THE MANCHESTER METROPOLITAN UNIVERSITY · master's degrees in business and management including...

__________________________________________________________________________________________ Programme Specification 1 of 34 Date: 19

th July 2011

Author: Andrew Hollingsworth

MANCHESTER METROPOLITAN UNIVERSITY PS1 PROGRAMME SPECIFICATION

0 Brief Overview

(i) Brief Descriptive Summary

The FTM Master‟s portfolio is a range of specialised degrees designed to reflect the modern marketplace in the food, hospitality, tourism and events sectors. They have a long track record of being both industry-focused and academically grounded, to ensure immediate application and maximum utility in today‟s international marketplace. Aimed at those who seek to develop the required knowledge, skills, and personal qualities to pursue a management career in the service sector, they have been specifically designed to allow students to build intellectual skills and develop key practical skills that will set them apart and give them that vital competitive edge with potential employers. These programmes offer a complete range of Management modules, giving students insights into the key functions of any organisation, as well as in-depth theoretical understanding of the essential strategies, elements, and concepts which are necessary to manage businesses within these sectors. (ii) Articulation of Graduate Prospects

The programme team continually monitor a wide range of data sources to ascertain information on postgraduate student prospects and feed this information into the MMU CMI (Continuous Monitoring and Improvement). This information is instrumental in shaping the design and direction of developments across the portfolio. As well as tools such as the International Student Barometer, frequent visits into the department by employers and by our alumni allow us to maintain a significant graduate database. The long industry-focused track record mentioned above brings a number of significant strengths, specifically to programme development. Many of our industry links are reinforced by our large departmental student alumni. As the FTM Master‟s portfolio is specifically designed to reflect the modern marketplace in the food, hospitality, tourism and events sectors, active and productive links with these sectors is absolutely vital. All programmes run an active programme of visiting speakers and trips into industry. Every year we have an active programme of careers talks from potential employers, and the considerable experience of the student passport scheme is being rolled out to postgraduate students from 2011. This all helps ensure that the generic skills taught across the postgraduate programmes are of direct relevance to a wide range of professions including those in teaching, research and the private sectors, These skills include being able to construct an argument, use data and information, analyse and solve problems and demonstrate excellent written and verbal communication skills.

General Information

1 Overarching Programme Specification Title

Department of Food and Tourism Management Taught Master‟s Portfolio

2 Final award(s)/title(s) (including any PSRB final awards conferred – mark these as “PSRB Award”)

MSc Hospitality Management MSc International Events Management MSc International Tourism Management MSc International Food Management

MMU Programme Specification: Department of Food and Tourism Management Taught Master’s Portfolio

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Programme Specification 2 of 34 Date: 31st August 2011


3 Combined Honours Subject(s)offered through the programme specification together with associated final award(s) (where relevant)

Subject(s): Not applicable to postgraduate Final Awards:

4 Interim exit award(s)/title(s) (including Combined Honours interim exit awards)

Postgraduate Certificates (60 credits)

Postgraduate Certificate in Hospitality Management

Postgraduate Certificate in International Events Management

Postgraduate Certificate in International Tourism Management

Postgraduate Certificate in International Food Management

Postgraduate Diplomas (120 credits):

Postgraduate Diploma in Hospitality Management

Postgraduate Diploma in International Events Management

Postgraduate Diploma in International Tourism Management

Postgraduate Diploma in International Food Management

5 Mode(s) (only include duration where there is a PSRB requirement for limited duration )

Full time Part time

6 FHEQ position of final award(s)

Master‟s (Level 7)*

7 Awarding institution (include PSRBs which confer a joint or additional qualification on successful completion of programme)

Manchester Metropolitan University.

8 Teaching institution(s) (include collaborative partners where appropriate – if more than one award in programme specification, indicate which are taught by partner)

Manchester Metropolitan University.

9

Relationship with Foundation Year (if more than one award in programme specification, indicate which have links with Foundation Year)

None

Administrative Details

10 Home Department/ School/ Institute

Department of Food and Tourism Management

11 Home Faculty

Hollings

12 UCAS code(s)

N/A


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Collaborative Arrangements (where relevant)

13 Approved Collaborative partner(s) (provide name of partner(s) and type of partnership)

Partner Name Type of Collaborative Partnership

N/A

N/A

14 Other Approved Academic Partnership(s) (other than collaborative)

Partner Name Type of Academic Partnership

N/A

N/A

Approval Status

15 Date and outcome of most recent MMU review/ approval

(i) Latest review/approval

(ii) Major Modifications to Programme Specification

16 Next Scheduled Review Date:

The initial review held on 10/06/11 stated the FTM Master‟s portfolio will be subject to further review in 2012.

17 PS/1 effective date: (ie date from which the outcome of approval or last review is effective OR the date from which amendments to the programme specification are effective)

September 2011

External References/Relationships

18 QAA Benchmark Statement(s)

The Quality Assurance Agency for Higher Education (QAA) asked the Association of Business Schools (ABS) to undertake a periodic review of the subject benchmark statements originally published in 2000. The revisions were published in 2007. The QAA then published a further reference point entitled Master's degree characteristics in 2010. These subject benchmark statements covers all types of master's degrees in business and management including both specialist and generalist degrees for a range of participants from new graduates to those with considerable work experience. Using the typology developed to provide guidance on a wide array of degrees, the FTM Taught Master‟s Portfolio all falls under the type one category of “Specialist master's degrees either for career entry or career development” as opposed to the type two “generalist master's degrees in Management and Business Studies” taught elsewhere within MMU.


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19 PSRB(s) associated with final award of any route within the programme specification (ie those which offer professional status/membership/license to practise as result of successful completion of the final award as included in the University PSRB database)

None

20 Date and outcome of last PSRB approval(s)

N/A

Programme Information

21 University and Programme Educational Aims

(i) University Educational Aims

1. To develop flexible approaches to programme delivery and student support which reflect the needs and expectations of our students.

2. To provide a supportive and inclusive learning environment which will enable success for all learners

3. To encourage the development of students‟ intellectual and imaginative powers, creativity, independence, critical self-awareness, imagination and skills that will enhance global employment opportunities on graduation in all programmes.

4. To establish a culture of constant improvement in learning, teaching and assessment that is anticipatory, enabling, supportive, rewarding and fully aligned with the University‟s vision and strategic objectives.

5. To provide a learning experience that is informed by research, scholarship, reflective practice and engagement with industry and the professions.

(ii) Programme Educational Aims

The programme team aims to :

1. develop the students' intellectual skills and competencies, in a manner appropriate to their

abilities, interests and vocational aspirations, through a critical study of the structure, functions and operations of the international consumer marketing, events, food, hospitality, tourism and tourism industries;

2. prepare students for entry into management positions within their chosen sector so that, following further management development and experience, they can become competent and effective managers and satisfy the requirements of the appropriate professional body and/or employers' group;

3. encourage the development of students' personal qualities relevant to the chosen industry. These include the development of enhanced interpersonal skills, a high degree of self-confidence, initiative and enterprise, and an appropriate attitude to work;

4. encourage Master‟s students to adopt a more strategic perspective and to be more capable managers across a range of functional areas.


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22 Final Learning Outcomes

MMU Educational Outcomes On successful completion of their course of study MMU graduates will be able to:

1. apply skills of critical analysis to real world situations within a defined range of contexts; 2. demonstrate a high degree of professionalism characterised by initiative, creativity, motivation

and self management; 3. express ideas effectively and communicate information appropriately and accurately using a

range of media including ICT; 4. develop working relationships using teamwork and leadership skills, recognising and

respecting different perspectives; 5. manage their professional development reflecting on progress and taking appropriate action; 6. find, evaluate, synthesise and use information from a variety of sources; 7. articulate an awareness of the social and community contexts within their disciplinary field.

