderated across different versions of the programme in order to ensure standardisation (see section 32). The general approach is predicated on providing a degree that:

Reflects current professional practice and values that help apprentices to continually develop as world-class professional managers.

Is endorsed by professional organisations via the CMI and tailored in consultation with employers, both local and national.

Provides a professional approach to the delivery of learning and teaching that is built upon staff professional skills, research informed subjects and continuous professional development.

Assessment is clearly and explicitly linked to learning outcomes, designed with clear assessment criteria and communicated in a way that enables apprentices to develop their full potential.

Apprentices will receive continuous feedback on performance in its varying forms in order to ensure development and enhanced performance. Formative and summative feedback is designed to inform and improve performance in assessments within and across units.

The learning, teaching and assessment on CMDA provide:

An emphasis on professional skills development within the workplace and at university that is embedded in the learning, teaching and assessment process.

A clear structure for personal tutoring. This provides a PT inside the university who is complemented by a work mentor provided by the employer. By establishing a single point of contact for apprentice support in both organisations (university and employer), this ensures a simple model for support that removes barriers and enables all parties to easily communicate.

Alternative modes of learning to support the needs, preferences and abilities of all of the apprentices. A mix of alternative approaches such as lectures, seminars, workshops and self-directed study will be used.

Using research informed teaching as a bridge between research and teaching, and the workplace.

The individual learning plan and learning log identify the apprentice’s progress and individual learning needs.

The use of digital resources including use of the virtual learning environment and digital library resources.

Flexible, work-based learning through the use of a novel assessment regime, see below.

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Working in partnership with apprentices to enhance their experience, including staff-apprentice liaison meetings and regular apprentice surveys of learning, teaching and assessment at unit, course and programme levels.

Work-based projects negotiated between the employer, apprentice, and tutor to create a flexible curriculum adapted to the needs of employers and the apprentice’s employment context.

Units have fewer classroom contact hours than full-time classes but a significant amount of learning takes place through the work-based project embedded in the day-to-day practices of the apprentice.

A blended learning approach is used with appropriate use of e-learning in specific areas.

Use of the University’s extensive on-line Library facilities is encouraged throughout the programme.

The programme teams are committed to exploring the potential of new approaches to learning, teaching and assessment.

32 Assessment

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The assessment strategy for the CMDA programme has been developed in line with the Curriculum Framework for Undergraduate Programmes of Study, the Institutional Code of Practice for the Assessment of Students and the Manchester Met Strategy for Learning, Teaching and Assessment. The aim is to develop an assessment strategy which is comprehensive, valid and reliable, and enhances the overall student learning experience. The assessment design involved wide consultation across faculties and departments delivering the CMDA (supported by CASQE & CELT), and feedback from employers and the CMI. Assessment instruments will confirm that the learning outcomes have been met and allow apprentices to demonstrate of a range of industry based knowledge and skills. Apprentices are assessed in a range of ways that progressively challenge them and encourage achievement at the highest levels as they move through the programme. In order to demonstrate that the core learning outcomes have been achieved across the programme (including the CMI baseline requirements) and underpin consistency in marking across all iterations of the programme, the programme team will develop common standard descriptors and marking criteria based upon the University Standard Descriptors. In addition, the programme team will peer review assessment briefs and ensure there is parity and consistency. Assessments will be moderated by staff across different iterations of the programme. Assessments will be conducted in line with Manchester Met’s Procedures for the Verification, Marking and Moderation of Assessments. The assessment pattern and assessment criteria are identical across all iterations of this degree. Within the pathways units, there will be differences in the learning outcomes and assessment briefs, with an emphasis on the particular business context of Hospitality or Retail. Where courses are offered to groups from a single employer, assessments can be contextualised to reflect that employer’s business context. There is a strong emphasis on individual assessment, with only one group assessment, in order to avoid placing a requirement for apprentices to work collaboratively when they cannot easily meet outside of the days they attend university. The majority of assessment is coursework assignments and many of these have a work-based focus, although it is understood that not all assessment can be based on work linked directly to the apprentice’s employment context. This was based on employer feedback and assessment patterns used on existing degree apprenticeships at Manchester Met. In each year of study, there will be a varied assessment pattern. This includes essays, business reports, poster presentations, individual presentations, work-based projects and reflective essays. Formative assessment will be used throughout and takes a wide variety of forms e.g. interaction in class; peer feedback; workshop activity with feedback; tutor feedback. The programme team recognise that apprentices have varying learning needs and a range of learning styles. Units will provide didactic teaching, practical work, online resources and class-based discussion. How apprentices use this experience will vary and the negotiated business project units will support their development in understanding of their own personal preferences with regard to learning and assessment. The output for the negotiated business project units must be agreed between the apprentice, the employer and the unit tutor. This allows organisations to fine-tune the assessed learning undertaken by the apprentice and maximise the utility to their organisation. Projects titles will be negotiated in much the same way that final year projects are currently negotiated in the departments involved in this degree, the only difference being the input of an employer perspective about what will constitute useful



