Programme Title: BA - Web viewIf you require any part of this Handbook in larger print, or an...

Plymouth University

Academic Partnerships

CORNWALL COLLEGE, Camborne

Programme Quality HandbookBA (HONS) BUSINESS ENTERPRISE (Top up)

Academic Year 2017-18

1 | P a g eBA(Hons) Business Enterprise (Top up) Handbook (2016-17)

If you require any part of this Handbook in larger print, or an alternative format, please contact:

HE Operations Tel: (01209 616256)

E-mail: ([email protected])

Please note:

All the information in this Handbook is correct at the time of printing.

The Cornwall College Group is proud of its teaching and research and it undertakes all reasonable steps to provide educational services in the manner set out in this Handbook and in any documents referred to within it. It does not, however, guarantee the provision of such services. Should industrial action or circumstances beyond the control of the College interfere with its ability to provide educational services, the University undertakes to use all reasonable steps to minimise the resultant disruption to those services.


PROGRAMME SPECIFICATION1

Programme Title: BA (Hons) Business Enterprise (Top up)

Internal Programme Code: 4073 (Full Time), 6191 (Part Time)

Partner Delivering Institution: Cornwall College, Camborne

State Date: 2017-18

First Award Date:. 2018-19

Date(s) of Revision(s) to this Document:

This programme specification template aligns with recommendations within the UK Quality Code for Higher Education2. The information provided, by the programme proposer, in each section is definitively agreed between the delivering institution and Plymouth University at approval. Therefore any requests for changes to content (post the conditions set at approval) must follow Plymouth University’s procedures for making changes to partnership programmes3.

ContentsPS1.Programme Details.........................................................................................................................3

PS2. Brief Description of the Programme..............................................................................................3

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)...................................4

PS4. Exceptions to Plymouth University Regulations.............................................................................4

PS5. Programme Aims...........................................................................................................................4

PS6. Programme Intended Learning Outcomes (ILO)............................................................................4

PS7. Distinctive Features.......................................................................................................................5

PS8. Student Numbers...........................................................................................................................5

PS9. Progression Route(s)......................................................................................................................5

PS10. Admissions Criteria......................................................................................................................7

PS11. Academic Standards and Quality Enhancement..........................................................................8

1 This Programme Specification contains no information pertaining and/or referring to any individual and is therefore appropriate for dissemination as a public document.2QAA, 2011, Chapter A3: The Programme Level, UK Quality Code for Higher Education: http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf , last accessed 28 th July 2014 [n.b. this includes ‘Appendix 2: Working with programme specifications: A leaflet for further education colleges’]3 If required please contact Academic Partnerships Programme Administration for assistance.


http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf

PS12. Programme Structure..................................................................................................................9

PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment......11

PS14. Work Based/ Related Learning..................................................................................................11

Appendix.............................................................................................................................................18


PS1. Programme Details

Awarding Institution: Plymouth University

Partner Institution and delivery site (s): Cornwall College, Camborne

Accrediting Body: N/A

Language of Study: English

Mode of Study: Full time

Final Award: BA(Hons)

Intermediate Award: N/A

Programme Title: BA(Hons) Business Enterprise (Top up)

UCAS Code: N192 (1 year Top up)

JACS Code:

Benchmarks: The QAA subject benchmark for “General business and management” in that it allows a variety of organisation types, structures and sizes to be explored, it encourages the student to prepare for a business career, and it develops transferable skills in critical analysis, synthesis, independence, and research and problem solving.

Date of Programme Approval: March 2013

PS2. Brief Description of the ProgrammeThis text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation (approx. 200-250 words)

The BA (Hons) Business Enterprise Management (Top-Up) degree is a full-time programme of study, usually delivered over a year two days per week and a part-time programme of study, usually delivered over two years one day per week, which prepares students for entry into employment in a variety of management level roles across a variety of sectors. The degree focuses on the three pillars of business studies namely: marketing, finance and management. Students can expect to develop knowledge and understanding of leadership, motivation, customer segmentation, market types, profit and costs, financial management and corporate social responsibility.


PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)

N/A

PS4. Exceptions to Plymouth University Regulations(Note: Plymouth University’s Academic Regulations are available internally on the intranet: https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm)

None

PS5. Programme Aims

This programme will deliver:

A1. Students who are enterprising and proactive in terms of management opportunities and market development.

A2. Students able to develop their critical knowledge and understanding of management and enterprise.

A3. Students prepared for a management role in either their own or another enterprise.A4. Developed transferable skills and autonomy of learning.A5. Emphasise applied aspect of business and management studies. A6. Equip students with a critical understanding of the principles and values which underpin

contemporary business management.A7. Provide an intellectually stimulating and practical framework that will enable students to obtain

and develop careers in industry.

PS6. Programme Intended Learning Outcomes (ILO)

By the end of this programme the student will be able to:

LO1. Understand and critically analyse the nature of management and enterprise. LO2. Manage their own or another enterprise.LO3. Deploy transferable skills and autonomy of learning.LO4. Apply aspects of business and management studies.LO5. Show a critical understanding of the principles and values which underpin contemporary

business management.LO6. Develop careers in industry


https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm

PS7. Distinctive FeaturesThis text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation:

• Focus on enterprising solutions and management that allows students to develop skills and aptitudes which emphasise innovation and market orientation.

• Opportunity to work with local companies on a consultancy project to apply theory to practice

• The analytical, research and group skills which you will develop are highly valued by employers.

• An emphasis on enterprise will produce skills that are useful for own business creation but equally desirable by large companies and the public sector

PS8. Student Numbers

The following provides information that should be considered nominal, and therefore not absolutely rigid, but is of value to guide assurance of the quality of the student experience, functional issues around enabling progression opportunities to occur and staffing and resource planning:

Minimum student numbers per stage = 10

Target student numbers per stage =15

Maximum student numbers per stage =30

PS9. Progression Route(s)

Approved “progression route(s)” are those where successful achievement in this programme enables direct alignment to join a stage of another programme. This is an approach employed primarily for Foundation Degree students to “top-up” to complete a Bachelor degree, but may be employed for other award types.