Programme Specific Outcomes

(i) Final Award Learning Outcomes On successful completion of the taught Master’s programme students will be able to:

1. use knowledge of strategic management approaches and techniques to solve complex

managerial problems;

2. evaluate and apply subject specific knowledge of the international business environment

including: globalisation, sustainability, Corporate Social Responsibility, diversity, knowledge

and risk management and the digital / e-business dimension;

3. analyse critically the role and importance of contemporary business operations including:

business policy, strategic and operational management, marketing, Human Resource

Management, Information Communication Technology, and financial management;

4. develop / design and implement an independent postgraduate research project that integrates

relevant literature and appropriate methodologies with the purpose of addressing specific

issues relevant to their industry sector.

In addition to the above: A graduate with an MSc in International Events Management will be able to:

critically analyse the complexity of event stakeholder relationships within an international context;

examine critical issues within an international events context and be able to problem solve and articulate solutions within different learning environments;

demonstrate event management skills and techniques including leadership, communication, initiative and team working within an applied „live project‟ to enhance employability.

A graduate with an MSc in International Tourism Management will be able to:

Critically examine the nature and characteristics of the international tourism industry;

Utilise operational, management tools and techniques appropriate to the tourism industry;

Critically review the rationale for and approaches to destination management in the international tourism industry.


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A graduate with an MSc in Hospitality Management will be able to:

critically review educational simulations, case studies, food / beverage projects, comparing and contrasting the outcomes with contemporary hospitality businesses;

apply strategic management techniques to the hospitality industry including the managing of financial aspects, marketing and human resources to enhance employability;

develop creative, technical and operational skills appropriate to the hospitality industry. A graduate with an MSc in International Food Management will be able to:

critically analyse and develop solutions to the contemporary issues impacting on the global food industry;

exercise a critical awareness of the management competencies within the food industry;

develop the qualities and transferable skills appropriate for employment within the global food industry.

(ii) Combined Honours Learning Outcomes

Include final learning outcomes for Combined Honours subjects which are offered as a named route, a major subject or a minor subject.

N/A.

(iii) Pass Degree Learning Outcomes

For undergraduate honours course include final learning outcomes for a PASS degree. N/A.


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23 Interim Award Learning Outcomes eg for BA/BSc (Hons) – include Level 4 and 5 but NOT Level 6; for Level 7- PGCert & PGDip but NOT MA/MSc

The Postgraduate Diploma graduate will be able to:

1. use knowledge of strategic management approaches and techniques to solve complex managerial problems;

2. critically evaluate and apply relevant knowledge of the international business environment influencing the specific industry including globalization, sustainability, Corporate Social Responsibility, diversity, knowledge and risk management and the technological impacts;

3. analyse critically the role and importance of contemporary business operations including: business policy, strategic and operational management, marketing, Human Resource Management, Information Communication Technology, and financial management;

In addition to the above: The holder of a Postgraduate Diploma in International Events Management will be able to:

critically analyse the complexity of event stakeholder relationships within an international context;

examine critical issues within an international events context and be able to problem solve and articulate solutions within different learning environments;

demonstrate event management skills and techniques including leadership, communication, initiative and team working within an applied „live project‟ to enhance employability.

The holder of a Postgraduate Diploma in International Tourism Management will be able to:

Critically examine the nature and characteristics of the international tourism industry;

Utilise operational, management tools and techniques appropriate to the tourism industry;

Critically review the rationale for and approaches to destination management in the international tourism industry.

The holder of a Postgraduate Diploma in Hospitality Management will be able to:

critically review educational simulations, case studies, food / beverage projects, comparing and contrasting the outcomes with contemporary hospitality businesses;

apply strategic management techniques to the hospitality industry including the managing of financial aspects, marketing and human resources to enhance employability;

develop creative, technical and operational skills appropriate to the hospitality industry. The holder of a Postgraduate Diploma in International Food Management will be able to:

critically analyse and develop solutions to the contemporary issues impacting on the global food industry;

exercise a critical awareness of the management competencies of the management competencies within the food industry;

develop the qualities and transferable skills necessary for employment within the global food industry.


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The Postgraduate Certificate graduate will have the qualities needed for employment in situations requiring the exercise of initiative and personal responsibility together with decision making in complex and unpredictable situations. The holder of a Certificate in International Events Management will be able to demonstrate the first outcome below along with two other outcomes from the following:

1. demonstrate event management skills and techniques including leadership, communication, initiative and team working within an applied „live project‟ to enhance employability;

2. examine critical issues within an international events context and be able to problem solve and articulate solutions within different learning environments;


4. understand the role and importance of critical areas of business operations including business policy, strategic and operational management, marketing, Human Resource Management, Information Communication Technology and financial management.

5. critically analyse the complexity of event stakeholder relationships within an international context.

The holder of a Certificate in International Tourism Management will be able to demonstrate the first outcome below along with two other outcomes from the following:

1. utilise operational, management tools and techniques appropriate to the tourism industry; 2. critically evaluate and apply relevant knowledge of the international business environment

influencing the specific industry including globalization, sustainability, Corporate Social Responsibility, diversity, knowledge and risk management and the technological impacts;

3. understand the role and importance of critical areas of business operations including business policy, strategic and operational management, marketing, Human Resource Management, Information Communication Technology and financial management;

4. critically examine the nature and characteristics of the international tourism industry; 5. critically review the rationale for and approaches to destination management in the

international tourism industry. The holder of a Certificate in Hospitality Management will be able to demonstrate the first outcome below along with two other outcomes from the following:

1. develop creative, technical and operational skills appropriate to the hospitality industry; 2. critically evaluate and apply relevant knowledge of the international business environment

influencing the specific industry including globalization, sustainability, Corporate Social Responsibility, diversity, knowledge and risk management and the technological impacts;


4. critically review educational simulations, case studies, food / beverage projects, comparing and contrasting the outcomes with contemporary hospitality businesses;

5. apply strategic management techniques to the hospitality industry including the managing of financial aspects, marketing and human resources to enhance employability.


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The holder of a Certificate in International Food Management will be able to demonstrate the first outcome below along with two other outcomes from the following:

1. develop the qualities and transferable skills necessary for employment within the global food industry;



4. critically analyse and develop solutions to the contemporary issues impacting on the global food industry;

5. exercise a critical awareness of the management competencies within the food industry.