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work. An updated and improved version of the Level 6 Negotiated Business Project, revised after summative feedback on that unit, will be included in the Business Portfolio unit (but not assessed as part of that unit) in order to contribute to the end-point assessment for the Degree Apprenticeship and Chartered Manager status.

The additional workload imposed by negotiated assessments has been included in our workload costings and the programme team believe that this approach will provide added value to the apprentices’ learning and maximise the connection between theory and practice. In addition to the main projects, apprentices on these units will also construct outputs, which reflect on their personal development on the Degree Apprenticeship. These reflective outputs will also assist the apprentice in the eventual construction of the end-point assessment for the Degree Apprenticeship and Chartered Manager status. In attempting to accommodate apprentices’ work patterns, the programme team would like to use flexible hand-in dates for each iteration of the programme to reflect the flexibility in the delivery models across different cohorts according to the needs of employers. Each iteration of the programme will have clearly defined submission dates. For the final piece of assessment, the Business Portfolio, apprentices will construct a synoptic evidential record of professional development demonstrating clear evidence of critical reflective practice, learning on the programme and action planning for future developments. To do this, apprentices will build a digital portfolio that records their achievements, demonstrates their capabilities, and details their knowledge of management processes and practices from an academic and practitioner perspective over the four years of the degree. Apprentices will be introduced to the ePortfolio in Induction, and will have regular sessions throughout their time at University to support the development of the portfolio. The progress of the portfolio will be reviewed prior to workplace visits, and will be discussed in the three-way meeting between the employer, the apprentice, and the visit. This meeting will also set goals for the further development of the Portfolio, whilst ensuring that the manager offers the apprentice sufficient opportunities to evidence the skills and behaviours in the workplace. Tutors can access the portfolio and leave feedback and feedforward. The final portfolio must reflect achievements, capabilities and knowledge at a level expected of a professional manager. The portfolio will include all summative assessments and will include evidence of wider learning from across each of the topics studied. Apprentices will make significant reference to the application of learning and include a reflective self-developmental dialogue demonstrating how they have developed behaviours through the application of knowledge and understanding in a real work environment to achieve work-based objectives. This requires the participant to utilise a reflective methodology. Whilst the portfolio will draw evidence from all units, inclusion of the Negotiated Business Project (Advanced) is a specific requirement of the CMDA standard and therefore will form part of the evidence base in the portfolio. The version submitted in this portfolio will have been developed further, based on the feedback given on the Negotiated Business Project (Advanced) unit, so that this becomes feed-forward for this portfolio. However, although the Negotiated Business Project 3 is included in the portfolio unit for the purposes of the End-Point Assessment, it will not be assessed as part of the Business Portfolio unit. As the Business Portfolio unit captures the evidence apprentices will need to achieve the CMDA degree apprenticeship, the design of the assessment for the Business Portfolio closely mirrors the CMDA end-point assessment.

33 Inclusive Practice

In order to successfully complete the Degree Apprenticeship, it is vital that the apprentice receives

