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Course Handbook Chartered Manager Degree Apprenticeship (CMDA)

BA (Hons) Business Management 2017/18

Lancashire School of Business & Enterprise (LSBE)

Please read this Handbook in conjunction with the University’s Student Handbook. All course materials, including lecture notes and other additional materials related to your course and provided to you, whether electronically or in hard copy, as part of your study, are the property of (or licensed to) UCLan and MUST not be distributed, sold, published, made available to others or copied other than for your personal study use unless you have gained written permission to do so from the Dean of School. This applies to the materials in their entirety and to any part of the materials.

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Contents 1. Welcome to the Chartered Manager Degree Apprenticeship (CMDA) BA (Hons) Business Management course .............................................................................................. 4

1.1 Rationale, aims and learning outcomes of the course .................................................. 5

1.2 Course Team ............................................................................................................... 5

1.3 Expertise of staff .......................................................................................................... 5

1.4 Academic Advisor ........................................................................................................ 6

1.5 Administration details................................................................................................... 6

1.6 Communication............................................................................................................ 6

1.7 External Examiner ....................................................................................................... 7

2. Structure of the course ...................................................................................................... 7

2.1 Overall structure .......................................................................................................... 7

2.2 Modules available ........................................................................................................ 7

2.3 Course requirements ................................................................................................... 9

2.4 Progression Information ............................................................................................. 10

2.5 Study Time ................................................................................................................ 10

2.5.1 Weekly timetable ................................................................................................. 10

2.5.2 Expected hours of study ...................................................................................... 10

2.5.3 Attendance Requirements ................................................................................... 10

3. Approaches to teaching and learning .............................................................................. 11

3.1 Expertise of staff ........................................................................................................ 11

3.2 Learning and teaching methods ................................................................................. 11

3.3 Study skills ................................................................................................................ 11

3.4 Learning resources .................................................................................................... 12

3.4.1 Learning Information Services (LIS) .................................................................... 12

3.4 Electronic Resources .................................................................................................... 12

3.5 Personal Development Planning (PDP) ..................................................................... 12

3.6 Preparing for your career ........................................................................................... 12

4. Apprentice Support ......................................................................................................... 13

4.1 Academic Advisors .................................................................................................... 13

4.2 Apprentices with Disabilities ...................................................................................... 13

4.3 Apprentices’ Union One Stop Shop ........................................................................... 13

4.4 Employers Responsibilities ........................................................................................ 13

4.5 Apprentices Responsibilities as an Apprentice........................................................... 13

5. Assessment .................................................................................................................... 14

5.1 Assessment Strategy ................................................................................................. 14

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5.2 Notification of assignments and examination arrangements ...................................... 14

5.3 Referencing ............................................................................................................... 14

5.4 Confidential material .................................................................................................. 15

5.5 Cheating, plagiarism, collusion or re-presentation ..................................................... 15

6. Classification of Awards .................................................................................................. 15

7. Apprentice Feedback ...................................................................................................... 15

7.1 Apprentice Staff Liaison Committee meetings (SSLCs) ............................................. 16

8. Appendices .................................................................................................................... 17

8.1 Programme Specification(s)....................................................................................... 17

8.2 CMDA Case Study .................................................................................................... 30

8.3 The CMDA Passport (TCP) ....................................................................................... 32

8.4 The Module Verification Form .................................................................................... 39

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1. Welcome to the Chartered Manager Degree Apprenticeship (CMDA) BA (Hons) Business Management course

We would like to take this opportunity to extend a warm welcome to the Lancashire School of Business and Enterprise (LSBE) at the University of Central Lancashire (UCLan). Here in LSBE, we pride ourselves on our international reputation for delivering high quality education within a range of business courses, including our new Chartered Manager Degree Apprenticeship (CMDA) CMI & ILM approved BA (Hons) Business Management degree.

This is an exciting year for the CMDA BA (Hons) Business Management course, as the course has completed its first year of operation with a full pass rate. The 2018/2019 cohort will be our second intake and we look forward to working with you through your apprenticeship and learning.

The CMDA BA (Hons) Business Management apprenticeship course development process started in 2015 and this therefore has provided much time to consult with stakeholders and consider the ideas for development. The programme draws on the knowledge and expertise of a team who have been developing and delivering the BA (Hons) Business Studies degree for a significant number of years.

However, we approached the development of this degree as a blank sheet of paper. Concentrating on two questions:

1. What are the skills and competencies a professional manager needs in order to be effective in contemporary organisational environments?

2. How can we develop a degree programme that facilitates active learning in the workplace?

These two questions have resulted in a degree design of which we feel particularly proud. We feel it provides intellectual stimulation, practical value and the opportunity to be creative.

Throughout your time on the programme, the CMDA team will be playing an active part in the day-to-day running of the programme and we like to get to know apprentices on an individual basis. In addition to your studies however, we hope that you will try to get involved in as many opportunities as possible during your time here at University of Central Lancashire.

We hope that you find the CMDA BA (Hons) Business Management course interesting, thought provoking, challenging and rewarding and we wish you the best of success on the course. Francesca Walker-Martin Chartered Manager Degree Apprenticeship Course Leader

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1.1 Rationale, aims and learning outcomes of the course The CMDA BA (Hons) Business Management course provides a good broad foundation of business knowledge to help you to both understand the modern business world, to prepare for and develop your career in it. The course focuses on developing skills and competencies you can directly apply in your work environment. You will also have the opportunity to engage in a series of live projects supported by your employer and supervised by members of the course team.

The specific aims and objectives of the BA (Hons) Business Management course are:

To develop an understanding of different domains of knowledge and the different perspectives brought to bear in the study and practice of business To develop the ability of learners to take responsibility for people, projects, operations and/or services to deliver positive impact in organisations. To enhance the learner’s intellectual and transferable skills through an academically rigorous programme of study To encourage engagement in business and management research in general To encourage the learner to contextualise learning in practice

1.2 Course Team The table below provides the names, job roles and contact details of the main members of staff who are involved in BA (Hons) Business Management course, either in teaching and delivering the modules, or as a contact person for further support and guidance.

