Curriculum Information

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QAA Benchmarks

Educational Aim

Learning Outcomes

Course Structure

Level 7 Modules

Teaching and Assessment

Learning and Teaching Methods

Employer Engagement

Visiting Speakers
The course is normally delivered over two weekends per 20 credit module. Such intensity does not often allow for the inclusion of visiting speakers as the focus is always on ensuring that the students are adequately prepared for the assignment work. However, students are made aware of wider opportunities at subject group, School and University level to listen to visiting speakers.

Volunteering
Volunteering is not formally built in to the course for the reasons outlined above.

Fieldwork
Fieldwork is not formally built into the course for the reasons outlined above.

Fieldtrips
Fieldtrips are not normally built into the course for the reasons outlined above.

Work Placements
The course is only offered on a part-time basis. Students who undertake the course must have work experience and are normally employed full-time due to the work based nature of the learning (see below).

Work-based Learning
This course is a PT PG blended learning course with a strong emphasis on work based learning:
• Students undertake 3 live projects for the ILM accredited modules within their workplace (3 x 20 credits);
• They undertake an Executive Coaching module (20 credits) where half of the assessment requires reflection on the practice of coaching;
• They are required to self-reflect on their own leadership in the Leadership and Followership module (20 credits) for half of the assessment;
• The Research Methods module (20 credits) includes the requirement for a proposal which normally includes work based empirical research; and
• The 60 credit dissertation is work-based;
It can be seen therefore that learning on the course is predominantly work-based in line with its fundamental philosophy.

Employer Forums
Employer Fora are not normally built into the course as the PT PG students are all “employers” in once sense. They tend to be mid to senior leaders/managers within their own organisations or on an accelerated leadership development scheme.

Means of Assessment

• Annotated Bibliography
• Self-Reflection
• Report
• Essay

Learning Support

Induction
An induction is given before the start of the course delivery to generally develop student understanding of the course, key regulations, student support etc. It also seeks to orientate students to study at Masters level. Students are given access to an online non-assessed adjunct module in critical evaluation which they can study in their own time to support their general development as a Master’s student.
A library induction used to be delivered by the Business School Librarian. This was generally undertaken on the second delivery weekend as experience suggests that students became overwhelmed with too much information on the first day. Also, the library induction is more meaningful once students have started to understand the requirements of the first assignment. However, this has now been replaced with a pre-recorded induction which students do in their own time. The importance of students engaging with this is continually reinforced but will become absolutely essential to fulfil the requirements of the first module (Leadership and Followership (LAF)).
The induction is also designed to introduce the students to each other and build peer support from the very beginning of the course. A Course Representative is quickly nominated at the start of the course to facilitate communication between the Course Leader and the cohort of students. Often this Representative continues to serve throughout the course. From the very beginning students are encouraged to set up peer support groups both in terms of an email group and using social media to support peer assisted learning and personal support through social cohesion.
As noted above, the induction will also reflect on student self-audits which will be sent out for completion prior to the start of the course.
Second year students are given an induction which is focused on dissertation preparation. There is no induction in the final year but students are gathered together during the first term to remind them about key ideas and milestones in the dissertation process.

Personal Academic Coach
As the students are mature part-time students who are normally in mid to senior academic positions, and because of the block & blended learning delivery pattern, the PAC system is not operated in a formal way on the course. However, the Course Leader is a trained coach and does offer coaching to students as required on a more ad hoc basis.

Learner Analytics
This function allows tutors to review progress and will be used as appropriate.

Office hours
Office hours do not apply as the students only attend the University on a limited number of weekends per year (e.g. 7 in the first year to accommodate induction). A working relationship is established with the Course Leader during induction and this is supported by a system whereby the students set up peer support groups using social media and the course representative liaises with the tutor if there are any general course issues being raised by students on a proactive basis. Communication is generally by email, phone or Teams call. Students tend to relate with their Course Leader in the first instance who then signposts them to other University services as and when appropriate.

Seminars
Seminars are used as part of the general learning and teaching strategy.

Formative Assessment
Students are given formative feedback on their proposals for the ILM accredited modules (3 x 20 credits) and their dissertation. All students are also offered an opportunity to have one to one meetings to discuss draft assignments on the majority of modules per se.

Progress meetings
During progress meetings general progress, draft assignments and any issues arising can be discussed. Students are generally successful on the course and it is rare for students to fail a module. Suspension or slow tracking through modules is more common on this kind of course than others due to the intensive nature of the work based learning and assessment and the fact that students are studying part-time on top of demanding professional and personal lives. In both of these situations the Course Leader proactively supports the students along with other professional colleagues in the University including Module Leaders, Advice Zone colleagues, Study Skills colleagues and the Librarian.

Research Supervision
Students receive one to one supervision for their final 60 credit dissertation. This follows the standard workload tariff of FST 9 hours, and DRFST 9 hours.

Online Resources
An additional non-assessed module to support the development of Criticality is offered to students. Further, all modules adopt a blended approach with use of varied materials and pre-recorded elements.

Advice Zone
Students can take advantage of the Advice Zone at Newport City campus (or online) and Study Skills Support Services. Although available, students tend not to engage in other support services at the University due to them studying part-time.

Disability
Students can take advantage of the DDS service.

IT/Library
Students can take advantage of the IT and Library Services. The latter is particularly important. Newport City campus library provides a wide range of print and electronic resources, including books, ebooks, journals/e-journals, specialist databases, newspapers, theses, DVDs, CDs, and statistics. Resources, study spaces and IT equipment can be made use of at any of our campus libraries (Newport, Cardiff, Treforest & Glyntaff).
There is an inter-site request service in place making it easy for students to request, collect and return items to a library of their choice. Distance and part time learners are able to request a range of resources via our postal loan service; this includes books, book chapters and journal articles. There is a wealth of support in place for students including Faculty Librarian support, a 24-hour online chat service and a range of online guides and support material.
USW libraries participate in a number of co-operative schemes that enable its members to use the facilities of other higher education libraries in the UK. One of these is SCONUL, an access scheme, which allows students to use study spaces, borrow or use books and journals at other university institutions’ libraries.
Our current Business School Librarian needs to be given full praise for the exceptional support and encouragement which she gives to the students on the course. She is willing to be very flexible in the times that she meets with them and will offer online meetings, support by email etc.

Course Exit Points

Progression Route

Students can progress from the MSc to the Doctor of Business Administration (DBA) or a Doctor of Philosophy (PhD). Those who wish to undertake a specialist Coaching qualification could also apply to study the School’s MSc Executive Coaching & Development.

Entry Requirements

Admission to the course is typically through the following qualifications:

Admission to the course requires the meeting of academic and English language requirements.
The academic requirements for the course will normally be an undergraduate degree, second class honours, second division or higher, or an equivalent accredited international or professional qualification. Candidates will normally be in work and have two years leadership or management experience (or be on an accelerated leadership and management development programme).
Candidates may be invited to interview by the course leader to assess their suitability for the course e.g. if a candidate shows potential for the course as evidenced by their leadership/management experience, but lacks the normal entry requirements.
In all cases, the University will satisfy itself that a candidate is of the required academic standard to complete the programme of study proposed and is able to meet University’s English Language requirements. English language requirements for international students are subject to the standard USW IELTS requirements, International qualifications will be checked for appropriate matriculation to UK Higher Education postgraduate programmes. Admissions criteria will be in line with the University’s postgraduate requirements.

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