PROGRAMME SPECIFICATION MBA Generic Programme

Programme Overview

The 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 as

strategic marketing, financial management, operations management, innovation

management, and strategic leadership and decision making as illustrated in Figure 1

Figure 1 MBA (Generic Route)

Semester1

(Full-time)

Year 1

(part-time )

Operations

Management

Core

Strategic Marketing

Core

People Leadership and

Management

Core

Financial Analysis

Core

Semester2

(Full-time)

Year 2

(part-time)

Innovation

Core

Strategic Leadership and

Business Transformation

Core

Elective Module Elective Module

Dissertation Stage

Award MBA

The MBA generic pathway is designed to offer a comprehensive exposure to business with

opportunities to develop specialist knowledge and personal skills. The MBA generic pathway

blends the theoretical and practical; with the practical side being explored through the

extensive use of case studies, live projects linked to businesses, students’ workplaces and

via an internship opportunity to undertake work based learning.

Additionally, all full-time and part-time MBA pathways have been designed with a common

first semester (full-time)/ first year (part-time) experience. Therefore, students who

successfully complete the first semester (full-time)/ first year (part-time) of the MBA generic

pathway, but feel that they would prefer to complete a named MBA award, can identify an

MBA pathway of their choice and undertake a more specialist study. Student will chose two

elective 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 Outcomes

The programme learning outcomes will be delivered via the core modules of the programme.

However, elective modules such as Stakeholder Management and Globalisation offer

students further opportunities to develop skills and gain knowledge and understanding.

Each module specification contains six learning outcomes which mirror the format and

language of the programme learning outcomes detailed below.

On completion of the programme students will be able to:

Learning Outcome Linkages to course content

1 understand the concept of leadership through strategic management demonstrate sound knowledge and understanding of the concepts, theories and disciplines which underpin business and management and their selected sphere of study. Able to engage in a systematic identification, analysis and evaluation of all the main variables in a wide range of relevant

People Leadership and Management

Financial Analysis

Strategic Marketing

Operations Management

Strategic Leadership and Business Transformation

literature. Further, be able to integrate new knowledge with previous learning and experiences. (Knowledge Domain) .

Innovation

Elective module

Elective module

2) conduct research into subject specific issues and gather and evaluate evidence/information from a range of sources. Produce a comprehensive, logical and fully tailored research methodological debate.(Research Domain)

Research requirements are included as a separate learning outcome in all module specifications. Additionally, many assessment vehicles, both formative and summative, require students to conduct independent research and solve business and management problems.

3) demonstrate cognitive skills of critical thinking, analysis and synthesis; and demonstrate the ability to analyse, synthesise and solve complex unstructured business problems in unpredictable contexts. Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data. Further, show high levels of personal judgement, interpretation and understanding – making explicit that there are elements of uncertainty and self regulation in critical thinking. (Critical Thinking Domain)

The cognitive skills of critical thinking, analysis and synthesis are included as a separate learning outcome in all module specifications. Individual modules will allow students to identify and challenge assumptions, evaluate contemporary theories and models and solve complex unstructured business problems in unpredictable contexts.

4) able to use established valid evidence to develop coherent, logical argument(s).There is consistent exposition of appropriate argumentation. Argument used as a tool to develop knowledge. The argument(s) constructed are fully persuasive exploring a wide range of complex problems. The limitations of the argument will be clearly identified. The student will be able to offer well founded, cautious, personal interpretations - with original insights (Argument Development Domain)

The ability to use established valid evidence to develop coherent, logical argument(s) are included as a separate learning outcome in all module specifications. Individual modules will allow students to identify and challenge assumptions, evaluate contemporary theories and models and develop and present arguments in a coherent manner.

5) demonstrate the ability to express complex and sophisticated ideas fluently and comprehensively at a high level. There is a high level of empathy with the intended audience. The communication style adopted complements argument development and critical thinking

Communication requirements are included as a separate learning outcome in all module specifications. Additionally, varied assessment methods, both formative and summative, will ensure that students are practiced in the production of presentations, academic essays, business reports, magazine articles, graphical and statistical

throughout. Able to communicate both orally and in writing, effectively and appropriately, using a range of formats and media. Communicate outcomes clearly to specialist and non-specialist audiences. Further, able to effectively communicate results of research to peers. (Communication Domain)

data etc.

6) demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level; exhibit other subject specific and transferable skills including creativity, team working, numeracy and quantitative, ICT for business applications, negotiating and reflect through self appraisal. Acquire the independent learning ability required for continuing professional development. Be able to integrate their learning from a range of subject areas to understand and address complex situations holistically (Key Skills Domain)

Key skill requirements are included as a separate learning outcome in all module specifications.

Benchmarks and Reference Points

The above mentioned programme learning outcomes have been informed by the Quality

Assurance Agency 2007 Master’s Level Benchmark Statements, government reports such

as Leitch Review 2006 and proven good practice from the current MBA programme.