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support both from the University and from their employer. For the Degree Apprenticeship, student support shall reside in three locations, these being: the course and faculty; the network and University; and the employer. Its successful implementation is dependent upon effective communication between all participants. However, the University cannot disclose certain information to employers without the permission of the apprentice. Effective implementation of student support requires that academic and administrative staff have an understanding of the specific needs of apprentices and where these differ from full time students as well as the range of services that are available and how apprentices may access these. There shall be an on-going provision of student support information to all staff. Support available to apprentices will also be communicated to the employer. On Entry All entrants shall be provided with an induction to their programme and to the support services of the University. Following the model of other specialists induction programmes (e.g. international induction week), this programme’s induction will occur in the week prior to the main University induction week in order to avoid clashes with full time provision and ensure the fullest availability of staff throughout the induction period. For a January intake, this would occur in the week before the beginning of term 2. All entrants shall be issued with a Handbook for their Programme in accordance with University requirements. This Handbook will also provide apprentices with access to materials that explain the procedures and access to services that are available for student support. This shall address both pastoral and academic support. In Course All apprentices shall have a PT. All apprentices shall have access to the Faculty Student Support Officers. The Student Hub and Student Information Points shall be an access point for Support Services. MyManchester Met student portal shall provide access to additional online resources to support apprentices in their studies. Apprentices will be directed to the Disability Service if there is evidence of a specific learning disability or other disability and that service will advise them about testing, financial support and develop Personal Learning Plans. Support for job-related skills will remain the responsibility of the employer. The University will not disclose disabilities to employers although apprentices will be advised to share this information if it is relevant to the work/learning so that they get any support they need in the workplace. Apprentices shall be provided with a unit handbook (either hard copy or online) for each unit of study that provides details of the teaching schedule, assessment and detailed learning resources in accordance with University requirements. Losing Position of Employment If apprentices lose their position with the employer then they must either: 1. Transfer to a similar full-time course and take responsibility for their fees. OR

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2. Find an alternative employer who will support their apprenticeship – the University may help apprentices to find a new employer but do not guarantee to find a replacement. OR 3. Receive an interim exit award (CertHE, DipHE) if the apprentice has satisfied progression criteria. Post Course In accordance with the current arrangements at University level, graduates shall be able to use the Careers Service in seeking advice on career development. Graduates are eligible to join the University Alumni.

34 Technology Enhanced Learning

The use of technology enabled learning materials allows flexibility in the delivery of the programme, supports independent learning and aids inclusivity. All units will make use of the University’s virtual learning environment (VLE), Moodle™. The VLE is used not only as a repository for course notes, examples and exercises and a mechanism for making announcements, but also to provide additional learning resources such as, podcasts, links to journal articles, and a mechanism to submit assessments and return feedback. Apprentices using Moodle will be able to take their learning beyond the classroom. As part of the introduction to units, unit leaders will introduce apprentices to the Moodle area for their unit, and explain how to navigate their way round it and how it will be used on that particular unit. A Technology Enhanced Learning Assistant in each Faculty supports staff in the use of Moodle. To facilitate remote meetings staff and apprentices may make use of screen sharing technologies and video conferencing software (e.g. Skype™) Collation of materials for the final Business Portfolio unit which will occur throughout the degree will be facilitated through the use of an online portfolio.

35 Placement and/or Work-based Learning Activities

All learning is work-related as apprentices are employed and wherever possible assessment is related to industry, organisation or work-related issues. The employment of the apprentice is a critical part of the degree. It places the apprentices in a business management-based work environment and therefore gives them the opportunity to link academic study to the world of work and to make more informed career development decisions at the end of their studies. The main aims of the employment perspective are:

• To enable the apprentice to gain a better understanding of the work of a Business Management Professional.

• To promote the apprentice’s awareness of the organisational context of a Business Management Professional’s activities.

• To gain experience of a particular business or organisational sector (e.g. Hospitality or Retail).

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• To encourage the apprentice to relate theory to practice and to critically appraise both. • To gain a better understanding of career development within Business Management.

The workplace also supports a number of general aims, including:

The development of apprentices’ practical competence in the discipline.

The production of graduates who are knowledgeable and skilful in their discipline and can deploy their skills effectively and to good purpose in their working lives.

The stimulation of an enquiring, analytical and creative approach in work and thought.

The encouragement of independent judgement and critical self-awareness.

The development of the ability to view the field of interest and study in a broader perspective.

The development of the ability to absorb and apply new ideas, methods and technologies to the business management function.

The development of the ability to articulate and communicate ideas and achievements.

36 Engagement with Employers

The entire CMDA framework has been an employer-led process and Manchester Met has participated in framework consultation in partnership with CMI and the trailblazer major employers. The departments involved in delivery of this degree have extensive and productive engagement with employers, which are integrated into the curriculum via industrial talks delivered in individual units, regular employer events and knowledge transfer and industrial partnerships. This kind of interaction with industry has been used to update the curriculum. For the CMDA network, as the understanding of the employers’ interest and needs grew, the programme team refined and developed the design. An early decision that was universally supported was to develop a 'core' of management units and to enable employers to select a sector pathway with customised management unit delivery. For example, one member of the programme team spent two days at the head-office of a major hospitality provider, mapping their current internal management development learning objectives to the customised pathway units. This exercise influenced the nature of delivery, assessment methods, and guided student activities. Some employers have asked that their apprentices be taught as single groups. A minimum number of apprentices will have to be agreed with the employer. Those groups will follow exactly the same programmes as other groups, and assessments can be contextualised to reflect the employer’s business context. An employer Advisory Board has been set up and meets regularly to review progress. This group will always include a representative cross-section of the employers involved with the apprenticeship. The purpose of this group is to advise on developments, implementation, and future plans in order that the apprenticeship meets their collective needs. The group will include representatives from each of the faculties delivering the programme, and all administrative departments involved in promoting and managing the apprenticeship.

