taught master’s in food science€¦ · 32fmm007 none food management 20 32gfs001 none global...

of 65

Faculty of Health, Psychology & Social Care

Taught Master’s in Food Science

PROGRAMME SPECIFICATION

This document provides a concise summary of the main features of the course(s) & associated award(s) offered through this Programme Specification, and includes the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme’s relationship to QAA Subject Benchmark Statements may be found in the dedicated student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education.

of 65

Versioning of Programme Specification This programme specification is valid for the period of approval confirmed at the time of the approval/last review event and relates to provision approved at that point. Programme specifications are updated on an annual basis to include modifications approved through the University’s quality assurance processes. This version provides a description of the programme as approved for the academic session indicated in section 3 of the following table.

1 Date of initial Approval or last review: 21st June, 2013

2 Effective date of Approved/Reviewed Programme Specification: Sept 2013 – Aug 2019

3 This Version effective from: September 2016

4 Version number: 2013/ Version 5

Modifications to Programme Specification

Modifications to the programme specification since approval/ last review, and the cohort of students affected by the change, are listed in Section G (Log of Modifications) at the back of the document.

Cross Referencing of Programme Specifications

The following elements of provision included in this document is/ are also included in the following programme specifications

Award Programme Specification

Dissertation with Research Methods (32DRM001)

• MSc Occupational Safety, Health and Environment

Amendments made to provision listed in this table, must also be reflected in the relevant programme specifications listed above

Programme Specification

SECTION A – ADMINISTRATIVE AND REGULATORY INFORMATION

1 Overarching Programme Specification Title

Taught Master’s Portfolio – Food Science Programmes

2 Brief Summary

MMU presently offers three Master’s courses that will enable students to develop core skills required for a career in the nutrition, food technology, product development and food compliance sectors. The MSc in Nutrition & Health reflects the current and developing fields of food and nutrition as essential in public health policy and practice. The programme will provide knowledge in this contemporary professional and academic field, giving students the opportunity to work in healthcare settings, food and health industry and consultancy environments. The programme is resourced with current air displacement plethysmography equipment (Bod Pod) and food / nutritional science academic expertise. The MSc in Food Innovation reflects the present demand for graduates in this field of expertise. The programme delivers the latest information on product development; modern technologies such as nanotechnology, health claim/labelling guidelines and sensory evaluation, underpinned by research activity and development within the department. The programme reflects the demands of a wide range of industry and commercial sectors requiring food technology and product development expertise. The programme is populated with a range of practical activities where students develop and evaluate the sensory properties of functional foods, develop new products and have the opportunity to be involved with consultancy/research projects through the Manchester Food Research Centre. The programme is resourced with internationally recognised food science academics and expertise. The MSc in Food Safety is designed to provide graduates with core analytical, interpretative and communication skills required within trading law and food safety and standards compliance within the food industry. This programme integrates the latest HACCP (Hazard Analysis and Critical Control Points) and BRC (British Retail Consortium) developments and guidance, and gives students the opportunity to be involved with short consultancy/research projects through the Manchester Food Research Centre.

of 65

All Master’s programmes have enterprise and employability embedded within the units, enhancing students work prospects. Students will also be asked to undertake a research or consultancy project as part of their Master’s dissertation.

3 Awarding institution Manchester Metropolitan University

4 Home Faculty Faculty of Health, Psychology & Social Care

5 Home Department/ School/ Institute

Department of Health Professions

6 UCAS/GTTR code(s) N/A

7 Framework for HE Qualifications position of final award(s) Framework for HE Qualifications

Master’s (Level 7)

8 Alignment with University Curriculum Framework University Curriculum Frameworks

Postgraduate

9 Engagement with University-wide Provision N/A

10 Compliance with University Assessment Regulations University Assessment Regulations

Taught Postgraduate

11 Approved Variations/Exemptions from University Assessment Regulations

N/A

12

Relationship with Faculty Foundation Year N/A

Awards

13 Final award title(s) • MSc Nutrition and Health

• MSc Food Innovation

• MSc Food Safety

14 Combined Honours There is no Combined Honours provision within this programme specification

14a (i) Combined Honours Awards available

N/A

(ii) Single Honours Awards available through Combined Honours

N/A

(iii) Approved Subject Combinations administered by this Programme Specification

N/A

14b Approved Subject Combination administered by other Programme Specifications

Approved Combination

Home Programme Specification & Home Dept

N/A N/A

15 Interim exit awards and Subject title(s)

• Postgraduate Diploma in Nutrition & Health

• Postgraduate Diploma in Food Innovation

• Postgraduate Diploma in Food Safety

• Postgraduate Certificate in Nutrition & Health

• Postgraduate Certificate in Food Innovation

• Postgraduate Certificate in Food Safety

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-higher-education-qualifications-in-England-Wales-and-Northern-Ireland.aspx

http://www.mmu.ac.uk/academic/casqe/regulations/curriculum-frameworks.php

http://www.mmu.ac.uk/academic/casqe/regulations/assessment.php

of 65

Arrangements with Partners

16 Approved Collaborative partner(s) Partner Name Type of Collaborative Partnership

N/A N/A

17 Articulation and Progression Arrangements with Partners

Partner Name Details of Arrangements

N/A N/A

Professional, Statutory and Regulatory Bodies

18 PSRB(s) associated with final award of any route within the programme specification

N/A

19 Date, outcome and period of approval of last PSRB approval/accreditation

N/A

Approval Status

20 Date, outcome and period of approval of most recent MMU review/ approval

(i) Latest review/approval The programme was last reviewed on 21st June 2013

(ii) Major Modifications to Programme

Specification since last review/approval

• Changes to Unit titles

• Changes to Unit content

• New Units added to the programme

21 Next Scheduled Review Date: Autumn/Spring term 2018/19

22 Programme Specification effective date:

September 2016

SECTION B - OUTCOMES 23 MMU Graduate Outcomes

On successful completion of their course of study MMU graduates will be able to:

GO1. apply skills of critical analysis to real world situations within a defined range of contexts;

GO2. demonstrate a high degree of professionalism characterised by initiative, creativity, motivation and

self-management;

GO3. express ideas effectively and communicate information appropriately and accurately using a range

of media including ICT;

GO4. develop working relationships using teamwork and leadership skills, recognising and respecting

different perspectives;

GO5. manage their professional development reflecting on progress and taking appropriate action;

GO6. find, evaluate, synthesise and use information from a variety of sources;

GO7. articulate an awareness of the social and community contexts within their disciplinary field.

24 Programme Rationale

The suite of programmes has been designed to reflect the current demands within the community and public health professions, food industry, food product development, and allied compliance industries. The philosophy of the Food Science programmes is to offer a comprehensive coverage of the subjects and issues pertinent to the consumption of food. Demand for practitioners in Food Science is evident due to a diminishing UK skill base and the availability of a range of opportunities within the industry. The Food industry is the largest employer in the UK and product innovation and development is tending to be heavily focused on nutritional food products, and consumer nutrition and health, with this being the fastest growing food product sector globally. Nutrition and health, the management of human nutrition and nutritional status and the impact upon disease trends in the population is the fastest growing area in public health. Synergies between the food industry and production sector and the nutrition and health disciplines are therefore increasingly relevant in terms of new product development and existing food product formulation and design from food companies, and the demands of health practitioners and consumers for innovative and functional food products.

of 65

25 QAA Benchmark Statement(s)

Postgraduate Diploma and Master’s level 7 QAA standards to be followed, with particular reference to “specialised/advanced” study Master’s, pp12. Reference: QAA Master’s Degree Characteristics.

26 Programme Specific Outcomes

(i) Final Award Learning Outcomes On successful completion of the MSc in Nutrition and Health; MSc in Food Innovation; MSc in Food Safety students will be able to: PLO1. Evaluate evidence, methods and technologies within the food, nutrition and health sectors; PLO2. Apply core skills including critical evaluation and effective communication developed during the

programme to their future roles within the food, nutrition and health sectors; PLO3. Provide a critical overview of the strengths and weaknesses of the food, nutrition and health

sectors; PLO4. Develop, design and implement an independent research or consultancy project that integrates

relevant literature and appropriate methodologies within the food, nutrition and health sectors.

(ii) Combined Honours Learning Outcomes N/A

(iii) Pass Degree Learning Outcomes N/A

27 Interim Award Learning Outcomes

On successful completion of a Postgraduate Diploma in Nutrition and Health or Food Innovation or Food Safety, students will be able to: PLO1. Evaluate understanding of the latest evidence, methods and technologies within the food,

nutrition & health sectors; PLO2. Apply core skills including critical evaluation and effective communication developed during the

programme to their future roles within the food/nutrition/health sectors; PLO3. Provide a critical overview of the strengths and weaknesses of the food, nutrition and health

sectors; PLO4. Develop, design and implement an independent research or consultancy project that integrates

relevant literature and appropriate methodologies within the food, nutrition and health sectors. On successful completion of a Postgraduate Certificate in Nutrition and Health or Food Innovation or Food Safety, students will be able to: PLO1. Evaluate literature/media sources and compile evidence-based advice; PLO2. Demonstrate knowledge of the subject including latest recommendations enabling them to work

in community, health, food industry and consultancy environments; PLO3. Demonstrate skills that will enhance their future employability prospects, such as time

management and working under pressure; PLO4. Demonstrate evaluation and communication skills essential for work in the food science and health

sector.

of 65

SECTION C – STRUCTURE

28 Structures, modes of delivery (eg FT/PT/DL etc), levels, credits, awards, curriculum map of all units (identifying core/option status, credits, pre or co-requisites) potential entry/exit points and progression/award requirements

POSTGRADUATE

Master of Science in Nutrition and Health, Master of Science in Food Innovation and Master of Science in Food Safety. There are no electives or optional units. All units assigned to named awards are core mandatory units.

