The document provides information on the Risk Management program at Glasgow Caledonian University, including: 1) The program aims to provide both conceptual knowledge and practical skills in risk management to equip students for careers in the field. 2) The objectives are to develop students' understanding of risk management theories and practices; stimulate analytical thinking; and provide transferable skills for employment. 3) Learning and teaching methods include lectures, seminars, tutorials, and industry visits. Assessment includes coursework, exams, and a final year research project.

1. 5: Programme Specification (And Associated Curriculum Map)
Programme Specification Pro-forma (PSP)
1. GENERAL INFORMATION
1. Programme Title: Risk Management
2. Final Award: BA/BA(HONS) in Risk Management
3. Exit Awards: Level 1 University Certificate of Higher Education
Level 2 University Diploma of Higher Education
Level 3 BA (Unclassified) Risk Management
Level 4 BA(HONS) Risk Management
4. Awarding Body: Glasgow Caledonian University
5. Approval Date: June 2010
6. School: Caledonian Business School
7. Host Division/Dept: Accounting Finance & Risk
8. UCAS Code: N291
9. PSB Involvement: Chartered Insurance Institute
Institute of Risk Management
10. Place of Delivery: Glasgow Caledonian University
11. Subject Benchmark Statement: QAA Benchmarks for Business and Management
12. Dates of PSP preparation/revision: June 2010
2. EDUCATIONAL AIMS OF THE PROGRAMME
The over-arching aim of the programme, is to provide a high quality, degree level education in Risk
Management. This equips students with both conceptual underpinning as well as vocationally relevant
skills and knowledge. In addition, graduates will learn the necessary business and managerial skills to
develop a successful career in their chosen field. The programme must also meet the students’
aspirations and needs, as well as providing employable and motivated graduates to the labour market.
The particular pathway chosen by students will determine specific learning outcomes that are designed to
reflect student learning to Honours level. The programme is vocationally relevant and academically
challenging, developing in students a detailed understanding of the practices of risk management and the
ability to evaluate critically theories and empirical evidence concerning the effects of risk and risk
management on organisations and on society.
In pursuit of this aim, the programme seeks to achieve a number of objectives.
General Objectives
The programme seeks to
1. Provide graduates with the knowledge and skills appropriate to the practice of risk management in
preparation for a career in the broad area of Risk Management, or in a related area.
2. Develop the students’ competence in, and provide a comprehensive grounding in, the core concepts
of Risk Management
3. Stimulate an enquiring, analytical and creative approach to Risk Management issues, and to
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2. encourage independent judgement and critical self-awareness.
4. Produce self motivated students with the necessary transferable skills to succeed in a wide range of
employment situations.
5. Provide the students with the skills to adapt and respond positively to change.
6. Enhance the development of the students' interpersonal skills
7. Within the context of the necessity of covering core subject areas, offer flexibility in terms of module
choice.
8. Provide access, with advanced standing in clearly defined circumstances, to students completing
appropriate Further Education programmes.
Educational Objectives
In order to help ensure that progressive development of knowledge, skills and competencies takes
place, the overall aims and objectives of the programme have been translated into Educational
Objectives, which apply on a cumulative basis across each level of the programme. These are as follows
1. Students completing a Risk Management programme must be familiar with the broad range of
general theories and concepts relating to risk and uncertainty, and to the practice of Risk
Management in both the public and private sectors.
2. Students should be able to employ research techniques, as well as problem-solving and analytical
skills, appropriate to their level of study of Risk Management.
3. Students must be able to apply theories and concepts as a means of understanding the ‘real life’
practice of Risk Management, across a range of organisations, nationally and internationally. In
doing so, students must be able to identify sources and types of data, and the appropriate methods
to collect them, as well as being able to critically assess the usefulness and limitations of such data.
4. Students must be able to apply problem-solving skills to practical problems and scenarios that are
encountered in Risk Management. In doing so, students should be able to adapt academic
knowledge and skills to meet the practical needs of an organisational environment.
5. As part of the process of developing the aptitudes mentioned above, students will be provided with
a range of opportunities, integrated within the programme, to develop the full range of personal
transferable skills necessary to operate effectively in the world of work.
6. As the Risk Management degree is highly vocational, all available means of enhancing this aspect of
the programme will be encouraged. This will include industry visits, external speakers and work
experience opportunities during the summer vacation period.
7. As Risk Management is a broad discipline, post-entry choice is structured in such a way that
students have the opportunity to develop combinations and pathways of programme-specific
modules that meet their career aspirations or developing interests in areas such as health and
safety, insurance/financial services and public sector risk management.
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3. These objectives make explicit what was previously implicit in the design of the programme and they
are intended to help academic staff in the preparation and delivery of modules – most particularly
where a subject is progressively developed over two or more levels of the programme. They are also
intended to help students monitor their own learning as they progress through the programme.
4. LEARNING, TEACHING & ASSESSMENT STRATEGY USED TO ENABLE OUTCOMES TO BE
ACHIEVED & DEMONSTRATED
The Learning, Teaching and Assessment Strategy (LTAS) is based on imparting knowledge
and developing skills via a combination of lectures, seminars, tutorials, self-directed study
and, where appropriate, workshops and industry visits. It encourages independent
learning, and allows students to acquire subject specific and transferable skills. The LTAS
is in line with the CBS/GCU LTAS Plan. In addition, the Teachability Tool has been utilised
to ensure that, for all modules, students with disabilities have access to the same quality
of educational provision as students without disabilities. The Programme endeavours,
through LTAS at both programme and module levels, to ensure that the learning
experience for all students is inclusive and, where possible, adjustments have or will be
made to ensure access. The Programme Development Board has also considered the
University Equality & Diversity Policy.