This is in part an automated admissions criterion and therefore progression may be impacted on by availability of a position on the progression award; however progression opportunity, if not available in the first year of application, is guaranteed within 3 years.

Progression arrangements with institutions other than Plymouth University carry an increased element of risk. It is necessary for the delivering partner institution to obtain formal agreement from that institution to guarantee progression for existing students on the programme. For progression to Plymouth University, should there be the need to withdraw the progression route programme(s) then either this will be delayed to provide progression or appropriate solutions will be found. This arrangement is guaranteed for existing students that complete their programme of study with no suspensions or repeat years and who wish to progress immediately to the University.

After completion of the degree students will be able to progress into one of the University’s masters level programmes in business, into the College’s CMI in management Level 7 (assuming relevant work experience), or one of a number of careers. In the past these careers have included local government, sales and


marketing, retail, hotel and leisure, banking, finance, teaching and general management.

The contribution of marks from prior levels of study to the progression award is governed by University regulations.


PS10. Admissions Criteria

Qualification(s) Required for Entry to this Programme:

Details:

Level 2:

GCSE Mathematics Grade C and English C or equivalent plus one of the following

- Key Skills requirement / Higher Level Diploma:

and/or

- GCSEs required at Grade C or above:

Level 3: at least one of the following:

- AS/A Levels180 UCAS points (including a minimum of 160 points from two A levels or a double award);

- Advanced Level Diploma:

- BTEC National Certificate/Diploma:BTEC National Certificate/Diploma: 180 UCAS points (excluding Early Years);

- VDA: AGNVQ, AVCE, AVS:

- Access to HE or Year 0 provision:

Pass course achieving 60 credits with 45 credits at level 3 from a QAA recognised Access to HE course in Business, Humanities or Social Science;

- International Baccalaureate: 28 Points

- Irish / Scottish Highers / Advanced Highers: 180 UCAS points;

Work Experience:By interviews if over 21 years of age. Must be relevant and at manager level.

Other HE qualifications / non-standard awards or experiences:

HNC/D - Pass

APEL / APCL4 possibilities: www.plymouth.ac.uk

Interview / Portfolio requirements:

Independent Safeguarding Agency (ISA) / Disclosure and Barring Service (DBS) clearance required:

NO

4 Accredited Prior Experiential Learning and Accredited Prior Certificated Learning


http://www.plymouth.ac.uk/

PS11. Academic Standards and Quality EnhancementThe Programme Leader/Manager (or the descriptor) leads the Programme Committee in the Plymouth University’s annual programme monitoring process (APM), as titled at the time of approval. APM culminates in the production, maintenance and employment of a programme level Action Plan, which evidences appropriate management of the programme in terms of quality and standards. Any formally agreed changes to this process will continue to be followed by the Programme Leader/Manager (or other descriptor) and their Programme Committee.

Elements of this process include engaging with stakeholders. For this definitive document it is important to define:

Subject External Examiner(s):

An Interim visit by External Examiner (EE) (usually between January and February) will review work that has been marked, consult students and feed back to the programme manager and module leaders and course team.

Subject Assessment Panel (SAP) reviews the assessment marking and is scrutinised by the subject EE. Representatives of the team review and present their module marks for each student on the programme.

The annual Award Assessment Board (AAB) takes place with Programme Manager, the awarding body’s partnership member and the External to receive the students work and confer progression or award.

Additional stakeholders specific to this programme:

Students have the opportunity to discuss the programme independently, twice a year in the Student Review. This forms part of the discussion for the annual programme monitoring in the autumn and spring of each academic year.

The Student Perception Questionnaire (SPQ) is administered during the year and feeds into the programme review.

Students Representatives attend Annual Programme Monitoring (APM) to contribute student views alongside Module Leaders, the Programme Manager and the Assistant Registrar to monitor module delivery and the course provision.

Curriculum meetings take place once a month to review progression, department provision, resources and staffing


PS12. Programme Structure5

The following structure diagram(s) provides the current structure for this programme:

FHEQ level: Level 6 For: Full Time

F/T Route YearWhen in Year? (i.e.

Autumn, Spring etc)

Core or Option Module Credits Module

Year 1

All Core 20 ECN308 Business Management

All Core 20 BABE302 Responsible Enterprise

All Core 20 BSO315 Enterprise Portfolio

All Core 20 BABE305 Performance Management

Students must also choose one of the following modules

All Option 20 BABE306 Human Resource Management and Employment Law

All Option 20 BABE307 Lean for the Whole Enterprise

All Option 20 BABE304 Strategic Marketing Management

5 The provided table includes only a single line. This should be multiplied by copying and pasting to produce the correct number of modules for the level of the programme. For ease of consideration and clarity, please include a separate table for each level by again copying and pasting this table. Colour coding/ shading may be used to differentiate between new modules and existing approved modules shared with other programmes.


FHEQ level: Level 6 For: Part Time

P/T Route YearWhen in Year? (i.e. Autumn, Spring etc)

Core or Option Module Credits Module

Year 1

Core 20 BABE302 Responsible Enterprise

All Core 20 BSO315 Enterprise Portfolio

Year 2

All Core 20 ECN308 Business Management

All Core 20 BABE305 Performance Management

Students must also choose one of the following modules

All Option 20 BABE306 Human Resource Management and Employment Law

All Option 20 BABE307 Lean for the Whole Enterprise

All Option 20 BABE304 Strategic Marketing Management


PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment

Developing graduate attributed and skills, at any level of HE , is dependent on the clarity of strategies and methods for identifying the attributes and skills relevant to the programme and where and how these are operationalised. The interrelated factors of Teaching, Learning and Assessment and how these are inclusive in nature, are fundamentally significant to these strategies and methods, as are where and how these are specifically distributed within the programme.