MSc Nutrition and Health

Core Units

Code - Pre/Co-requisites

Unit Title No of credits

32AMN001 None Advanced Medical Nutrition 20

32NFF001 None Nutraceuticals and Functional Foods 20

32NPH001 None Nutritional Epidemiology and Health Promotion 20

32FNB001 None Food and Nutritional Biochemistry 20

32NSH001 None Nutritional Status and Health Issues 20

32GFS001 None Global Food Security and Sustainability 20

32DRM001 None Dissertation with Research Methods 60

MSc Food Innovation

Core Units



32FSM002 None Food Safety and Hygiene Management 20

32FIM001 None Food Innovation and Product Design 20

32FQM001 None Food Quality and Processing 20

32FNB001 None Food and Nutritional Biochemistry 20

32FMM007 None Food Management 20



MSc Food Safety

Core Units Master of Science in Food Safety/with Internship



32FSM002 None Food Safety and Hygiene Management 20

32FME001 None Food Microbiology and Epidemiology 20

32FQM001 None Food Quality and Processing 20

32FLM001 None Food Law and Policy 20

32FMM007 None Food Management 20



of 65

On successful completion of the following Level 7 credits:

60 credits comprising 3 x 20 credit units: Interim exit award Postgraduate Certificate in Nutrition and

Health or Food Innovation or Food Safety

120 credits comprising 6 x 20 credit units: Interim exit award Postgraduate Diploma in Nutrition and

Health or Food Innovation or Food Safety

180 credits comprising 6 x 20 and 1 x 60 credit unit: Final exit award Master of Science in Nutrition and

Health or Master of Science in Food Innovation or Master of Science in Food Safety

SECTION D - TEACHING, LEARNING AND ASSESSMENT

29 Articulation of Graduate Prospects

Within the food science and technology sector, and allied health sectors, which includes food and nutrition, there are excellent graduate prospects for employment. The demand for graduates is high, particularly with diverse practical and theoretical skills. Current and possible future career prospects for graduates include: MSc in Nutrition & Health – Research assistant posts, nutrition scientist (industry), nutrition consultant, community nutritionist, obesity co-ordinator/weight-loss consultants, sports/performance nutritionist, international health and nutrition officer/advisor, teaching and further study (PhD). MSc in Food Innovation – Food production officer, food production manager, food marketing, trend/brand awareness officers, culinary arts/culinologist, project manager roles and roles of increasing interest including intelligent packaging technologist and specifications technologist. MSc in Food Safety – Trading law specialist, Food Safety Officer, Environmental Health Practitioner, quality auditing and training consultant, Food Safety technical manager, research and academic posts.

30 Curriculum Design

The curriculum as such has been developed to encompass a diverse range of theoretical and practical knowledge, developing the skills needed to work in a range of sectors, and to keep pace with the changing technological and consumer trends in this sector. This includes valuable transferable analytical and communication skills. The curriculum contains a variety of different approaches, from laboratory and field based practical experiences, to lectures, seminars and tutorials to engage students in the delivery of the subject. The variety of subjects across the curriculum has been included to reflect both diversity for employability and the breadth of expertise within the Department. This is a strength and ensures a depth to the curriculum which addresses many current sector requirements.

31 Learning and Teaching

Learning and Teaching is delivered through a range of accepted practice; lectures, seminars, small group tutorials, personal tutorials, autonomy in learning, group work and field and laboratory practicals. Academic staff are key in leading and guiding the teaching and learning within the programmes, and actively encourage engagement with students as formative method of assessment. Academic staff have a high profile and availability for students, both in person and using Virtual Learning Environment methods such as Moodle and email. The Programme Team operate an open door policy for student accessibility.

1. Departmental research and commercial activity informs curriculum design and teaching within this subject area. Academic staff integrate the outcomes of conferences, collaborative research projects and papers into teaching and learning, and disseminate their continuing professional development for the benefit of the student body. An example of this includes new upskilling in PCR (Polymerase Chain Reaction) and DNA (deoxyribonucleic acid) testing within the Faculty, research activities into gluten and gluten-based and gluten free products; antioxidants; nanotechnology in Food Innovation; dietary improvements and blood cholesterol changes. The opportunity for students to apply and synthesise their developing knowledge is available through experiential work-based learning within the curriculum design should students elect the internship or short duration work-based projects as and when available.

32 Assessment

Assessment has been compiled to meet the objectives of the MMU Strategy for Learning, Teaching and Assessment. This includes providing students with a range of transferable skills that will enable them to remain effective lifelong, independent learners that are equipped with the right skills to make a significant

http://www.celt.mmu.ac.uk/ltastrategy/

http://www.celt.mmu.ac.uk/ltastrategy/

of 65

contribution to their employment. Methods used to promote student learning include the use of online materials through Moodle, for example, weekly reading and activities. Assessment is an integral part of the learning process and both formative and summative forms will be used. The instrument will confirm the learning outcomes have been met and provide an additional challenge to students to demonstrate their range of skills. Different assessment methods will be used across units as students are tasked to reveal their ability to work independently or in groups. Feedback on student assessments from external and internal examiners and internal moderators will ensure that work is consistently at the correct level of challenge and also to enable the course team to confirm that the outcomes have been achieved. The assessment strategy supports the achievement of learning outcomes through directed learning, topic focused study, practical and laboratory based testing and evaluation along with the use of real-life case studies to demonstrate synthesis and application of knowledge in the field of study. The assessment mix is designed to reflect professional variability in the range of situations likely to be encountered. For example, new product development reflecting current consumer nutritional demands, using nanotechnology in such development, and the legal framework pertaining to such products. The assessment encourages the student to utilise a range of techniques – from verbal synopsis of planning, innovation and strategic decision making for example in Nutraceuticals and Functional Foods, and Food Innovation and Product Design, to the documented guidance for practice and procedures in Food Safety and Hygiene Management. Examples of summative assessments included within the Food Science Portfolio of programmes are: Literature reviews/discussion papers. Students will be provided with a clear, structured brief and marking scheme and will submit their work with an ID number only (anonymously). Cover sheets will be downloaded from Moodle. Viva voce assessment is used to demonstrate judgement and professional skills of decision making and rationales for decisions in a verbal and organic context. Reports are required in order to develop the students’ ability to interpret and evaluate results from practical sessions and compile reports in the conventional format. Case studies will allow students to demonstrate integration of learning across subjects and apply developing professional skills to real scenarios. Research Projects will enable students to study one subject-area in depth and develop essential time-management, communication, data analysis and analytical skills. Examples of formative assessments included within the Food Science Portfolio of programmes: In-class tests, for example mock tests, marked case studies, statistical tests (SPSS) and laboratory experiments. Student presentations e.g. using Audio Visual means or poster presentation will develop communication skills and build confidence. Peer and self-assessment will develop critical analysis and evaluation, while group work demands team working skills and a professional attitude. As mentioned in the MMU guidelines on assessments: “Assessment is a matter of judgement, not simply of computation. Marks, grades and percentages are not absolute values, but symbols used by examiners to communicate their judgement of different aspects of a student's work in order to provide better information on which the final decision of a student's fulfilment of course objectives may be based. Thus, in determining the final recommendation to be made in respect of a student, the Board of Examiners shall take into account such matters, as in its judgement, are relevant. The assessment programme, which enables students to demonstrate that they have fulfilled their objectives, also acts as a constraint. Within this constraint, and the course assessment regulations generally, examiners have wide discretion. They are responsible for interpreting the regulations for the programme if any difficulties arise in the light of good practices in Higher Education; and their academic judgements cannot, in themselves, be questioned or overturned”. Candidates who attain 180 M-level credits and achieve a pass (minimum 50%) in each unit, will be awarded a Master’s Degree in their chosen award title. The degree of MSc will be awarded as follows: (Modular weighted average according to CATs points) Percentage Classification Award 0%-44% Fail 45%-49% Marginal fail 50%-59% Pass - MSc 60%-69% Merit - MSc with Merit 70% or > Distinction - MSc with Distinction In accordance with the University’s regulations the award of MSc is dependent on successful completion of the Dissertation by the deadlines given. APL credit is not permitted for the Dissertation.

of 65

33 Inclusive Practice

Departmental policies ensure that the various mechanisms are in place to enhance the student experience, in an academic, practical and pastoral way and includes the following: Part-time students For students who wish to study the MSc part-time all units are taught on Wednesdays and Thursdays only. Student may select the units they wish to take and build up their credits over time. All lecture notes are also available online through Moodle. Students with Disabilities For students with a disability (including dyslexia) the University’s Disability Service offers advice about the support available and help them make the necessary arrangements. Students are encouraged to discuss their requirements as early as possible, so that the support strategies are in place in good time before the start of their programme. Employability The Faculty operates two Employability weeks in the academic year with a range of activities, field trips and visits by employers to help students with the employability agenda. The programme team will facilitate short duration placement and project work where applicable. Enrolment Information for students about enrolment procedures and arrangement for enrolment are communicated directly to the student through central admissions. Accommodation Links to Manchester Metropolitan University in-house and agency accommodation services are available on the university website. Finance Information for students about obtaining financial advice and support is available on the university website and on campus from Student Life Office. Manchester Information about Manchester and useful links to Manchester sites is available on the university website and The Union MMU. The following support is also available to all students:

• Access to the Programme Manager who has a duty to ensure students are given all the relevant information about the support available;

• An individual copy of the Student Programme Handbook, which gives each student relevant information about where to get support;

• Induction programmes ensure that students are given information and advice on using the Library, ITCS facilities and details of academic support;

• Students are kept up to date with issues relating to their programme of study via the Programme Leader and/or Unit Leaders;

• Student group representatives are elected to the Programme Committee and are able to voice general concerns regarding learning and teaching;

• Unit Leaders are available with specific advice regarding their part of the syllabus;

• Personal tutors are available at any reasonable time and students meet with their personal tutors on a formal basis, where guidance and appropriate help is offered and confidentiality assured when requested;

• Students are introduced to all the University Student Services and are encouraged to seek the most appropriate help;

• The Faculty Student Support Officer also offers support on personal and academic issues, via individual appointments and by workshops;

• The Department also has a number of Disability Departmental Representatives to support and give guidance to students with a disability;

• On-line and VLE material is available during the summer months, refresher sessions are offered offered during induction week and at the start of the autumn term.

Short Duration Work-based experiential learning opportunities Using the Personal Development Planning strategy, should students wish to undertake any relevant short term work-based opportunities, the programme manager and subject leader will provide support in the student’s endeavours to secure a short duration placement and continue to provide tutorial support whilst the student is off-campus if necessary during the enrolment period.

of 65

The Programme Team meets regularly to discuss programme activity, development of teaching and learning and any issues highlighted by the student body. In terms of individual learners the Programme Manager and Subject leader will make themselves available for student tutorials, and contact students regularly throughout the year to invite students to attend a personal tutorial to discuss progress and development.

34 Technology Enhanced Learning

The University operates Moodle, which allows students to access all course relevant material where possible via remote technology. This includes documents, presentations, video streaming and podcasting. The Library provides information literacy (IL) training via face to face sessions, online tutorials within Moodle, the provision of IL content within the university-wide Skills Online Moodle resource and through help sheets and podcast content. The relevant subject librarian provides additional one to one support, on demand, helping students locate information for their research areas. This support is also available to students by phone or email. The University provides comprehensive library, technical and practical facilities as core to programme delivery.

35 Placement and/or Work-related Learning Activities

The portfolio of programmes is designed to provide students with the opportunity to undertake work-based experiential learning to apply their on-campus and student centred learning to enhance employment prospects. This is an enhancement for students and is not compulsory. Employability and transferable skills are embedded within all units of the programmes and the PDP. A number of consistently well-received work-based initiatives are core to enhancing experiential learning and employability outcomes. These include real-time projects such as product development for small to medium sized enterprises, field trips to food production settings, consultancy opportunities in community health settings. Short duration work-based experiential learning opportunities are not award bearing but will have an impact on the PDP and provide students with evidence of experiential learning to support application and synthesis of knowledge in seeking employment.