37 Personal Development Planning

Personal Development is embedded in the curriculum and the design of the programme. The CMDA standard requires that the personal development of apprentices is measured in the areas of collaborative relationships (shaping common purpose, conflict management and dispute resolution), awareness of self and others, (self-awareness, recognising different learning styles, social and emotional intelligence, active listening and open questioning to work effectively with others), management of self

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(time-management, goal-setting, prioritising activities, and forward planning) and decision-making (problem solving and decision making techniques, understanding values, ethics and governance). These are embedded in the learning outcomes of the negotiated business projects (at each level) and assessed in three reflective essays. In addition, the CMDA degree has a mandatory requirement for completion of an individual learning log and portfolio that covers all four years. Introduction to the portfolio will be a core activity during induction. The university, the apprentice and the employer are expected to undertake 12-weekly reviews of apprentice’s activities and support the setting of professional objectives, as they would for any other employee. The development of the Portfolio will be used to document progress towards the personal and professional objectives set within the host company as well as document the apprentices’ progress towards mastery of the learning outcomes defined as core within the CMDA. The learning log will:

Be developed with guidance and support from their PT.

Provide a structured process for recording the development of all new skills and knowledge at all levels of the degree within the academic and professional contexts.

Enable the apprentice to document their experience as learners, the tasks they undertake at work, the connection between the units studied and their work experience, and to support a process of self-reflection leading to them being independent, self-managed professionals.

Support the creation of personal records, and planning and monitoring progress towards the achievement of personal objectives, connected to the review process that their employer conducts.

Consistency in approach will be managed via the Network Management Committee meetings (see section 38).

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SECTION E - PROGRAMME MANAGEMENT

38 Programme Specific Admission Requirements

Manchester Met Admissions Requirements Admission to the programme is overseen by Manchester Met. Admission to the programme is based on the reasonable expectation that the apprentice will be able to fulfil the objectives of the programme and achieve the standard required for the award. Candidates must have a sufficient command of the language in which the programme is taught to be able to meet the requirements of the programme in every respect. Employers will be responsible for recruiting and employing apprentices while the University will vet candidates for academic requirements, typically 104-112 (BCC-BBC) UCAS Tariff points plus English (A-C) and Maths (A-C) at GCSE or equivalent. All apprentices must be interviewed, assessed and offered a position by an employer before being admitted to the degree. Although the University may receive direct applications and filter these applications before passing them to prospective employers, some apprentices may apply directly to an employer. Either way, after acceptance by an employer, Manchester Met will require a formal application, which it will assess according to the above criteria. NB Minimum admission points for entry to the University are reviewed on an annual basis. For entry requirements refer to the current University on-line prospectus

English Language Requirements The qualification is offered in the medium of the English Language. Applicants whose first language is not English are required to produce evidence of English Language proficiency of IELTS 6.0 with no less than 5.5 in any component. English Language Requirements

Principles for Non-Standard Entry Apprentices with relevant work experience and less than the threshold UCAS points, or qualifications with no tariff, will be considered on a case-by-case basis by an academic tutor. If considered potentially suitable they will be asked to complete a piece of written work which involves background research about management (for a pathway, this will be themed to Hospitality or Retail management), and attend a subsequent interview. The final decision to admit a candidate to the programme with non-standard will be made by the CMDA Programme Leader.

Accreditation of Prior Learning This programme adheres to the University’s Policy for the Recognition of Prior Learning This policy will be considered where that prior learning maps to specific CMI requirements. Each candidate will be dealt with on a case-by-case basis. Each candidate for APL will be advised how that may affect SFA funding.

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Direct Entry Direct entry: each candidate will be dealt with on a case-by-case basis. Each candidate for Direct Entry will be advised how that may affect SFA funding. Top-ups The entrance requirement for the Top-ups are as follows. BA (Hons) Business Management Professional (Executive) / ‘ in Hospitality’ / ‘in the Public Sector’ / ‘in Health and Social Care

GCSE in English and Maths with grades C/4 or Functional Skills Level 2 with Pass in English and

Maths

A Level with 104-112 (BCC-BBC) UCAS Tariff Points or equivalent

Relevant Level 5 diploma e.g. ILM or equivalent Or

Degree

2-3 years’ management experience.

