Curriculum Information

Document Version

QAA Benchmarks

Educational Aim

Learning Outcomes

Course Structure

Level 7 Modules

Teaching and Assessment

Learning and Teaching Methods

Employer Engagement

Employer Engagement will be achieved by: Strategies including but not limited to the below initiatives to meet the needs of IPO as an employer committed to suitable professional and personal development of its staff. This involves IPO in supporting academic opportunity and personal development via the course and its content in partnership with USW.

Visiting Speakers

Engaging experts of the domestic and European intellectual property fields for visiting lectures and including students within the wider visiting speaker provision within the School. It may also include appropriate expert speakers from within IPO itself.

Volunteering

Fieldwork

Fieldtrips

Work Placements

Work-based Learning

As an employer supported course, the course itself is considered as an aspect of work-based learning (i.e. within the opportunities for learning and advancement as part of their employment). More particularly though, subject matter forming the basis of assessments and of the dissertation element itself is either drawn from work related or work relevant issues (for example, a specific component of the dissertation in intellectual property law module) or contextual matters related to their work and role as Examiners/Crown employees. In this way, students will be able to draw directly upon their own subject experience and/or an evaluation of themselves and their roles in the context of assessments. For example, as well as the subject specific/IPO approved matter forming the basis of the dissertation (wherein research may derive from particular law and policy applied within the sphere of their work), students will be confronted with legal and policy led subject content that is of direct relevance and influence upon their work; this would include considering and evaluating constitutional requirements of accountability in public life; legal relationships in both private and public spheres (for example in relation to property interests and the commercialisation of the same) and international dimensions to property rights (such as conflicts of laws/trade).

Other

Engaging students in distinct intellectual property and related field postgraduate conference(s) – i.e. to require students to deliver papers in relation to interest topics in the field.

Means of Assessment

Learning Support

The learning support available through the course

Induction

Induction activities take place in the week prior to the commencement of formal scheduled teaching. Following consultation and more generally student feedback, those activities within the induction related to writing and assessment were deemed, ‘lost’ in their immediate relevance to assessments. As such, induction was, and will be, a two-stage process. Stage one will take place in the week prior to teaching and particularly for new entrants, will provide information and materials germane to being members of the university community, particularly highlighting learning opportunities, student involvement in quality assurance and pastoral and educational support (e.g. VLE utilising second year students in this process). Moreover, as working professionals it is and will be necessary to address study and learning expectations (addressing concerns in previous years feedback relating to time management and investment in the course). This latter point is interwoven with the IPO’s involvement in the induction process. Stage two has and will take place some 4 to 5 weeks later wherein sessions will be focussed upon investigation, research and access of materials and are led by Sue House, Senior Law Librarian, (supplementing the on-line tutorials provided by Sue House). Additionally legal writing/writing assessments are addressed to provide greater relevance to the assessments faced in the first term by the first year students.

Personal tutor

All students are and will be assigned a personal tutor (Personal Academic Counsellor - PAC) though it is recognised that historically, the level of usage is low given that most matters in this context are raised with and addressed by the employer. Nevertheless, some academic personal contact is important to the overall level of support and as such will continue and is also facilitated by the course leader teaching on the course and being available at IPO for at least 1 day per week.

Office hours

Office hours are and will be made available via the VLE and the Course Leader has and will continue to operate an open door policy. However, the remote location of the IPO in Newport means that the majority of communications are often conducted when staff are present at IPO and/or via email. The latter often elicits a more immediate point of contact/response. The availability of staff on one or more days of the week is an important means of staff accessibility (including, arranging supervisory meetings at IPO itself).

Tutorials

Seminars

Seminar delivery at IPO takes up the bulk of the teaching and learning time scheduled. The proportion of time allocated to a lecture style delivery and seminar is part of the prerogative of academic staff delivering the module. In the larger group setting that arises at IPO, the teaching team ordinarily have delivered teaching sessions in this fashion and it is envisaged that this will continue as an effective forum for learning (providing significant opportunities for both individual and peer or group learning).