36 Engagement with Employers

Sector specific employer consultation and involvement is maintained and developed by:

• Employers, practitioners and industry wide alumnus being invited to deliver guest lectures;

• Maintaining relationships with lecturers and research staff in the Manchester Food Research Centre

and any Centre within MMU deemed relevant to this field of study;

• Links with employers for student projects;

• Consultation with employers on programme content;

• Short duration work-based learning opportunities with employers such as local authorities, National

Health Service and private sector consultancies, food manufacturers, small to medium sized food enterprises, charities and community settings;

• Links with employers through placement / internship opportunities;

• Links with employers through Continuing Professional Development and professional networking

events and conferences

• Maintaining links with current employers of placement students at undergraduate level.

37 Personal Development Planning

Master’s students upon graduation will be equipped to take responsibility for continuing to develop their own knowledge and skills. Within health, food industry and community practice settings there is a professional expectation or requirement where a statutory or professional body is involved, to maintain Continuing Professional Development (CPD). The QAA define Personal Development Planning (PDP) as “a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development”. All students will be allocated personal tutors who will design PDP’s with students to enhance their learning and development. The PDP within the University will align with the professional development and ethics requirements of the professional sector in food technology and manufacturing, health, nutrition and food safety to continually evaluate their personal competence. Reference to CPD is the professional active process, which identifies and reflects on skills or knowledge gaps and how these gaps are filled. The key skills required by the sectors upon successful completion of the programme will enable graduates to:

of 65

• Recognise that food science sector is a discipline where it is necessary to keep up to date through personal and professional development activities;

• Appreciate the value and benefits of active professional development as part of lifelong learning and develop a reflective learning approach.

The programme manager and deputy programme manager is the primary focus point for the student body. There is an induction event at the beginning of the year to discuss teaching and learning plans for the coming academic year, and to highlight professional opportunities. The programme manager, deputy programme manager and subject leaders act as academic support and professional mentors and guides for students. Students are allocated a tutor with the opportunity for regular one-to-one meetings to discuss personal skills development. Student support issues pertaining to learner development, are also addressed by the Student Support Officer within the Faculty. Liaison between student, programme management and student support provides a comprehensive approach to salient learner development matters. This service also provides help with written English, CV development and application form guidance, along with the placement officer within the Department. Students are encouraged by the programme leader to engage with these services. In terms of employability and professionalism, the PDP is embedded into the unit specifications and is evidenced in the Employability and Enterprise appendix where assessment outcomes are benchmarked to key employability markers. This is with particular emphasis on judgement making, evidence-based decision-making, effective autonomy, communication skills and demonstrating synthesis and application of knowledge. These skills are evidenced in all the programme units. A transcript of personal skills is provided to all students upon completion of their programme of study. Master’s students upon graduation will be able take responsibility for continuing to develop their own knowledge and skills, and appreciate the value and benefits of active professional development and a reflective learning approach.

SECTION E - PROGRAMME MANAGEMENT 38 Programme Specific Admission Requirements

As taken from the QAA (2010) requirements for entry into a specialised/advanced study MSc programme (including the circumstances in which accreditation or prior knowledge, understanding and skills may be used), will be defined by the institution. Consequently, these have been set to fall in line with QAA recommendations and are as follows:

• Entrants who have a relevant first undergraduate degree of 2:2 or above, or equivalent qualification acquired through previous study that is relevant to the specialism. In such cases, previous relevant

work experience is not required.

• Entrants who have acquired experience through work or other means will be assessed rigorously and decisions will be open to scrutiny and will conform to the University Policy for the Accreditation of Prior

Learning. Minimum admission points for entry to the University are reviewed on an annual basis. For entry requirements refer to the current University on-line prospectus

39 Programme Specific Management Arrangements

General

There is a structured course management arrangement with an identified programme leader, supported by degree level academic staff with an appropriate level and breadth of knowledge and experience of food science, nutritional and health sciences. Standard Programme Management arrangements are outlined in Management of Programme Delivery. Peer Review of Teaching is undertaken of both internal and external teaching staff to assess the quality of teaching within the Faculty. Arrangements for the professional development of academic staff exist within the University under a formalised process known as the PDR – Professional Development Review which is undertaken annually.

http://www.mmu.ac.uk/study/

http://www.mmu.ac.uk/study/

http://www.mmu.ac.uk/academic/casqe/regulations/docs/programme-management.pdf

of 65

40 Staff Responsibilities

General Standard staff responsibilities are outlined in Management of Programme Delivery. The Director of Postgraduate Taught Programmes is a Departmental wide role and shall be responsible for:

• All matters pertinent to the proper strategic operation of the FTM Master’s portfolio, including developing plans for new programme introductions, programme development, programme approval, internal and external validations, etc.

• The development and operation of appropriate and effective promotional strategy to ensure that all programmes realise their market potential;

• The development and operation of a strategic recruitment strategy for all Master’s programmes, including within the international market;

• Strategic approval of new programme developments and the maintenance of associated programme specification documentation;

• Coordination of strategic aspects of those collaborative partnerships with Master’s provision;

• Ensuring the programmes conform to the appropriate University guidelines in terms of quality assurance;

• Chairing the Programme Committee, and arranging for such meetings of the Committee and its sub-committees as considered appropriate.

The Programme Manager shall be responsible for:

• All matters pertinent to the proper day to day operation of the programme;

• Managing the organisation and implementation of the Admissions programme in accordance with Departmental, Faculty and University policies, reporting to the Programme Committee;

• Duties within the agreed policies of the Programme Committee, Faculty and Academic Boards, for the efficient operation of the programme as approved by the University;

• Advising the Programme Committee on its proper responsibility for the continuing development of the programme;

• Liaising on behalf of the Programme Committee with the Head of Department and other officers as appropriate;

• Taking any reasonable action on behalf of the Programme Committee with respect to the proper functioning of the programmes;

• Be familiar with and understand the coding used in Assessment Boards to record a student's status;

• Students at risk of failure are counselled;

• Planning field trips for all programmes in line with FTM strategy. The Deputy Programme Manager shall be responsible for:

• Admissions;

• Co-ordinating applications, interviews and portfolio assessments and make admission decisions

based on this;

• Enhancing the student experience.

The Subject Leader shall be responsible for:

• The subject development of their programmes;

• Marketing activities agreed by the programme team;

• Outreach activities;

• Liaising with relevant statutory and professional bodies where necessary.

http://www.mmu.ac.uk/academic/casqe/regulations/docs/programme-management.pdf

of 65

41 Programme Specific Academic Student Support

Generic academic student support is provided to all students in line with the guidance outlined in the University’s Student Handbook. The University Student Handbook is available from the MMU website Programme Specific Support Short Duration Work-based experiential learning opportunities Using the PDP strategy, should students wish to undertake any available short term work-based opportunities, the programme leader and subject leader will provide support in their endeavours to secure a short duration placement and continue to provide tutorial support whilst the student is off campus if necessary during the enrolment period.

42 Programme Specific Student Evaluation

Programme Specific Evaluation Student evaluation and feedback is critical to the programme outcomes and is essential to programme, unit and staff development where applicable. Student comments are used to enhance both the management of the programme and the development and consistency of teaching and learning strategies. Student observations are considered through the tutorial systems and the student voice is heard at both Staff Student Liaison meetings and the Programme Committee. Student representatives are encouraged to attend such meetings and receive training and support from dedicated Student Experience Tutors. Each programme with the Food Science Portfolio has a student representative to co-ordinate student opinion. There is no overarching Food Science Portfolio representative. The MMU Internal Student Survey and the Postgraduate Taught Experience Survey (PTES) is accessible to all students and is designed to elicit students’ views and opinions about their experience at MMU. In order to maintain closer links with students at other times, a “Postgraduate Café” initiative has been introduced each term within the Food and Tourism Management department, facilitated by the programme team, and aims to provide students with further opportunities to discuss any issues of concern and to assess the on-going student experience. Students will also be able to initiate additional meetings on request, thus issues can be speedily brought to the attention of the programme team and can be addressed promptly. The MMU Internal Student Survey, information from the PTES, International Student Barometer, and the data collected from the staff / student liaison and committee meetings provide essential information for the Continuous Improvement Plan. The Programme complies with current institutional evaluation guidance. University information on Student Evaluation is available from the CASQE website.

http://www.mmu.ac.uk/studenthandbook/

http://www.mmu.ac.uk/academic/casqe/experience/voice/docs/evaluation_of_opinion.pdf

PARM1.1

of 65

SECTION F – MAPPING MAP I RELATIONSHIP TO SUBJECT BENCHMARK STATEMENT(S)

BENCHMARKS MSc Food Safety

LEVEL 7

Knowledge and Understanding Mapping (K)

Foo

d S

afe

ty &

Hyg

iene

Ma

na

ge

me

nt

Food

Mic

robio

logy &

Ep

idem

iolo

gy

Foo

d Q

ualit

y

& P

rocessin

g

Foo

d L

aw

&

Po

licy

Food

Ma

na

ge

me

nt

Glo

ba

l F

oo

d

Se

curity

&

Su

sta

inab

ility

Dis

se

rta

tion &

Re

sea

rch

Me

tho

ds

Skills (S)

An in depth knowledge and understanding of the discipline informed by current scholarship and research, including a critical awareness of current issues and developments in the subject

K

S

K

S

K

S

K

S

K

S

K

S

K

S

Cognitive skills of critical thinking, analysis and synthesis. This includes the capability to identify assumptions, evaluate statements in terms of evidence, to detect false logic or reasoning, to identify implicit values, to define terms adequately and to generalise appropriately

The ability to complete a research project in the subject, which may include a critical review of existing literature in the subject or other scholarly outputs

K K

K

S

K

K

S

K

S

K

S

Effective problem solving and decision making using appropriate quantitative and qualitative skills including identifying, formulating and solving complex problems. The ability to create assess and evaluate a range of options together with the capacity to apply ideas and knowledge to a range of situations.

Use initiative and take responsibility K

S

K

S

S

K

S

K

S

S

K

S

Effective communication, oral and in writing, using a range of media which are used in the food science, nutrition, health and food technology sectors

Solve problems in creative and innovative ways

K

S

S

K

S

S

K

S

K

S

K

S

Numeracy and quantitative skills including data analysis, interpretation and extrapolation

PARM1.1

of 65

BENCHMARKS MSc Food Safety

LEVEL 7


Foo

d S

afe

ty &

Hyg

iene

Ma

na

ge

me

nt

Food

Mic

robio

logy &

Ep

idem

iolo

gy

Food Q

ualit

y &

Pro

cessin

g

Foo

d L

aw

&

Po

licy

Food

Ma

na

ge

me

nt

Glo

ba

l F

oo

d

Se

curity

&

Su

sta

inab

ility

Dis

se

rta

tion &

Re

sea

rch

Me

tho

ds

Skills (S)

Make decisions in challenging situations

K

S

K

S

K

S

K

S

K

S

K K

S

The ability to think critically and creatively and develop proposals/strategies to take ideas forward

Continue to learn independently and develop professionally

K

S

K

S

K

S

K

S

K

S

K

S

K

S

Effective self- management in terms of time, planning, behaviour, motivation, self-starting, individual initiative and enterprise

Communicate effectively with colleagues and a wider audience in a variety of media

S

S

K

S

K

S

K

S

Effective performance within a team environment, including leadership, team building, influencing and project management.

