PROGRAMME SPECIFICATION                               MBA Generic ProgrammeProgramme OverviewThe MBA generic pathway is of...
blends the theoretical and practical; with the practical side being explored through theextensive use of case studies, liv...
literature. Further, be able tointegrate new knowledge with                       Innovationprevious learning and experien...
throughout. Able to communicate           data etc.both orally and in writing, effectivelyand appropriately, using a range...
assignments may include, immediate application of knowledge and skills withinorganisations.The general approach to the lea...
Programme Structure, Level, Modules, Credits and AwardsLevel     Modules                                              Inte...
pastoral care and can discuss any issues that may arise, but cannot be rectified at modulelevel.Criteria for Admission to ...
The University will use all reasonable endeavours to deliver courses in accordance with thedescriptions set out in the pro...
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Mba generic

  1. 1. PROGRAMME SPECIFICATION MBA Generic ProgrammeProgramme OverviewThe MBA generic pathway is offered via both full-time and part-time mode of attendance.The MBA generic pathway is a multi-disciplinary area which includes modules such asstrategic marketing, financial management, operations management, innovationmanagement, and strategic leadership and decision making as illustrated in Figure 1Figure 1 MBA (Generic Route) Semester1 Operations Strategic Marketing (Full-time) Management Core Year 1 Core (part-time ) People Leadership and Financial Analysis Management Core Core Semester2 Innovation Strategic Leadership and (Full-time) Core Business Transformation Year 2 Core (part-time) Elective Module Elective Module Dissertation Stage Award MBAThe MBA generic pathway is designed to offer a comprehensive exposure to business withopportunities to develop specialist knowledge and personal skills. The MBA generic pathway
  2. 2. blends the theoretical and practical; with the practical side being explored through theextensive use of case studies, live projects linked to businesses, students’ workplaces andvia an internship opportunity to undertake work based learning.Additionally, all full-time and part-time MBA pathways have been designed with a commonfirst semester (full-time)/ first year (part-time) experience. Therefore, students whosuccessfully complete the first semester (full-time)/ first year (part-time) of the MBA genericpathway, but feel that they would prefer to complete a named MBA award, can identify anMBA pathway of their choice and undertake a more specialist study. Student will chose twoelective modules to study during the second semester (full-time)/ second year (part-time).Their choice of elective modules may lead to a named MBA award.Programme Aims To enable the advanced study of organisations, their management and the changing external context in which they operate. Prepare individuals for and/or development of a career in business and management by developing skills at a professional or equivalent level, or as preparation for research or further study in the area. Development of the ability to apply knowledge and understanding of business and management to complex issues, both systematically and creatively, to improve business and management practice. Enhancement of lifelong learning skills and personal development so as to be able to work with self-direction and originality and to contribute to business and society at large.Learning OutcomesThe programme learning outcomes will be delivered via the core modules of the programme.However, elective modules such as Stakeholder Management and Globalisation offerstudents further opportunities to develop skills and gain knowledge and understanding.Each module specification contains six learning outcomes which mirror the format andlanguage of the programme learning outcomes detailed below.On completion of the programme students will be able to:Learning Outcome Linkages to course content1 understand the concept of People Leadership and Managementleadership through strategicmanagement demonstrate sound Financial Analysisknowledge and understanding of theconcepts, theories and disciplines Strategic Marketingwhich underpin business andmanagement and their selected Operations Managementsphere of study. Able to engage in asystematic identification, analysisand evaluation of all the main Strategic Leadership and Businessvariables in a wide range of relevant Transformation
  3. 3. literature. Further, be able tointegrate new knowledge with Innovationprevious learning and experiences.(Knowledge Domain) Elective module. Elective module2) conduct research into subject Research requirements are included as aspecific issues and gather and separate learning outcome in all moduleevaluate evidence/information from specifications. Additionally, many assessmenta range of sources. Produce a vehicles, both formative and summative,comprehensive, logical and fully require students to conduct independenttailored research methodological research and solve business anddebate.(Research Domain) management problems.3) demonstrate cognitive skills of The cognitive skills of critical thinking,critical thinking, analysis and analysis and synthesis are included as asynthesis; and demonstrate the separate learning outcome in all moduleability to analyse, synthesise and specifications. Individual modules will allowsolve complex unstructured students to identify and challengebusiness problems in unpredictable assumptions, evaluate contemporary theoriescontexts. Deal with complex issues and models and solve complex unstructuredboth systematically and creatively, business problems in unpredictable contexts.make sound judgements in theabsence of complete data. Further,show high levels of personaljudgement, interpretation andunderstanding – making explicit thatthere are elements of uncertaintyand self regulation in critical thinking.(Critical Thinking Domain)4) able to use established valid The ability to use established valid evidenceevidence to develop coherent, to develop coherent, logical argument(s) arelogical argument(s).There is included as a separate learning outcome in allconsistent exposition of appropriate module specifications. Individual modules willargumentation. Argument used as a allow students to identify and challengetool to develop knowledge. The assumptions, evaluate contemporary theoriesargument(s) constructed are fully and models and develop and presentpersuasive exploring a wide range of arguments in a coherent manner.complex problems. The limitations ofthe argument will be clearlyidentified. The student will be able tooffer well founded, cautious,personal interpretations - withoriginal insights (ArgumentDevelopment Domain)5) demonstrate the ability to express Communication requirements are included ascomplex and sophisticated ideas a separate learning outcome in all modulefluently and comprehensively at a specifications. Additionally, variedhigh level. There is a high level of assessment methods, both formative andempathy with the intended audience. summative, will ensure that students areThe communication style adopted practiced in the production of presentations,complements argument academic essays, business reports,development and critical thinking magazine articles, graphical and statistical