BA (Hons) Business Management Professional (Executive) in Education

GCSE in English and Maths with grades C/4 or Functional Skills Level 2 with Pass in English and Maths

A Level with 104-112 (BCC-BBC) UCAS Tariff Points or equivalent

Applicants must possess QTS and a Degree qualification

3 years’ experience working as a qualified teacher with 1 year in a leadership role.

39 Programme Specific Management Arrangements

The CMDA Network will use a Programme Leader, Programme Committee, Programme Sub-Committees, Staff-Student (apprentice) Liaison committees, Departmental Programme Leaders, and Student Representatives and supported by the Apprenticeship-Unit housed in the Faculty of Business and Law. The structural differences from traditional courses arise from the additional administration overhead of dealing with the Skills Funding Agency(SFA) and employers who pay fees, the marketing of this novel approach to potential apprentices and employers, and the coordination of teaching teams. The dedicated Apprenticeships-Unit based in the Faculty of Business and Law will support certain administrative and marketing functions and external liaison. Management Structure The management structure outlined below is designed to coordinate consistent delivery and assessment in three faculties across the network. The programme management team will meet regularly to discuss programme delivery, assessment and development. The responsibilities outlined below refer to operational roles within the CMDA programme structure and do not replace staff responsibilities and accountabilities within their academic departments.

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CMDA Programme Leader The Programme Leader is responsible for the coordination, development and delivery of the CMDA across the University. The Programme Leader works closely with external liaison within the Apprenticeship-Unit responsible for promoting the Degree apprenticeship. Departmental Programme Leader The Departmental Programme Leader is responsible for coordinating the staff and students in each iteration of the programme (including pathways). External Liaison This role will be undertaken by the Apprenticeship-Unit, housed in the Faculty of Business and Law. PSRB

The Chartered Management Institute (CMI) shall register apprentices onto the CMDA and for the Level 5 Diploma in Management and Leadership in the first term of study through discussion with the University’s programme administration. A signed document between CMI and Manchester Met underpins the cost and output of this activity.

CMI shall externally moderate student progress towards and in the completion of the Level 5 Diploma annually, as informed through a mapped agreement.

CMI shall conduct the end point assessment and confer Chartered Manager status on apprentices at the point of completion.

CMI maintains responsibility for reviewing and updating the CMDA assessment plan and will inform the programme delivery team of any changes.

Employer Agreement A document has been drawn up and used to establish common understandings about the relationship between Manchester Met and employers and respective obligations outlining University’s and employers’ obligations, as the basis for a shared understanding and responsibility. NB: see guidance on University’s Management of Programme Delivery

40 Staff Responsibilities

Personal Tutors (PTs) Each apprentice will receive clear information on the provision of personal tutoring as described in The Manchester Met Commitment. NB: the University’s Management of programme Delivery is available from the CASQE website

41 Programme Specific Academic Student Support

http://www.mmu.ac.uk/academic/casqe/regulations/docs/programme-management.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/programme-management.pdf

PARM1.4


Generic academic student support is provided to all students in line with the guidance outlined in the University’s Student Handbook. Apprentices will be supported in their preparation for the CMDA End-Point Assessment for the Degree Apprenticeship throughout the degree by their PT. The Business Portfolio unit will focus on developing a portfolio for submission to the end-point assessment.

42 Programme Specific Student Evaluation

The Programme complies with current institutional evaluation guidance. NB University guidance on Evaluation of Student Opinion is available from the CASQE

http://www.mmu.ac.uk/students/

http://www.mmu.ac.uk/academic/casqe/experience/voice/docs/evaluation_of_opinion.pdf

PARM1.4

____________________________________________________________________________________________________________________________________________________________________________ CASQE Page 40 of 83 Programme Specification

SECTION F – MAPPING MAP I

RELATIONSHIP TO SUBJECT BENCHMARK STATEMENT(S) Map guide: Insert K to indicate Knowledge and Understanding Insert S to indicate Skills

BA (Hons) Business Management Professional

Level 4

Level 5 Level 6

Knowledge and Understanding Mapping (K)

Intr

od

uct

ion

to

Pro

ject

an

d

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Dyn

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1 Markets - the development and operation of markets for resources, goods and services

S

S

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K

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K

S

S

S

S

S

S

S

S

1 Cognitive skills of critical thinking, analysis and synthesis. This includes the capability to identify assumptions, evaluate statements in terms of evidence, to detect false logic or reasoning, to identify implicit values, to define terms adequately and to generalize appropriately.