BENCHMARKS MSc Nutrition and Health

LEVEL 7


Ad

van

ced

Me

dic

al N

utr

itio

n

Nu

tra

ceutica

ls &

Fun

ction

al

Foods

Nu

tritio

na

l

Ep

idem

iolo

gy &

He

alth

Pro

motio

n

Nu

tritio

na

l

Sta

tus &

He

alth

Issu

es

Foo

d &

Nu

tritio

na

l

Bio

che

mis

try

Glo

ba

l F

oo

d

Se

curity

&

Su

sta

inab

ility

Dis

se

rta

tion &

Re

sea

rch

Me

tho

ds

Skills (S)


K

S

K

S

K

S

K

S

K

S

K

S

K

S

1.


PARM1.1

of 65

BENCHMARKS MSc Nutrition and Health

LEVEL 7


Ad

van

ced

Me

dic

al N

utr

itio

n

Nu

tra

ceutica

ls &

Fun

ction

al

Foods

Nu

tritio

na

l

Ep

idem

iolo

gy &

He

alth

Pro

motio

n

Nu

tritio

na

l

Sta

tus &

He

alth

Issu

es

Foo

d &

Nu

tritio

na

l

Bio

che

mis

try

Glo

ba

l F

oo

d

Se

curity

&

Su

sta

inab

ility

Dis

se

rta

tion &

Re

sea

rch

Me

tho

ds

Skills (S)


K

S

K

S

K

S

S

K

S

K

S


Use initiative and take responsibility K

S

K

S

S

K

S

K

S

S

K

S

3.



S

K

S

K

S

K

S

K

S

K

S

4.



S

K

S

K

S

K

S

S

K

S

K

S

5.



K

K

S

K

K

S

K

S

K

S

6.



K

S

K

S

K

S

K

S

K

7.


PARM1.1

of 65

BENCHMARKS MSc Food Innovation

LEVEL 7


Foo

d Q

ualit

y &

Pro

cessin

g

Food I

nno

vatio

n

& P

rodu

ct

De

sig

n

Foo

d &

Nu

tritio

na

l

Bio

che

mis

try

Foo

d S

afe

ty &

Hyg

iene

Ma

na

ge

me

nt

Food

Ma

na

ge

me

nt

Glo

ba

l F

oo

d

Se

curity

&

Su

sta

inab

ility

Dis

se

rta

tion a

nd

Re

sea

rch

Ma

na

ge

me

nt

Skills (S)


K

S

K

S

K

S

K

S

K

S

K

S

K

S



K

S

K

S

K

S

K

S

K

S

K

S

K

S


Use initiative and take responsibility

S

K

S

S

K

S

K

S

S

K

S



K

S

K

S

K

S

K

S

K

S

K

S

K

S



K

S

K

S

S

K

S

K

S

K K

S


PARM1.1

of 65

BENCHMARKS MSc Food Innovation

LEVEL 7


Foo

d Q

ualit

y &

Pro

cessin

g

Foo

d I

nno

vatio

n

& P

rodu

ct

De

sig

n

Foo

d &

Nu

tritio

na

l

Bio

che

mis

try

Foo

d S

afe

ty &

Hyg

iene

Ma

na

ge

me

nt

Food

Ma

na

ge

me

nt

Glo

ba

l F

oo

d

Se

curity

&

Su

sta

inab

ility

Dis

se

rta

tion a

nd

Re

sea

rch

Ma

na

ge

me

nt

Skills (S)


K

S

K

S

K

S

S

S

S

K

S



K

S

S

K

S

K K

S

K

S


PARM1.1

of 65

MAP II

PARM Assessment Mapping Exercise

Ad

van

ced

Me

dic

al N

utr

itio

n

Foo

d a

nd

Nu

tritio

na

l

Bio

che

mis

try

Foo

d I

nno

vatio

n

and P

rodu

ct

De

sig

n

Foo

d L

aw

and

Po

licy

Food

Ma

na

ge

me

nt

Food

Mic

robio

logy a

nd

Ep

idem

iolo

gy

Foo

d Q

ualit

y a

nd

Pro

cessin

g

Foo

d S

afe

ty a

nd

Hyg

iene

Ma

na

ge

me

nt

Glo

ba

l F

oo

d

Se

curity

and

Su

sta

inab

ility

Nu

tra

ceutica

ls

and

Fu

nction

al

Foods

Nu

tritio

na

l

Ep

idem

iolo

gy a

nd

Hea

lth

Pro

mo

tion

Nu

tritio

na

l S

tatu

s

and

Hea

lth

Issu

es

Dis

se

rta

tion w

ith

Re

sea

rch

Me

tho

ds

Report

Examination

Assessment

Presentation

Practical

Coursework

Group Presentation

Proposal

Dissertation

Project

Essay

PARM1.1

of 65

Employability Outcomes in Unit Specifications

Unit Title

Employability & Sustainability

Level 7

Ap

ply

skill

s o

f critica

l

ana

lysis

to

re

al w

orld

situ

atio

ns w

ith

in a

defin

ed

rang

e o

f co

nte

xts

De

mo

nstr

ate

a h

igh

deg

ree

of

pro

fessio

na

lism

Exp

ress id

ea

s e

ffe

ctive

ly

& c

om

mu

nic

ate

info

rmatio

n a

ppro

pria

tely

& a

ccura

tely

usin

g r

ang

e

of m

edia

inclu

din

g I

CT

De

velo

p w

ork

ing

rela

tion

ship

te

am

wo

rk &

lead

ers

hip

skill

s

recog

nis

ing &

re

spe

cting

diffe

rent

pers

pective

s

Ma

na

ge

th

eir p

rofe

ssio

na

l

deve

lopm

ent re

fle

cting

on

pro

gre

ss &

ta

kin

g

app

rop

riate

action

Fin

d,

evalu

ate

, syn

the

sis

e

& u

se in

form

atio

n fro

m a

va

riety

of so

urc

es

Art

icu

late

an a

wa

ren

ess

of th

e s

ocia

l &

co

mm

unity c

onte

xts

with

in t

heir d

iscip

linary

fie

ld

Use

syste

ms &

sce

nario

thin

kin

g

En

ga

ge

with

sta

keh

old

er/

dis

cip

linary

pers

pective

s

Advanced Medical Nutrition

Food and Nutritional Biochemistry

Food Innovation and Product Design

Food Law and Policy

Food Management

Food Microbiology and Epidemiology

Food Quality and Processing

PARM1.1

of 65

Unit Title

Employability & Sustainability

Level 7

Ap

ply

skill

s o

f critica

l

ana

lysis

to

re

al w

orld

situ

atio

ns w

ith

in a

defin

ed

rang

e o

f co

nte

xts

De

mo

nstr

ate

a h

igh d

eg

ree

of

pro

fessio

na

lism

Exp

ress id

ea

s e

ffe

ctive

ly a

nd

co

mm

unic

ate

info

rma

tion

app

rop

riate

s &

accu

rate

ly

usin

g a

ra

ng

e o

f m

edia

inclu

din

g I

CT

De

velo

p w

ork

ing

re

lationsh

ip

usin

g t

eam

wo

rk &

lead

ers

hip

skill

s,

reco

gn

isin

g

& r

espe

ctin

g d

iffe

rent

pers

pective

s

Ma

na

ge

th

eir p

rofe

ssio

na

l

deve

lopm

ent re

fle

cting

on

pro

gre

ss &

ta

kin

g

app

rop

riate

action

Fin

d,

evalu

ate

, syn

the

sis

e &

use in

form

atio

n fro

m a

va

riety

of so

urc

es

Art

icu

late

an a

wa

ren

ess o

f

the s

ocia

l &

co

mm

unity

co

nte

xt w

ith

in th

eir

dis

cip

linary

fie

ld

Use

syste

ms &

sce

na

rio

thin

kin

g

En

ga

ge

with

in s

take

ho

lder/

inte

rdis

cip

linary

pers

pective

s

Food Safety and Hygiene Management

Global Food Security and Sustainability

Nutraceuticals and Functional Foods

Nutritional Epidemiology and Health Promotion

Nutritional Status and Health Issues

Dissertation with Research Methods

of 65

Unit Specification (Postgraduate)

Unit Details & Outline

Unit Title Advanced Medical Nutrition

Unit Code 32AMN001

Unit Abbreviation AMN

Level of Study 7

Credit Value 20 ECTS Value 10

Home Department Department of Health Professions

Home Faculty Faculty of Health, Psychology & Social Care

Unit Co-ordinator Helen Collett

Key Words Clinical,Medical,Therapeutic Nutrition

Unit Description

Brief Summary This unit aims to develop a thorough knowledge and understanding of the evidence linking clinical nutrition, health and disease.

Indicative Content Macro/micronutrients

Dietary reference values

Malnutrition

Impact of nutrition/lifestyle on prevention and treatment of disease

Role of nutrition in high risk and vulnerable groups

Role of diet and other lifestyle factors in the aetiology of specific health disorders

Role of scientific advisory committees and regulatory agencies

Emerging concerns in nutrition, health and lifestyle

Learning Outcomes

Unit Learning Outcomes

On successful completion of this unit students will be able to: 1. Critically evaluate the scientific principles behind nutrition and lifestyle

recommendations for healthy individuals 2. Interpret and critically discuss the advancing role of nutrition in the

area of clinical medicine 3. Evaluate and appraise the impact of nutrition on the treatment of

specific clinical conditions

4. Synthesise the scientific literature in order to propose recommendations for the nutritional management of chronic disorders and diseases.

Assessment

Summative Assessment

Element

Type Weighting Learning outcomes assessed

CW1 Critical Review 40% 3, 4

CW2 Examination 60% 1,2,3

Employability and Sustainability

Outcomes Element of Assessment

of 65

Outcomes Apply skills of critical analysis to real world situations within a defined range of contexts.

CW1

Demonstrate a high degree of professionalism. CW2

Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT.

CW1,

In class formative assessment

Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives.

Ongoing formative assessment

Manage professional development reflecting on progress and taking appropriate action.

Ongoing within seminars

Find, evaluate, synthesise and use information from a variety of sources.

CW2

Articulate an awareness of the social and community contexts within their disciplinary field.