Staff Name Job Role Contact Details Francesca Walker-Martin

Senior Lecturer - CMDA Course Leader & CMI Approved Centre Director

Room: Greenbank building, Gr147 Email: fdwalker@uclan.ac.uk Telephone: +44 (0) 1772 89 4658

Giles McClelland Principal Lecturer Division Leader Business, Economics, & International Business

Room: Greenbank building, Gr046 Email: GPMcclelland@uclan.ac.uk Telephone: +44 (0) 1772 894639

1.3 Expertise of staff There are a range of academic staff who teach on the BA (Hons) Business Management course, including the general business modules as well as the specialised modules in areas such as Finance, Human Resource Management and Marketing. These academic staff have a variety of backgrounds, areas of expertise and skills that complement each other. In order to provide real-world business education, we need members of staff who have a wealth of industry experience. In addition to industry-related experiences, the teaching team on the BA (Hons) Business Management also need to comprise of those who engage with, have undertaken and publish academically rigorous research. In achieving excellence in research and their outputs, staff are both directly affecting contemporary business thinking as well as delivering evidence-based practice in their classrooms.

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On the BA (Hons) Business Management course, staff with either industry experience or a background in academic research, or a combination of the two will teach apprentices. Apprentices will therefore get a well-rounded teaching experience, whereby the teaching team draw from both real-life industry examples as well as current and up-to-date academic research. For specific information about the LSBE staff expertise, and their areas of research interest, please visit the staff profiles page at the following links: http://www.uclan.ac.uk/schools/business/staff.php http://www.uclan.ac.uk/schools/management/staff.php

1.4 Academic Advisor You will be assigned an Academic Advisor who will provide additional academic support during the year. They will be the first point of call for many of the questions that you might have during the year. Your Academic Advisor will be able to help you with personal development, including developing skills in self-awareness, reflection and action planning.

1.5 Administration details Campus Administration Services (CAS) provides academic administration support for apprentices and staff are located in the following hubs, which open from 8.45am until 5.15pm Monday to Thursday and until 4.00pm on Fridays. The Hub can provide general assistance and advice regarding specific processes such as extenuating circumstances, extensions and appeals.

Greenbank Building • Lancashire School for Business and Enterprise • Sport and Wellbeing

Telephone: 44 (0)1772 891998 Email: greenbankhub@uclan.ac.uk

1.6 Communication The University expects you to use your UCLan email address and check regularly for messages from staff. If you send us email messages from other addresses, they risk being filtered out as potential spam and discarded, unread.

Academic staff usually communicate with Degree Apprentices via electronic means, which include emails, text messages and through Blackboard. For face-to-face discussions, staff also display details on their office doors of their office hours. Office hours are set times each week where the staff are available to see apprentices. Some staff operate a ‘drop-in’ approach during their office hours, whilst other staff require an appointment-based approach. Apprentices therefore are encouraged to familiarise themselves with their tutor’s office hours and the type of approach they take. If you are unsure about this, you can contact your Academic Advisor / Course Leader for guidance. Overall, staff are supportive and will try their best to communicate as timely and effectively as they can with apprentices.

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1.7 External Examiner The External Examiner for BA (Hons) Business Management is Trevor Morrow. If you would like to access the External Examiner reports please contact your Course Leader.

2. Structure of the course

2.1 Overall structure

Year 1 / Level 4

(Standard Entry Point)

Year 2 / Level 5 Year 3 Level5/6 Year 4 Level 6

Part-time study at the university and in the workplace

Four modules each 30 credits = 120 credits

Part-time study at the university and in the Workplace

Five modules each 20 credits = 100 credits

Part-time study at the university and in the Workplace

Six modules each 20 credits = 120 Credits

Part-time study at the university

One 40 credit Module = 40 Credits

For the award of BA (Hons) Business Management: 360 credits are required, including a minimum of 220 at level five or above with a minimum of 100 at level six.

2.2 Modules available Each module is a self-contained block of learning with defined aims, learning outcomes and assessment. A standard module is worth 20 credits. It equates to the learning activity expected from one sixth of a full-time undergraduate year. Modules may be developed as half or double modules with credit allocated up to a maximum of 120 credits per module. Level 4 - four compulsory modules each worth 30 credits

BU1007 Developing Self and Others

This module is designed to help apprentices understand and identify the development needs of themselves and those they work with.

BU1008 Business Environments

The module aims to develop a critical understanding of the complexity of the external environment in which organisations operate.

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BU1009 The Organisation Environment

The module will introduce apprentices to the roles and responsibilities of key organisational functions, how they interrelate and work-together.

BU1011 Project Management Skills

The module aims to equip apprentices with the capability to understand and deal with typical projects faced by managers.

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Level 5 - Six compulsory modules each worth 20 credits AC2002 Business Finance This module aims to enable apprentices to appreciate the underlying principles of decision-making and be aware of the sources of finance available to business.

BU2006 Digital Business This module enables apprentices to identify and analyse the opportunities for current & emerging information technologies in organisations

MD2012 Management of Operations The module will examine the concepts and practicalities of contemporary business operations. It will provide apprentices with an exposure to operational business issues as an underpinning base of knowledge for other modules in the business management field.

HR2011 Managing People and Performance The module aims to develop a critical awareness of the relationship between business performance, employee resourcing and reward management. This module explores how organisations and individual managers can improve and maintain organisational performance.

MK2013 Customers and Markets This module provides apprentices with an opportunity to fully understand and appreciate the strategic concepts and principles associated with understanding and delivering to customer and market needs.

BU2007 Operations Project To allow apprentices to undertake an investigation into a live issue or problem being experienced in a host organisation. The investigation will be negotiated and agreed between the apprentice, their module tutor and their employer.

Level 6 - Four compulsory modules each worth 20 credits and one 40 credit module MD3002 Strategy This module seeks to provide apprentices with a background in business analysis, strategic decision-making and strategy development.

MD3030 Ethical Leadership and Managing Change The module is primarily focused with the development of ethical leadership capabilities and specifically seeks to improve and increase a range of definable skills that are essential to successful management practice.

BU3003 Business Analysis This module seeks to provide apprentices with a background in business analysis, analytical techniques and tools, which are appropriate for the production of useful management information to aid decision making in an organisational context.

BU3004 Business Improvement Project To allow apprentices to undertake an investigation into a live issue or problem being experienced in a host organisation.

BU3005 Professional Portfolio This module will prepare apprentices for their final CMDA End Point Assessment (EPA) through the creation of a portfolio that will demonstrate the apprentices ability to meet and exceed the Chartered Manager status standard.

2.3 Course requirements BA (Hons) Business Management

Degree Apprentices undertaking the BA (Hons) Business Management are required to be successfully awarded 360 HE credits.

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2.4 Module Registration Options Discussions about your progression through the course normally take place in March each year via a site visit. It is an opportunity for you to make plans for your study over the next academic year. The course team will tell you about the various modules / combinations available and you will both agree on the most appropriate (and legal) course of study for you.

