MSc Human Resource Management
01 Sep 2020 - 31 Aug 2027
| Course Leader | Karl Greenhough, Shehla Khan |
|---|---|
| Course Team | Tiru Madahar, Linda Hamweemba, Adam Poole, Kevin Brown, Michelle Mahoney, Katie Jones |
| 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 2020 |
| Valid To | 31 Aug 2027 |
QAA Benchmarks
General Business & Management CIPD Professional Standards
Educational Aim
The overall objective of master’s level business and management degrees is to educate individuals as managers and business specialists and thus improve the quality of management as a profession. Master's degrees can add value to a first degree by developing in individuals an integrated and critically aware understanding of management and organisations in a global context and assist them to take effective roles within them.
However, as the QAA outlines in their 2015 specialist Master's benchmark statements, “…[specialist] Masters [degrees] graduates must be able to demonstrate deep knowledge and understanding of the specialist subject area while placing that subject within a wider organisational contextual framework. They will understand current issues and thinking along techniques applicable to research in the subject area. Graduates will also have both theoretical and applied perspectives and will be able to apply a range of specialist skills (and their context) in which they are specialists to the organisations within which they operate…”
Therefore, with this in mind, we can define the specific aims for the MSc HRM course as outlined below:
To enable course members to develop the knowledge, skills and confidence so that they can take effective managerial responsibility in a broad (or ‘generalist’) sense, but providing an opportunity to specialise in human resource management.
Providing an analytical framework which enables you to identify, evaluate and apply a strategic HRM approach to improve organisational performance specifically.
Developing skills of critical thinking and understanding of people and organisations in order to implement strategic, effective and creative HR solutions, inclusive of an Global perspective
Developing strategic specialist HR and management skills enabling you to make a meaningful contribution to organisational effectiveness.
To contribute significantly to the development of human resource strategy and practices in organisations that operate, or wish to operate in the Global arena.
Developing lifelong learning and continuing professional development skills enabling you to work autonomously and creatively within the profession of management generally, and people management specifically.
Learning Outcomes
| A1 | A comprehensive and ‘deep’ understanding of theoretical and conceptual bases of HRM, and of the emerging and competing themes which are impacting on it – within a wider and organisational context. |
| A2 | A broad knowledge of the range of approaches and techniques used in HRM generally and within the particular specialism of the subject. |
| A3 | A critical awareness of the complex relationships between academic study and professional practice, including appreciation of the boundaries of knowledge and the processes of change. |
| A4 | Develop a critical awareness of the changing nature of the many complex environments within which HRM is practiced and developed. |
| B1 | Develop analytical skills, based on a thorough and systematic approach to the handling of primary and secondary data allowing critical interpolation and planning. |
| B2 | The ability to independently evaluate, appraise and critique new ideas, models and concepts, and to identify any biases and assumptions inherent in these. |
| B3 | To critically reflect on practice to relate theory to practice in order to improve practice, to translate theory into effective action. |
| B4 | The skills of being able to solve complex problems and make decisions: establish criteria, using appropriate decision-making techniques including identifying, formulating and solving business problems; the ability to create, identify and evaluate options; the ability to implement and review decisions. |
| C1 | Problem solving abilities, including the processes of planning, decision-making, implementation and control mechanisms, the ability to undertake, commission or appraise strategic/ operational HRM activities and to develop recommendations that enhance value and performance based on a detailed theoretical knowledge. |
| C2 | An appreciation of the critical importance of lifelong learning and continuing professional development |
| C3 | Develop skills of critical reflection and learning from work and from professional development |
| C4 | Develop soft skills such as understanding the needs of others and empathy towards them; sensitivity to diversity in people and in different situations Present, debate and gain support for ideas and proposals of strategic and operational significance within organisations. |
Course Structure
Level 7 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| HR4D001 | MOD011364 | The HRM Research Report/Dissertation | Running | 40 | optional |
| HR4S004 | MOD011365 | Global Talent Management | Running | 20 | specified |
| HR4S007 | MOD011368 | Training, Learning & Talent Development | Running | 20 | optional |
| HR4S009 | MOD011371 | Employee Engagement | Running | 20 | optional |
| HR4S010 | MOD011374 | Developing Skills for Business Leadership | Running | 20 | specified |
| HR4S012 | MOD011375 | Performance Management | Running | 20 | optional |
| HR4S013 | MOD011984 | Leading and Managing People | Running | 20 | specified |
| HR4S014 | MOD011376 | Reward Management | Running | 20 | optional |
| HR4S015 | MOD012118 | Managing Employee Relations | Running | 20 | specified |
| HR4S02 | MOD011363 | HRM and Strategy in a Business Context | Running | 20 | specified |
| HR4T09 | MOD011373 | The HRM Research Report/Dissertation | Running | 60 | optional |
Teaching and Assessment
Learning and Teaching Methods
The range of learning and teaching strategies.