Ongoing within seminars

Use systems and scenario thinking. CW2, Case Studies in class

Engage with stakeholder/interdisciplinary perspectives. Visiting Lecture Presentations

Description of each element of Assessment

Examination: 3 hr (60%) One 3hr examination whereby students will answer three out of five questions. Questions will examine the student’s ability to analyse common clinical conditions and recommend the appropriate nutritional therapy to alleviate patient symptoms and minimise the risk of long term complications and/or require critical appraisal skills. Assignment: (40%) A 2000 word critical review – see detailed information in unit handbook.

Mandatory Learning & Teaching Requirements

N/A

Minimum Pass Mark 50%

Learning Activities

Breakdown of Student Learning Activity

Type of Activity %

Summative Assessment 25

Directed Study 25

Student-centred Learning 50

Learning Resources

Books recommended for purchase by students

See relevant panel on moodle

of 65

Essential Reading/ Resources

o Human nutrition - Catherine Geissler, Hilary J. Powers 2011

(electronic resource)

o Clinical nutrition - Michael J. Gibney, Nutrition Society

20050632056266

o Manual of dietetic practice 20149780470656228

Further Reading/ Resources

o A dictionary of food and nutrition - David A. Bender

o Scientific nutrition simplified - Goodwin Brown

o Healthy ageing: the role of nutrition and lifestyle : the report of a

British Nutrition Foundation task force - John C. Mathers, Sara

Stanner, Rachel Thompson, Judith Buttriss

o Medical nutrition therapy: a case study approach - Marcia Nahikian-

Nelms, Sara Long Roth 2014 (electronic resource)

o Understanding normal and clinical nutrition - Sharon Rady Rolfes,

Kathryn Pinna, Eleanor Noss Whitney 2015 (electronic resource)

o Digestion and nutrition - Robert J. Sullivan c2009 (electronic

resource)

o Oxford handbook of nutrition and dietetics - Joan Webster-Gandy,

Angela Madden, Michelle Holdsworth

20060198567251,9780198567257

Journals: not an exhaustive list

American Journal of Clinical Nutrition British Journal of Nutrition International Journal of Epidemiology Journal of Human Nutrition and Dietetics Lancet Maternal and Child Nutrition Nutrition & Food Science Nutrition Bulletin Nutrition Research Reviews See links below: American journal of clinical nutrition

British Journal of Nutrition

International Journal of Epidemiology

Journal of Human Nutrition and Dietetics

The Lancet

Maternal & Child Nutrition

Nutrition & Food Science

Nutrition Bulletin

Nutrition Research Reviews

Proceedings of the Nutrition Society

Public Health Nutrition

Specialist ICTS Resources

N/A

Additional Requirements N/A

http://lists.lib.mmu.ac.uk/items/99D8AE9A-E6E7-1A8D-99A7-EB87641C52F3.html?referrer=%2Flists%2FAEB38282-E822-3AB6-854A-06A99006BEE3.html%23item-99D8AE9A-E6E7-1A8D-99A7-EB87641C52F3

http://lists.lib.mmu.ac.uk/items/34EB6D94-F359-481A-F968-70E8A112AFE0.html?referrer=%2Flists%2FAEB38282-E822-3AB6-854A-06A99006BEE3.html%23item-34EB6D94-F359-481A-F968-70E8A112AFE0

http://lists.lib.mmu.ac.uk/items/D63B31AD-FE99-779E-E795-85D28BB9B236.html?referrer=%2Flists%2FAEB38282-E822-3AB6-854A-06A99006BEE3.html%23item-D63B31AD-FE99-779E-E795-85D28BB9B236

http://lists.lib.mmu.ac.uk/items/785EF692-3F60-00E1-855F-C21708C35776.html?referrer=%2Flists%2FAEB38282-E822-3AB6-854A-06A99006BEE3.html%23item-785EF692-3F60-00E1-855F-C21708C35776

http://lists.lib.mmu.ac.uk/items/AFB28AD7-6450-263A-21A0-3AAFB10FA143.html?referrer=%2Flists%2FAEB38282-E822-3AB6-854A-06A99006BEE3.html%23item-AFB28AD7-6450-263A-21A0-3AAFB10FA143

http://lists.lib.mmu.ac.uk/items/330DE546-83AD-DCDB-8942-191F97E7D7C6.html?referrer=%2Flists%2FAEB38282-E822-3AB6-854A-06A99006BEE3.html%23item-330DE546-83AD-DCDB-8942-191F97E7D7C6

http://lists.lib.mmu.ac.uk/items/330DE546-83AD-DCDB-8942-191F97E7D7C6.html?referrer=%2Flists%2FAEB38282-E822-3AB6-854A-06A99006BEE3.html%23item-330DE546-83AD-DCDB-8942-191F97E7D7C6

http://lists.lib.mmu.ac.uk/items/9AF188F2-871F-5481-C2FE-9C2A85DE13A8.html?referrer=%2Flists%2FAEB38282-E822-3AB6-854A-06A99006BEE3.html%23item-9AF188F2-871F-5481-C2FE-9C2A85DE13A8

http://lists.lib.mmu.ac.uk/items/591B0E75-61B7-4838-EB9C-125D8FDD114F.html?referrer=%2Flists%2FAEB38282-E822-3AB6-854A-06A99006BEE3.html%23item-591B0E75-61B7-4838-EB9C-125D8FDD114F

http://lists.lib.mmu.ac.uk/items/F88A1594-6674-4F76-0BFA-D08FEF4DD929.html?referrer=%2Flists%2FAEB38282-E822-3AB6-854A-06A99006BEE3.html%23item-F88A1594-6674-4F76-0BFA-D08FEF4DD929

http://lists.lib.mmu.ac.uk/items/8030F702-F060-5E21-0F1F-0AE569D49159.html?referrer=%2Flists%2FAEB38282-E822-3AB6-854A-06A99006BEE3.html%23item-8030F702-F060-5E21-0F1F-0AE569D49159

http://lists.lib.mmu.ac.uk/items/9AB45D89-90FE-4722-C71D-6F785CA8544A.html?referrer=%2Flists%2FAEB38282-E822-3AB6-854A-06A99006BEE3.html%23item-9AB45D89-90FE-4722-C71D-6F785CA8544A

http://lists.lib.mmu.ac.uk/items/6A239E7B-4FFE-B263-4A59-E8F3A99E568E.html?referrer=%2Flists%2FAEB38282-E822-3AB6-854A-06A99006BEE3.html%23item-6A239E7B-4FFE-B263-4A59-E8F3A99E568E

http://lists.lib.mmu.ac.uk/items/E417698E-3398-7A0C-9DE2-08D127BB7AD8.html?referrer=%2Flists%2FAEB38282-E822-3AB6-854A-06A99006BEE3.html%23item-E417698E-3398-7A0C-9DE2-08D127BB7AD8

http://lists.lib.mmu.ac.uk/items/B60D5926-A7B9-3910-A7BD-149B07670757.html?referrer=%2Flists%2FAEB38282-E822-3AB6-854A-06A99006BEE3.html%23item-B60D5926-A7B9-3910-A7BD-149B07670757

http://lists.lib.mmu.ac.uk/items/41ADCD5B-1C41-7F6C-6B4D-9F98842D10A5.html?referrer=%2Flists%2FAEB38282-E822-3AB6-854A-06A99006BEE3.html%23item-41ADCD5B-1C41-7F6C-6B4D-9F98842D10A5

http://lists.lib.mmu.ac.uk/items/E8FEFB39-2362-2CF9-B64E-0AB4C1910093.html?referrer=%2Flists%2FAEB38282-E822-3AB6-854A-06A99006BEE3.html%23item-E8FEFB39-2362-2CF9-B64E-0AB4C1910093

http://lists.lib.mmu.ac.uk/items/FDD8876C-17EA-95C1-104A-ADB529B81B21.html?referrer=%2Flists%2FAEB38282-E822-3AB6-854A-06A99006BEE3.html%23item-FDD8876C-17EA-95C1-104A-ADB529B81B21

http://lists.lib.mmu.ac.uk/items/7FF00CF8-0572-48F2-F833-16B6AA715EF3.html?referrer=%2Flists%2FAEB38282-E822-3AB6-854A-06A99006BEE3.html%23item-7FF00CF8-0572-48F2-F833-16B6AA715EF3

http://lists.lib.mmu.ac.uk/items/581A31BB-405C-B500-6C87-423FDECE4B22.html?referrer=%2Flists%2FAEB38282-E822-3AB6-854A-06A99006BEE3.html%23item-581A31BB-405C-B500-6C87-423FDECE4B22

http://lists.lib.mmu.ac.uk/items/F6957984-6FD8-59C2-602E-7BFB1E944395.html?referrer=%2Flists%2FAEB38282-E822-3AB6-854A-06A99006BEE3.html%23item-F6957984-6FD8-59C2-602E-7BFB1E944395

http://lists.lib.mmu.ac.uk/items/D1A001A6-8757-CAD8-66A0-047BEDA943E1.html?referrer=%2Flists%2FAEB38282-E822-3AB6-854A-06A99006BEE3.html%23item-D1A001A6-8757-CAD8-66A0-047BEDA943E1

of 65

Administration

JACS Code B400

HESA Academic Cost Centre

134

Date of Approval

Date of Most Recent Consideration

25th September 2015

Unit External Examiner Dr Ann Fearon

Unit Assessment Board PG Assessment Board

of 65



Unit Title Dissertation and Research Methods

Unit Code 32DRM001

Unit Abbreviation DRM

Level of Study Level 7




Unit Co-ordinator Dr Dinah-Ann Rogers Dr Haruna Musa

Key Words Analytical, reflective, feasible, original, methodology, communications, research, academic writing

Unit Description Brief Summary This self-directed unit encompasses the learning and reflective analysis

required to undertake a significant research project (qualitative / quantitative) related to a discipline area.

Indicative Content • Conducting a literature review

• Retrieval of data

• Designing of a qualitative and / or quantitative primary research programme Construction of a research proposal

• Primary data collection

• Analysis of data retrieved

• Critical evaluation and interpretation of data and data sources Presentation and dissemination of findings

Learning Outcomes


On successful completion of this unit students will be able to:

1. Undertake a self-initiated and self-motivated investigation into a

current issue within the students’ field of study;

2. Develop a research proposal identifying clear aims and objectives;

3. Critically review appropriate techniques in identification, analysis and evaluation of a research question;

4. Critically appraise a rigorous academic methodology and a critical,

constructive and creative approach to the issue under

consideration;

5. Communicate the results and conclusions of their investigation

clearly to both specialists and non-specialists.

Assessment


Element


1 Research Proposal 10% 2

2 Dissertation 90% 1,3,4,5

Employability and Sustainability Outcomes


Apply skills of critical analysis to real world situations within a defined range of contexts.

2

Demonstrate a high degree of professionalism. 1&2

of 65

Express ideas effectively and communicate information appropriately and accurately using a range of media .

1&2


-

Manage their professional development reflecting on progress and taking appropriate action.