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24 Teaching/Learning and Assessment Strategy

(i) Curriculum Design The FTM Master‟s portfolio is designed to meet the needs of the modern marketplace in the food, hospitality, tourism and events sectors as well as the needs of those students interested in working in today‟s international marketplace. Our market research over successive years consistently indicates that, in order to succeed in these sectors, students need the required knowledge and skills in order to build a managerial toolkit. They also need to be able to develop key practical skills that set them apart and give them that vital competitive edge with employers. These programmes offer a complete range of Management modules, giving students an insight into the key functions of any organisation, as well as in-depth theoretical understanding of the essential elements and concepts, augmented by practical problem solving skills, which are necessary to manage businesses within the food, hospitality, tourism and events sectors, whether these are small start-ups or multinational organisations. It is these areas of management which remain both the critical unique selling point for the respective programmes and present the biggest single challenge which all businesses face in an increasingly competitive marketplace. As a result, all new programme development retains these features as a central theme. In addition the vocational expertise within the Department in the areas of Food, Tourism, Hospitality, and Events provides a unique opportunity for students to gain insights into current developments in these sectors from a management perspective. This would include guest speakers from academic experts in each of these areas, cross programme collaboration in projects and events, and access to job opportunities, thus enabling the Department to offer significantly differentiated Master‟s programmes compared to others within the University and at other institutions. (ii) Teaching/Learning

The process by which students acquire the necessary analytical and evaluation skills will be based on a strategy which ensures the responsibility for learning is accepted by students as their programme of study progresses. Initially, the emphasis will be on learning principles and techniques alongside raising awareness and understanding through tutor-led delivery. In addition, those professional and transferable skills necessary for the work-place will be developed and students encouraged to build on their intellectual abilities and to cultivate interpersonal skills, self-confidence and independence. The strategies and teaching techniques described have been selected to progress effective learning at each level. The methods of learning, teaching and assessment employed on the programme have been developed to meet the objectives of the MMU Strategic Framework for Learning, Teaching and Assessment. This includes providing a range of transferable skills that will enable them to remain effective lifelong, independent learners that are equipped with the right skills to make a significant contribution to their employment. To achieve the objectives of the programmes, student learning will be focussed on strategic issues, critical analysis and evaluation. Learning manifests itself through demonstration of the ability to argue rationally from a sound basis, a rigorous approach to analysis, and a mature reflective view of information collected during research. The programmes employ a wide range of approaches to learning and teaching but they are mainly based around formal lectures, seminars and self-directed study. The curriculum is informed and its currency maintained by research, scholarly activity and the professional practice of staff. Associate and Visiting Lecturers make valuable contributions and facilitate important links to professional practice. Additionally, technical and library and learning resource staff also make important contributions to the students‟ learning.


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Values, Vision, Mission and the Learning, Teaching and Assessment Strategic Framework MMU operates within a clear set of values (for full list see: http://www.mmu.ac.uk/marketing/mission-and-values/). Of particular relevance to the FTM Master‟s Portfolio are:

to respect the rights of individuals

to promote responsible, ethical and professional behaviour

to promote diversity

to encourage creativity and enterprise

to develop and disseminate new knowledge

to promote global citizenship in our staff and students Examples of these values being reflected in the programmes would include some of the Food and Events units, which are specifically designed to promote professional behaviour. Other examples include the Food Management and the Global Sustainability and Governance units, which cover in detail the various aspects of ethical behaviour. Similarly, MMU‟s vision is to be:

the UK's leading University for World-Class Professionals

a University which places quality and employability as our top priorities

a University which places students first

a University that promotes and supports employability

a University which aims to produce effective independent learners

a University whose curriculum is informed by high quality research, scholarship and enterprise

an enterprising organisation with enterprising staff and students

a University whose expertise, research and other resources support the social and economic development of the region

a University which invests selectively and strategically in research

a University which promotes, facilitates and achieves good social mobility for its graduates The programme team endeavour to ensure that all the elements of the vision are reflected in the FTM Master‟s Portfolio. MMU‟s mission is to be the UK's leading University for World-Class Professionals. For Learning, Teaching and Assessment on the FTM Master‟s Portfolio, this means that:

Central to the University's mission is the provision of a high quality learning environment for its students that will equip them with skills to enable them to remain effective lifelong, independent learners and able to make a significant contribution in their subsequent employment.

Key to this provision, and indeed to MMU‟s enduring popularity, is our ability to offer courses and learning opportunities that are informed by employability, flexibility, research, scholarship, and enterprise.

The following Strategic Framework for Learning, Teaching and Assessment shows how our endeavours in this area will move us towards the achievement of our mission.

Strategic Framework for Learning, Teaching and Assessment MMU‟s vision for learning, teaching and assessment is at the heart of our mission to be a modern, forward-looking university for world-class professionals. The strategic framework for learning, teaching and assessment that we set out here is ambitious, but it has to be, in order to express our drive for enhancement and our determination to respond flexibly to the diverse and changing needs of students, employers and other stakeholders. As such, this strategic framework is a key component of MMU‟s comprehensive change agenda, linking to our transformational capital programme and our reshaping of services, support and processes, as set out in 20-20 Vision, our Strategic Plan 2007-2020.

http://www.mmu.ac.uk/marketing/mission-and-values/

http://www.mmu.ac.uk/marketing/mission-and-values/


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This strategic framework will guide a wide range of specific developments; it is not a comprehensive list of all the various enhancement and change initiatives that contribute to our overall strategy. Each of these initiatives will have its own specific objectives and action plans, contributing to the priorities and strategic outcomes that are set out here. The structure of the strategic framework is based on four thematic priorities:

1. Developing world-class professionals 2. Providing flexible opportunities to learn 3. Rewarding professionalism in learning, teaching and assessment 4. Engaging with, and learning from, our learners

MMU is dedicated to changing lives for the better and the priorities for change in this strategic framework for learning, teaching and assessment aim to make us more effective and relevant than ever in doing so, by engaging with the challenges of a fast-moving world. Further details can be found at http://www.celt.mmu.ac.uk/ltastrategy/LTA_strategic_framework.pdf Employability Curriculum Framework An Employability Curriculum Framework has been introduced for all programmes and is being integrated into the periodic review processes. The Careers and Employability service liaise closely with faculties to develop employability in the curriculum and support new areas of employability-related work, including strategic liaison with employers, frameworks for placements and on-campus student employment. The MMU Threshold Standards define minimum levels of provision that students can expect in all aspects of their learning experience, including support for development of employability skills. The programme team use available data to consider the career prospects of their graduates and use this information to help plan curriculum content and teaching, learning and assessment (TLA) strategy. Learning outcomes are mapped against the MMU Graduate Outcomes. The TLA strategy articulates the approaches and tools which will ensure students achieve these employability outcomes, including work-related experience and reflective practice (for example via embedded support for Personal Development Planning). Employer engagement must also be considered at curriculum planning level. For the FTM Master‟s Portfolio, the programme team undertook a comprehensive employer consultation exercise at the curriculum planning level to ensure all the programmes reflected the needs of the marketplace. This process is repeated regularly, and certainly before any further change is made to any programme. As the MMU passport scheme is rolled out to postgraduate programmes, the FTM programme team will ensure that all students have the opportunity to participate. Learning and Teaching Methods:

Self-Directed Study – plays a major role in this programme, where students are expected to spend time researching and analysing subject matter independently to support and substantiate taught material e.g. both the Dissertation unit and the Food and Beverage Project require self directed study, the former through its duration; the latter for the initial planning stages before the group work commences. Self-directed study is an integral part of the programme as managing one’s own time is a critical skill required for any work environment. Formal Lectures – form an integral part of the programme for formal delivery of key information to the whole cohort. At this level it is expected that students will use the lectures as a stimulus for further study/reading e.g. most units utilise this particular learning activity, but it is especially important for units such as Research Methods and those lectures within the Dissertation unit, where tutors need to ensure that all students have covered the material necessary, before they can proceed onto the self-directed elements. Seminars – are used to build on themes taken from the lecture programme. Students are encouraged to make an active contribution by sharing in the argument and debate. They are expected to prepare for the seminars through directed reading given prior to the sessions e.g.