Ordered by graduate attributes and skills, the following table provides a map of the above, plus an exposition to describe and explain the ideas and strategy of each. Therefore, subsequent to the initial completion for approval, maintenance of this table as and when programme structure changes occur is also important:

FHEQ level: Level 6

Definitions of Graduate Attributes and Skills Relevant to this Programme

Teaching and Learning Strategy / Methods

Prog Aims

Prog intended Learning Outcomes

Range of AssessmentsRelated Core Modules

Knowledge / Understanding:

The FHEQ requirements are already given here in italics: 3.2, 3.5, 3.6, 3.7

By the end of this level of this programme the Primary: 1,2,4,5 1,2,4,5. Key knowledge and CORC320


students will be able to demonstrate for a threshold pass:

•understanding of the holistic nature of business in its broadest sense.

•ability to use an appropriate theoretical model to explain the elements and integrated nature of the national and international context within which businesses operate.

•knowledge and understanding of the key functional areas.

•understanding of inputs, processes and outcomes of strategic decision making and business planning.

•knowledge of communication / information technology used in the workplace.

•knowledge & understanding in order to be able to make sense of the workplace.

•understanding of the nature of enterprise and entrepreneurship and the need for innovation in decision making.

•appreciation of the nature of globalisation and the implications for business.

•understanding of the influence of differing cultures on international business.

understanding of the significance of corporate social responsibility and ethics on business practice.

Lectures and Tutorials

Directed independent learning.

The primary foci is strategic decision making and enterprise.

Develop students understanding of the holistic nature of business activity.

Secondary/Supplementary:

Case studies

Problem solving exercises

Project based activity

business games & simulations

understanding is assessed via a combination of multiple choice tests, examinations, essays, presentations and seminar performances.

CORC321

CORC322

CORC319

CORC324


An explanation for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:

Learners will have demonstrated an ability to apply knowledge and understanding developed within the course to industry related scenarios and will be required to complete a range of assessment.

Cognitive and Intellectual Skills:

The FHEQ requirements are already given here in italics: 3.9,a,b,c,d,e,f,g,h,I,j

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:

•the ability to critique rival frameworks and theories

•abstract analysis, critical thinking and synthesis skills

•the ability to intelligently apply appropriate principles in assessing policy or practice

•problem solving, creative thinking and research methods skills

•the ability to evaluate data using appropriate techniques

Primary:

Library, other research exercises

Group-work awareness and practice

Computer-based learning and assessment


Policy and practice analysis in surgeries

Computer-based practicals on data and measurement problems

1,2,4,5,6 1,4 Assessed discussions

Essays/projects/dissertations

Examinations/tests

Coursework/groupwork on practical application questions

CORC320

CORC321

CORC322

CORC323

CORC324

An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:



Key Transferable Skills:

The FHEQ requirements are already given here in italics:


•the ability to access a range of learning resources and self manage learning with guidance

•the ability to work effectively with others in a team

•effective communication skills (Oral /Written /CIT)

•the ability to acquire and manage information and use appropriate research strategies

•numeracy/Quantitative skills

•learning skills (Reflection/Problem Solving/Evaluation/ Synthesis)

Primary:

Library, other research exercises

Group-work awareness and practice

Computer-based learning and assessment


Class and seminar interactions and feedback

1,2,3,4,6 2,3,6 Coursework of all types

Examination preparation and completion

Assessed discussions

Group work assessments

CORC321

CORC324

An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:


Employment Related Skills:


The FHEQ requirements are already given here in italics: 2.1, 2.3


•project management skills

•personal development planning skills

•action planning skills

•the ability to reflect on practice

•career awareness and planning skills

Primary:

Business engagement activities

Live project work

Business games / role-play/ simulations

Reflective learning


Problem solving exercises

Class and seminar activities

1,2 6 Project and assignment work

Presentations

Reflective reports

CORC324

An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:


Practical Skills:

The FHEQ requirements are already given here in italics:



•Computer and Information Management Technology Skills

•Presentation and oral communication skills - selling and pitching

•Written Communication skills

Primary:

Projects and assignments

Designated tasks

Lectures / Tutorials / Seminars and Surgeries


None

1,2,3,4 3 Project work

Competence in a range of business-related communication techniques

CORC324

An explanation for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:



PS14. Work Based/ Related LearningWBL is an essential element of Foundation Degrees and therefore needs to be detailed here. However, for all types of HE Programmes there should be an element of employability focus through, at least, Work Related Learning, and therefore the following is applicable for all:

FHEQ level: 6

WBL/WRL Activity: Logistics Prog Aim Prog Intended LO Range of AssessmentsRelated Core Module(s)

Plan, design and execute practical activities using appropriate techniques and procedures

Undertake fieldwork with due regard for safety and risk assessment

Throughout the programme

Levels 4, 5and 6

Apply graduate attributes and skills;

apply career management skills: apply lifelong learning skills:

business and organisational awareness

demonstrate an international outlook

Key knowledge and understanding is assessed via a combination of :

Essays/projects/dissertations

Examinations/tests

Coursework/group work on practical application questions

Reflective assignments

ALL Core Modules

An explanation of this map:

Work Based Learning is embedded throughout level 4,5 and 6 of this programme. Many assignments require students to complete observations, reflect on practice and apply theory to practice. These activities make a clear link between academic theoretical learning and that of professional practice.


Appendix 1 Module Records


SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: ECN308 MODULE TITLE: Business Management

CREDITS: 20 FHEQ Level: 6 JACS CODE: N100

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: (max 425 characters)The module is largely student centred and designed to enable student involvement with real business issues. Students work in small teams to produce one or more consultancy-style reports.