Additionally, Module learning outcomes have been influenced by professional body

requirements ( including CMI, ACCA, CIMA, CIM and CIPD)

Learning and Teaching Strategies

The learning and teaching strategy for the MBA scheme explicitly designed to contribute to the achievement of intended learning outcomes which are clearly expressed at programme and module level. There is an integrated teaching, learning and assessment strategy which is explicit and which demonstrates the appropriateness of the learning and teaching methods used in relation to the intended learning outcomes and skills being developed, linked to the mode of delivery and the student profile. All modes are expected to develop an independent learning 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 the

type of degree and mode of delivery. Where appropriate, students are expected to capitalise

on their current and prior experiences. The MBA generic pathway should make available

opportunities for students to reflect on their knowledge, experience and practice, particularly

through a process of peer interaction. This should also lead to MBA students being able to

modify and develop their own, and others' business practices. Where appropriate,

assignments may include, immediate application of knowledge and skills within

organisations.

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 be

different approaches adopted that are appropriate for particular subjects. At the start of each

module, 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 lecturer supported study hours. The reading programme constitutes directed learning. Finally, students are expected to undertake independent learning. A variety of means such as case study analysis, role play, peer group led presentation, computer packages, and business simulations 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 the learning and teaching approaches.

The university employs a virtual learning environment (MLE) where students can access lecture notes and engage with staff, other MBA students and the wider university community.

Assessment Strategies

The assessment process for the MBA programme reflects both the aims and learning objectives of the programme and establishes clear links with the underlying philosophy of the learning and teaching strategy. This requires the use of a wide range of assessment methods involving an appropriate balance between formative and summative methods. Summative assessment is guided by the need to measure student achievement in relation to the aims and objectives specified for the programme and the specified learning outcomes of the individual modules. This type of summative assessment could take the form of examinations or coursework e.g. essays, reports, presentations and reflective journals. For each year of study the course tutor will monitor summative assessment requirements across modules in order to, where possible, smooth student workload. Overall, the assessment methods should aim to assess achievement, both

formatively and summatively, over the whole degree programme. It is recognised however

that achievement of some components may be difficult to assess. Nevertheless graduates

will be expected to have achieved master's level in knowledge, understanding and skills

taken as a whole.

Formative assessment is guided by the need to provide students with developmental feedback. Of particular importance is feed forward to enhance student dissertation performance. This type of formative assessment encourages reflective practice, develops academic and personal skills and builds student confidence. Formative assessment is in evidence in all modules throughout the programme, but is seen as particularly important in the first semester (full-time)/ first year (part-time) of the MBA programme. summarized in the Programme Structure section below.

Programme Structure, Level, Modules, Credits and Awards

Level Modules

Interim Awards

7 All modules have 15 credit values:

People Leadership and Management

Financial Analysis

Strategic Marketing

Operations Management

Post-Graduate Certificate Credit requirements 60 at level 7

7 All modules have 15 credit values:

Strategic Leadership and Business Transformation

Innovation

Plus two elective modules

Post-Graduate Diploma Credit requirements 120 at Level 7

7 Dissertation has 60 credit value:

Masters’ Degree: Credit requirements 180 at Level 7

Support for Students and their Learning – University Level

The University provides support for all students for Library and Information Services

http://lis.newport.ac.uk/

Careers

http://careers.newport.ac.uk/

Student Support

http://www3.newport.ac.uk/displayPage.aspx?object_id=931&type=SEC

Support for Students and their Learning – School and Programme Level

There 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 most

of their tutors, know the key facts about their programme of study and environment, but more

importantly, have made new friends. The induction process is repeated in years 2 and 3, but

on a lesser scale.

The Department of Business and Management operates an ‘open-door’ policy so students

should feel comfortable in approaching a tutor if they have a question or problem. A module

leader will be designated for every module that students study. The course tutor provides

pastoral care and can discuss any issues that may arise, but cannot be rectified at module

level.

Criteria for Admission to the Programme

http://www3.newport.ac.uk/displayPage.aspx?object_id=544&type=PAG

$Equal Opportunities and Diversity Newport Business School respects and values all people and welcomes having a diverse

population 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

http://hr2.newport.ac.uk/diversity/index.htm . Additionally, prospective students with

disabilities will find a wide variety of information on the university’s Disability Homepage.

http://registry.newport.ac.uk/a/MenuStudent/indexstudent.htm

Indicators of Quality and Standards - University Level

University of Wales, Newport achieved the highest possible outcome in a 2004 Institutional

Audit conducted by the Quality Assurance Agency for Higher Education:

http://www.qaa.ac.uk/reviews/reports/instReports.asp?instID=H-0086

Quality Assurance systems given strong endorsement in two audits of overseas provision by

the Quality Assurance Agency:

http://www.qaa.ac.uk/reviews/reports/instReports.asp?instID=H-0086

Top 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 Level

Why 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 2008

Student Contract

All students will be required, as a condition of enrolment, to abide by and submit to the

procedures of the University’s disciplinary rules and regulations, as amended from time to

time. A copy of the current disciplinary rules and regulations is available, on request, from

the University Information Centre.

The University will use all reasonable endeavours to deliver courses in accordance with the

descriptions set out in the prospectus. However, the University does not provide education to

UK undergraduates on a commercial basis. It is also very largely dependent upon charitable

and 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 of

students. 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.