http://www.celt.mmu.ac.uk/ltastrategy/LTA_strategic_framework.pdf

http://www.celt.mmu.ac.uk/employability/initiatives/index.php#threshold


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examples here would include Global Sustainability and Governance, where set reading is available to all students 2-3 weeks before discussion within the seminar groups. This also allows individual students time to prepare material when they take the lead in group discussion. Associate and Visiting Lecturers – are invited to deliver specialist lectures to enhance the delivery of the units e.g. these are especially important on industry focused Master’s programmes. Events Marketing and Enterprise, for example, uses visiting speakers from industry to ensure students receive an up to date learning experience, to enhance their opportunities for employability, to add value, variety and relevance. Moodle – the computer-based on-line resource is available to students allowing them to work at their own pace. This resource is now used for all units and offers many advantages to student learning: students can access it 24 hours a day, 365 days a year; it can be used by students as a back-up learning resource; it is an important repository for items such as student and unit handbooks; it facilitates the use of podcasts; and it goes a considerable way in redressing previous student concerns about the availability of learning resources. It is also particularly useful for storing examples and case study material. Web Based Material – is available in many subject areas for students to access via the intranet and students are directed to relevant sources. Again, this resource is extensively accessed by all units, especially for electronic journal, literature searches (e.g. Research Methods and the Dissertation), and for reinforcing training packages (e.g. library induction). Individual Tutorials – are used when the work being discussed or the guidance required is specific to one particular student. It is especially important in the dissertation phase and may be face to face, over the telephone or via e-mail. This activity is again used by all units to varying degrees, depending on student demand. It is an integral part of the Dissertation unit, where support for students on a one-to-one basis is essential. Small Group Tutorials – enable students to discuss and plan their work in greater detail than is possible with larger groups. It encourages quieter students to develop their interpersonal and communication skills and helps consolidate leadership skills in others e.g. the Hospitality Operational Training Simulation package running within the Managing Hospitality unit. Case Studies – are used for detailed discussion of real life situations. Examples would include Food Management, where case studies are a particularly effective was at looking at issues such as crisis management.

Demonstrations – are normally of a technical or scientific nature and are necessary in certain subject areas. They are used extensively in kitchen and laboratory based classes, for example for looking at Food Quality and Processing and the Food and Beverage Projects units are examples that frequently used demonstration based learning.

Workshop / Laboratory / Practical Sessions – are used to enable the creative and practical skill development of the student in an environment which simulates that of industry. Here again Food Quality and Processing and the Food and Beverage Projects units are examples that frequently used demonstration based learning..

Group and Team Work – requires students to operate as a member of a group or team and they usually have clearly identified roles. The emphasis is on collective responsibility, individual responsibility to the group and joint decision-making. This method is employed in units where activities such as problem solving are required e.g. Developments in Strategic Management and Marketing.

Study Trips – give students the opportunity to go outside the University‟s environment to enhance their understanding of specific subject material. Assessment is often dependent on information collected whilst undertaking the study trip. Study trips are frequently used for a variety of reasons. These include enhancing the student experience, adding value to the learning experience, to meet potential employers, etc. Examples include a 3 day trip to Harrogate (for the International Events Management students) and the International Food


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Exhibition (for the Food Management students). (iii) Programme Specific Assessment Criteria

If these differ for specific awards within the programme specification provide details for each award in addition to programme criteria

Course Specific Assessment Criteria for the Taught Master’s Portfolio The assessment strategy for the programmes has been designed to incorporate a variety of assessment methods to enable all students to demonstrate their learning in a fair and comprehensive manner and is in line with the University Regulations for Taught Postgraduate Programmes of Study. Assessment is perceived as an integral part of the learning process and both formative and summative forms will be used. The instrument therefore will not only confirm the learning outcomes have been met but will also provide an additional challenge to students to demonstrate their range of skills. Demand will increase with each level as students are tasked to reveal their ability to work independently or in groups. Feedback on student assessments from external and internal examiners and internal moderators will ensure that work is consistently at the correct level of challenge and also to enable the course team to confirm that the outcomes have been achieved. The programmes‟ assessment practices will vary, but examples typically include summative assessments such as:

Written assignments are required in many unit areas. Following delivery of a clear and structured brief, students are asked to submit work to be marked anonymously. Tutors are encouraged to request written assignments in a variety of formats e.g., essay, report, media article, power point presentation.

Reports and business planning are required in order to develop the students‟ ability to interpret and evaluate results and develop reports and planning in the conventional format.

Student presentations e.g. using AV means or poster presentation will develop communication skills and build confidence.

Life case studies and publication reviews allow students to demonstrate integration of learning across subjects and apply developing professional skills to real scenarios. Peer and self assessment will develop critical analysis and evaluation. CAD-based assignments and simulated product development exercises will allow students to develop creativity and problem solving skills In-class tests used for summative assessment, e.g. of computing skills Group work demands team working skills and a professional attitude.

Formative assessment is encouraged in all units to enable students to evaluate their own progress in subjects. The programmes‟ assessment practices also includes some formative assessments such as:

In-class tests, for example in laboratory and kitchen based unit to enable students to de

Assessment practices will vary, but examples typically include: written coursework, assignments in the form of essays, business reports, business plans, cultural portfolios, spreadsheets, generated financial models, CAD-based assignments and simulated product development exercises, live case studies, seminar presentations, practical work and case studies/publication reviews.


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The purpose of the assessment strategies used is to enable students to demonstrate that they have fulfilled the objectives of the programme of study, and have achieved the standard required for the award they seek. As mentioned in the MMU guidelines on assessments:- assessment is a matter of judgement, not simply of computation. Marks, grades and percentages are not absolute values, but symbols used by examiners to communicate their judgement of different aspects of a student's work in order to provide better information on which the final decision of a student's fulfilment of course objectives may be based. Thus, in determining the final recommendation to be made in respect of a student, the Board of Examiners shall take into account such matters, as in its judgement, are relevant. The assessment programme, which enables students to demonstrate that they have fulfilled their objectives, also acts as a constraint. Within this constraint, and the course assessment regulations generally, examiners have wide discretion. They are responsible for interpreting the regulations for the programme if any difficulties arise in the light of good practices in Higher Education; and their academic judgements cannot, in themselves, be questioned or overturned. Qualifications Candidates, who attain 180 M-level credits and achieve a pass (minimum 50%) in each unit, will be awarded an MSc in their chosen award title. The degree of MSc will be awarded as follows: (Modular weighted average according to CATs points) Percentage Classification Award 0%-49% Fail Not Applicable – None 50%-59% Pass MSc 60% - 69% Merit MSc with Merit 70% or above Distinction MSc with Distinction General Provision

The award of MSc is dependent on completion of the Dissertation by the deadlines given. On no account can any candidate have APL/APEL credit for the Dissertation.

Provisions regarding Assessment and Re-Assessment General Powers The MSc units shall be assessed by such combination of course work assignments as documented in the syllabi. Except insofar as it is specially provided for below, the following provisions apply to the assessments. Definition of Failure For the purposes of this and subsequent sections, please refer to the Postgraduate Assessment Regulations.


th July 2011


Department of Food and Tourism Management Taught Master‟s Portfolio ______________________________________________________________________________________________________________________ 25. Programme Structure:

MSc Hospitality Management

Developments in Strategic

Management and Marketing

Research Methods

Financial Management

Global Sustainability and

Governance

Managing Hospitality

Managing Food & Beverage

Project

Dissertation (16,000 words)

MSc International Events Management



Research Methods



Governance

International Events

Management

Events Management and

Enterprise


MSc International Tourism Management



Research Methods



Governance

International Tourism

Management

Destination Management


MSc International Food Management



Research Methods



Governance

Food Management

Food Quality and Processing



th July 2011


25 Programme Structure

(i) Engagement with the University’s Uniwide Language Provision

N/A.