ELEMENTS OF ASSESSMENT Use HESA KIS definitions]WRITTEN EXAMINATION COURSEWORK PRACTICAL

E1 (Examination) % C1 (Coursework) 100% P1 (Practical) % or Pass/Fail (delete as appropriate)

E2 (Clinical Examination)

% A1 (Generic Assessment)

%

T1 (Test) %

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Camborne

Professional body minimum pass mark requirement: N/A

MODULE AIMS:•To strengthen vocational skills by providing students with an opportunity to engage with the business world and further develop an understanding of practical strategic management issues.•To develop students capacity for individual and group research.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Select and apply appropriate techniques of organisational and environmental analysis to

detailed cases2. Perform and disseminate research for business briefs3. Demonstrate an ability to marry theoretical concepts to the practical reality of business

situations4. Develop appropriate detailed implementation and evaluation strategies

DATE OF APPROVAL: 01 Feb 2006 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sep 2008 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year

Additional notes (for office use only):


SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2016 – 2017 NATIONAL COST CENTRE: 133

MODULE LEADER: Dr Bryan Mills OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENT•Introduction to the consultancy process – briefs, method and problems•Strategic analysis: application of strategic analysis to an ‘in-house’ case study.•Consultancy report for an external client based in the local region or its equivalent

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 20 Core Material DeliveryProject Supervision 25 Additional support sessions

Guided Independent Study 155 Students are expected to put in time outside of taught sessions.

Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)

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E_ %Total = 100%

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Coursework C1 Assignment 100%Total = 100%

Written assignment to cover all ALOs.

Practical P_ %Total = 100%

Updated by:Dr Bryan Mills

Date:25/08/15

Approved by:Dr Bryan Mills

Date:25/08/15

Recommended Texts and Sources:



MODULE CODE: BABE302 MODULE TITLE: Responsible Enterprise



SHORT MODULE DESCRIPTOR: (max 425 characters)An introduction to ethical issues such as corporate social responsibility, stakeholder management, individual and corporate decision-making, human resource management, sustainability and globalisation.





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T1 (Test) %



MODULE AIMS:To demonstrate the importance and influence of the ethical dimension to underpin individual, group and corporate behaviour.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:5. Critically analyse problems and choose appropriate methods for their resolution.6. Interact effectively within a team/learning group.7. Take responsibility for own learning.8. Communicate effectively and in an appropriate manner.9. Reflect and act with increasing autonomy within defined guidelines.

DATE OF APPROVAL: 01 May 09 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sep 09 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year





SUMMARY of MODULE CONTENT•Understanding of how values inform individual, group and corporate behaviour•Ability to analyse and evaluate alternative ethical standpoints•Capacity to identify and justify best practice

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 45 Core material delivery



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Coursework C1Written AssignmentReflections

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Date:25/08/15


Date:25/08/15

Recommended Texts and Sources:Boatright, J. (2000) Ethics and the Conduct of Business, 3rd ed., New Jersey, Prentice Hall.Crane, A. and Matten, D. (2007) Business Ethics, 2nd ed., Oxford, Oxford University.Mullins, L. (2007) Management and Organisational Behaviour, 8th ed., Harlow, FT Prentice Hall.Sharp, D. (2006) Cases in Business Ethics, London, Sage.Wyburd, G. (1998) Competitive and Ethical?, London, Kogan Page.Department for Business, Enterprise and Regulatory Reform: http://www.berr.gov.uk/Fairtrade Foundation: http://www.fairtrade.org.uk/Institute of Business Ethics: http://www.ibe.org.uk/Sustainable Development Commission: http://www.sd-commission.org.uk/



MODULE CODE: BS0315 MODULE TITLE: Enterprise Portfolio



SHORT MODULE DESCRIPTOR: (max 425 characters)The ‘Enterprise Portfolio’ is an individual project- based assignment which aims to integrate a critical evaluation of the enterprise concept with active learning centred on an enterprising activity or initiative and a forward looking personal evaluation.





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MODULE AIMS:The aims of this module are to develop students’ personal understanding of what it means to be enterprising; to develop their enterprising behaviours, skills and attributes through undertaking an enterprising activity or initiative and; to develop their capacity for critical self-evaluation and personal development planning.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:10. Critically analyse the concept of enterprise and evaluate enterprising behaviour.11. Plan, undertake, manage and critically appraise an enterprising activity through a project based

study.12. Critically reflect on the learning experience and undertake a critical self-evaluation of enterprise

skills, attributes and behaviours.13. Identify current and future personal development needs.14. Use appropriate information sources and research methodologies to develop a coherent and

well-presented portfolio of work.






SUMMARY of MODULE CONTENTThe module will be supported mainly through staff supervision, delivered through regular group ‘learning sets’. Additional support will be in the form of lectures and/or workshops to address topics including:

Introduction to the project process, including ethical considerations of project work to be undertakenConcepts of enterpriseEnterprise skills, attributes and behavioursReport writing and presentation skills

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 20 Core material deliveryProject Supervision 20 Additional support sessions

Guided Independent Study 160 Students are expected to put in time outside of taught sessions


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Coursework C1 Portfolio 100%Total = 100%

To cover all ALOs



Date:25/08/15

Approved by:HE Operations

Date:25/08/15

Recommended Texts and Sources:



MODULE CODE: BABE305 MODULE TITLE: Performance Management


PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters)This module provides students with understanding of the issue relating to and techniques involved in the measurement of performance in contemporary business settings





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MODULE AIMS:This module aims to develop critical understanding and practical ability in the subject of financial and performance management within a contemporary business setting. Students will develop their existing understanding of both financial and non-financial performance measurement tools and applications and a knowledge of the management of such metrics.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:15. Critically analyse the links between performance assessment and organisational vision, mission

and objectives.16. Understand how managers take account of various factors affecting investment appraisal e.g.