2 Customers - customer expectations, service and orientation

S

K K

S

S

S

S

2 Effective problem solving and decision making using appropriate quantitative and qualitative skills including identifying formulating and solving business problems. The ability to create, evaluate and assess a range of options together with the capacity to apply ideas and knowledge to a range of situations.

3 Finance - the sources, uses and management of finance; the use of accounting and other information systems for managerial applications

S

S

S

S

S

K

S

S

S

S

K

S

S

S

3 Effective communication, oral and in writing, using a range of media which are widely used in business such as the preparation and

PARM1.4


presentation of business reports.

4 People - the management and development of people within organisations

S

S

K

S

S

K S

4 Numeracy and quantitative skills including data analysis, interpretation and extrapolation. The use of models of business problems and phenomena.

5 Operations - the management of resources and operations

S

S

K

S

K

S

5 Effective use of communication and information technology for business applications.

6 Information systems - the development, management and exploitation of information systems and their impact upon organisations

S

S

S

S

S

K

S

S

K

S

S

S

S

S

6 Effective self-management in terms of time, planning and behaviour, motivation, self-starting, individual initiative and enterprise.

7 Communication and information technology - the comprehension and use of relevant communication and information technologies for application in business and management

K K

S

K

S

S

K 7 Effective performance, within a team environment, including leadership, team building, influencing and project management skills.

8 Business policy and strategy - the development of appropriate policies and strategies within a changing environment, to meet stakeholder interests

S

K

S

K S

S

K 8 Interpersonal skills of effective listening, negotiating, persuasion and presentation.

9 Pervasive issues - sustainability, globalisation, corporate social responsibility, diversity, business innovation, creativity, enterprise development, knowledge management and risk management.

S

K

S

S

K

S

S

S

K

S

K

S

S

K

S

K

S

9 Ability to conduct research into business and management issues, either individually or as part of a team for projects, dissertations and presentations. This requires familiarity with and an evaluative approach to a range of business data, sources of information and appropriate methodologies, and for such to inform the overall learning process.

S

S

S

S

S

S

S

10 Self-reflection and criticality including self-awareness, openness and sensitivity to diversity in terms of people, cultures, business and management issues. Also, the skills of learning to learn and developing a continuing appetite for learning; reflective, adaptive and collaborative learning.

PARM1.4


BA (Hons) Business Management Professional in Hospitality

Level 4

Level 5 Level 6


Intr

od

uct

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Pro

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3 Effective communication, oral and in writing, using a range of media which are widely used in business such as the preparation and presentation of business reports.


S

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PARM1.4



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MAP II

PARM1.4


BA (Hons) Business Management Professional in Retail (Open Programme / Single client programme option 1)

Level 4 Level 5 Level 6


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PARM1.4



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PARM1.4


BA (Hons) Business Management Professional in Retail (Open Programme / Single client programme option 2)

Level 4 Level 5 Level 6


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PARM1.4


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PARM1.4


BA (Hons) Business Management Professional in Fashion

Level 4

Level 5 Level 6


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PARM1.4



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PARM1.4


Top-ups BA (Hons) Business Management Professional (Executive)

Level 6


De

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nd

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Po

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Mapping (S)


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K

K

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S

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K K 4 Numeracy and quantitative skills including data analysis, interpretation and extrapolation. The use of models

PARM1.4


S of business problems and phenomena.


K

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S



S

K

S

S

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S

K

S

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S

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7 Effective performance, within a team environment, including leadership, team building, influencing and project management skills.


S

K

S

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8 Interpersonal skills of effective listening, negotiating, persuasion and presentation.


S

K

S

K

S

K

S

K S

K

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S

S

S


PARM1.4


BA (Hons) Business Management Professional (Executive) in Hospitality

Level 6


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nd

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Skills

Mapping (S)


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PARM1.4



K K

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PARM1.4



Level 6


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PARM1.4



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PARM1.4


BA (Hons) Business Management Professional (Executive) in the Public Sector

Level 6


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lf a

nd

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Man

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Skills

Mapping (S)


S

K

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K

K

S

K

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3 Finance - the sources, uses and management of finance; the use of accounting and other information

S

S

S

K K

S

3 Effective communication, oral and in writing, using a range of media which are widely used in business

PARM1.4


systems for managerial applications S S such as the preparation and presentation of business reports.