(ii) Structures, 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

MSc Hospitality Management Level 7

Core Units

Code Status (if applicable)ie

- Pre/Co-requisites - Excluded units

Unit Title No of credits

33DCM001 N/A Developments in Strategic Management and Marketing

20

33DSM005 N/A Dissertation 60

32FMM007 N/A Financial Management 20

TBA N/A Global Sustainability and Governance 20

33MFM001 N/A Managing Food & Beverage Project 20

33MHM001 N/A Managing Hospitality 20

33MEM001 N/A Research Methods 20

Option Units Choose from options listed N/A

On successful completion of the following Level 7 credits: 60 credits: interim/final exit award – PG Certificate (Hospitality Management) 120 credits: interim/final exit award – PG Diploma (Hospitality Management) 180 credits: Final exit award - (MSc Hospitality Management)


_________________________________________________________________________________________



MSc International Events Management Level 7

Core Units





20


TBA N/A Events Management and Enterprise 20

TBA N/A Financial Management 20


TBA N/A International Events Management 20



On successful completion of the following Level 7 credits: 60 credits: interim/final exit award – PG Certificate (International Events Management) 120 credits: interim/final exit award – PG Diploma (International Events Management) 180 credits: Final exit award - MSc International Events Management

MSc International Tourism Management Level 7

Core Units




TBA N/A Destination Management 20


20




33ITM005 N/A International Tourism Management 20



On successful completion of the following Level 7 credits: 60 credits: interim/final exit award – PG Certificate (International Tourism Management) 120 credits: interim/final exit award – PG Diploma (International Tourism Management) 180 credits: Final exit award - MSc International Tourism Management


_________________________________________________________________________________________



MSc International Food Management Level 7

Core Units





20



32FMM007 N/A Food Management 20

32FQM001 N/A Food Quality and Processing 20




On successful completion of the following Level 7 credits: 60 credits: interim/final exit award – PG Certificate (International Food Management) 120 credits: interim/final exit award – PG Diploma (International Food Management) 180 credits: Final exit award - MSc International Food Management

26 Personal Development Planning

The QAA define Personal Development Planning (PDP) as “a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development”. All students will be allocated personal tutors who will design PDPs with students to enhance their learning and development. Hollings Faculty operates a scheme whereby personal skills are embedded into the units of study within the programme and assessment is carried out as part of the normal assessment strategy for the students. The Department of Food and Tourism Management has developed a matrix approach to PDP which indicates the personal skills which will be developed and assessed within each unit. The personal skills inherent in this programme are identified and mapped to the units where they will be developed and assessed and the matrix can be seen in Section 2.2.1. A transcript of the personal skills is provided to all students on completion of their programme of study.

27 Placement and Work-based Learning

Employability and transferable skills are embedded within all units of the programmes and within the PDP (see section 26). A number of Work-based Learning initiatives are utilised to ensure students further enhance their employability and gain valuable work experience. These initiatives include live student projects, field trips into industry sectors, organising events and consultancy opportunities for a Range of commercial clients.


_________________________________________________________________________________________



There are also other opportunities within the Department (e.g. events hosted by the Careers and Employability Service) where students are invited to attend presentations by visiting employers offering work opportunities. Other opportunities for students to develop transferable and employability skills are encouraged via the undertaking of internships and voluntary work (including Volunteering MMU). Student will be directed to MMU‟s Careers and Employability Service http://www.mmu.ac.uk/careers/ further information and guidance and to other useful websites.

28 Programme Specific Admission Requirements If these are standard University admission requirements indicate this by including “Standard University Admission Requirements”. If different from standard, provide details for each award in addition to programme level requirements.

Course Specific Admission Requirements

i. Admission to these programmes shall be subject to the principle that the University, through the Admissions Tutor concerned, has a reasonable expectation that the applicant will be able to fulfil the objectives of the programme and achieve the standard required for the award

ii. In dealing with admissions the Programme Leader / Admissions Tutor and any other staff involved, shall have regard to such policies as the Academic Board may from time to time determine.

iii. In considering an application to the programme, evidence will be sought of personal, professional and educational experience that provides indications of the applicant‟s ability to meet the demands of the programme.

iv. All applicants shall be considered having regard for the University‟s equal opportunity policy

and such anti-discrimination legislation as may be in force.

v. 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.

vi. Application shall normally be made using the standard University application form.

vii. When considering the suitability of an applicant for a place on the programme the following

factors will usually be taken into account:

The applicant‟s qualifications;

The information given in supporting academic references;

The applicant‟s personal statement.

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


_________________________________________________________________________________________



Overseas Applicants Overseas applicants will be assessed using the same factors listed above. Applicants must have sufficient command of the English language to meet the requirements of the programme in every respect and are normally expected to have attained either a grade C or above in GCSE English Language, or its equivalent. For international students for whom English is not their first language, IELTS at grade 6.5 or TOEFL 237+ points on the computer based test is normally a requirement for admission to the programme. This IELTS 6.5 requirement is the absolute minimum threshold at which overseas students can be accepted on an MMU postgraduate course. This is explicitly detailed in the Recruitment and Admissions Policy. Standard Entry Requirements

Candidates should have an honours degree or a postgraduate diploma or a professional qualification recognised as being equivalent to a UK honours degree. Other qualifications or experience may be acceptable if they demonstrate appropriate knowledge and skills to a UK honours degree standard. Candidates admitted to the programme should be able to benefit from a learning experience at Master's level. Citing academic achievement or proof of an academic level relevant to the programme can fulfil this requirement. The normal entry requirements for postgraduate programmes are as follows:

Master‟s courses: a relevant undergraduate honours degree at a minimum level of 2:2 or a postgraduate diploma or a professional qualification recognised as being equivalent to an honours degree. Other qualifications, which demonstrate that an applicant has equivalent knowledge and skills may be acceptable;

Postgraduate Certificate/Diploma Courses: a degree or other qualification at equivalent level.

Postgraduate Certificate in Education: a degree (of CNAA or a UK university) or a recognised degree equivalent qualification, together with GCSE passes, or their equivalent, in English, Mathematics and Science as required.

Some courses may require higher academic entry requirements and some may also specify personal, professional and educational experiences that form part of the admissions criteria. Postgraduate courses are highly competitive and satisfying the normal entry requirements will not guarantee an offer of a place. Entry with Advanced Standing Also referred to as admission on assessment of prior (experiential) learning (AP (E) L) Applicants for admission with advance standing may be admitted with Academic Credit or Specific Credit. Applicants for admission with AP (E) L will be considered individually by the admissions tutor who will implement the relevant Department procedures in compliance with University regulations. When considering the evidence provided by the candidate, the Admissions Tutor will assess its relevance, authenticity, currency and sufficiency. Candidates who are subsequently admitted with Academic Credit will be permitted exemption from certain units. Applicants admitted with Specific Credit will be considered as having passed specific elements and will be credited with these. This may be appropriate for students transferring from a comparable programme at another institution. Admission with advanced standing is limited to 60 out of 180 Credits out of the Masters programme but shall not extend to the Dissertation.


_________________________________________________________________________________________



Selection Procedures Initially, applicants are required to complete an application form to provide personal details, qualifications, experience and any other supportive information which is sent to the university central admissions centre. These are assessed and offers made on prescribed criteria by the department or admissions office (where possible). Following this selection process, decisions will be confirmed in writing, giving details of enrolment procedures, term commencement dates, etc.

29 Approved Variations/Exemptions from University Regulations

N/A

30 Programme Management Arrangements Indicate any additional responsibilities over and above those outlined in the Programme Management Section of the Academic Regulations and Procedures Handbook – in particular how any approved collaborative partner arrangements will feed into the home MMU programme management arrangements.