inflation, uncertainty, risk, cost of capital17. Understand how businesses raise long term finance18. Understand how a company can calculate its cost of capital19. Employ the various techniques used in the valuation of businesses20. Critically evaluate a range of financial and non-financial performance measures






SUMMARY of MODULE CONTENTRelationship between strategy/vision/mission and metrics. Environmental measures of performance. Staff appraisal and performance management. Performance variance. Financial performance measures. Investment Appraisal. The management of performance

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLectures 40 Core material delivery



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Report



Date:25/08/15


Date:25/08/15

Recommended Texts and Sources:Berry, A. J., Broadbent, J. and Otley, D. (eds) (2005), Management Control: Theories, issues and Performance, 2nd ed, Basingstoke, Palgrave Macmillan.Gray, R. H., Owen, D. L. and Adams, C. (1996) Accounting and Accountability: Changes and Challenges in Corporate Social and Environmental Reporting, London, Prentice Hall.McLaney, E. J. (2006) Business Finance: Theory and Practice, 7th ed, London, FT Prentice Hall.



MODULE CODE: BABE306 MODULE TITLE: Human Resource Management and Employment Law



SHORT MODULE DESCRIPTOR: (max 425 characters)To develop knowledge of theoretical background and models of HRM in relation to strategic business planning. To develop an awareness of individual employment rights and the sources of those rights. To consider the links to practical applications in the management of people.





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MODULE AIMS:To develop an appreciation of ways in which people are managed. To develop an understanding of employment rights and the resolutions of disputes

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:21. Demonstrate knowledge of various internal and external factors that influence Human Resource

strategies, policies and practices22. Critically review a range of HR models, theories and legal principles23. Identify and critically evaluate a range of organisational practices relating to the management of

HR and Employment Law within an organisation24. Identify the legal principles upon which EL problems may be resolved25. Suggest appropriate responses for the resolution of legal & people management issues






SUMMARY of MODULE CONTENT•Organisational culture & structure in relation to HRM and EL•HR Strategy & policies in relationship to business strategy, values and practice•Resourcing, planning, working patterns, diversity, recruitment and selection, discrimination & equal opportunities•Managing performance , development, assessment and reward management•Employee relations, communications, consultation and negotiation processes•Sources of Employment law•Termination of employment, dismissal & redundancy




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Coursework C1Assignment 1Assignment 2

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Date:25/08/15


Date:25/08/15

Recommended Texts and Sources:ACAS (www.acas.org.uk) Disciple at workArmstrong M. (2003) A handbook of Human Resource Management, 10th edition BlackwellBeardwell L & Holden J (2004) Human Resource Management, 4th edition FT/Prentice HallHarrison R (2005) Learning and Development, 4th edition CIPDLeat M (2001) Exploring Employee Relations, 2nd edition Butterworth-Heinemann


Lewis D & Sargeant M (2001) Essential of Employment Law, 9th edition CIPDMarchington M & Wilkinson A (2002) People Management and Development 2nd edition CIPDMullins L (2004) Management & Organisational Behaviour, 8th edition FT/Prentice HallPainter R & Holmes A (2008) Employment Law (Cases & Materials), 6th edition OxfordSelwyn, N. (2004) Selwyn’s Law of Employment, 14th edition OxfordTorrington, D. Hall, L. & Taylor (2004) Human Resource Management, 6th edition FT/Prentice Hall



MODULE CODE: BABE307 MODULE TITLE: Lean for the Whole Enterprise



SHORT MODULE DESCRIPTOR: (max 425 characters)This module takes an holistic approach to Lean transformation of a business. It argues that whilst specific tools and techniques will improve areas of the business, it is only through an integrated companywide implementation from strategic planning downwards and supply chain planning horizontally, that full sustained benefits are achieved.





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MODULE AIMS:To introduce whole business transformation concepts, considering Lean in all areas of the business. To consider the validity of established Lean tools in a contextual manner. To look at the roles of senior and middle management in terms of education, understanding and leadership. To consider Lean business within the supply chain.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:26. Approach business change from an enterprise wide perspective.27. Critically assess the viability of Lean tools and approaches in differing situations.28. Critically analyse Lean approaches and change within an enterprise.29. Assess supply chain position with respect to changing customer requirements






SUMMARY of MODULE CONTENT•Hoshin Kanri in association with strategic tools•Lean management roles, Demming’s approach•Continuous improvement, Kaizen, and Critical assessment of development tools•Tool based implementation and sustainability issues•Systems approach to Lean analysis in varying environments•Focusing the supply chain from the customers perspective




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Coursework C1Group PresentationReport

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To peers and Staff



Date:25/08/15


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Recommended Texts and Sources:Seddon, J. (2003) Freedom from Command and Control, Buckingham, Vanguard.Deming, W. E. (1982) Out of Crises, Cambridge, Mass, MIT.Bicheno, J. (2008) The Lean Toolbox for Service Systems, Buckingham, Picsie Books.Womack, J. P. and Jones, D. T. (1998) Lean Thinking, 2nd ed, London, Touchstone Books, Simon & Schuster.Henderson, B. A. and Larco, J. L. (2000) Lean Transformation, 5th ed, Richmond Virginia, The Oaklea Press.


Bicheno, J. (2000) The Lean Toolbox, Buckingham, PICSIE Books: Goldratt, E.M. (1992) The Goal, Aldershot, Gower Publishing.



MODULE CODE: BABE304 MODULE TITLE: Strategic Marketing Management



SHORT MODULE DESCRIPTOR: (max 425 characters)To provide participants with a good understanding of the concepts of marketing strategy and competitive positioning.