  4. 4. throughout. Able to communicate data etc.both orally and in writing, effectivelyand appropriately, using a range offormats and media. Communicateoutcomes clearly to specialist andnon-specialist audiences. Further,able to effectively communicateresults of research to peers.(Communication Domain)6) demonstrate self-direction and Key skill requirements are included as aoriginality in tackling and solving separate learning outcome in all moduleproblems, and act autonomously in specifications.planning and implementing tasks ata professional or equivalent level;exhibit other subject specific andtransferable skills includingcreativity, team working, numeracyand quantitative, ICT for businessapplications, negotiating and reflectthrough self appraisal. Acquire theindependent learning ability requiredfor continuing professionaldevelopment. Be able to integratetheir learning from a range of subjectareas to understand and addresscomplex situations holistically (KeySkills Domain)Benchmarks and Reference PointsThe above mentioned programme learning outcomes have been informed by the QualityAssurance Agency 2007 Master’s Level Benchmark Statements, government reports suchas Leitch Review 2006 and proven good practice from the current MBA programme.Additionally, Module learning outcomes have been influenced by professional bodyrequirements ( including CMI, ACCA, CIMA, CIM and CIPD)Learning and Teaching StrategiesThe learning and teaching strategy for the MBA scheme explicitly designed to contribute tothe achievement of intended learning outcomes which are clearly expressed at programmeand module level. There is an integrated teaching, learning and assessment strategy whichis explicit and which demonstrates the appropriateness of the learning and teaching methodsused in relation to the intended learning outcomes and skills being developed, linked to themode of delivery and the student profile. All modes are expected to develop an independentlearning culture and to be exposed to a challenging learning experience.There will be integration between theory and practice by a variety of means according to thetype of degree and mode of delivery. Where appropriate, students are expected to capitaliseon their current and prior experiences. The MBA generic pathway should make availableopportunities for students to reflect on their knowledge, experience and practice, particularlythrough a process of peer interaction. This should also lead to MBA students being able tomodify and develop their own, and others business practices. Where appropriate,
  5. 5. assignments may include, immediate application of knowledge and skills withinorganisations.The general approach to the learning process for most modules is one which involves: a lecture programme; a workshop programme; a reading programme; and, independent study (including use of MLE)However, due to the variety of modules included in the MBA programme, there may bedifferent approaches adopted that are appropriate for particular subjects. At the start of eachmodule, tutors will provide a Module Implementation Plan which details the module structure,assessment and learning and teaching approaches to be adopted.The lecture and workshop programmes are timetabled and together make up the lecturersupported study hours. The reading programme constitutes directed learning. Finally,students are expected to undertake independent learning. A variety of means such as casestudy analysis, role play, peer group led presentation, computer packages, and businesssimulations will be used. Many MBA students are in part-time or full-time employment.Therefore, whenever possible, these employment experiences are utilized as part of thelearning and teaching approaches.The university employs a virtual learning environment (MLE) where students can accesslecture notes and engage with staff, other MBA students and the wider university community.Assessment StrategiesThe assessment process for the MBA programme reflects both the aims and learningobjectives of the programme and establishes clear links with the underlying philosophy of thelearning and teaching strategy. This requires the use of a wide range of assessmentmethods involving an appropriate balance between formative and summative methods.Summative assessment is guided by the need to measure student achievement in relation tothe aims and objectives specified for the programme and the specified learning outcomes ofthe individual modules. This type of summative assessment could take the form ofexaminations or coursework e.g. essays, reports, presentations and reflective journals. Foreach year of study the course tutor will monitor summative assessment requirements acrossmodules in order to, where possible, smooth student workload.Overall, the assessment methods should aim to assess achievement, bothformatively and summatively, over the whole degree programme. It is recognised howeverthat achievement of some components may be difficult to assess. Nevertheless graduateswill be expected to have achieved masters level in knowledge, understanding and skillstaken as a whole.Formative assessment is guided by the need to provide students with developmentalfeedback. Of particular importance is feed forward to enhance student dissertationperformance. This type of formative assessment encourages reflective practice, developsacademic and personal skills and builds student confidence. Formative assessment is inevidence in all modules throughout the programme, but is seen as particularly important inthe first semester (full-time)/ first year (part-time) of the MBA programme. summarized in theProgramme Structure section below.