2.5 Study Time

2.5.1 Weekly timetable A timetable will be available once you have enrolled on the programme, through the student portal.

2.5.2 Expected hours of study The students would be expected to use this employer remission time i.e., 20% of working week or one full day a week, to study at the university. In year 1, your modules are 30 credits each. Contact hours for 30 credit modules are usually a total of three hours per week for a semester. This is less than a full time apprentice. To compensate for this all modules will have an e-learn blackboard area and apprentices will be expected to engage in online discussions and facilitated e-learning activities. At levels, five and six modules are 20 credits each. A similar model of blended learning is followed in year two and three with apprentices also undertaking live projects in the workplace. During live projects, all apprentices will have a nominated supervisor. In addition to contact time, apprentices are expected to undertake around an additional 10-15 hours per week engaging in independent learning. This independent study includes reading relevant material (directed material or not), researching for and undertaking assignments, preparing for seminars, revision of work etc.

2.5.3 Attendance Requirements You are required to attend all timetabled learning activities for each module. Notification of illness or exceptional requests for leave of absence must be made to: LBSAbsence@uclan.ac.uk who will report your absence to your relevant tutors of the classes you will be missing.

Apprentices can check their attendance record through MyUCLan and some government or employment sponsors also request to view relevant apprentices’ attendance records. The Lancashire School of Business and Enterprise holds Attendance / Engagement Boards in which the attendance records and levels of engagement are discussed for all apprentices. You will be advised if the Course Team has any concerns about your progress as an apprentice.

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3. Approaches to teaching and learning

3.1 Expertise of staff As explained above in section 2, there are a range of academic staff who teach on the BA (Hons) Business Management course. Staff who have either industry experience or a background in academic research, or a combination of the two, will teach Degree Apprentices on the BA (Hons) Business Management course. Degree Apprentices will therefore get a well-rounded teaching experience, whereby the teaching team draw from both real-life industry examples as well as current and up-to-date academic research. The Course Team is well developed in terms of teaching and learning practice, established over many years and builds upon the previous business and industry experience of individuals, whilst maintaining good links with commerce and the professional bodies.

For specific information about LSBE staff expertise, and their areas of research interest, please visit the staff profiles page at the following links:

http://www.uclan.ac.uk/schools/business/staff.php

http://www.uclan.ac.uk/schools/management/staff.php

3.2 Learning and teaching methods Degree Apprentices are supported by the electronic Blackboard system where materials are made available to them by module to support their learning. They are expected to complete guided self-study for each module in parallel to the taught inputs and other tutor-led work.

It is expected that Degree Apprentices will enhance their cognition of their subjects over the duration of the course and both acquire and enhance their skills.

Acquisition of core knowledge and understanding is through a variety of teaching and learning methods including lectures, seminars and workshops. Group activities are used to encourage social learning and interaction. Particular emphasis is placed on applied, active learning with Degree Apprentices participating in case studies, exercises and live project work. Explicit use of experiential learning will help to deepen understanding and encourage reflective practice. For the teaching and learning of subject specific material for both business and marketing the practice, theories and models will be explained in lectures, practiced, and applied during the seminars and workshops. Apprentices will undertake guided self-study. Apprentices will learn to formulate, test and appraise their ideas through both individual work and group work in both exercises and assessed work.

For thinking skills, the use of critical perspectives and applied marketing examples will be used in lectures, supported by seminars in which apprentices have the opportunity to apply perspectives to case material, simulations and role-plays. Interactive style workshops at all levels allow the apprentices to actively solve problems and apply principles and data to their own research projects.

3.3 Study skills It is expected that Degree Apprentices will, over the duration of the course, both acquire new skills and enhance their existing skills. Degree Apprentices will learn from lecture, seminar and workshop activities and from both directed and self-study. The use of experiential learning and learner-centred activities such as presentations, dissertation and projects, together with

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encouraging both self-analysis and evaluation will enable continuous personal and professional development.

The newly developed year 1 structure has been designed with more academic support and guidance built-in to facilitate Degree Apprentices’ transition to higher education. In addition to this early support, LSBE is supported by The Progress Team lead by Louisa Jones (Ext 4907) who include a team of support tutors (who specialise in both home and international apprentice support) to help apprentices develop their academic skills. Furthermore, apprentices are also recommended to take advantage of wider UCLan support services such as WISER http://www.uclan.ac.uk/apprentices/study/wiser/index.php

3.4 Learning resources 3.4.1 Learning Information Services (LIS) Further information on this is included in The Apprentice Handbook

3.4 Electronic Resources Degree Apprentices are supported by the electronic Blackboard system where materials are made available to them by module to support their learning. During induction week (before the teaching on the course commences), there will be a session provided on Blackboard including how to access and use this resource.

3.5 Personal Development Planning (PDP) Alongside academic development, there is also a strong focus on employability and Professional Development Planning (PDP), which runs continuously throughout the programme. In level four of the programme, PDP is embedded in the module, ‘Developing Self and Others’. In this module, Degree Apprentices will engage in facilitated career planning, goal setting through an exploration of their current levels of knowledge, skills, abilities and other characteristics. Action plans will be developed to help facilitate the achievement of goals. These action plans will be revisited and revised throughout the programme of study in meetings between the Degree Apprentice and their Academic Advisor. Degree Apprentices meet their Academic Advisor periodically throughout the course of the degree, to discuss on an individual basis, their plans and aspirations, during which, nurturing, signposting and encouragement are provided. Degree Apprentices are therefore supported from the beginning to the end of their degree concerning employability and Professional Development Planning. In addition to working with their Academic Advisor at levels, 5 and 6 there are also specific project modules which will focus on personal development through developing skills in problem identification, investigation and solving, communication and negotiation and teamwork.

3.6 Preparing for your career As highlighted above in section 3.5, PDP and employability are strong themes running through the entirety of the degree programme and a key aspect of the BA (Hons) Business Management. Furthermore, the UCLan Careers service has designated Careers Advisors for LSBE who work

closely with Course Leaders and apprentices to provide careers support and guidance.

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4. Degree Apprentice Support Degree Apprentices can access a variety of staff and services for support during their time on the BA (Hons) Business Management degree. Usually, the Course Leader of Academic Advisor is the primary point of contact when seeking support.

4.1 Academic Advisors (Site Visits) Your Academic Advisor is there to help you with advice about both academic and administrative aspects of your course. If your Academic Advisor cannot help you directly, they will be able to direct you to the relevant service or contact person. Your Academic Advisor will meet with you three times during

each year (December, March & August) to meet with your employer and to ask how you are getting on and check on your progress on the course. Outside of these times, it is encouraged that you request to see your Academic Advisor as soon as possible if you are having difficulties and need support, rather than wait for the scheduled periodic meeting.