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MODULE AIMS:This module is designed to provide participants with the principles of market led strategic management. The marketing planning process will be explored as a means of setting and achieving organisational objectives. The course will focus on aspects of planning including the assessment and selection of marketing opportunities, competitive positioning strategies, programmes and implementation. The role of marketing in various contexts will be explored. Examination of the role of selling and creativity.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:30. Evaluate tools, concepts and techniques for developing a marketing plan31. Ensure that the marketing plan is compatible with overall organisational objectives.32. Judge the appropriateness of given concepts, techniques and tools in developing and managing

the marketing mix33. Determine the relationship between development of the marketing mix and its impact upon

performance






SUMMARY of MODULE CONTENT Market-led strategic management Competitive Market Analysis. The identification of current and future competitive positions Competitive positioning strategies. Offensive and defensive competitive strategies Competing through strategic alliances and networks

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLectures 20 Core Material Delivery

Seminars 20 Student-led discussion sessions and case study reviews



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Coursework C1CourseworkReport

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Strategic marketing plan.Report on marketing plan



Date:25/08/15


Date:25/08/15

Recommended Texts and Sources:BooksBeamish K & Ashford R (2008) Marketing Planning, Oxford: Butterworth-HeinemannHughes G & Fill C (2008) Marketing Communications, Oxford: Butterworth-HeinemannHooley, G., Piercy, N.F. and Nicouland, B. (2008), Marketing Strategy and Competitive Positioning, 4th

ed., London, FT Prentice Hall.Williams J & Curtis T (2008) Marketing Management in Practice, Oxford: Butterworth-Heinemann


Gay R, Charlesworth A and Esen R (2007), Online Marketing A customer-led approach, Oxford: Oxford University Presswww.themarketer.co.ukwww.davechaffey.com


Appendix 2: Referencing

Cornwall College

Faculty of Business Enterprise and IT

Assignment Style Guide

Module Team: Cornwall College

Authors: Bryan Mills, Martin Burgess and Vanessa Bosanko

Tel: 01209 616263

Introduction

This guide is intended to be the definitive reference source for essay and report formatting. Students should follow the guidance suggested within this pamphlet when completing all assignment tasks. If you are unclear on any of the points that follow, be sure to ask for clarification.

Contents

Appendix 2: Referencing...............................................................................................................................................26

1.0 Title page.............................................................................................................................................................27

2.0 Contents Page.....................................................................................................................................................27

3.0 Writing Style........................................................................................................................................................27

4.0 Format of Text.....................................................................................................................................................28

5.0 Referencing.........................................................................................................................................................28

6.0 Reference Lists....................................................................................................................................................29

7.0 Tables and Figures...............................................................................................................................................31

8.0 Reports................................................................................................................................................................31

9.0 Essays..................................................................................................................................................................32

10.0 Acceptable Abbreviations..................................................................................................................................33

11.0 Grammatical Mistakes.......................................................................................................................................33


Tables

All assignments should be word-processed using the following style:

1.0 Title pageThe first page of your essay or report should follow the convention suggested in Appendix 1. When you need to submit an assignment, look there and copy that format. It is very important to include the title of your essay or report as it appeared in the assignment brief.

2.0 Contents PageIn the case of an essay, a content page is not required. You should merely write out the title of the essay in full.

In reports, however, each heading and its corresponding page number should be listed below the title - Contents. Where appropriate this should be followed by a list of tables under the heading - Tables and a list of figures under the heading - Figures.

For example-

Contents

Introduction…………………………………………………………………1

Definition of Poverty………………………………………………………..3

Rural and Urban Difference……………………………………………… 8

Conclusions…………………………………………………………………12

Tables

Table 1: Population below Average Income……………………………… 2

Table 2: Distribution of Earnings..………………………….………………7

Figures

Figure 1: Chart of Income Distribution..……………………………………4

Figure 1: Model of Population Change..……………………………………12

Microsoft Word has a built in feature that will construct these automatically (and save you time. Check with your I.T. tutor if you are unsure how to use it).

3.0 Writing StyleUnless specifically instructed otherwise (e.g. in writing a reflective journal) you should always write in the third person. E.g.


"I think this it is …." SHOULD BE "The discussion detailed above indicates that there is …." OR "It can be shown that…" OR "Williams (2005) has already demonstrated that…"

In all cases the point you are making should be backed up by legitimate academic references.

4.0 Format of TextFont Style - Times New Roman, Arial or close equivalent

Font Size - 12 point for main text, 10 point for footnotes, no less than 10 point for tables

Line Spacing - single except for dissertations which should be double-spaced

Indentation - no greater than 2.6 top and bottom 3.2 left and right margins

Justification - Main text justified left and right

Page Numbers - Bottom centre of every page

5.0 ReferencingAll work should be referenced using the following convention (Harvard).

Credibility of references

It is important that you critically think about the credibility your sources. Refereed journals are considered the most credible for up-to-date research and debate. Governmental sources such as the Office of National Statistics provide reliable data. Certain key texts are always worth including (e.g. Marx in Sociology, Porter in Business, etc.) often regardless of age due to their influence on the subject. However, if you are talking about the current situation then you need current data. Finally think about levels. Why are you quoting from an A Level text on a degree?

How many references?

There is no universal answer to the question of how many references but ask your self – if each paragraph is making a separate point, and each point needs evidence, and evidence is most reliable when it comes from a range of sources – then you could suggest per 2,000 words:

Level 1: 8+

Level 2: 12+

Level 3: 15+

There are 3 main ways of referencing in the body of the text of the report/essay.

The following are based on the extract in Appendix 2 –please read the extract and consider the way the information has been used:

1. Using the name or names of the researcher(s). This is always followed by the date of publication of the research. For example:

Miller (2004) is convinced that essay writing is a worthwhile skill that cannot easily be taught.