K K

S



K

S

K

S

S



S

K

S

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K

S

S



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K

S

K



S

K

S

K



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K

S

K

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K

S

S


S

S

S


PARM1.4


BA (Hons) Business Management Professional (Executive) in Health and Social Care Level 6


De

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ject

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Ke

y P

rin

cip

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Skills

Mapping (S)


S

K

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S



K

K

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K

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K K

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K K


PARM1.4


S S


S

K

S

S

S

S

K

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S

K

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K K 7 Effective performance, within a team environment, including leadership, team building, influencing and project management skills.


S

K

S

K K 8 Interpersonal skills of effective listening, negotiating, persuasion and presentation.


S

K

S

K

S

K

S

S

K

S


S

S


PARM1.4


ASSESSMENT /OUTCOMES MAP Map guide: GO = Manchester Met Graduate Learning Outcomes (Section 23) PLO – Programme Learning Outcomes (Section 26) – add more lines as appropriate

insert as appropriate

BA (Hons) Business Management Professional

Level 4 Managing Customer and Stakeholder Relations

Dynamic Business and Digital Context

Introduction to Project and Portfolio

Negotiated Business Project (Intermediate)

Assignment task 1 (Report 60%)

Assignment task 2 (Podcast 40%)

Assignment task 1 (Presentation 50%)


Assignment task 1 (Project 50%)

Assignment task 2 (Portfolio 50%)

Assignment task 1 Project Proposal (30%)

Assignment task 2 (Report, 70%)

GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

PLO 7

PARM1.4


Level 5 Sales and Marketing

Managing and Leading People Finance and Accounting for

Managers Operations and Technology Management

Assignment task 1 (Exhibition 50%)



Assignment task 2 (Essay 50%)

Assignment task 1 (Essay, 30%)




GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

PLO 7

PARM1.4


Level 6 Negotiated Business Project

(Advanced)

Project Management Strategy, Digital and Leadership Business Portfolio


Assignment task 2 (Portfolio, 85%)


Assignment task 2 (Report), 60%

Assignment task 1 (Exhibition, 40%)



GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

PLO 7

PARM1.4


BA (Hons) Business Management Professional in Hospitality


Managing Customer and Stakeholder Relations







Assignment task 1 (Project, 70%)


Assignment task 1 (Project proposal, 30%)


GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

PLO 7

PARM1.4


Level 5 Sales and Marketing in Hospitality


Managers Operations and Technology Management in Hospitality









GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

PLO 7

PARM1.4



(Advanced)

Project Management Strategy, Digital and Leadership in Hospitality

Business Portfolio

Assignment task 1 (Project Proposal, 15%)







GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

PLO 7

PARM1.4


BA (Hons) Business Management Professional in Retail

(Open programme / single employer option 1)


Dynamic Business and Digital Context of Retail











GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

PLO 7

PARM1.4


Level 5 Sales and Marketing in Retail


Managers Operations and Technology Management in Retail









GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

PLO 7

PARM1.4



(Advanced)

Project Management Strategy, Digital and Leadership in Retail

Business Portfolio








GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

PLO 7

PARM1.4


BA (Hons) Business Management Professional in Retail (Open programme / single employer option 2)


Dynamic Business and Digital Context of Retail


Managing and Leading People









GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

PLO 7

PARM1.4


Level 5 Sales and Marketing in Retail

Negotiated Business Project 2 Finance and Accounting for

Managers Operations and Technology Management in Retail









GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

PLO 7

PARM1.4



(Advanced)

Project Management Strategy, Digital and Leadership in Retail

Business Portfolio








GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

PLO 7

PARM1.4


BA (Hons) Business Management Professional in Fashion


Product Development Introduction to Project and Portfolio






Assignment task 1 (Project 50%)




GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

PLO 7

PARM1.4


Level 5 Fashion Promotion


Managers Fashion Buying and Merchandising

Assignment task 1 (Video Presentation 50%)






Assignment task 1 (Business Report, 50%)


GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

PLO 7

PARM1.4



(Advanced)

Project Management Product Lifecycle Management Business Portfolio

Assignment task 1 (Project Proposal 15%)







GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

PLO 7

PARM1.4


Top-ups BA (Hons) Business Management Professional (Executive) Level 6 Developing Self and