  6. 6. Programme Structure, Level, Modules, Credits and AwardsLevel Modules Interim Awards7 All modules have 15 credit values: Post-Graduate Certificate People Leadership and Management Credit requirements 60 at level 7 Financial Analysis Strategic Marketing Operations Management7 All modules have 15 credit values: Post-Graduate Diploma Credit requirements 120 Strategic Leadership and Business at Level 7 Transformation Innovation Plus two elective modules7 Dissertation has 60 credit value: Masters’ Degree: Credit requirements 180 at Level 7Support for Students and their Learning – University LevelThe University provides support for all students for Library and Information Services Support for Students and their Learning – School and Programme LevelThere is a comprehensive induction programme for all first semester (full-time)/ first year(part-time) entrants. By the end of the induction programme students should have met mostof their tutors, know the key facts about their programme of study and environment, but moreimportantly, have made new friends. The induction process is repeated in years 2 and 3, buton a lesser scale.The Department of Business and Management operates an ‘open-door’ policy so studentsshould feel comfortable in approaching a tutor if they have a question or problem. A moduleleader will be designated for every module that students study. The course tutor provides
  7. 7. pastoral care and can discuss any issues that may arise, but cannot be rectified at modulelevel.Criteria for Admission to the Programme$Equal Opportunities and DiversityNewport Business School respects and values all people and welcomes having a diversepopulation of students and staff. Our commitment is to promote equality of opportunity to all,and not to tolerate any unfair or indirect discrimination. The full policy can be seen at . Additionally, prospective students withdisabilities will find a wide variety of information on the university’s Disability Homepage. of Quality and Standards - University LevelUniversity of Wales, Newport achieved the highest possible outcome in a 2004 InstitutionalAudit conducted by the Quality Assurance Agency for Higher Education: Assurance systems given strong endorsement in two audits of overseas provision bythe Quality Assurance Agency: in Wales for enterprise education (KEF ranking 2002).Excellent graduate employment record.National standards are assured by external examiners.Indicators of Quality and Standards – School and Programme LevelWhy Study at Newport Business School? In November 2002 the school was awarded the highest rating for standards and quality by the Quality Assurance Agency for Higher Education. In November 2004 the QAA gave the University a ‘confidence’ rating for the soundness of the institutions quality of its academic programmes. This is the highest grade that can be awarded by the QAA.Date at Which the Programme Specification Was Written – January 2008Student ContractAll students will be required, as a condition of enrolment, to abide by and submit to theprocedures of the University’s disciplinary rules and regulations, as amended from time totime. A copy of the current disciplinary rules and regulations is available, on request, fromthe University Information Centre.
  8. 8. The University will use all reasonable endeavours to deliver courses in accordance with thedescriptions set out in the prospectus. However, the University does not provide education toUK undergraduates on a commercial basis. It is also very largely dependent upon charitableand public funds, which the University has to manage in a way that is efficient and cost-effective, in the context of the provision of a diverse range of courses to a large number ofstudents. The University therefore: Reserves the right to make variations to the contents or methods of delivery to courses, to discontinue courses and to merge or combine courses, if such action is reasonably considered to be necessary by the University. If the University discontinues any course, it will use its reasonable endeavours to provide a suitable alternative course. Cannot accept responsibility and expressly excludes liability, for damage to students’ property, transfer of computer viruses to students’ equipment or liability for breach of contract.