2. Quoting (sometimes called a citation) as in this example:Feedback on students’ work is essential to the learning process, as Miller (2004:495) states: “Practicing writing, and receiving constructive criticism on these attempts, is an integral part of the learning process”

Points to note: citations always require page number (495 above) and long ones such as the one above, should be indented. And remember, statistics as well as words are citations and these require page numbers too. NOTE: quotes should be used sparingly, never more than a sentence or two long and never more than one or two per page (as a rule of thumb!) - otherwise it really does not represent your work.

3. Acknowledging. This is where we make a point which may be supported by evidence in brackets:

Essays provide good evidence of an author’s knowledge (Miller 2004).

Where more than two authors are being referred to for the second time it is acceptable to use Conti et al. (2004) instead of Conti, Malecki and Oinas (2004)

Referencing Websites, Reports and Newspapers where no author is available:

Be sure to try hard to find the author's name.

Alternatively use the name of the organisation as the author's name.

E.g. The Guardian (2006), ONS (2006), JRF (2000)

[Where ONS = Office of National Statistics, JRF = Joseph Rowntree Foundation)

(Note: not www.ons.org.uk but ONS (2006) where the date refers to either the date the piece was written or, if this is not known, the date downloaded from the internet)

No other alternative is acceptable.

Personal Communication:

You may receive information as part of a letter, email, an interview, an informal conversation, telephone call or a lecture presentation. Ask the person if it is ok to quote them and give their initials and surname. Try to include the type of communication and the exact date of the communication - day, month and year.

Example:

In a interview with John Smith of Cornwall College on the 19th April 2005 at Dr Smith suggested ...

NB: As personal communications are untraceable, they are not included in the reference list.

For more details see: http://www.lib.flinders.edu.au/resources/sub/healthsci/referencing/textual.html#pers


6.0 Reference ListsALL WORK should contain at the end (after appendices) a list of the references actually used in the text as evidence for your argument. This is entitled References and is not included in the word count. A name should never appear in the body of the text, without appearing at the end as a full reference.

Your list of references should be detailed alphabetically by author.

1.1.1.1.1.1 Bibliography

If there are texts that you have read and used to inform your study, but you have not needed to reference in your assignment, you may include them in a bibliography list. Bibliographies are seldom called for in assignments as you will use most texts as references.

Writing a full reference for a Book:

Woodhead, C. (2002) Class War, London, Little & Brown.

The format to follow is:

Name, Date, Title in italics or underlined, Edition if applicable, Location of publisher, Publisher

Listing a Journal/Magazine in your references:

Miller T. (2004) Essay Assessment With Latent Semantic Analysis, Journal of Educational Computing Research, Vol. 29(4), 495-512.

The format to follow is:

Name, Date, Title, Journal name in italics or underlined, Volume, Number, Pages

Listing a Web Page:

Be sure to give full address and date downloaded

Also include the author if known -

Mills, B. K. (1999) Why the Search for a Definition of Rurality may be a Fool's Errand, POPFEST Online Journal, 'www.cometo/popfest, Vol. 1, No. 2

If the author is unknown -


HMT (2006) Investing for our future: Fairness and opportunity for Britain's hard-working families, HM Treasury, http://www.hm-treasury.gov.uk/budget/budget_05/bud_bud05_index.cfm (20/7/2006)

When you are referencing a text that appears in and is cited by another text:

PREFERABLY OBTAIN, READ AND REFERENCE THE ORIGINAL TEXT.

Failing that, if you are using a reference indirectly (e.g. your reference to Porter comes from Johnson & Scholes - i.e. you read Johnson & Scholes not Porter) make this clear. State clearly in the text "as cited by" -

e.g.

Pederson (1986), as cited by Hansen (1990), suggest that…..

This will appear in the reference list as:

Pederson, P. O. (1986) The Role of Business Services in Regional Development: A New Growth Centre Strategy, Scandinavian Housing and Planning Research, Vol. 3, pp 167-182, In: Hansen, N. (1990) Do Producer Services Induce Regional Economic Development?, Journal of Regional Science, Vol. 30, No 4, pp 465-476

Listing an article or a chapter in an edited book:

Hughes, M. (1997) "Interviewing", In: Greenfield, T. (1997) (Ed) Research Methods: Guidance for Post Graduates, London, Arnold

7.0 Tables and FiguresIf your work contains figures (charts, graphs, diagrams, maps, etc.) or tables there are style procedures to follow.

All tables and figures should be headed either Table or Figure and numbered sequentially. If the table or figure is from an external source then a reference should be provided at the bottom of the figure.

E.g.

Figure 1 - Deductive/Inductive Process


Table 1 - Questionnaire Response Rates Town Response to First Mailing Cumulative Response after Second Mailing

Helston 10% 11%

Truro 8% 9%

8.0 ReportsReports differ from essays in that they are laid out in a formal numbered structure and are often more descriptive than discursive. Their aim is usually to inform / explain / provide a record / recommend / enable decision making and/or set out procedures.

The contents of a report will include:

Title Page

Executive Summary (a brief statement of who commissioned the report, its aims (terms of reference) and summary of findings - one page only)

List of Contents

List of Tables, List of Figures

Acknowledgements

Terms of Reference (optional - Aims, Objectives and Remit of report clearly stated)

Introduction (What is the aim of the report, why is it important - keep it brief)

Main Body (May include methods of data collection if appropriate)

Conclusions (sum up main findings)

Recommendations (What should the company/manager/staff do next - 'where do we go from here')

Appendices

References

The numbering system begins with each new main heading (e.g. 1.0 Terms of Reference, 2.0 Introduction, etc.). Within each of these sections there can be sub sections (x.1, x.2, etc.) and numbered paragraphs (x.x.1, x.x.2, etc.).

For example:

2.0 Introduction

2.1 History of the Situation2.1.1 The background to this report is grounded in the on going debate surrounding the style and

content of reports. This debate has yet to be settled and so the following report aims to bring some clarity to this area of confusion.