4.2 Degree Apprentices with Disabilities If you have a disability that may affect your studies, please either contact the Disability Advisory Service - disability@uclan.ac.uk - or let one of the course team know as soon as possible. With your agreement, information will be passed on to the Disability Advisory Service. The University will make reasonable adjustments to accommodate your needs and to provide appropriate support for you to complete your study successfully. Where necessary, you will be asked for evidence to help identify appropriate adjustments.

The Lead for disability in The School of Business is Penelope Marshall-Kalina pmmarshall-kalina@uclan.ac.uk you may wish to contact Penelope directly for further guidance, support or advice.

4.3 Apprentices’ Union One Stop Shop The Opportunities Centre is the Union’s One Stop Shop to find employment or volunteering whilst you study. With thousands of jobs and voluntary positions advertised, agency work through the Bridge and information on over 2000 volunteer positions within the Union.

4.4 Employers Responsibilities As the programme is to support, the development of Degree Apprenticeships in the workplace Degree Apprentices will be required to be in full time employment. The Degree Apprentice’s employer will be active in the learning and development of the Degree Apprentice. Employers are expected to provide the Degree Apprentice with the time to attend their classes. Degree Apprentices will also need to be able to conduct research and work based learning assignments within their place of work. It is also recommended that each Degree Apprentice has an internal mentor within their organisation to support and champion the apprentices live project work. Live projects will be negotiated and coordinated with support from both the organisation and the course leadership team.

4.5 Degree Apprentices Responsibilities as an Apprentice It is a condition of the programme that all enrolled Degree Apprentices are in employment with an appropriate employer, who will fund their tuition fees via a contract with UCLan and support their learning development needs. This includes Degree Apprentices having the opportunity to conduct research and work based learning assignments within their place of work. If the

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Degree Apprentice’s employment circumstances change, or the employer fails to fully support the Degree Apprentice in their learning the opportunity to continue on the programme may be significantly impeded. If a Degree Apprentice anticipates or experiences any change in their employment circumstances they are strongly advised to discuss the potential ramifications of these changes with their Course Leader at the first opportunity. In the event that an employer withdraws an employment contract or goes into administration, the University will provide guidance to help the learner to find alternative employment to continue the course. A suspension of studies may be necessary in this situation until new employment is secured. If the learner does not secure new employment, then the University will counsel the apprentice to consider a full-time degree.

5. Assessment

5.1 Assessment Strategy All of your modules will be assessed. Assessment is an important part of your development as a Degree Apprentice both to test understanding and knowledge and as an ever-developing base upon which to build. The learning achieved from completing an assessment and from the feedback

received, especially about how it could be enhanced, are very valuable.

Each learning outcome of the course has to be assessed and this is achieved in the various modules. The level of difficulty increases each year. There is scope for modules to have work that is more formative or more summative work to be assessed as befits the module. Most modules are assessed purely by course work, but some modules have examinations at the end of semesters; some have time-constrained assessments during semester.

The End Point Assessment (EPA) – unique to the Degree Apprenticeship courses is the EPA, it is the culmination of the Degree Apprenticeship. It measures the skills, knowledge and behaviours of each apprentice and grades their performance against the Degree Apprenticeship standard. Each student will be fully prepared for the EPA, with final assessment being agreed with the student, employer and Course Leader.

5.2 Notification of assignments and examination arrangements Degree Apprentices are often notified about their assignments and examinations through a range of communications. Each module has a Module Information Pack (MIP), which details how the module will be assessed and may contain the dates of when these assessments will occur. Degree Apprentices will gain an overview of each assessment either by staff during class time, on Blackboard, or both, drawing apprentices’ attention to the assignment brief, any marking criterion and communicate further information about the assessments. It is the Degree Apprentices’ responsibility to manage their time effectively to ensure they complete the assessments in a timely manner and adhere to the deadlines (unless there is good reason to support otherwise).

5.3 Referencing Degree Apprentices are expected to use the Harvard referencing system. See the school’s guide to standard referencing at:

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https://v3.pebblepad.co.uk/v3portfolio/uclan/Asset/View/Gm3mmGk6sM3RgHZnjGfh7mm6pM

5.4 Confidential material Degree Apprentices do not generally have to use confidential material, but there are some situations in which they need to be cognisant of the legal and ethical requirements of protecting confidentiality e.g. when conducting research with respondents.

5.5 Cheating, plagiarism, collusion or re-presentation Please refer to the information included in section 7.6 of the University Handbook for full definitions. The University uses an online Assessment Tool called Turnitin. A pseudo-Turnitin assignment will be set up using the School space on Blackboard to allow Degree Apprentices to check as many drafts as the system allows before their final submission to the ‘official’ Turnitin assignment. Degree Apprentices are required to submit their own assignment on Turnitin and will be given access to the Originality Reports arising from each submission. In operating Turnitin, Schools take steps to ensure that the University’s requirement for all summative assessment to be marked anonymously is not undermined and therefore Turnitin reports should either be anonymised or considered separately from marking. Turnitin may also be used to assist with plagiarism detection and collusion, where there is suspicion about individual piece(s) of work.

6. Classification of Awards The University publishes the principles underpinning the way in which awards and results are decided in Academic Regulations. Assessment Boards make decisions about the overall classification of awards through the application of the academic and relevant course regulations. Apprentices whose Average Percentage Mark (APM) is bordering two-degree classifications, are discussed at the Assessment Boards. If that Degree Apprentice meets the two criteria outlined in the regulations (below), they can be ‘profiled’ into the higher degree classification of the two:

1. A minimum of 3 modules (60 credits) at level 6 are in the classification band and

2. The APM is no lower than 2 percentage points below that required for the higher classification.’

This decision can only take place at an Assessment Board with the agreement and approval of the team.

7. Degree Apprentice Feedback You can play an important part in the process of improving the quality of this course through the feedback you give. In addition to the on-going discussion with the course team throughout the year, there are a range of mechanisms for you to feedback about your experience of teaching and learning. We aim

to respond to your feedback and let you know of our plans for improvement. Degree Apprentices are encouraged to nominate themselves for the Course Representative role who

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represent all the apprentices at the Student Staff Liaison meetings (see section 7.1 below). Additionally, tutors seek both informal and formal feedback from Degree Apprentices during the course of the modules they deliver. Furthermore, the Course Leader seeks feedback from Degree Apprentices throughout the course of the degree programme. Degree Apprentices are therefore encouraged to be active in providing their feedback and have plenty of opportunities to do this.