The Programme Director shall be responsible for:

All matters pertinent to the proper strategic operation of the FTM Master‟s portfolio, including developing plans for new programme introductions, programme development, programme approval, internal and external validations, etc

Ensuring the programmes conform to the appropriate University guidelines in terms of quality assurance.

The Programme Leader shall be responsible for:

Duties within the agreed policies of the Programme Committee, Faculty and Academic Boards, for the efficient operation of the programme as approved by the University.

Chairing the Programme Committee, and arranging for such meetings of the Committee and its sub-committees as considered appropriate.

All matters pertinent to the proper day to day operation of the programme.

Advising the Programme Committee on its proper responsibility for the continuing development of the programme.

Liaising on behalf of the Programme Committee with the Head of Department and other officers as appropriate.

Taking any reasonable action on behalf of the Programme Committee with respect to the proper functioning of the programmes.

The Deputy Programme Leader shall be responsible for:

Assisting the Programme leader with specific areas and responsibilities as agreed with the HoD and the Programme Director.

The Award Champions shall be responsible for:

Ensuring their respective programmes meet the needs of the industries they serve.

Regularly undertake market research to monitor the competitive position of their programmes to ensure they remain at the forefront of the national and international marketplace.

Undertake specific activities in a timely manner to ensure that the programme team and programme committee have the correct information on which decision making will be based.

To implement initiatives for their own student gropus to ensure the student experience is maximised.


_________________________________________________________________________________________



31 Staff Responsibilities indicate additional responsibilities over and above those outlined in the Programme Management Section of the Academic Regulations and Procedures Handbook – in particular include details of responsibilities relating to any approved collaborative partner associated with the MMU home programme.

Unit Leader responsibilities are:

Overseeing the unit and co-ordinating with all staff teaching on the unit;

Preparing the Unit Handbook, including all the assessments and ensuring that it is issued to students

Liaising with the External Examiners in relation to assessment and overall student performance;

Carrying out end of unit evaluation in order to promote a quality learning experience;

Ensuring that Unit marks are input on the database;

Preparing the Unit Report at the end of the teaching period;

Advising the Programme Leader on unit development, review and minor modifications;

Attending and contributing to the meetings of the Programme Committee and the Board of Examiners;

Providing specific academic support relating to teaching and learning and also taking responsibility for the efficient staffing of the units at all times.

Admissions Tutor responsibilities are:

Managing the organisation and implementation of the Admissions programme in accordance with Departmental, Faculty and University policies, reporting to the Programme Committee;

Co-ordinating applications, interviews and portfolio assessments and make admission decisions based on this.

32 Student Support Strategy

Departmental policies ensure that the various mechanisms are in place to enhance the student experience, in an academic, practical and pastoral way and includes the following:

Accommodation Links to Manchester Metropolitan University in-house and agency accommodation services. Careers and Employability Service RSS feeds which lists the many careers workshops, fairs and employer events held on campus each term. Enrolment Information for students about enrolment procedures and arrangement for enrolment. Finance Information for students about obtaining financial advice and support. Library Information about Library facilities and opening times; or link direct to the MMU Library Website Manchester Information about Manchester and useful links to Manchester sites . Students with Disabilities

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

http://feeds.feedburner.com/mmu-careers-events

http://www.business.mmu.ac.uk/welcome/

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

http://www.business.mmu.ac.uk/studentsupport/library.php

http://www.mmu.ac.uk/services/library/

http://www.mmu.ac.uk/services/library/

http://www.visitmanchester.com/


_________________________________________________________________________________________



For students with a disability (including dyslexia) the University's Learning Support team offer advice about the support available and help them make the necessary arrangements. Students are encouraged to discuss their requirements as early as possible, so that the support strategies are in place in good time before the start of their programme.

The following support is also available to all students:

Access to the Programme Leader who has a duty to ensure students are given all the relevant information about the support available;

An individual copy of the Student Programme Handbook, which gives each student relevant information about where to get support;

Induction programmes ensure that students are given information and advice on using the Library, ITCS facilities and details of academic support;

Students are kept up to date with issues relating to their programme of study via the Programme Leader and/or Unit Leaders;

Student group representatives are elected to the Programme Committee and are able to voice general concerns regarding learning and teaching;

Unit Leaders are available with specific advice regarding their part of the syllabus;

Personal tutors are available at any time but also all students meet with their personal tutors on a formal basis and students are ensured confidentiality when requested;

Personal Tutors will guide the student to the most appropriate help;

Students are introduced to all the University Student Services and are encouraged to seek the most appropriate help;

The Faculty Student Support Office also offers support on personal and academic issues, via individual appointments and by workshops;

The Department also has a number of Disability Departmental Representatives to support and give guidance to students with a disability;

In preparation for their final year of study, level 5 students are briefed on the research project towards the end of the second term. This enables them to undertake preliminary searches during the summer vacation;

On-line and VLE material is available during the summer months, refresher sessions are offered during induction week and at the start of the autumn term;

33 Student Evaluation

Student feedback is essential to programme development and student comments are used to enhance both the successful management of the programme and the teaching/learning strategies. Student observations are considered through the tutorial systems and the student voice is heard at both Staff Student Liaison meetings and the Programme Committee. Student representatives are encouraged to attend such meetings. The Programme Team responds to both formal and informal issues, and takes action when feasible, to ensure the quality of the programme is maintained. Any item raised in the staff / student committee or the programme committee receive a formal response from the programme team. Each programme has elected student representatives to co-ordinate student opinion. Unit evaluation questionnaires are administered towards to end of the academic year to all students. These are designed to elicit students‟ views and opinions. The data gathered from all these mechanisms is used in the Continuous Improvement Plan in the following autumn term. In order to maintain closer links with students at other times, a “Postgraduate Café” initiative is to be introduced. This will comprise of regular meetings each term (e.g. weeks 12, 18, 26 and 31), facilitated by the programme team, and will follow a set agenda. The initiative aims to provide groups of students further opportunities to discuss any issues of concern and to assess the on-going student experience. Students will also be able to initiate additional meetings on request, thus issues can be speedily brought to the attention of the programme team and can be addressed promptly. Feedback from these and other Staff-Student meeting will be used to create an action plan if required, and will be used to drive future programme development.


_________________________________________________________________________________________



The FTM Master‟s student survey, information from the PTES and International Student Barometer, and the data collected from the staff / student liaison and committee meetings provide essential information for the Continuous Improvement Plan.

34 Engagement with Employers

Employer consultation and involvement is maintained and developed by:

Inviting employers to give presentations to students on career opportunities within their sectors.

Tutor visits to employers linked to Departmental consultancy activities (e.g. Manchester Food Research Centre).

Employers invited to deliver guest lectures.

Relationship with lecturers and research staff (e.g. through the Manchester Food Research Centre and International Tourism Centre)

Consultation with employers on programme content.

Links with employers for student projects

35 Points of Reference

Internal

University Mission and Strategic Aims (see SAF)

Regulations for the Academic Awards of the University

University Regulations for Undergraduate or Taught Postgraduate Programmes of Study

Academic Regulations and Procedures Handbook

Faculty Programme Approval/Review/Modification Report

University Learning, Teaching and Assessment Strategic Framework

University Assessment Framework

Staff research

Departmental Professional/Industrial Advisory Committee

Staff/Student Liaison Committee External

QAA Subject Benchmark statement (2007)

QAA Master‟s degree characteristics (2010)

QAA Framework for HE Qualifications

QAA Code of Practice

QAA Subject Review report

External examiner reports

This Programme Specification provides a concise summary of the main features of a Programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he take 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 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.



