MSc Safety, Health And Environmental Management
01 Sep 2025 - 31 Aug 2027
| Course Leader | Angela Morris |
|---|---|
| Course Team | Alan Protheroe, Stuart Bunston, Thomas Lambourne, Darren Evans, Debbie Hughes |
| Awarding Body | University of South Wales |
| Teaching Institutions | University of South Wales |
| Modes of Study | Full Time, Part Time |
Document Version
| Version | 9 |
|---|---|
| Valid From | 01 Sep 2025 |
| Valid To | 31 Aug 2027 |
QAA Benchmarks
Educational Aim
This award is based upon the philosophy surrounding the professional management of the three business risk areas - Qlels the development and introduction of international and national management standards in Quality (ISO 9001), Environment (ISO 14001) and Health Quality, Environment and Health and Safety - through an integrated application of appropriate technical and management principles. See Figure 1. This paral and Safety (HSG 65, BS8800 and OHSAS 18001) supported and enforced through the requirement for compliance with legal regulation. This award is therefore designed to teach and develop professionals to plan, organise, implement and monitor safety, health and environmental management effectively in the workplace.
Learning Outcomes
| A1 | A systematic understanding of knowledge and a critical awareness of current problems and/or new insights of the technical issues facing the management of Quality, Safety, Health and the Environment. |
| A2 | Conceptual understanding of how to analyse and critically relate theoretical and original concepts to the practice of Quality, Safety, Health and/or Environmental management. |
| A3 | A comprehensive understanding of the skills and competence necessary for effective and efficient management which incorporates an important emphasis on resource planning and corporate goals. |
| A4 | An awareness of the interactions between and the integration of an organisation functions and processes and the effects on their business performance. |
| A5 | Criically evaluate the impacts of and aspects of the legal areas associated with CSR. |
| A6 | Evaluate the detailed provisions of the Health and Safety legislation and its effects on successful health and safety management. |
| B1 | Analytical skills based on identifying and evaluating/aassessing new ideas, research methods and techniques, problems, models and concepts in relation to their applicaiton and solutions within a given organisation. |
| B2 | Reflective and evaluative abilities to assess individual and personal skills to enable skill development for self and professional development. |
| B3 | Problem solving abilities, including the processess of planning, decision-making and understanding implementation and control mechanisms. |
| C1 | An appreciation of other relevant disciplines and professions closely associated and interacted with their chosen specialism. |
| C2 | An awareness of the important of life-long learning and the recognition of the importance of people within an organisation. |
| C3 | Application of project management tools and techniques to specific projects. |
| C4 | Apply and critically evalyate operations , costing models and investment appraisal. |
| C5 | Critically analyse management systems, industrial relations and the culture of organisations. |
Course Structure
Level 7 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| NG4S701 | MOD007404 | Environmental Management | Running | 20 | optional |
| NG4S721 | MOD007520 | Workplace Evaluation and Control | Running | 20 | optional |
| NG4S725 | MOD007524 | Health and Safety Management | Running | 20 | optional |
| NG4S726 | MOD007525 | Business and Risk Management | Running | 20 | optional |
| NG4S731 | MOD010428 | Corporate Social Responsibility for Organisational Managers | Running | 20 | specified |
| NG4S733 | MOD012662 | Law For The Built Environment | Running | 20 | specified |
| NG4T702B | MOD010168 | Individual Dissertation | Running | 60 | core |
Teaching and Assessment
Learning and Teaching Methods
Modules have been designed on the basis of either 200 hours (standard) or 100 hours (half) of student workload, with the exception of the dissertation module which is based on a 600 hour workload. This is divided between class contact time, directed learning time and private study time incorporating weekly preparation, assignment and examination preparation. The 30 weeks of the academic year will be normally divided between 26 weeks of possible contact time, of which 1 week would normally be allocated to revision and 3 possible examination and/or assessment preparation time. Key/Common skills are generally incorporated within modules and related to relevant assessment as appropriate. The class contact time will be a blended mix of lectures, tutorials, seminars, practical sessions, integrated case-study analyses, interactive on-line exercises, discussion groups and multimedia presentations where appropriate Blended learning Blended learning is a mix of physically-present and online teaching, learning and assessment. How this is achieved is dependent upon the academic staff involved in the teaching, learning and assessment. Some methods include ‘flipping’ the classroom (see http://library.iated.org/view/PRICE2013FLIandhttp://teach.southwales.ac.uk/casestudies/flipping/),whilst others include the use of audio and visual recording of teaching, online assessments and rich media experiences when holding course-specific discussions online. Following the results of a pioneering project started in 2008 whereby the MSc Sustainable Business Risk Management was reworked to enable blended teaching, learning and assessment approaches, all MSc awards within the previous QUENSH area were modified to include this approach. As the MSc SHE was part of this suite of awards, all of its modules are available in a blended format. Lectures Many of the modules will be supported by lecturer produced learning materials, which will be distributed at the beginning of the session and will contain all lecture and tutorial material. This will allow students to review the lecture material prior to the timetabled lecture session and will also enable students to control their pace of learning. Information is also made available using the University’s Blackboard MLE system. Practical Sessions Where necessary practical sessions will be used to consolidate the understanding of theoretical principles. The practical work will be demanding, requiring the student to demonstrate a deep understanding and knowledge of the subject. Project Work Each student will undertake an individual dissertation. The purpose of the dissertation is to develop skills linked to research methodology, problem definition, literature review, time management, collection and analysis of information and synthesis and communication of conclusions through the medium of a dissertation report and presentation. Many of these project based dissertations are linked to research activity currently being undertaken in the Faculty. Additionally, a number of these projects result in joint publications between the Student and the Supervisor
Employer Engagement
Research and Consultancy
Staff in the Faculty of Computing, Engineering and Science have a good tradition of being active in applied research and working with industry. This has proved to be beneficial in the development of the this course, aiding in modules, where the academic strengths and research expertise have exposed students to the latest management techniques, technologies and design procedures. For example, the research and work experiences of staff such as Trevor Price and Richard Milligan has aided in the development of the award and its modules.
