Curriculum Information

Document Version

QAA Benchmarks

Educational Aim

Learning Outcomes

Course Structure

Level 4 Modules

Level 5 Modules

Level 6 Modules

Teaching and Assessment

Learning and Teaching Methods

Employer Engagement

Recognising that local employers are also a stakeholder of the course, ongoing industry feedback will be obtained through key industry partnerships – primarily through industry partners sponsoring modules on the course, to ensure it retains relevance. The feedback of employers/industry partners provide a focus on future skill needs, relevance of current course content, and graduate attributes.  This industry feedback will also be obtained through PSRB accreditation – namely the Chartered Management Institute, who moderate the course on an annual basis. This involvement of CMI ensures that the course remain aligned with industry competence frameworks, especially regarding emerging professional practice and ethical considerations.

Means of Assessment

The assessment strategy for this course includes a mix of individual and group tasks, including a diverse range of tasks, including presentations, debates, pitches, reports, simulations, podcasts, and more.  The assessment tasks are all scaffolded within the module content, and students are supported to develop their assessment literacy through both formative assessment and in-class tasks.  All assessment is mapped to learning outcomes. 

As suggested in the QAA Subject Benchmark Statement, to promote students’ employability the assessment strategy for this course prioritises authentic, real-world tasks that students are likely to encounter in the workplace.   

Assessment on this course is designed not only as assessment of learning, but as a method of learning itself.  This includes learning of content, as well as digital skills.  A range of digital formats are built into the assessment methods for this course, which is designed to build students’ digital literacy throughout their studies, ensuring all students graduate with the digital skills necessary for their future employment.  These digital skills are scaffolded – beginning with basic digital literacies (such as use of Microsoft Office, library searching, and information literacy), before building at each level to include creative digital tools, web design, and analytical software.  Students will be supported in learning these digital skills through explicit classroom sessions, beginning in module 1, and where necessary, including support from the tech team at the university. 

The overall assessment design is also designed to take into account the changing workplace given the advent of GenAI.  Graduates are increasingly expected to be AI-literate, and graduates are now expected to use more analytical and evaluative skills compared to typical jobs in the past – as per Kanbach et al (2023), GenAI is “shifting the human role from content creation to evaluation and editing”. 

Taking this into account, all assessments on this Business and Management degree are placed at level 5 on the USW AI in Assessment Scale, positioning AI as a study skill and core competence that students need in order to produce their work, rather than an academic misconduct issue.  This does not mean that students have to use AI, or are able to submit AI-written work without any effort – indeed, students who submit unrefined AI work will likely fail an assignment – but this is a result of them not showing the analysis/competency required to pass rather than failing because they have used AI.  Instead, students will be encouraged to use AI in the assessment journey, editing and refining the output and in the process learning by doing, and thus developing AI literacy as a key graduate attribute for this course. 

Learning Support

Induction 

All students will be invited to an induction week at the start of the academic year, which is where students will have a chance to meet others on the course, be welcomed into academic life, and establish mutual expectations with staff on the course. 

The induction week will include both university-wide events introducing many central university services, as well as course and faculty specific induction events. 

The induction 

Induction events will also be extended throughout the first block of term 1 for new undergraduate students, to allow students a welcoming and managed introduction to their university studies. 

Learner Analytics 

Learner Analytics will be used to track student attendance and engagement across the course.  Students will be introduced to the Learner Analytics system in the first week of teaching in Block 1. 

Office hours 

The teaching team maintain an ‘open door’ policy where students are encouraged to attend the staff offices and resolve any queries at any time.   

Module and Course Leaders will also maintain weekly ‘office hours’ throughout the teaching term, in order for students to have a guaranteed time where they know staff will be available to respond to any queries.  

Tutorials 

Each module will include 56 hours of scheduled in-person contact time.  This will include practical classes, lectures, workshops, tutorials, and seminars. 

Seminars 

Each module will include 56 hours of scheduled in-person contact time.  This will include practical classes, lectures, workshops, tutorials, and seminars. 

Formative Assessment 

Formative Assessment is a chance for students to receive feedback on their assessed work that does not count towards their formal mark for the module or course.  This is an ongoing process aimed to be developmental and encourage students to improve both their understanding and performance.   

Formative assessment is included throughout the course both formally (through draft submission points in some modules) and throughout the learning process as an integral part of the learning process.  

Progress meetings 

All students on the course will be assigned a Personal Academic Coach, who will be consistent throughout their degree.  A Personal Academic Coach is someone within your course team who supports your overall progress, rather than focusing on individual assignments or modules. All students will have three PAC sessions with their coach in the academic year. 

Research Supervision 

This is not relevant for this course. 

Online Resources and Digital Support 

Students will be provided with online resources through the university’s Virtual Learning Environment, Blackboard.  Each module will include a range of guided and online materials to support students in their learning and achievement of the module aims. 

Library Services 

Library Services?provides a wide range of high-quality library and information services to students, academics and researchers, including access to a range of materials, books, journals, and subscriptions.  

Students will be signposted to Library Services in a session in the first module, as well as integrated sessions in modules in year 2 and 3 of the course. 

Student Development and Study Skills (SDSS) 

USW Study Skills can help students develop the writing, maths, IT, and other skills you need to succeed at your studies.  

Students will be signposted to the Student Development Service in Induction week, and sessions with the Study Skills team will be integrated into the first module of each year to ensure all students are familiar with the service and offering.  

Advice Zone 

The Advice Zone is the first point of contact for all student enquiries. They offer confidential advice on anything that affects your ability to study, and they work with a range of other services to ensure you receive the overall support you need. 

Students will be signposted to the Advice Zone during induction and in the Course Handbook. 

Disability Advice Team 

The?Disability Advice Team?provides information, advice and guidance, and co-ordinates disability-related support for USW students.?This includes students with physical, sensory, mental health or unseen disabilities, specific learning difficulties (eg, dyslexia) and autism. 

Students will be signposted to the Disability advice team on an ad-hoc basis by Personal Academic Coaches whereever necessary, as well as introductions to the whole cohort during induction and via the Course Handbook. 

Mental Wellbeing 

USW has several teams who can support students with mental health and wellbeing. 

Students will be signposted to the range of services in induction and through their course handbooks.   

In the first instance, students will book a Wellbeing Advice Appointment through the Advice Zone Online, and then the advisor will explore student needs and signpost to further support, as well as referring to a mental health adviser or counsellor if appropriate. 

Progression Advice Team 

The?Progression Advice Team?works with students to identify areas of academic concern, advise on options available and suggest a holistic support plan.  

Students will be signposted to the Progression Advice Team via module or course leaders, as well as via their Personal Academic Coach, whenever deemed suitable on an ad-hoc basis. 

Careers Service 

USW Careers?provides support with careers advice, employment, freelancing, work placements, and much more to help you prepare for your future. 

As well as being signposted in the course handbook and induction, the Careers service will be introduced to students in the first module and deeply integrated in the Marketing Mindset module, where an assessment centre assessment will be run with support from the Careers service. 

Course Exit Points

Progression Route

Entry Requirements

Admission to the course is typically through the following qualifications:

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