Others Innovation for Organisational Performance

Leadership and Management of People

Strategy and Operations

Finance and Accounting

Marketing and Sales

Project Management and Portfolio

Assignment 1 Essay (50%)

Assignment 2 Report (50%)



Assignment task (Report 100%)


Poster Presentation (100%)

Assignment task 1 (Project Portfolio 70%)

Assignment Task 2 (Portfolio 30%)

GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

PLO 7

PARM1.4


BA (Hons) Business Management Professional (Executive) in Hospitality Level 6 Developing Self and


Leadership and Management of People in Hospitality

Strategy and Operations in Hospitality


Marketing and Sales








Poster Presentation (100%)



GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

PLO 7

PARM1.4


BA (Hons) Business Management Professional (Executive) in Education Level 6 Developing Self and



Strategic and Operational Concerns in a Learning Environment







Assignment task (Essay 60%)

Assignment task (Case Study 40 %)




GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

PLO 7

PARM1.4


BA (Hons) Business Management Professional (Executive) in the Public Sector Level 6 Developing Self and



Strategic and Operational Concerns in the Public Sector







Assignment task (Essay 60%)

Assignment task (Case Study 40 %)




GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

PLO 7

PARM1.4


BA (Hons) Business Management Professional (Executive) in Health and Social Care Level 6 Developing Self and

Others Managing Change and Innovation in Health and Social Care


Key Principles in Health and Social Care Practice

Strategic and Operational Thinking in the Health and Social Care Context






Assignment task (Presentation50%)

Assignment task (Report 50 %)




GO 1

GO 2

GO 3

GO 4

GO 5

GO 6

GO 7

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

PLO 7

PARM1.4


SECTION G Approved Modifications to Programme Specification since Approval/Last Review The following log provides a cumulative of minor and major modifications made to the Programme Specification since its approval/last review.

FAQSC Reference (or PARM ref for Major Modifications requiring strategic approval)

Programme Specification Title (specify award titles/routes affected by change)

Brief Outline of Minor Modification/ Major Modification (Minor - include level & title of units & a brief description of modification) (Major - include details of change such as new routes, pathways etc)

Date of FAQSC Approval (or PARM event)

Approval effective from:

Details of cohort of students who will be affected by the modification (eg students entering Level 5 wef September 2014 onward)

PARM-16-157a Chartered Manager Degree Apprenticeship

Modification to introduce the following new awards/routes:

Cert HE / Dip HE / BA (Hons) Business Management Professional in Fashion

BA (Hons) Business Management Professional (Executive)


BA (Hons) Business Management Professional (Executive) in the Public Sector

BA (Hons) Business Management Professional (Executive) in Hospitality

05 May 2017 July 2017 Students entering level 4

FAQSC/16-17/206 BA (Hons) Business Management Professional in Retail

Introduction of a client specific route for the retail pathway on the Chartered Manager Degree Apprenticeship Network

Reported to FAQSC 10/08/2017

September 2017 McDonalds Students entering Level 4 wef September 2017 onwards

PARM-16-157c Chartered Manager Degree Apprenticeship

Modification to introduce the new award/route: BA (Hons) Business Management Professional (Executive) in Health and Social Care

9th November 2017

January 2018 Students entering level 4

FAQSC-17-18-13a_b

BA (Hons) Business Management Professional BA (Hons) Business Management Professional in Hospitality

Modification to Managing Customer and Stakeholder Relations 5T4Z8002 to change the assessment weightings, description, and a new learning outcome and amend a learning outcome

04/12/2017 January 2018 Students entering level 4

PARM1.4


FAQSC Reference (or PARM ref for Major Modifications requiring strategic approval)

Programme Specification Title (specify award titles/routes affected by change)

Brief Outline of Minor Modification/ Major Modification (Minor - include level & title of units & a brief description of modification) (Major - include details of change such as new routes, pathways etc)

Date of FAQSC Approval (or PARM event)

Approval effective from:

Details of cohort of students who will be affected by the modification (eg students entering Level 5 wef September 2014 onward)

BA (Hons) Business Management Professional in Fashion BA (Hons) Business Management Professional in Retail

FAQSC-17-18-13a_b

BA (Hons) Business Management Professional (Executive) BA (Hons) Business Management Professional (Executive) in the Public Sector BA (Hons) Business Management Professional (Executive) in Education BA (Hons) Business Management Professional (Executive) in Health and Social Care

Modification to Developing Self and Others 5T6Z8005 to change the indicative content, assessment description, and amend wording in learning outcome

04/12/2017 January 2018 Students entering level 6

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