The Centre for Engineering Research and Environmental Applications (CEREA) Further links with industry are developed through (CEREA) which is contained within the School of Engineering and has a mission to facilitate collaborative links with industry and business and more specifically to provide high quality short and long-term research based solutions to local, national and international organisations. The projects carried out by CEREA are used as real life examples in the teaching programmes, and in particular, student projects.
Students and staff benefit greatly from the integration of commercial research alongside the course of study.
The Professional Academy
The Professional Academy provides work-based learning opportunities to the Welsh work force and connects with a variety of business sectors across Wales to improve employees’ skills through flexible bite- sized learning solutions.
The Academy aims to transform the University’s conventional form of delivering modules by allowing employees to learn directly within the workplace. They offer innovative and flexible ways to study, including live streaming of lectures, online distance learning materials and bespoke training, while ensuring students always have access to the expertise of academic staff.
Means of Assessment
Assessment reflects the emphasis placed on skills and competence of the student rather than memory retention abilities alone. The majority of modules will be assessed by assignments and/or projects (100%) or a combination of assignments (50%) and examination (50%).
Please refer to the Workload and Assessment Schedule for an overview of the workload and assessment strategy of all the modules delivered within these awards.
Learning Support
The following elements provide support to learners on this Award:
Student Handbook.
Module Guides.
Blackboard.
Outline module database defining modules.
Staff acting as Subject, Course and Module Leaders.
Module supporting educational materials.
Student Services specialist advice for welfare, health, financial and special needs support.
Student e-mail accounts.
Computer Laboratories.
Learning Resources Centre.
Faculty pastoral tutors and Specific Needs Co-ordinators.
Induction Sessions.
Student ‘Drop-In’ Centre.
On-line learning and assessment materials.
Course Exit Points
| Award | Criteria | Final |
|---|---|---|
| Master of Science | 180 credits of which at least 150 must be at Level 7 and no more than 30 at Level 6 | Final |
| Postgraduate Certificate | 60 credits with at least 40 at level 7 and no more than 20 at Level 6 | Exit |
| Postgraduate Diploma | 120 credits of which at least 90 must be at Level 7 and no more than 30 at Level 6 | Exit |
Progression Route
Entry Requirements
Admission to the course is typically through the following qualifications:
For admission to the Award consideration is made of the academic, experiential and English Language ability of applicants.
Academic requirements
A good honours degree in a relevant discipline or appropriate professional qualification.
HND/HNC or equivalent in a relevant subject and adequate managerial experience.
Equivalent accredited international qualifications are acceptable.
Experience
Those without such qualifications are considered on an individual basis and a wide range of prior experience may be taken into account. Students should produce evidence to demonstrate that they have the experience, skills and attributes necessary to embark on and succeed in the Award. They will normally be required to be practicing professionals.
English Language Requirements Degrees, diplomas or certificates should normally have been taught and assessed in English English fluency to TOEFL 550 or higher, or IELTS 6.5 or higher is required.
Inclusive Curriculum Statement
The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/
Addendum for Delivery at a Partner Institution
N/A
Methods Of Quality Standards
The Course Leader works with the course team to develop the course to its full potential so that it provides a professional, employment-focused learning experience for students. The Course Leader oversees academic standards, quality assurance and enhancement.
In order to ensure that standards are maintained and there is continuous enhancement, a process of regular review takes place. This process is known as Continuous Monitoring which is undertaken by Module Leaders and the Course Leader, who undertakes regular reviews throughout the academic year. Furthermore, course actions plans are also presented on an annual basis.
External examining provides one of the principal means for maintaining UK academic standards within autonomous higher education providers. Our external examiners have engaged with this process and any queries within their reports have been actioned. One point of note which creates a conflict with this process, is that everything is driven from a course perspective in terms of reporting, however external examiners are primarily aligned to subject areas and modules. This approach does not allow for external examiner feedback on a particular course and all its component modules.
University procedures meet the requirements of The UK Quality Code for Higher Education. This course has been developed in line with these procedures.
The Quality Assurance Agency for Higher Education Subject Benchmark Statement for Land, Construction, Real Estate and Surveying (QAA, 2019) defines what can be expected of a graduate in the subject, in terms of what they might know, do and understand at the end of their studies. Although this course was validated originally after this date, any proposed modifications in the next 2 years will reflect the subject benchmark.
Quality Of Standards Indicators
N/A