Lectures
A presentation or talk on a particular topic. Lectures are used to deliver theoretical foundations. These are contextualised and applied in seminars/workshops.
Seminars
A seminar approach will be utilised to complement the lectures. This will allow the subject matter to be contextualised based on pathways of study and to effectively apply theory to practice
Tutorials
A meeting involving one-to-one or small group supervision, feedback or detailed discussion on a particular topic or project
Groupwork
Group work will be an important learning and teaching method, particularly in seminars and will also be incorporated in the assessment regime. Group work will also be utilised to promote immersive learning
Project Supervision
A meeting with a supervisor to discuss a particular piece of work
Practical Classes and Workshops
A session involving the development and practical application of a particular skill or technique CAS will provide some sessions, others will incorporate other course related activity for employability skills and development support.
External Visits
(including fieldtrips)
Company/industry visits will form part of the course, but will be Ad hoc visits can be incorporated at the Course Leader discretion.
Currently being investigated
Directed Study (including Online Learning)
Directed study relates to the study hours which are academically directed but do not take place in direct contact hours. Such direction would normally be undertaken by the use of online resources, for example on a virtual learning environment, or through workbooks and other materials
Students will be provided with reading recommendations, self-study questions and opportunities to engage with online module material. Academic development support will be provided online. Flipped classroom principles will be applied at all levels of study and students will be expected to prepare to actively engage in class.
Independent Study
Higher education is distinguished from general and secondary education by its focus on independent learning. Scheduled learning and teaching activities typically feature alongside time in which students are expected to study independently, which may itself be 'guided' but is not formally directed. Independent study might include preparation for scheduled sessions, follow-up work, wider reading or practice, revision, etc. The relative amounts of time that students are expected to spend engaged in scheduled activities and guided independent study varies between courses. In all cases, students are expected to be responsible for their own learning, with appropriate support being provided by the institution. Such support can be via a variety of means, including, for example, through the provision of study skills training, feedback on assessed work, access to libraries and learning spaces, language skills training, etc.
Students will utilise the independent study time to complete summative and formative assessments. They are also expected to stay abreast of current affairs and business news
Placement
Learning away from the institution that is neither a year abroad nor work based learning
Currently being investigated
Formative assessment-scheduled
Each module will have as a minimum, one scheduled opportunity for formative assessment, but in most cases this will be embedded on an ongoing basis into classroom activities.
CAS provision will provide regular formative assessment on the development of academic skills at each level
Formative assessment-independent
Students have the opportunity to undertake externally certified marketing qualifications such as, GDPR, and Google Analytics etc but they are not mandatory.
Employer Engagement
Employer Engagement will be achieved by:
Visiting Speakers
CIPD engagement will be provided in induction, outlining the benefits of membership and the future of the logistics, procurement and supply chain sectors. A range of industry speakers are included to enhance the student experience through contextualising the delivery of modules.
Volunteering
Volunteering opportunities are available for all students. Through the Business Clinic students can take the voluntary role of ‘trainee analysts’ working with a range of external partners.
Fieldwork
NA
Fieldtrips
A range of opportunities to engage with the CIPD at local, regional and national levels, including AGMs etc. offsite.
Work Placements
NA
Work-based Learning
NA
Sandwich Years
NA
Employer Forums
Typically through the CIPD local branch events, but also includes others e.g. Business Futures and allow students to engage with employers.
Other
There are no work experience opportunities currently being offered with the course, however, this is an issue that is sought via Industry links and CIPD events which employers attend.
Means of Assessment
Learning Support
The learning support available through the course
Induction
September students will enjoy a comprehensive induction programme at the start of the course. The first week of induction will be at the University of South Wales’s at a common location for both Newport and Treforest campus. Induction content will introduce all aspects of student life such as VLE training, pastoral care and wider University services, alongside events to build course identity. The first week induction will take the form of an immersive learning along with other course related introductions.