Programme/Module Information
A programme handbook provides specific teaching and assessment information, as well as
generic Subject Group information. Module handbooks include details of learning
outcomes, seminar/tutorial questions, assessment methods, guidance on a variety of
levels of learning materials, assessed coursework questions and hand-in dates. The
teaching/learning strategy also incorporates the use of Blackboard Virtual Learning
Environment (VLE). Module information will be posted on Blackboard and students
encouraged to share ideas in topic specific discussion board sites.
Teaching
Lectures introduce new subject specific material, explore and develop usage and enhance
student listening and note-taking skills. Information is conveyed in a variety of ways
including the use of white boards, OHPs and video. External speakers are invited to give
practical knowledge and enable a more tangible link to the theory. Seminars and tutorials
utilise an array of techniques. These include: tutor-led tutorials; student and tutor led
seminars; case studies; business simulations and individual and group presentations;
problem-based learning scenarios; role-plays; individual and group exercises and projects;
self assessment exercises and workshops; self-directed and directed learning; guest
speakers and videos. This provides opportunities for students to develop their
understanding of lecture material and to take part in an active process of presenting,
questioning, commenting and responding to peers and tutors.
Independent Learning
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4. Students are encouraged to develop an independent learning approach and as a result are
inducted into the use of the Saltire Centre and encouraged to regard it as an integrated
component of the learning process. Students use on-line bibliographic databases,
statistical programmes and the World Wide Web.
Assessment
Generally, assessment takes the form of a combination of coursework and final
examination. This approach allows students the opportunity to demonstrate learning in a
variety of ways, including report writing, essays, problem solving, oral presentation and
case studies. Written coursework allows students to express their knowledge and
understanding of the subject area and show subject specific and transferable skills.
Assessments also promote independent learning and test students’ ability to address
problems, formulate arguments and analyse issues.
The Level 4 research based Project module is an important part of the overall assessment.
It enables students to build on research and other skills attained within the programme.
Supervision is arranged on a one-to-one basis, which allows assessment of the
development of subject knowledge and understanding, autonomous learning skills,
motivation and transferable skills.
Assessment Methods
A variety of assessment methods, with clear assessment criteria, are used throughout the
programme. These methods aim to assess achievement, both formatively and
summatively, over the whole of the degree programme. A summary of assessment
methods is included in the module descriptor for each module. Full assessment details
and criteria are included in the module handbook provided to the students. All
assessment is designed to ensure that it is valid, reliable, appropriate and practical. Care is
taken to avoid over-assessment.
In addition to summative assessments, formal and informal formative assessments are
included within the work for each module. These include feedback on work in seminars,
tutorials and IT labs on the technical, knowledge-based content of a module and also on
transferable skills such as presentation and communication skills.
Schedule of Module Assessments
Assessment takes the form of a combination of coursework and final examination and in
Level 4 a research based dissertation module. The overall pattern of assessment within a
particular level of the programme is overseen by the Programme Organiser, assisted by
staff responsible for students at each level of the programme, referred to as ‘Directors of
Study’. In this way, an appropriate balance in assessment methodologies at each level
can be assured.
Students are advised to submit items of coursework by specific dates in order to assist
with study time planning.
In summary, the intention is to ensure a balance between modules, provide a range of
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5. assessment instruments that reflect the learning outcomes of the modules (for example,
IT skills, group work, independent working) and accrue the educational benefit of having
diverse assessment.
5. PROGRAMME STRUCTURES AND REQUIREMENTS, LEVELS, MODULES, CREDITS AND
AWARDS
SHE1 Level
Module Code Module Title
M1L122828
M1L122839
M1L322566
M1M222497
M1N322542
M1N322826
Introduction to Economics and Data Analysis
Employability, Enterprise and the Professions
The Business of Social Science
Law in Business
Fundamentals in Financial Management
Managing Risk in Society and Business
Exit Award Certificate of Higher Education
SHE2 Level
Module Code Module Title
M2L112838
M2N222803
M2N322830
M2N322834
M2N422797
Critical Thinking and Problem Solving
Risk Analysis & Control Techniques
Managing Liability Risk Exposures
Contemporary Organisational Risk Management
Ethics in Society and Business
Trimester 2 Options
Finance, Law, Economics, Financial Services or Management
Exit Award Diploma of Higher Education
SHE3 Level
Module Code Module Title
M3N320451
M3N613402
M3N313396
M3N211756
M3N320664
M3N211742
M3N321340
M3N311660
M2N311641
M2N311640
Ethics, Ethical Behaviour & Risk
Management of Health & Safety
Retention & Transfer of Risk
Business Continuity Management
Insurance Theory & Practice
Trimester 2 Options
Project Risk Management, or
Pensions & Employee Benefits, or
Mortgage Lending Theory & Practice, or
Banking, or
Personal Finance & Investment
Exit Award BA in Risk Management
SHEH Level
Module Code Module Title
MHN320504
MHN105088
MHN311764
MHN311765
Strategic Risk Management
Honours Dissertation
Trimester 1 Single Option
Societal Risk Assessment, or
Public Sector Risk Management, or
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6. M3N306684
M3N211741
MHN311758
MHN613405
M3N211742
MHN320992
MHN311687
M3N311660
M3N321340
Corporate Finance & Investment, or
Environmental Risk Management
Trimester 2 Two Options
International Management of Risk, or
Health & Hygiene for Managers, or
Project Risk Management, or
Managing Risk in Financial Institutions, or
Investment Management Theory, or
Mortgage Lending Theory & Practice, or
Pensions & Employee Benefits
Exit Award BA (Hons) in Risk Management
8. ASSESSMENT REGULATIONS
The Programme adheres to the Glasgow Caledonian University Assessment Regulations
http://www.gcal.ac.uk/registry/secretariat/documents/UniversityAssessmentRegulations2009_10_001.pdf
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