7.1 Degree Apprentice Student Staff Liaison Committee meetings (SSLCs) Details of the Protocol for the operation of SSLCs is included in section 8.2 of the University Handbook.

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8. Appendices

8.1 Programme Specification(s)

UNIVERSITY OF CENTRAL LANCASHIRE

Programme Specification

This Programme Specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.

Sources of information on the programme can be found in Section 17

1. Awarding Institution / Body

University of Central Lancashire

2. Teaching Institution and Location of Delivery

University of Central Lancashire, Preston Campus

UCLan Burnley Campus / Burnley College (joint delivery model)

Wigan & Leigh College

3. University School/Centre

Lancashire School of Business and Enterprise

4. External Accreditation

None

5. Title of Final Award

BA (Hons) Business Management

6. Modes of Attendance offered

4 years part-time study

Full Time

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7a) UCAS Code Not applicable

7b) JACS Code N100

8. Relevant Subject Benchmarking Group(s)

Business and Management (BM)

9. Other external influences

Chartered Management Institute Degree Apprenticeships

10. Date of production/revision of this form

July 2018

11. Aims of the Programme • To develop an understanding of different domains of knowledge and the different

perspectives brought to bear in the study and practice of business • To develop the ability of learners to take responsibility for people, projects,

operations and/or services to deliver positive impact in organisations. • To enhance the learner’s intellectual and transferable skills through an academically

rigorous programme of study • To encourage engagement in business and management research in general • To encourage the learner to contextualise learning in practice

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12. Learning Outcomes, Teaching, Learning and Assessment Methods A. Knowledge and Understanding

On successful completion of this programme a student will be able to:

A1. Effectively understand the complexity and pace of change within the internal and external environments

A2. Analyse the meaning, process and practice of business and organisations

A3. Evaluate, respond to and communicate with relevant stakeholders and markets

A4. Effectively evaluate the principles of resource management within the process of organisational development

A5. Critically appraise strategy and policy development within a range of dynamic and changing organisations

Teaching and Learning Methods

Acquisition of core knowledge and understanding (A1-A5) is mainly through lectures and workshops. Live projects and case study analysis are used to encourage independent and active learning and interaction. Additional support and resources are available using the VLE platform – Blackboard. Particular emphasis is placed on active learning with students undertaking live project work.

Assessment methods

For outcomes A1-A5, a range of assessment methods are used including academic essays, business reports, reflective pieces, case study analysis, discussions, presentations and examinations. Some of these methods involve virtual / online elements to develop digital skills.

B. Subject-specific skills

An ability to

B1. Evidence an ability to be innovative and creative in driving new ideas and

thinking forward in an organisation

B2. Evidence through achievement an understanding of internal and external factors for business

B3. Critically evaluate operational and strategic techniques within organisations

B4. Critically analyse business in relation to the changeable and dynamic international environment

B5. Confidently display and apply an ability to research into real management issues.

B6. Evidence effective communication skills (for academic and employability purposes), within a business and management context.

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Teaching and Learning Methods

For the teaching of organisational functions and their subject-specific theories, models and methodologies, students will learn through modules that focus specifically on organisational functions e.g. Finance, Human Resource Management or Marketing. Modules have also been designed to analyse the interdependency of organisational functions. This approach will offer the learner the opportunity to apply the principles, techniques from their learning to their particular organisational context, whilst gaining a greater understanding and appreciation of organisations via real projects to produce independent and or practical research.

Assessment methods

For outcomes B1 – B6 a variety of assessments are used in either an individual or group context, which include: case study analysis, production of professional development plans, portfolios, presentations, academic essays, company reports, projects, reflective accounts and examinations.

C. Thinking Skills

An ability to:

C1. Select, collate, analyse and synthesise information from a range of sources

C2. Interpret and critically review theoretical, research and experiential data

C3. Critically relate relevant conceptual material to evidence from practical applications and developments

C4. Evaluate problem-solving tools and techniques specific to the process of management

C5. Plan and conduct research projects and effectively communicate the outcomes using a range of media.

Teaching and Learning Methods

For learning outcomes C1 – C5, critical perspectives and case study problem examples will be used in lectures. This will be supported by seminars/workshops in which students have the opportunity to apply perspectives to case material. Facilitated seminars/workshops at all levels, allow the students to discuss, actively solve problems and apply theoretical principles to case studies, simulations and their own research projects and experiential learning. The projects at levels 5 and 6 allow the students to actively engage in solving problems, applying theoretical principles and data to their own project context.

Assessment methods

Critical essays, business reports, dissertation and research projects provide students with a means to apply thinking skills C1- C5 both on a theoretical and applied basis. Students may choose the application of investigative tools to their business analysis projects detailing practical solutions to complex problem.

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D. Other skills relevant to employability and personal development

An ability to:

D1. Use verbal and non-verbal communication skills effectively

D2. Collate, evaluate and transfer information using a range of media

D3. Work independently and as a member of a team

D4. Manage own personal development and growth

D5. Manage self in terms of time, planning, motivation and individual initiative

Teaching and Learning Methods

Students will engage in learner-centred activities that focus on employability and personal development such as skills audits, role plays and presentations, together with encouraging both peer self-analysis and evaluation will enable continuous personal and professional development.

Assessment methods

This may take the form of skills audits, reflective portfolios, case studies and learning contracts. Group-based problem solving activities are assessed from both a process and output perspective. Presentations and group reflective reports and individual learning journals, in addition to developing functional plans will assist in the assessment of transferable skills.

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13. Programme Structures*

14. Awards and Credits*

Level Module Code

Module Title Credit rating

Level 6

BU3002 MD3030 BU3003 BU3004 BU3005

Five Compulsory Modules: Strategy †* Ethical Leadership †* Business Analysis †* Business Improvement Project †* Professional Portfolio †*

20 20 20 20 40

BA (Hons) Business Management

Requires 360 credits including a minimum of 220 at level 5 or above with a minimum of 100 at level 6.

BA Business Management

Requires 320 credits including a minimum of 180 at level 5 or above with a minimum of 40 at level 6.