2.1.2 Part of the problem stems from the variety of purposes that reports are written to achieve….

9.0 EssaysUnlike reports essays do not have headings and numbering. Essays are basically a collection of linked paragraphs and it is important to remember that paragraphs are at least two sentences long..

When asked to write an essay first develop a plan:

1. Start by thinking about the theme of the essay - what main points do you want to make?2. How best can you get to that point/s (it is a bit like an argument)?3. You could try - introduction evidence summary!

It is important to note that your evidence will come from credible reference sources.

Start with the introduction:

This should be a verbal sketch map in which you lead the reader into the subject by identifying the major issues to be raised and give some indication of how you intend to develop your material (e.g. evidence, arguments etc) in the main body. If appropriate, you will summarise the context (i.e. historical or theoretical) which underpins your answer.

The main body:

The main themes/key points that you identify will form the basis of the assignment. Each paragraph should have a theme, but should also follow on from the previous paragraph. This is where referencing really adds credibility.

The conclusion:

This should draw together the main threads of your argument as you summarise the main points. You should not introduce new information at this stage but could look ahead to implications for the future and/or make recommendations

10.0 Acceptable AbbreviationsHere are some acceptable abbreviations you can use when referencing

app. appendix

ed. edition; edited by; editor (plural, eds.)

et al. et alii : Latin for 'and others'

ibid. ibidem : Latin for 'in the same place'. This word can only be used in the next consecutive reference in a list after an earlier reference to the same work. This is particularly useful when using several references cited from the same source.


n.d. no date (of publication known)

n.p. no place (of publication known)

no. number (plural nos.) In America the symbol # is often used

op. cit. opere citato : Latin for 'in the work cited' Again, as with ibid. above, useful when you are using several references cited from the same source. It saves you from writing the whole title out again.

p. page (plural pp. If you have more than one page referred to)

para. paragraph

supp. supplement (plural, supps.)

Trans. translator ; translated by

vol. volume (plural, vols.)

This table was adapted from the following web site -

http://www.stir.ac.uk/infoserv/library/about/general/onlin e /refer.htm (22/3/01)

11.0 Grammatical MistakesWhy not have a look at: http://newark.rutgers.edu/~jlynch/Writing/index.html

One of the most common grammatical mistakes is the unnecessary apostrophe.

Mistake Meaning What you should use

It's It is Its (e.g the problem with this report is its length)

1980's Belongs to the year 1980 1980s (e.g. the 1980s were a period of boom and bust)

As you should not be using abbreviated words (don't, can't, etc.) you can see that there are very few occasions when you actually need an apostrophe.

e.g. and i.e.

e.g. means for example "cars come in variety of colours (e.g. red, green, blue, etc.)"

i.e. means another way of saying "he came by automobile (i.e. a car)"

a and an


an comes before words beginning with a vowel (aeiou - e.g. an elephant, an apple, etc.), a before consonants (a car, a zebra, etc.).

On some rare occasion the rule is broken because of the way the word is pronounced. For example it is "an honour" but "a house" this is because honour is pronounced 'onour with a silent h. The same is true of abbreviations MRI is pronounced "em ar eye" and so is "an MRI" rather than "a MRI" whereas it would be "a microphone".

Affect and effect:

If it is doing something it is a verb - affect, this influence may affect sourcing decisions

Affect

1. To influence or change. 2. To touch the emotions of. 3. To put on a false o or pretentious show of: affected a British accent. 4. To fancy; like: affects dramatic clothes.

If it is a noun then use effect, an or the before it dictates this, this is an effect we have to consider, the effect of this

Effect

1. Something brought about by a cause or agent; result.

2. The power to achieve a result; influence.

3. Advantage; avail.

4. The condition of being in full force.

5. Something that produces a specific impression.

6. The basic or general meaning: words to that effect.

7. effects Movable belongings.

8. To bring into existence.

9. To produce as a result.

10. In essence; to all purposes.


To affect something is to change or influence it; to effect something is a rather formal way of saying `to make it happen'. Confusingly, either may produce an 'effect' or result. ('An affect' is a technical term in psychology.)

The stability of the wall was affected by passing lorries. The demolition of the wall was effected by the detonation of a charge of dynamite.

The dynamite did not just 'affect' (influence) the demolition of the wall: it caused it.

AskOxford (2006) What is the difference between 'affect' and 'effect'?,

http://www.askoxford.com/asktheexperts/faq/aboutspelling/affect (20/7/06)

Advertising might affect the sales of widgets (by causing them to increase), or it can effect sales (bring them about) if, for example, there were no sales at all to begin with.

Dictionary (2006) What is the difference between affect and effect?, http://dictionary.reference.com/help/faq/language/a/affecteffect.html (20/7/2006)


Foundation Degree in ??????? Year 1

SCWC123- Using Information Technology and Statistics

IT skills and Government Spending

Student: Tony Blair

Tutor: Bryan Mills

Hand in: 25/10/06

Word Count: 2,406

Cornwall College

Few would deny the importance of practice in the development of good skills. Like playing a musical instrument, writing is something that cannot be taught by directions or example alone. Practicing writing, and receiving constructive criticism on these attempts, is an integral part of the learning process. Furthermore, the quality of an essay is regarded as one of the best measures of the author’s knowledge of the topic. Writing essays requires more thought than many other forms of testing, such as multiple-choice exams, since the students must construct their own coherent answers and justifications therefor. Well-developed and appropriately scored writing assessments can test not only students’ prowess with language, but also their ability to synthesize and analyse information; to find new connections between ideas and to explain their significance (Bereiter & Scardamalia, 1987).

Miller T. (2004) Essay Assessment With Latent Semantic Analysis, Journal of Educational Computing Research, Vol. 29(4), 495-512.

BA(Hons) Business Enterprise (Top up) Handbook (2016-17) 47

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