Appendix I

RELATIONSHIP TO SUBJECT BENCHMARK STATEMENT(S) The Quality Assurance Agency for Higher Education (QAA) asked the Association of Business Schools (ABS) to undertake a periodic review of the subject benchmark statements originally published in 2000. The revisions were published in 2007. The QAA then published a further reference point entitled Master's degree characteristics in 2010. These subject benchmark statements cover all types of Master's degrees in business and management including both specialist and generalist degrees for a range of participants from new graduates to those with considerable work experience. Using the typology developed to provide guidance on a wide array of degrees, the FTM Taught Master‟s Portfolio all fall under the type one category of “Specialist master's degrees either for career entry or career development” as opposed to the type two “generalist master's degrees in Management and Business Studies” taught elsewhere within MMU. The QAA subject benchmark statement is intended to be of use to those involved in the design, delivery and review of business and management programmes and is not intended to be a prescription of a national curriculum or to constrain innovation in programme design. QAA see it as the responsibility of individual institutions to decide which of their particular programme specifications are appropriate to this subject benchmark statement. The overall objective of master's level business and management degrees is to educate individuals as managers and business specialists, and thus to improve the quality of management as a profession. Master's degrees add value to first degrees by developing in individuals an integrated and critically aware understanding of management and organisations, and assist them to take effective roles within them. The QAA subject benchmark statement describes the purpose of these degrees as:

1. enabling students to focus on a particular aspect of a broader subject area in which they have prior knowledge or experience through previous study or employment:

2. enabling students to focus on a particular subject area or field of study in greater depth than they encountered during the course of previous study or experience. This may include enabling students to develop knowledge of a new discipline or field of study in combination with a relevant subject area in which they have prior knowledge or experience:

3. enabling students to learn how to conduct research, often linked to a particular discipline or field of study. Programmes will often include a greater emphasis on the delivery of structured learning as opposed to independent study than those which are dedicated to the actual undertaking of research:

4. enabling students to undertake a research project on a topic within the area of interest that makes up the majority of the overall assessment:

5. enabling students to specialise or to become more highly specialised in an area of employment or practice related to a particular profession.

Preparation or development is interpreted as the development of a range of business knowledge and skills, together with the self-awareness and personal development appropriate to graduate/management careers in business. This includes the development of positive and critical attitudes towards leadership, change and enterprise, so as to reflect the dynamism and vibrancy of the business and management environment. Application of knowledge and understanding is interpreted as the ability to convert theory into practice from a critical and informed perspective so as to advance the effectiveness and competitiveness of employing organisations. Lifelong learning skills is understood to include the development and enhancement of a range of general transferable intellectual and study skills, which, while being highly appropriate to a career in business, are not restricted to this.



The specialist master's degrees are designed for career preparation in a clearly defined type of job or profession. They aim to prepare individuals to be operationally effective in the specialist subject area or as a preparation for an academic career in that subject area. The degrees offer in-depth study in a particular specialist area and often include ancillary subjects relevant to the specialism. The content of the programme usually has a strong theoretical base but it should also provide a range of skills relevant to practice. They may be sub-categorised into those that are professionally oriented leading to a job in a company/organisation and those that are academically or research-oriented. The process and content of the programme will have an emphasis on practice (based on theory) and will take a critical perspective on both current practice and likely future developments.



Master’s in Business & Management Benchmark Standards (QAA, 2007)

Benchmark Standards Unit

Destin

atio

n

Ma

nagem

ent

Develo

pm

ents

in

Str

ate

gic

Ma

nagem

ent

and M

ark

etin

g

Dis

sert

atio

n

Events

Ma

nagem

ent

and E

nte

rprise

Fin

ancia

l M

anagem

ent

Fo

od

Ma

nagem

ent

Fo

od Q

ualit

y a

nd

Pro

cessin

g

Glo

bal S

usta

inabili

ty

and G

overn

ance

Inte

rnatio

nal E

vents

Ma

nagem

ent

Inte

rnatio

nal T

ourism

M

anagem

ent

Ma

nagin

g F

ood &

Bevera

ge P

roje

ct

Ma

nagin

g H

ospitalit

y

Researc

h M

eth

ods

Master's degrees in the business and management field are awarded to students who have demonstrated during their programme:

1 a systematic understanding of relevant knowledge about organisations, their external context and how they are managed

* * * *

*

*

*

*

*

2 application of relevant knowledge to a range of complex situations taking account of its relationship and interaction with other areas of the business or organisation

* * *

*

*

*

*

*

3 a critical awareness of current issues in business and management which is informed by leading edge research and practice in the field

* * * * * *

*

*

*

* *

4 an understanding of appropriate techniques sufficient to allow detailed investigation into relevant business and management issues

* * * *

*

*

*

*

5 creativity in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to develop and interpret knowledge in business and management

* * *

*

*

*

*

6 ability to acquire and analyse data and information, to evaluate their relevance and validity, and to synthesise a range of information in the context of new situations

* * * *

*

*

*

* *

7 conceptual understanding that enables the student to evaluate the rigour and validity of published research and assess its relevance to new situations

* * * * * *

*

*

* *

8 extrapolate from existing research and scholarship to identify new or revised approaches to practice

* * * * * *

*

*

*

*

*

9 ability to conduct research into business and management issues that requires familiarity with a range of business data, research sources and appropriate methodologies, and for such to inform the overall learning process

* *

*

*

*

*

*

*

10 ability to communicate effectively both orally and in writing, using a range of media

* * *

*

* *

*

11 operate effectively in a variety of team roles and take leadership roles, where appropriate.

* *

*

*

*



Once they are in professional practice, master's graduates should be able to:

12 consistently apply their knowledge and subject-specific and wider intellectual skills

* * * * * *

*

* *

*

*

13 deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to a range of audiences

* * * *

* *

*

*

*

14 be proactive in recognising the need for change and have the ability to manage change

* * *

*

* *

*

*

15 be adaptable, and show originality, insight, and critical and reflective abilities which can all be brought to bear upon problem situations

* * * * * *

* *

*

* *

16 make decisions in complex and unpredictable situations * *

*

*

*

*

17 evaluate and integrate theory and practice in a wide range of situations

* * * * *

*

* *

*

*

18 be self-directed and able to act autonomously in planning and implementing projects at professional levels

* * * *

*

*

19 take responsibility for continuing to develop their own knowledge and skills.

* *

*

*

*



Appendix II

ASSESSMENT MAP



UNIT TITLE UNIT LEARNING OUTCOMES UNIT ASSESSMENT STRATEGIES

EMPLOYABILITY SUSTAINABILITY OUTCOMES MMU EDUCATIONAL OUTCOMES

PROGRAMME EDUCATIONAL AIMS

Destination Management

LO1 critically evaluate and debate destination management theory

Debate and case report – 1,500 words

Analyse real world situations critically Demonstrate professionalism and ethical awareness Communicate effectively using a range of media Apply teamwork and leadership skills Find, evaluate, synthesise and use information Use systems and scenario thinking Engage with stakeholder/interdisciplinary perspectives

1, 2, 3, 4, 7 1, 2, 3, 4.

LO2 critically appraise value-chain relationships in the creation and delivery of „tourism experiences‟

LO3 critically review sustainable destination development

Essay – 3,500 words

Developments in Strategic Management and Marketing

LO1 Critically review strategic management and strategic marketing theories

Management report – 1,500 words

Analyse real world situations critically Demonstrate professionalism and ethical awareness Communicate effectively using a range of media Apply teamwork and leadership skills Manage own professional development reflectively Find, evaluate, synthesise and use information Work within social, environmental and community contexts

1, 3, 5, 6, 7 1, 2, 3, 4.