Level 5

AC2002 MK2013 BU2006 MD2012 HR2011 BU2007 BU2108 BU2110

Six Compulsory Modules Business Finance †* Customers and Markets*† Digital Business †* Operations Management*† Managing People and Performance*† Operations Project* † Modules for Advance Entry (Level 5 ILM) students only Project Management Skills (by negotiated learning) †*

Operations Project (by negotiated learning) †*

20 20 20 20 20 20 10 10

Diploma of Higher Education

Requires 240 credits including a minimum of 100 at Level 5 or above

Level 4

BU1007 BU1008 BU1009 BU1011

Four Compulsory Modules Developing Self and Others *† Business Environments †* The Organisation Environment†* Project Management Skills†*

30 30 30 30

Certificate of Higher Education

Requires 120 credits at Level 4 or above

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Foundation Entry delivered at Burnley College

Level 3

HUC610

HUC111

HUC112

HRC007

HRC008

Essential Study Skills for Higher Education

Developing Essential Knowledge and Skills for Higher Education

Informed Decision Making

Managing People and Organisations

Marketing and Retail

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20

20

20

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Successful completion of 120 credits on this Foundation year programme guarantees progression to the first year of one of the following degrees:

BA (Hons) Business Management

FdA Business and Management

Students who exit after successful completion of 120 credits at Level 3 will receive a transcript of the modules and grades.

† Approved to be delivered by Wigan and Leigh College.

* Approved for joint delivery with UCLan by Burnley College – specific modules to be agreed on an annual basis.

15. Personal Development Planning

There is a strong focus throughout the degree on developing the individual employability and lifelong learning skills. Personal Development Planning exists as a continuous strand of the programme in which the learners ability to reflect upon his/her skills base and plan for future personal development is developed, practiced, monitored and assessed. This strand starts in year 1 of the programme, where employability skills development and personal development is enhanced through the module, Developing Self and Others. At level 5, a specific module, Operations Project, aims to apply skills in project management, communication and consultancy through the application of frameworks in practice. At level 6 students apply their learning of business strategy through a further consultancy project. The final year of the degree completes the strand with the development of an individual portfolio consisting of a self-initiated project, a self-reflection and development road map, a presentation and interview.

To assist in this continuous process, many of modules on the programme will assess various aspects of personal development through well structured, staged coursework involving: reflective accounts, portfolios and the creation of development plans. These require students to develop a whole range of specific skills over an academic year.

Throughout their degree programme, there will be a strong emphasis on facilitating the student to take ownership of their own particular development and progression. The personal tutor system additionally provides each student with an individual whom they can

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consult on a wide variety of issues over the term of their study. Personal tutors will also supervise the negotiated and self-initiated projects.

16. Admissions criteria

Part-Time Students Entering at Level 4.

Be in employment with an appropriate employer, who will co-fund your tuition fees and support your learning development needs.

Applicants successfully complete an interview by a member of the Course Team. Applicants will also need to provide a reference from their current employer.

The University’s minimum standard entry requirements for degree level study is a 12 unit profile, made up from one of the following:

At least two A2 level subjects including

One A2 level subject plus one single award Advanced VCE

One double or two single award(s) Advanced VCE

Other acceptable qualifications include:

Scottish Certificate of Education Higher Grade

Irish Leaving Certificate Higher Grade

International Baccalaureate

BTEC National Certificate/Diploma

Kite marked Access Course

IB Diploma - 28P. IELTS grade 6 with no sub score lower than 5.5.

Applications from individuals with non-standard qualifications, relevant work or life experience and who can demonstrate the ability to cope with and benefit from degree-level studies, are welcome and these applicants will be interviewed.

5 GCSEs (Grades A*- C) including English and Maths.

Stage 2 Entry

Students who wish to enrol at Stage 2 (levels 5, 6). The standard entry requirement is an HNC or HND/ Foundation Degree in a business related subject(s). Non-standard qualifications, for example, relevant employment experience and/or formal qualifications from other subject areas are welcome, but in such cases entry is not automatic, but conditional upon the

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judgement of the programme leader. All students who wish to enter the programme at Stage 2 must attend a formal interview with the programme.

Students from Wigan & Leigh College seeking Advance Entry to enter the programme at Level 5 must have completed:

NVQ Level 5 in Leadership and Management plus

ILM Level 5 Diploma in Leadership and Management plus one or a combination of the following ‘bridging modules’ to gain exemption of 90 or 120 credits at Level 4/5:

BU2108 - Project Management Skills (by negotiated learning) – 10 credits or

BU2110 - Operations Project (by negotiated learning) – 10 credits

Other ILM learners are eligible for admission at Level 5 but will be required to complete ‘bridging modules’ to meet the entry criteria.

They must also:

Be in employment with an appropriate employer, who will co-fund your tuition fees and support your learning development needs.

5 GCSEs (Grades A*- C) including English and Maths.

17. Key sources of information about the programme

• Division Leader email: GPMcclelland@uclan.ac.uk • Course Handbook available online www.uclan.ac.uk • Information about Lancashire Business School:

http://www.uclan.ac.uk/schools/business/ • Information about the university www.uclan.ac.uk • Open days and campus tours: http://www.uclan.ac.uk/visit/index.php • University Admissions:

Admissions Team: UAdmissions@uclan.ac.uk

International Admissions: IAdmissions@uclan.ac.uk

• Information about the city of Preston: http://www.uclan.ac.uk/visit/about_preston.php

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18. Curriculum Skills Map

Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed

Level

Module Code Module Title

Core (C), Compulsory (COMP) or Option (O)

Programme Learning Outcomes

Knowledge and understanding Subject-specific Skills Thinking Skills

Other skills relevant to employability and

personal development

A1 A2 A3 A4 A5 B1 B2 B3 B4 B5 B6 C1 C2 C3 C4 C5 D1 D2 D3 D4 D5

LEVE

L 6

BU3002 Strategy COMP X X X X X X X X X X X X X X X X X X

MD3030 Ethical Leadership COMP X X X X X X X X X X X X X X

BU3003 Business Analysis COMP X X X X X X X X X X X X X

BU3004 Business Improvement Project

COMP x X X X X

BU3005 Professional Portfolio COMP X X X X X X X X X X X X X X

LEVE

L 5

AC2002 Business Finance COMP X X X X X X X X X X X X X

MK2013 Customers and Markets COMP X X X X X X X X X X X X X X X

BU2006 Digital Business COMP X X X X X X X X X

MD2012 Management of Operations COMP X X X X X X X X X X X X X X X X

HR2011 Managing People and Performance

COMP X X X X X X X X X X X X X X X X

BU2007 Operations Project COMP X X X X X

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BU2110 Operations Project (by Negotiated Learning) †

COMP X X X X X

BU2108

BU2109

Project Management Skills (by Negotiated Learning) †

Skills for Project Management (by Negotiated Learning) †

COMP

COMP

X X X X X X X X X X X X X X X

LEVE

L 4

BU1007 Developing Self and Others COMP X X X X X X X X X X X X

BU1008 Business Environments COMP X X X X X X X X X X X

BU1009 The Organisation Environment

COMP X X X X X X X X X X X X

BU1011 Project Management Skills COMP X X X X X X X X X X X X X X X

† These modules are compulsory for students seeking Advance Entry via ILM Level 5 Diploma in Leadership and Management and Level 5 NVQ Diploma in Management and Leadership

Note: Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks

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19. LEARNING OUTCOMES FOR EXIT AWARDS:

For each exit award available, list learning outcomes relating to the knowledge and understanding, subject specific skills, thinking, other skills relevant to employability and personal development that a typical student might be expected to gain as a result of successfully completing each level of a course of study.