2


2


-

Use systems and scenario thinking. 2

Engage with stakeholder/interdisciplinary perspectives. 2


Students will be required to submit a 2000 word research proposal which will lead to the development of the final dissertation (Outcome 2) . Students are to produce a 16,000 word dissertation. An equivalent work might be acceptable for example, a project based on an industrial placement or a scientific paper) See below for criteria

(The assessment will address Learning Outcomes 1, 3, 4 and 5).


N/A


Learning Activities


Type of Activity %


Directed Study 50


Learning Resources


Baker, M.J.(2003) How to complete your research project successfully,

Westburn, Helensburgh.

Biggam, J. (2011) Succeeding with your master's dissertation: a step-

by-step handbook. Open University Press. Maidenhead

Cottrell, R.R. McKenzie, F. J (2011) Health promotion and education

research methods: using the five-chapter thesis/dissertation model.

Jones and Bartlett

Publishers, London


Fitzpatrick, J. Secrist, J. Wright, J.D. (1998) Secrets for a successful dissertation.

Thousand Oaks, Sage, London Gillham, B. (2000) Developing a questionnaire, Continuum, London. Murray, T.R. (2003) Blending qualitative and quantitative research

methods in theses and dissertations. Thousand Oaks, Corwin Press

Pallant, J. (2001) SPSS Survival Manual, Open University Press, Milton

Keynes. Roberts, C.M. (2004) The dissertation journey: a step-by-step

guide to planning, writing, and defending your dissertation. SAGE,

London

Sapsford, R. and Judd, V. (2006) Data collection and analysis, 2nd Ed., Sage, London.

of 65


Appropriate Journals relevant to the student’s specialist area of study


SPSS, Microsoft Office

Additional Requirements

Specialised laboratory equipment for research

Administration

JACS Code B400


134

Date of Approval


Unit External Examiner

Unit Assessment Board

of 65



Unit Title Food Innovation and Product Design

Unit Code 32FIM0001

Unit Abbreviation FIPD

Level of Study 7


Home Department FTM

Home Faculty Hollings

Unit Co-ordinator Kritika Mahadevan

Key Words Innovation, product development, food quality, creativity

Unit Description

Brief Summary This unit focuses on practical application of factors for identification, evaluation and exploitation of innovative and creative ideas in food process and development

Indicative Content • Challenges in quality, nutrition and food safety

• food product lifecycle

• Novel food regulations

• standards for food product process and design

• Functional foods and nutraceuticals, functional ingredients

• food quality design and packaging technology and development

• formulation and food product design

• sensory evaluation and consumer science and behaviour

Learning Outcomes Unit Learning Outcomes


1. Appraise the use and application of various tools for creativity and innovation in food research and development.

2. Evaluate the scientific disciplines fundamental to the development of novel foods.

3. Critically explore and exploit various food processing and preservation techniques for process and product design.

4. Summarise the technological and managerial skills as input for food quality attributes.

Assessment


Element


1 Report 40% 1

2 Group Project (final) 60% 2, 3, 4




CW1


of 65


CW1, CW2


CW2


CW2


CW1, CW2


CW2

Use systems and scenario thinking. CW1, CW2

Engage with stakeholder/interdisciplinary perspectives. -


CW1: Report: Students will use various resources like academic and professional journals and websites to write a critical appraisal Report (2000 words) on ‘Evaluation of innovation and creativity in the food industry with pertinent examples’ (40%). CW2: Group Project: Students will work in teams over a 5 week period, designing and developing a product to meet a brief. They will deliver a group Presentation on the development process and unique selling points of the product or design produced (15 minutes) and write an individually marked reflective report (700 words) on their contribution to the group, skills acquired and challenges faced during the group work. The proportion of assessment marks will be distributed as follows: - Quality of the product produced (20%) - Coursework Presentation (20%) - Reflective report (20%)


N/A


Learning Activities


Type of Activity %


Directed Study 25


Learning Resources


N/A


Earle MD, Earle R, Anderson A (2009) Food product development : CRC; Cambridge : Woodhead

Baker, M.J. (2007) Product strategy and management 2nd ed. - Harlow : Financial Times Prentice Hall

Moskowitz, Howard R; Beckley, Jacqueline; Resurreccion, Anna V. A (2006) Sensory and consumer research in food product design and development, Blackwell : Oxford.

of 65


Graf, E and Saguy, I.S. (1991) Food product development : from concept to the marketplace Chapman & Hall

Meilgaard, M, Civille, GV and Carr, BT (2006). Sensory evaluation techniques, Boca Raton, Fla, London:CRC Press.

Rudder, A. (1995) A model for successful new product development (NPD) in the UK food market

British Standards Online, http://bsonline.techindex.co.uk Journals Innovative Food Science and Emerging Technologies Journal of Functional Foods Trends in Food Science and Technology


N/A

Additional N/A

Requirements N/A

Administration

JACS Code D633


134

Date of Approval




http://bsonline.techindex.co.uk/

http://bsonline.techindex.co.uk/

of 65


Unit Details and Outline Unit Code 32FLM001

Unit Title Food Law and Policy

Unit Abbreviation FLP




Unit Coordinator Ajay Patel

Keywords Food, law, policy, regulation, consumer protection

Unit Learning Outcomes Upon completion of this unit students will be able to: 1) Evaluate the impact of law and regulation affecting the business of the

supply of food. 2) Critically analyse the regulatory risks and liabilities relating to the sale

and supply of food. 3) Defend or criticize various methods of consumer protection from the

UK and EC in relation to sale and supply and production of food. 4) Judge the issues raised by enforcement of the regulation and

legislation relating to food.

Summative Assessment Element (highlight final element)


1 Essay/problem based question

50% 1,2

2 Essay 50% 3,4



Analyse real world situations critically CW1

Demonstrate professionalism and ethical awareness

CW1,CW2

Communicate effectively using a range of media CW1,CW2

Apply teamwork and leadership skills

Manage own professional development reflectively

CW1,CW2

Find, evaluate, synthesise and use information CW1,CW2

Work within social, environmental and community contexts

Use systems and scenario thinking CW1

Engage with stakeholder/interdisciplinary perspectives

CW2

of 65

Assessment Strategies for each Element of Assessment

This unit will be assessed by two pieces of coursework of equal weight. For the first, students will be presented with a fictional real world case study which raises complex legal issues. Students will be required to use systems and scenario thinking to apply legal principles to the case study. The case study will require students to analyse situations in the context of academic theory and evaluate actual outcomes and make their own recommendations for action in that situation. The format of the work will be in the form of reasoned advice arranged into clear sections rather than a narrative essay that builds on a single theme. For the second, students will be provided with an essay title which will require them to reflect on a food policy issue from a stakeholder/interdisciplinary perspective. The subject of the essay will be one that is touched upon in lectures but it will encourage students to focus on the topic in more depth than was possible in lectures. It will require students to construct an argument in the discipline, to synthesise the breadth of the material covered in the course in application to one problem and to form a hypothesis using what was learned in the course.

Assessment Criteria for Unit/Elements of Assessment

The criteria for assessment will be: 1. knowledge and understanding: for example: a clear understanding of

the relevant theory and use of appropriate tools, techniques or models; sound knowledge of key concepts and links between them; arguments well-reasoned, theoretically underpinned and clearly articulated.

2. use of references and supporting material: for example: inclusion of relevant, up to date references and supporting material; good balance of a wide range of resources (i.e. academic and contemporary); references used and presented strictly according to Harvard criteria.

3. application and problem solving: for example: establishing clear aims and objectives relevant to the assessment; ability to assess a range of appropriate data sources and apply theory to inform practise,

4. presentation and organisation: for example: clarity; planned and logical structure; flow and progression of ideas; professional presentation style; tables / figures / appendices as relevant to the assessment

Non-Standard Minimum Pass Mark

N/A

Outline of the Unit Brief Summary This unit will review the key areas of food law, regulation and policy. It will

focus on enforcement and consider the role of enforcement bodies.

Indicative Content • Regulation, consumer protection in food markets.

• The Food Safety Act 1990 (as amended) as the framework for all

food legislation in the UK.

• Main food safety and consumer protection offences and defences created by the FSA 1990: Section 7 rendering food injurious to health; section 14 selling to the purchaser’s prejudice food that is substandard; section 15 falsely describing or presenting food; section 20 commission of an offence due to act of default of another; section 21 defence of due diligence.

• Relevant UK and EU case law.

• Main provisions of the General Food Law Regulation (EC) 178/2002:Article 11 Imports to the EU; Article 12 exports from the EU; Article 14 safety injurious to health and unfit for human

of 65

consumption; Article 16 labelling, advertising and presentation; Article 18 traceability; Article 19 withdrawal, recall and notification.

• Offences created by General Food Regulations 2004: Regulation 4

criminal offences; Regulation 5 penalties; Defences.

• Food hygiene legislation: EU Regulations 852 and 853.

• Food labelling.

• Nutrition and health claims regulation.

• Affecting consumer choice, Libertarian paternalism – Nudge theory

• Enforcement of food law; the role of the local authority and other agencies

• The role of agencies involved in food law and policy e.g.Department of Health, Department for Environment, Food and Rural Affairs, Food Standards Agency and European Food Safety Authority

Learning Activities Breakdown of Student Learning Activity

Type of Activity %

Summative assessment 25%

Directed study 25%

Student-centred learning 50%


N/A

Learning Resources Essential Reading Books

Atwood,B., (2009) Food Law. Tottel Publishing Others Fortin,N., (2009) Food Regulation, Law, Science, Policy and Practice.

Wiley Blackwell MacMaolian,C., (2007) EU Food Law Protecting Consumers and

Health in a Common Market. Hart Publishing Journals Trends in Food Science and Technology European Food and Feed Law Review Food Science

and Technology British Food Journal

Additional Resources that Students Should Buy

O’Rourke, R., (2005) European Food Law. Sweet and Maxwell.

Special ICTS Requirements

N/A

Any Other Additional Resources

www.food.gov.uk www.defra.gov.uk www.dh.gov.uk www.efsa.europa.eu www.leatherheadfood.com www.campden.co.uk www.hmso.gov.uk www.reading.ac.uk/foodlaw www.lacors.gov.uk www.tradingstandards.gov.uk

Administration

JACS Code D600

http://www.food.gov.uk/


http://www.defra.gov.uk/


http://www.dh.gov.uk/


http://www.efsa.europa.eu/


http://www.leatherheadfood.com/


http://www.campden.co.uk/

http://www.hmso.gov.uk/


http://www.reading.ac.uk/foodlaw


http://www.lacors.gov.uk/


http://www.tradingstandards.gov.uk/


of 65

Date of Approval 134 Date of Most Recent Consideration

Unit External Examiner Unit Assessment Board

of 65

Unit Specification (Postgraduate) Unit Details & Outline

Unit Title Food Management

Unit Code 32FMM007

Unit Abbreviation FMgt

Level of Study 7




Unit Co-ordinator Andrew Hollingsworth

Key Words Food, management, policy, sustainability, supply chain and marketing

Unit Description

Brief Summary

The food industry is the most dynamic and innovative sectors of any economy. This unit applies economics, management and marketing to challenges facing food businesses.