LO2 Critically appraise the effects of strategic management and marketing plans on business performance

LO3 Analyse key business environment trends and devise appropriate strategic organisational responses

Group Consultancy Report – 3,500

LO4 Synthesise management and marketing strategies that generate value for organisations and their stakeholders

Dissertation

LO1 Demonstrate the use/application of an enhanced level of skills and abilities in problem identification, analysis and evaluation;

16000 word dissertation

Analyse real world situations critically Demonstrate professionalism and ethical awareness Communicate effectively using a range of media Manage own professional development reflectively Find, evaluate, synthesise and use information Work within social, environmental and community contexts

1, 2, 3, 5, 6. 1, 3, 4.

LO2 Apply a rigorous academic methodology and a critical, constructive and creative approach to the issue under consideration;

LO3 Communicate the results and conclusions of their investigation clearly to both specialists and non-specialists.

Events Management and Enterprise

LO 1 Clearly demonstrate the practical skills needed to work as part of an event team as an event volunteer at a „live event concept‟

Practical Live Event Project - 50%

Use systems and scenario thinking

1, 2, 3, 4, 7 1, 2, 3, 4.

LO 2Critically analyse the complex structure and nature, management and organisation of the events industry LO 3 Demonstrate the managerial and business competencies and skills required of an events manager including leadership, entrepreneurialism, communication and strategic thinking

Enterprise Case Study Analysis and Strategic Management Report - 50%

Engage with stakeholder/interdisciplinary perspectives







LO 1-5 Analyse Financial performance; develop financial plans; evaluate alternative product and pricing strategies; apply investment appraisal techniques; identify appropriate sources of finance

A 5000 word report that measures the performance of a company in the student‟s specialist study industry. An analysis of the student‟s findings.

Analyse real world situations relevant to the student‟s industry. Demonstrate professionalism and ethical awareness. Communicate effectively using a range of media. Find, evaluate, synthesise and use information. Use systems and scenario thinking. Engage with the industry and company of your choice.

1, 3, 6, 7. 1, 2, 3, 4.

Food Management

LO1 Critically review the structure of food supply chains in the UK and selected international markets; LO2 Analyse the fundamental issues influencing the food purchasing behaviour of consumers; LO3 Evaluate the various marketing strategies found within the food industry;

Management report I (50%)

Analyse real world situations critically Find, evaluate, synthesise and use information Use systems and scenario thinking

1, 3, 5, 6, 7 1, 2, 3, 4.

LO4 Discuss marketing mix issues as they relate to food businesses; LO5 Identify the contemporary food marketing issues and evaluate options for supply chain managers within food markets.

Management report II (50%)

Analyse real world situations critically Find, evaluate, synthesise and use information Use systems and scenario thinking

Food Quality and Processing

LO1 Describe in detail the effects of processing technologies on the physical, chemical and microbiological properties of food and food products.

100% practical assessment

Communicate effectively using a range of media Manage own professional development reflectively Use systems and scenario thinking Find, evaluate, synthesise and use information

3, 4, 5, 6. 1, 3.

LO2 Demonstrate advanced knowledge on the design, operation and application of the food processing unit operations.

LO3 Compare and contrast various food processing and preservation methods for specific food products.

LO4 Explore the global and local trends in food processing and food innovations.






Global Sustainability and Governance

LO1 Critically review aspects of the relationship between the development and operation of the tourism, hospitality, events or food industries and the principles of sustainability.

Written essay – 70%

Analyse real world situations critically, Demonstrate professionalism and ethical awareness, Find, evaluate, synthesise and use information, Engage with stakeholder/interdisciplinary perspectives

1, 2, 3, 4, 7 1, 2, 3, 4.

LO2 Critically analyse links between and impacts of production and consumption decisions and global sustainability

LO3 Explain the meaning and significance of key concepts and tools including environmental management systems, environmental audit, supplier audit, and corporate social responsibility.

LO4 Critically appraise recent research in the field of sustainability relevant to the tourism, hospitality, events or food industries.

Student/group presentation – 30%

International Events Management

LO 1 Critically analyse complex stakeholder relationships within the context of an international case study approach

1000 word essay - 25%


1, 2, 3, 4, 7 1, 2, 3, 4.

LO 2 Analyse critically the nature of International Event Tourism, specifically within the framework of destination management, marketing and the competitive bidding process

1500 word report - 25%

LO 3 Evaluate and critically appraise issues within the context of international events management

2500 word essay - 50%

Demonstrate professionalism and ethical awareness Find, evaluate, synthesise and use information Engage with stakeholder/interdisciplinary perspectives

International Tourism Management

LO1 Critically appraise the phenomenon of tourism, tourism demand and motivation, and associated impacts.

Essay/report 1 – 50%


1, 2, 3, 4, 7 1, 2, 3, 4.

LO2 Critically assess the structure, management, and organisation of the international tourism industry.

LO3 Critically evaluate the business environment of the tourism industry, and the economic, legal and environmental constraints within which operations are conducted.

Essay/report 2 – 50%

Demonstrate professionalism and ethical awareness Find, evaluate, synthesise and use information Engage with stakeholder/interdisciplinary perspectives

1, 2, 3, 4, 7 1, 2, 3, 4.

LO4 Critically assess operational techniques employed in achieving optimal asset utilisation and associated operational issues affecting key sectors of the UK tourism industry.






Managing Food & Beverage Project

LO1 Utilise a range of communication skills, appropriate to the management of food and beverage operations

A report detailing the operational plan for the project. 40%

Analyse real world situations critically Demonstrate professionalism and ethical awareness Communicate effectively using a range of media

1,2,3,4,5

1,2,3,4

LO2 Demonstrate an analytical approach to the operation of food and beverage operations

LO3 Evaluate critically, performance in respect of productivity, resource utilisation, demand and capacity management, quality, profitability and customer care.

A critical review of the project including a review of the hygiene issues in the form of a final report. 60%

Apply teamwork and leadership skills Manage own professional development reflectively Find, evaluate, synthesise and use information Work within social, environmental and community contexts Use systems and scenario thinking Engage with stakeholder/interdisciplinary perspectives

LO4 Understand and evaluate the central importance of food hygiene within the catering operation

Managing Hospitality

LO1 Analyse critically hospitality products and human resources and how they relate to consumer needs LO2 Critically evaluate the complexity of managing hospitality in diverse international contexts

Essay 50% Analyse the real world critically Demonstrate professionalism and ethical awareness Manage own professional development reflectively

1,2,3,4,5

1,2,3,4

LO3 Evaluate local, national and international complexities within hospitality and the necessary adaptation of corporate policy

Critical analysis of a hospitality business 50%

Find, evaluate, synthesise and use information Engage with stakeholder/interdisciplinary perspectives

Research Methods

LO1 Develop aims and objectives for term papers and the dissertation / research project

An essay comprising a critical review of a contemporary research paper 2,000 word (40%)

Analyse real world situations critically Demonstrate professionalism and ethical awareness Find, evaluate, synthesise and use information

1, 2, 3, 5, 6. 1, 2, 3, 4.

LO2 Review literature analytically and use appropriate citation referencing techniques

LO3 Select and evaluate appropriate research methodologies for teem papers and the dissertation / research project and report appropriately on findings

Research proposal for a dissertation 3,000 words (60%)

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THE MANCHESTER METROPOLITAN UNIVERSITY · master's degrees in business and management including...

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