Formative Assessment

Formative assessment has historically been part of the teaching and learning of the course and will continue so to be. The seminar format provides for a timely, relevant and significant point of formative feedback/assessment (for example, including where presentational elements feature in the teaching and learning). This will continue with, for example, presentations being part of the scheduled teaching delivery of modules, to provide the students with one method of obtaining informal assessment of their learning. Opportunities to engage in formative assessment of written work arises early in the course through the induction period wherein opportunity is provided to engage in academic written exercises and obtain appropriate feedback from which to take informed decisions as to their level of attainment and any (or the) response(s) necessary. Moreover, within the seminar elements of each taught module – which comprise a total of some 180 hours overall scheduled teaching hours of those modules identifying this element – formative assessment features in the teaching and learning strategies employed. Herein, a range of assessment strategies are engaged to assess and improve the learning of students in relation to the subject matter. This includes set presentations, tasks (discursive and analytic), problem solving and exercises requiring investigation and reporting of findings. From this and as a consistent feature of the course, these approaches expose students to a regime that adopts in process assessment of knowledge and comprehension of subject matter improving understanding whereby a dynamic and responsive (i.e. responsive to student needs) environment is established. Thus for example, engaging in presentational and investigative and reporting tasks, permits students to gain some assessment of and feedback upon their knowledge etc., to assist in their attainment of the necessary skills and (postgraduate) qualities extant in the module aims. These opportunities arise over all three years of the course (accepting that the supervision process engages the same or similar dynamic).

Progress meetings

This is a feature of the above (Personal Tutor) and the communication channels identified therein are pertinent.

Research Supervision

Core to the course is the completion of the 60 credit (18000 word) dissertation. A supervisor will be allocated providing the necessary strategic and academic guidance that arises in the relationship of supervisor/supervisee. At present, the majority of students completing the dissertation have higher level qualifications and are comfortable with such relationships and recognise the importance of good supervision. Staff have and will facilitate such meetings by scheduling them when they are present at IPO. It is right to note also that the proposed Independent Study Module will prescribe a level of supervision over the course of the first term in relation to the chosen topic.

Online Resources

All students will benefit from extensive use of the university’s Virtual Learning Environment (Blackboard) as well as to access of primary and secondary materials accessible through the university’s online resources (including, for example, writing and study guides as well as legal databases (see also below – “IT/Library”). Extensive use of online learning opportunities feature in the teaching and learning strategies for each module and includes some exclusive online delivery of learning opportunity (Research Methods element of the Dissertation in Intellectual Property Law module).

Advice Centres

A Student Advice Zone is located in the Library on the Treforest campus and at Newport City campus. Staff within the ‘Zone’ are able to offer advice about the circumstances where extenuating circumstances are offered. Students can also seek general advice for example relating to the complaints procedure, if necessary. Valuable information and contact is available online. The facilities are available at the Newport City Campus are often more conveniently located for students at IPO.

DDS Service

The Disability & Dyslexia Service provides a confidential and professional service where students can discuss their sensory, physical and/or mental health requirements. It is located in the Library on the Treforest campus and offers regular drop-in sessions. Where necessary, students may seek advice or assessment at the Newport City Campus on relevant matters.

IT/Library

Students at Treforest have access to online resources through the Library UniLife portal, teaching materials through Unilearn (Blackboard) and access to IT facilities in Treforest and Newport. The Law collection in the University’s Library is located in a separate sequence, adjacent to the main book stock, as per the requirements contained within the Society of Legal Scholars’ ‘Statement of Standards for University Law Library Provision’ and contains materials on the law of England and Wales, the European Union and international law. There are, amongst other items, reference books, textbooks, journals, main works with supplements, loose-leaf publications, indexes and citators, practitioners’ works, procedural manuals, encyclopaedias and digests, as well as case reports and legislation. There is also considerable information available online via the Library’s FINDit Databases page through services such as HeinOnline, Lawtel UK, LexisNexis and Westlaw UK. The Law collection in print and online form is accessible to all University students. Some law materials are also available at the Newport City Campus.

Course Exit Points

Progression Route

Following completion (and also for exit with the intermediate awards), students may undertake further study at level 7 or 8 and may also progress professionally within their sphere of employment, where for example, achieving the 180 credits relevant to the conferral of the LLM IPL, provides evidence of intellectual and skills development for promotion purposes. They may also undertake further training for employment within the field of intellectual property (e.g. as a Patent Agent).

Entry Requirements

Admission to the course is typically through the following qualifications:

Admission will be through one or more of the following qualification routes (following employer nomination/approval):

• At least a second class honours degree or relevant postgraduate qualification
• Relevant Professional qualification
• Other professional qualifications including equivalent international qualifications.
• Other non-formal qualifications as identified in accordance with University policy.

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