Indicative Content • introduction to food management

• food policy

• food marketing strategies in the food industries

• competition and performance of the food industries

• the purchasing behaviour of consumers

• measuring consumer responses to food

• consumer perceptions of food quality

• brand equity in the food industries

• brand extension strategies

• new product development in the food industries

• food pricing issues

• food channel theory: design; power conflict issues and due diligence

concerns

• sustainability and food

• current trends and future scenarios in the food industries

• liability and traceability in food supply chains

• country of origin indication on food products • corporate social responsibility and ethics in the food sector

Learning Outcomes



1. critically review the structure of food supply chains in Europe and

selected international markets;

2. analyse the fundamental global issues influencing the food purchasing

behaviour of consumers;

3. critically evaluate the various marketing strategies and marketing mix

issues as they relate to international and domestic food businesses;

4. synthesise the contemporary food marketing issues and evaluate

options for supply chain managers within food markets.

of 65

Assessment Summative Assessment

Element


1 2500 word management report 50% 1-2

2 2500 word management report 50% 3-4




CW1; CW2

Demonstrate a high degree of professionalism. CW1; CW2


N/A


N/A


CW1; CW2


CW1; CW2


N/A

Use systems and scenario thinking. N/A

Engage with stakeholder/interdisciplinary perspectives. N/A


Assessment One will cover learning outcomes 1-2. Assessment Two will cover learning outcome 3-4. Written Coursework One - 2500 word report covering an industry related

issue related to food management. Written Coursework Two - 2500 word report investigating a current

scenario within the food industry relating to the students own specialist study area.


N/A


Learning Activities


Type of Activity %

Summative Assessment 25%

Directed Study 25%

Student-centred Learning 50%

Learning Resources

Book recommended for purchase by students

Pullman, M. and Wu, Z. (2012) Food Supply Chain Management, Abingdon: Routledge.

of 65


Baldwin, C.J. (Ed) (2009) Sustainability in the food industry, London: WileyBlackwell

Baumann, S. & Johnston, J. (2009) Foodies, Routledge Bourlakis, M. (Eds), Vlachos, I.P. and Zeimpekis, V. (Eds) (2011)

Intelligent Agrifood Chains and Networks, London: Wiley-Blackwell. Fernie, J. Fernie, S. and Moore, C. (2003) Principles of Retailing,

Oxford: Butterworth Heinemann. Jongen, W.M.F. & Meulenberg, M.T.G. (Eds) (2005) Innovations in

agri-food systems, Wageningen: Wageningen Academic Publishers. Lindgreen, A. and Hingley, M.K. (2009) The new cultures of food:

marketing opportunities from ethnic, religious and cultural diversity, Gower.

Lindgreen, A. Hingley, M.K. and Vanhamme, J. (2009) The crisis of food brands: sustaining safe, innovative and competitive food supply, Gower.

Linnemann, A.R. & van Boekel, M.A.J.S. (Eds) (2007) Food product design: an integrated response, Wageningen: Wageningen Academic Publishers.

Tansey, G. and Rajotte, T. (2008) The future control of food, London: Earthscan. Zollitsch, W. Winckler, C. Waiblinger, S. & Haslberger, A. (Eds) (2007) Sustainable food production and ethics, Wageningen: Wageningen Academic Publishers.


Supply Chain Management: An International Journal The Journal of Supply Chain Management — A Global Review of

Purchasing and Supply Academy of Management Review European Journal of

Marketing Harvard Business Review

International Journal of Retail & Distribution Management International Review of Retail, Distribution and Consumer Research Journal of Marketing Long Range Planning Sloan Management

Review Strategic Management


N/A


N/A

Administration

JACS Code D600


134

Date of Approval




Postgraduate

of 65


Unit Details & Outline Unit Title Food Microbiology and Epidemiology

Unit Code 32FME001

Unit Abbreviation FME

Level of Study 7




Unit Co-ordinator Daniel Anang

Key Words food microbiology, epidemiology, foodborne disease, food spoilage, food preservation, food Examination

Unit Description Brief Summary This unit will review the importance of microorganisms in foods, pathology

of infection, epidemiology of foodborne disease and the global significance of foodborne infection

Indicative Content This unit provides knowledge of microorganisms in food production (fermentation), food spoilage and foodborne diseases/illness. Intrinsic and extrinsic parameters of foods that influence growth and inactivation of microorganisms (e.g. water activity, pH, adding preservatives, heating, gaseous environment etc) will be discussed. The main bacterial foodborne pathogens (e.g. Campylobacter, Salmonella, E. coli O157, and Listeria monocytogenes), viruses, parasites and fungi will be critically reviewed. Participants will develop knowledge of the impact of viruses, bacteria and fungi on food quality and safety. Laboratory practicals will develop knowledge and experience in using a range of microbiological techniques to study microbial eco-physiology in various foods. Participants will undertake food inspection at point of sale, to include; fruit, vegetables, fish, game, meat and other foods. Sampling and examination methods will be developed to test food for fitness.

Learning Outcomes



1. Critically evaluate the effects of preservation factors and techniques on microbial activity in food

2. Examine the role of epidemiology and its contribution to food microbiology and health

3. Evaluate the outcomes and provide judgement resulting from the inspection and microbiological examination of foods and food environments.

4. Select appropriate and effective methods for detection and identification of microbes for assessment of food quality and safety

5. Evaluate epidemiological methods and how they are applied in the global context within food safety surveillance to prevent disease and promote health

of 65


Element


1 Coursework and an oral presentation

50% 1, 2, 3

2 written report on laboratory practical results

50% 4, 5




1

Demonstrate a high degree of professionalism. 2


1


N/A


N/A


2


N/A




1. Research and produce a report (2500 words) on a specific topic. In addition to submitting the report, students will also deliver a 15 minute presentation on issues associated the written report.

2. Students will carry out a series laboratory practicals in microbiology using defined protocols and compile a laboratory report on the results and findings of the fitness of food for human consumption (equivalent of 2500 words).


N/A


Learning Activities


Type of Activity %


Directed Study 25


Learning Resources


Forsythe, S. J. (2010) The Microbiology of Safe Food, 2nd Edition, WileyBlackwell.

of 65


• Jarvis, B. (2008) Statistical Aspects of the Microbiological Examination of Foods. 2nd Edition. Elsevier.

• Silva, N., Junqueira, V. C., Taniwaki, M. H. and Gomes, R. A. R. (2012)

• Microbiological Examination Methods of Food and Water: A Laboratory Manual. CRC Press


• El-Mansi, E. M. T., Bryce, C. F. A. Demain, A. L. and Allman, A.R. (2011) Fermentation Microbiology and Biotechnology, 3rd Edition. CRC Press

• Eskin, M and Robinson, D. S. (2000), Food Shelf Life Stability: Chemical, Biochemical, and Microbiological Changes. Contemporary Food Science series. CRC Press

• Forsythe, S. J. and Hayes, P. R. (1998) Food hygiene, microbiology and HACCP. 3rd Edition. Aspen.

• Jay, J.M., Loessner, M.J. and Golden, D.A. (2005) Modern Food Microbiology. 7th Edition. Food Science Text Series. Springer.

• Pratik B. and Fung, D. Y. C. (2012) Rapid Methods in Food Microbiology: Food Microbiology Series. CRC Press

• Ray, B. and Bhunia, A. (2007) Fundamental Food Microbiology. 4th Edition. CRC Press

• Sapers, G. M., Gorny, J. R. and Yousef, A. E. (2005) Microbiology of Fruits and Vegetables. CRC Press

• Taormina, P. J. (2012) Microbiological Research and Development for the Food Industry. CRC Press

Journals

• Food Microbiology

• International Journal of Food Microbiology

• Journal of Food Protection

• Food Control

• Advances in Applied Microbiology More resources will be recommended by the unit tutor during the academic year.


N/A


N/A

Administration

JACS Code B400


134

Date of Approval




of 65



Unit Title 32FQM001

Unit Code Food Quality & Processing

Unit Abbreviation FQP






Key Words Food Processing, Quality, Safety, Management

Unit Description

Brief Summary This unit is intended to introduce students to current techniques in food processing and quality evaluation used in the food industry.

Indicative Content • Principles of food processing and preservation

• Unit operations in food processing - freezing, refrigeration, thawing, drying, pasteurisation, sterilisation, crystallisation, mixing, extraction, emulsification, centrifugation, fermentation, baking and process analytical technology.

• Effect of processing and preservation techniques on quality of food and food products

• Evaluation techniques for food quality (chemical, physical and microbiological)

• Primary processing of foods - grain processing

• Technology of grains, dairy, fruit and vegetables and meat processing

• Principles, applications and advantages of hurdle technology

• Food packaging and storage of food and food products Cleaning, sanitation and waste management

• New and emerging technologies for the processing of foods

Learning Outcomes



1. Describe in detail the effects of processing technologies on the physical, chemical and microbiological properties of food and food products.

2. Demonstrate advanced knowledge on the design, operation and application of the food processing unit operations.

3. Compare and contrast various food processing and preservation methods for specific food products.

4. Explore the global and local trends in food processing and food innovations.


Element


1 Seminar presentation 40% 4

of 65

2 Practical coursework 60% 1,2,3




CW1,CW2



CW1


N/A


CW1


CW2


CW2

Use systems and scenario thinking. CW2



The assessment will be based on the practical coursework and seminar presentation, which overall will address the learning outcomes: Coursework 1 (CW1) – 60% (LO1, 3, 4) Produce a practical course work report based on laboratory practicals summarising and critically analysing results obtained along with a concluding remark (3000 words). Coursework 2 (CW2) – 40% (LO2)

Students will be required to deliver a 15-minute seminar presentation based on the published research study. Students will have a choice of the research paper for presentation, published in last three years (2010-2013). The research article must be from the list of journals provided.


N/A


Learning Activities


Type of Activity %


Directed Study 25


Learning Resources


• Campbell-Platt, G. (2009) Food Science and Technology, John Wiley and Sons


• Cullen,P.J. Tiwari, B., Valdramidis, V.(2012) Novel Thermal and Non-Thermal Technologies for Fluid Foods, Elsevier Publications

• Brennan, J.G. and Grandison, A.S. (2011) Food Processing Handbook, 2nd Edition, Wiley

of 65


• Ramaswamy, H.S. and Marcotte, M. (2005) Food Processing: Principles and Applications. CRC Press, Boca Raton, Florida, USA

• Kutz, M.(2010). Handbook of Farm, Dairy, and Food Machinery, Springer

• Waldron, K. (2009) Handbook of Waste Management and Co-Product Recovery in Food Processing, Woodhead Publishing Series in Food Science, Technology and Nutrition No. 141.