February cohort students (along with September students) will also enjoy a comprehensive induction programme at the start of the course will take the form of an immersive learning providing the foundations for M Level study, along with other course related introductions.
Some of these activities will be related to topics subsumed within modules, whilst others will provide the basis for USW to offer added value activities for the students whilst developing professional skills within students related to professional standards/behaviours proffered by the CIPD.
Personal tutor
Students are supported by a Personal Academic Coach, generally the course leader, who will have access to information on the performance and profile of the student, allowing them to effectively support students' personal and academic development. This is an academic role and where students have problems of a personal nature (health, wellbeing, financial, etc) they can be referred to the appropriate University Support Services.
Office hours
This information will be provided to students at induction. In addition, students will be advised about where they can find help outside of normal working hours in case of an emergency.
Tutorials
CAS sessions will incorporate tutorial activity for targeted academic and employability skills development support at postgraduate level.
Seminars
As can be seen in the learning and teaching section, seminars will be used as a pedagogical device. This will allow contextualisation and application of theoretical concepts explored throughout the module.
Formative Assessment
The use of seminars will allow formative assessment to be embedded in the course. Additionally, the use of online learning will encourage students to engage with formative assessment.
Progress meetings
As per personal tutor above
Research Supervision
Project supervision will be allocated, where possible in line with students’ chosen area of specialism during the final year 40 credit module.
Online Resources
All module content will be made available on UniLearn (VLE Blackboard). Additional online academic support will be provided as part of the CAS provision. All modules make use of UniLearn for web-enhanced delivery to at least the recommended minimum standard and for communications with students.
Additional support is provided through the Student Development and Study Skills Service who have self-directed online materials and tutorials.
Advice Centres
There is a Student Advice Zone located at the Treforest Campus and also provision for online support. They provide confidential guidance and advice to students on all aspects of their university experience and are integrated to make direct referrals University Professional and Support Services.
Further information on their services and availability can be found here:
Advice Zone Online
Advice Zones
DDS Service
As per QAA subject benchmarks, the University will ensure that the curriculum and learning opportunities are inclusive and therefore reasonable adjustments will be made to accommodate needs of students with disabilities.
Students requiring support for their studies are assessed by the Student Services Team and individual Learning Support Plans are put in place. For more information see:
Disability Service
Dyslexia
IT/Library
Module resources and texts are where possible available electronically and any core texts for the course are stocked at the Treforest library.
There is a dedicated Business School Librarian who guest delivers, within modules, appropriate training to students. This includes demonstrations and workshops for example on how to use USW FindIt, identifying sources of quality information, etc. The Librarian also offers students’ one-to-one or small group bespoke support.
For more information see: Library Services at the University of South Wales.
There are computer labs with open access on both campuses, ensuring students have access to PCs. WiFi is also available across both campuses and students can loan laptops for independent-study.
Information on IT facilities and support can be found here:
IT, Media and Technical Services
Course Exit Points
| Award | Criteria | 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 |
| Master of Science | 180 credits of which at least 150 must be at Level 7 and no more than 30 at Level 6 | Final |
| Professional Certificate in Education | CIPD Associate membership (Advanced Level 7) | Intermediate |
Progression Route
The Business School offers a suite of Post Graduate programmes suitable for progression, but those presently deemed most suitable after completion of the MSc HRM being: DBA in Human Resource Management PhD in Human Resource Management
Entry Requirements
Admission to the course is typically through the following qualifications:
As currently, admission to the programme will be through meeting both academic and English language requirements.
Academic requirements:
An undergraduate degree, second class honours or higher (or equivalent accredited international qualification). However, slightly lower profile averages would be considered and final decision made by the Course Leader or
A professional qualification deemed to be of an equivalent standard or
Significant experience of human resource management, general management or comparable work activity to be determined by the course leader and/or assigned individuals by the course leader
Equivalent accredited international or professional qualifications are acceptable.
English language requirements:
English as mother tongue, or
Any degrees, diplomas or certificates eligible above should have been taught and assessed in English, or
English fluency to IELTS 6.0 or higher.
Course Exit Points
Postgraduate Certificate of HRM on completion of 60 Credits
Postgraduate Diploma of HRM on completion of 120 Credits
MSc HRM Management on completion of 180 Credits
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
N/A
Quality Of Standards Indicators
N/A