In addition to the skills matrix in section 18 students exiting from the degree will be able to demonstrate the following learning outcomes:

Learning outcomes for the award of: Certificate in Higher Education, Business Management (Level 4)

1. Knowledge of the underlying concepts and principles associated with Business. 2. An ability to present, evaluate and interpret qualitative and quantitative data, in order

to develop lines of argument and make sound judgements in accordance with basic theories and concepts of Business.

3. Demonstrate the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility.

Learning outcomes for the award of: Diploma in Higher Education, Business Management (level 5)

1. Knowledge and critical understanding of the concepts and principles associated with Business and of the way in which those principles have developed.

2. Ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context.

3. Knowledge of the main methods of enquiry in Business, and ability to evaluate critically the appropriateness of different approaches to problem solving in organisation contexts.

4. An understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge.

Learning outcomes for the award of: BA Business Management (level 6)

1. A broad and comparative knowledge of the general scope of Business, its different functions and disciplines, and its interactions with related subjects.

2. A detailed knowledge of a defined business function or discipline through specialised study that is informed by current developments in the subject.

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3. A critical understanding of the essential theories, principles and concepts of Business.

4. Well-developed skills for the gathering, evaluation, analysis and presentation of information, ideas, concepts and quantitative and/or qualitative data, drawing on a wide range of current sources.

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8.2 CMDA Case Study

The Benefits of the UCLan Chartered Manager Degree Apprenticeship (CMDA)

The CMDA

This new programme has been designed to develop the managers and leaders of the future. Developed in collaboration with a number of major local employers, its aim is twofold, to close the gap for those wishing to enter the management arena and to provide new and enhanced learning for those in management roles who have not had the benefit of management training or development.

Building on success

Headed up by a former lead for work-based learning and lead for the LaunchPad Leadership Development Programme, Chartered Manager, Francesca Walker-Martin has guided her Degree Apprentices from strength to strength. Francesca holds an MBA from the University of Central Lancashire, is a Chartered Manager and Accredited Mediator, she specialises in developing the leaders of the future. Francesca is passionate about the value of work-based learning and enjoys the applied nature of learning to embed the wealth of theories into apprentices’ knowledge, skills and abilities.

‘Developing Degree Apprentices by providing them with the knowledge, skills and support that I wish I had when I was a Manager is my reason for getting up in the morning. It is a pleasure to see them develop and grow and to enjoy those moments when the lightbulb comes on and the light is seen for the first time.’

Walker-Martin, F.D., 2018

What the CMDA brings

A Chartered Manager Degree Apprentice in the workplace is an investment in the future, providing skills and development opportunities to apprentices of all ages. This programme recognises the importance of Manager Development, it is no longer effective to promote employees because they are good at what they do and then assume that they know how to manage not just themselves, but others too.

By developing and testing management skills in a ‘safe, but challenging environment’, we allow our apprentices to understand the impact of their actions and to explore their capabilities and ways of managing a wide range of situations. It is important that management and leadership qualifications be recognised for the value that they bring to businesses; an engaged and enlightened workforce are both happy and productive. Management qualifications boost perceptiveness, self-awareness and an employees’ ability to manage and motivate others.

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Working together

The relationship between the employer and the CMDA staff team is of paramount importance to ensure that the Degree Apprentice is gaining the best possible experience and the organisation is benefitting from the additional development that the apprentice receives. The CMDA team have significant experience of working with employers to identify projects that will (a) benefit the organisation, (b) provide development for the apprentice and (c) provide the stretch that leads to deep learning.

An example of how this works in practice is shown by a business improvement project in which the apprentice was asked to review business processes within a Third Sector organisation. The apprentice quickly identified business areas that were failing or had missed vital elements. The apprentice’s knowledge of marketing, project management and strategic management allowed the organisation to develop new processes and procedures, which took the organisation from the brink of closure to an operating surplus; this was then invested into new equipment to provide even greater efficiencies. The workplace supervisor was astounded by the apprentice’s level of skills and knowledge, which was missing from the organisation. To say that they were complimentary of the work completed is an understatement.

Benefits to Organisations

Throughout the CMDA programme, Degree Apprentices will develop and hone their skills through live projects, which are designed with the employer to meet business needs; this culminates at the end of the programme with a business improvement project. Previous experience of apprentices undertaking such projects in the workplace have changed the ways in which organisations operate, and example of which was the development of the HR function at a major employer in Preston. The project was an excellent example of business process reengineering, it was good for the business and outstanding experience for the apprentice who was able to practice and improve his IT skills.

Organisations invest a great deal in their staff in terms of recruitment, training and promotion. The CMDA aims to boost skills and ability; staff recognised for their contributions are happier, more productive and remain with the company, so aiding succession planning and embedding a ‘can do’ culture.

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8.3 The CMDA Passport (TCP) The CMDA Passport

What is it?

Welcome to The CMDA Passport (TCP), which will help you to develop and build your professional attributes as you progress through the CMDA. It is designed to help you to build your future skills, which are needed for the management and personal development. It will also help you to gain verification of those skills via comments from employers, academics and, if you are a member of a society or work in a voluntary capacity, from a representative.

How to use it

In the first instance, you need to assess yourself. How you think that you score within the given areas? Once you have given yourself a score, ask someone who can help you to verify your score. As noted above, this could be an employer, academic tutor, or someone from your voluntary role. It is important to note that the person who verifies this is not a friend.

You should review your skills and gain verification throughout your time at University. This will provide you with a wealth of supporting information to enable you to map your career aspirations and enable you to periodically reflect on your development to date and to plan.

Notes for employers/verifiers

The TCP has been created as a development and communication tool, with the primary aim of ensuring that the apprentice is aware of their skills in terms of strengths and weaknesses. Sometimes apprentices either will under or over-estimate their abilities. In your role as ‘critical friend’ we would like you to provide supporting statements or short comments which will confirm to the apprentice that their perception of their abilities is correct, provide comments of encouragement if they have underestimated their abilities, or to identify areas in which development is required if they have over-estimated their abilities.

The TCP is a tool that we wish to develop over time to meet the needs of apprentices and employers, so comments and recommendations are always welcome. Please contact Francesca Walker-Martin if you would like to provide feedback fdwalker@uclan.ac.uk.

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The CMDA Passport – Year 1

What are your Manager Attributes?

They are the skills that you need to be effective in the workplace, they include the knowledge that you gain from your course and the softer skills, which ensure your ability to be an effective member of the workforce. These skills include:

• Effective communication skills • Team Working skills • Understand the meaning of integrity • Intellectual ability • Confidence • Ability to reflect and then take action • Ability to plan and organise • Literacy • Numeracy • Decision Making • Problem Solving

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Apprentice Self-Assessment

To be completed by the apprentice during the first year of their course.

1: I have no awareness of the skills and/or behaviour required

2: I have some awareness and knowledge, but yet do not use the skills in practice

3: I use these skills and am improving, but feel I need some further development

4: I perform the tasks to the standard required of an undergraduate apprentice

5: I perform the tasks to the standard required of a day 1 graduate, and am competent in these tasks

Core skill Year 1

1 2 3 4 5

Communication Verbal

Written

Non-verbal

Team working Managing self

Working together

Integrity Moral awareness

Ethical awareness

Intellectual Ability Understanding your ability / knowledge

Understanding your impact within the workplace

Confidence Personal

Professional

Personal Reflection Ability to learn from positive actions

Ability to learn from negative actions

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Ability to plan having understood personal impact on a situation

Core skill Year 1

1 2 3 4 5

Planning and organisational skills

Daily planning ability

Weekly planning ability

Able to organise self to meet single deadlines

Able to organise self to meet multiple deadlines

Able to discuss issues with line manager (i.e. cannot meet a deadline)

Literacy Skills Report writing

Email writing

Development of written materials for future use (i.e. marketing / training / information)

Numeracy Skills Finance

General Budget management

Statistics

Decision Making Skills

Ability to make decisions following detailed research

Ability to make decisions in the absence of a line manager

Ability to make decisions within a given project

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Leadership skills Year 1

1 2 3 4 5

Situational Leadership

Direction

Coaching

Supporting

Delegation

Authenticity Clear Purpose

Consistent Approach

Self-discipline

Meaningful Results

Intellectual Ability Understanding your ability / knowledge

Understanding your impact within the workplace

Leadership Reflection

Ability to learn from positive actions

Ability to learn from negative actions

Ability to plan having understood personal impact on a situation

Feedback Reflection

Ability to learn from positive feedback

Ability to learn from negative feedback

Ability to plan having understood personal impact on a situation

For those elements where you have scored less than three, you will need to develop an Action Plan to increase your ability in this area

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Periodic Reviews (Apprentice Led) – Year 1

The aim of the review is to measure your development in the areas identified for action.

Date of review meeting ………………….. Period covered……………………..

Work completed during the period:

What went well and why?

Problems encountered and how resolved:

Verification – you are required to provide evidence of your development. The evidence can be a statement provided by your work supervisor or further evidence such as photographs, etc.

Signed: …………………………………

(Supervisor – if appropriate)

Signed: ………………………………..

(Apprentice)

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End of year review

This is to be led by the Personal Tutor

Date of review meeting ………………….. Period covered……………………..

Work completed during the year:

What went well and why?

Problems encountered and how resolved:

Learning achieved :)

Action plan: (main areas of skill/knowledge gaps for apprentice to address)

Signed: …………………………………

(Tutor)

Signed: ………………………………..

(Apprentice)

Updated: 18th July 2017

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8.4 The Module Verification Form Lancashire School of Business & Enterprise

Module Verification Form Session 2017-2018

Module Title Module Code

Module Leader

Internal Verifier External Examiner

Module Delivery Semester 1 Semester 2 All Year

Verification of Module Information Pack (MIP); including Assignment & Exam Briefs

MIP Contents Checklist Assessment & Re-assessment Checklist

Does the MIP accord with the Module Descriptor in relation to Module Aims and Learning Outcomes?

Do the assessments and reassessments meet the Module Learning Outcomes?

Is there a Delivery Schedule, so apprentices have an idea of the topics and activities across the year/semester?

Do the assignment and/or examination briefs show the weighting (as shown in the Module Descriptor)?

Does the MIP show the assessment strategy, assignment weightings (in line with Module Descriptor), distribution, hand in and feedback dates?

Are appropriate assessment criteria identified for each piece of assessment (including examinations)?

Support: Is there information about how apprentices can engage with Blackboard, to support their learning? Is there a link to the specific Reading List Online?

Is the assessment anonymised? YES/NO

If any or all of the assignments are not anonymised, the please identify the educational and/or logistical rationale:

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Internal Verifier’s Comments

If there are any areas the Verifier wishes to bring to the attention of the Module Leader, these can be detailed below (as appropriate). The Module Leader can then note their responses (as appropriate.

Internal Verifier’s Comments and Module Leader’s Responses

Signed by Verifier Date

External Examiner’s Comments (if required)

Use the following space to provide comments on the MIP if appropriate for each component of the Assessment.

Signed by External Examiner

Date

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Lancashire School of Business & Enterprise

Module Moderation Form Session 2017-18

Please complete a separate form for each element of Assessment

Module Title Module Code

Module Leader

Internal Moderator

External Examiner

Module Delivery Sem 1 Sem 2 Year Assignment

No.

Total number of Assignments

or Exams marked A spreadsheet of marks attained in this assignment should be

forwarded to the moderator along with the sample scripts; please highlight the apprentices whose scripts are in the sample.

Please provide an example from each classification band and all fails

Number of Assignments or Exams in sample

For team-taught modules, please provide details of internal consistency checks undertaken prior to moderation:

Internal Moderator’s Comments

Use the following space to provide comments on the samples of apprentice work for this assignment; you may wish to include notes relating to individual apprentice’s work.

Signed by Moderator Date

Samples of apprentice work must also be made available in the module box at the end of the semester

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External Examiner’s Comments (if required)

Use the following space to provide comments on the MIP if appropriate for each component of the Assessment. Signed by External Examiner

Date