• Klemeś, J., Smith, R., Kim, J. (2008) Handbook of water and energy management in food processing, Woodhead Publishing

• Scott Smith, J., Hui, H.Y. (2008) Food Processing: Principles and Applications, Wiley and Sons

• Joslyn, M.A. and Heid, J.L. (2012) Food Processing Operations: Their

• Management, Machines, Materials and Methods, V2, Literary Licensing, LLC

• Fellows, P.J. (2009) Food Processing Technology: Principles and Practice, Woodhead Publishing

Journals:

• Critical Reviews in Food Science and Nutrition

• Trends in Food Science and Technology

• Food Chemistry

• International Journal of Food Science and Technology Journal of Food Processing and Preservation LWT-Food Science and Technology

• Innovative Food Science and Emerging Technologies

• Food Research International


N/A


N/A

Administration

JACS Code D632


134

Date of Approval

Date of Most Recent

Consideration



of 65


Unit Details & Outline Unit Title Food Safety and Hygiene Management

Unit Code 32FSM002

Unit Abbreviation FSHM

Level of Study 7





Key Words Food safety, public health, HACCP, microbiological examination, quality, assurance, audit and management

Unit Description Brief Summary

This unit focuses on food hazards and their control, audit and management strategies of food safety. Shelf life examination underpins the management skills in determining food safety.

Indicative Content • Developments in food production, processing, distribution and retailing,

consumer food handling and their implications on food safety.

• Assessment of food hazards including microbial, chemical, physical

and allergenic contaminants.

• Food safety in relation to natural toxins, endocrine disrupting chemicals

and genetically modified food will be discussed.

• Critical evaluation of food safety along the food supply chain, farm-to-

fork, principles of prevention and traceability along the chain.

• Retail food premises inspection; hygiene control; rapid detection

markers for premises hygiene; bioluminescence swabbing and food

sampling.

• Cleaning technology including cleaning-in-place (CIP) and recent

technological development.

• Food safety management systems ; quality control; auditing; HACCP; review and evaluation of risk regulation systems; evaluation of the role

of assurance and certification standards in improving food safety

• Critical evaluation of the effectives of the regulatory arrangements for food control, particularly with relevance to enforcement failings.

Learning Outcomes


Upon successful completion of this unit, students will be able to:

1. Examine the food safety significance of a range of foodborne agents

including microbial, chemical, physical and allergenic contaminants;

2. Critically assess a range of procedures and processes applied during

food processing to ensure safe food production;

3. Critically evaluate the safety of food along the food supply chain as

related to communication and traceability;

4. Critically evaluate the application of food safety management systems

(e.g. HACCP, BRC) and the codex to ensure food safety;

5. Evaluate the role of quality assurance and audit systems in food safety.

of 65

Assessment


Element


1 Case study 50% 1, 2, 3

2 Case Study 50% 3, 4, 5




1, 2

Demonstrate a high degree of professionalism. 1, 2


1, 2


N/A


1, 2


1, 2


2

Use systems and scenario thinking. 1, 2

Engage with stakeholder/interdisciplinary perspectives. 1, 2


Element 1: A Laboratory report including judgement on findings, of a ready meal evaluation and microbiological examination of food environments, incorporating inspection and surveillance – 50%

Element 2: HACCP case study involving the development of a practical HACCP system in a given case study setting requiring students to undertake a real life or desktop implementation which will demonstrate critical thinking and application of HACCP – 50%


N/A


Learning Activities


Type of Activity %


Directed Study 25%


Learning Resources


Burlage, R. (2012) Principles of Public Health Microbiology, Jones and Bartlett


• Burlage, R. (2012) Principles of Public Health Microbiology, Jones and Bartlett

• Shaw, I.C. (2013) Food Safety: The Science of Keeping Food Safe, Wiley-Blackwell.

of 65


Forsythe, S. J. and Hayes, P.R. (1998) Food Hygiene, Microbiology and HACCP. 3rd ed. Maryland: Aspen Publishing.

Knechtges, P. L (2012) Food Safety: Theory and Practice, Jones and Bartlett Learning.

Merrill, R. (2010) Introduction to Epidemiology, Jones and Bartlett Press, 5th Edition.

Engel, F. & McDonald, D. (2008) Managing Food Safety, Chadwick House Group Limited,

2nd Edition.

• Sprenger, R.A. (2007) Hygiene for management: a text for food hygiene courses, Doncaster: Highfield.

Journals

• Journal of Food Protection

• Journal Food Control

• Journal of Food microbiology

• Journal of Risk Analysis

• Health, Risk and Society Journal

• Toxicology Letters

• Journal of Applied Toxicology

• Journal of Food Contaminants


• www.food.gov.uk

• www.defra.gov.uk

• www.dh.gov.uk

• www.efsa.europa.eu

• www.leatherheadfood.com

• www.campden.co.uk

• www.hmso.gov.uk

• www.reading.ac.uk/foodlaw

• www.lacors.gov.uk

• www.tradingstandards.gov.uk


N/A

Administration

JACS Code D620


134

Date of Approval
























of 65


Unit Details & Outline Unit Title Global Food Security and Sustainability

Unit Code 32GFS001

Unit Abbreviation GFSS

Level of Study 7




Unit Co-ordinator Andrew Hollingsworth

Key Words Food security, sustainable food production systems.

Unit Description

Brief Summary

This unit addresses key issues relating to risks and solutions surrounding food security, sustainable food production and policy both globally and locally.

Indicative Content • Sustainability: introduction and concepts; feeding the world sustainably; sustainability as a strategic issue; benefits, threats and risks; managing for sustainability; key sustainability themes including food supply, energy, water and other resource use, waste, and transportation issues;

• The principles of food security: the policy challenges of availability, accessibility and affordability; global food governance and policy making; governance and efficacy of regulatory solutions;

• Climate change and its impact on food supply chains; mitigation and adaptation; ‘carbon footprints’ & ‘carbon budgets’; reducing food chain emissions;

• Sustainable food production systems; population effects; seasonality effects; trade and conflict resolution;

• Environmental impacts of the food industry: food production, degradation, chemical use and residues; management systems and environmental audits;

• Corporate Social Responsibility in the food sector; responsible consumerism and the green consumer;

• Health: dietary trends, poverty, malnutrition and hunger; obesity;

• Future prospects and challenges

• Case studies: e.g. Overfishing; traceability (fish and meat); Water (both availability and bottled); child labour; palm oil; and Biofuels.

Learning Outcomes



1. Critically evaluate the key challenges arising from global food security issues;

2. Critically appraise the sustainable food production systems;

3. Critically evaluate the impact of food production, distribution, consumption and food waste on the environment;

4. Hypothesise the social, economic and political factors influencing policies and mechanics of sustainable food production and food security.

of 65

Assessment

Summative Assessment Element


1 Written report 70% 1, 2

2 Student/group presentation 30% 3, and 4




CW1; CW2

Demonstrate a high degree of professionalism. CW1; CW2


N/A


CW1;


CW1; CW2


CW1; CW2


N/A

Use systems and scenario thinking. CW1; CW2

Engage with stakeholder/interdisciplinary perspectives. CW1; CW2


Assessment 1 – a 3000 word report on a specified aspect of the international food industry (learning outcomes 1-2) Assessment 2 – student/group presentation – a critically-oriented evaluation of a specified Global Food Security and Sustainability issue and presenting solutions to mitigate those problems based primarily on recent academic sources (learning outcomes 3 and 4).


N/A


Learning Activities


Type of Activity %


Directed Study 25%


Learning Resources

Book recommended for purchase by students

Lawrence, G. Lyons, K. and Wallington, T. (2010) Food security, nutrition and sustainability, Earthscan.

of 65


• Ayre, G. and Callaway R. (Eds.) (2005) Governance for Sustainable Development: A Foundation for the Future, London: Earthscan Publications Ltd.

• Christou, P. Savin, R. Costa-Pierce, B. Misztal, I. and Whitelaw, B. (2013) Sustainable Food Production (3 volumes), Springer Publishing Co.

• Committee on Food Security for All as a Sustainability Challenge; National Research Council (2012) A Sustainability Challenge: Food Security for All: Report of Two Workshops, The National Academies Press.

• Counihan, C. and Van Esterik, P. (2012) Food and culture: a reader. Routledge.

• Glasbergen, P. Biermann, F. and Mol, A. P. J. (2007) Partnerships, Governance and Sustainable Development: Reflections on Theory and Practice, (Eds.) Cheltenham: Edward Elgar Publishing Limited.

• Ingram, J. Ericksen, P. and Liverman, D. (2010) Food security and global environmental change. Earthscan/James & James.

• Ionescu-Somers, A. & Steger, U. (2008) Business Logic for Sustainability: An Analysis of the Food and Beverage Industry, Palgrave Macmillan.

• Lee, C. and Wilhelm, W. (2010) On integrating theories of international economics in the strategic planning of global supply chains and facility location, International Journal of Production Economics, 124, 1, 225-240.

• Reardon, T. Chen, K. Minten, B. and Adriano, L. (2012) The quiet revolution in staple food value chains: enter the dragon, the elephant, and the tiger, Asian Development Bank / International Food Policy Research Institute.

• Southgate, D. Graham, D. H. and Tweeten, L. (2011) The world food economy, John Wiley & Sons.

• Tiwari, B.K. Tomas Norton, T. and Holden, N. (2013) Sustainable Food Processing, Wiley-Blackwell Publishing Co.

• Fanzo, J. Hunter, D. Borelli, T. and Mattei, F. (Eds)(2013) Diversifying food and diets: using agricultural biodiversity to improve nutrition and health, London: Routledge.


• Agriculture & Food Security

• Food Policy

• Global Food Security

• International Journal of Agricultural Sustainability International Journal of Sustainable Development

• Journal of Food Security

• Supply Chain Management: An International Journal

• Sustainability

• The International Journal of Environmental Sustainability

• The International Journal of Environmental, Cultural, Economic, and Social Sustainability

• The International Journal of Sustainability Policy and Practice

• The Journal of Supply Chain Management — A Global Review of Purchasing and

• Supply


N/A


N/A

of 65

Administration

JACS Code B400


134

Date of Approval




Postgraduate

of 65



Unit Title Nutritional Epidemiology and Health Promotion

Unit Code 32NPH001

Unit Abbreviation NE and HP

Level of Study 7




Unit Co-ordinator Rebecca Gregg

Key Words Epidemiology, Diet and Physical Activity, Programme Planning, Health Promotion

Unit Description

Brief Summary

Epidemiology-based unit examining the research evidence linking diet, physical activity and health promotion

Indicative Content • Lectures will provide an extended, in-depth knowledge of nutritional epidemiology and health promotion relating to nutrition and physical activity.

• Seminars will consider case studies, current research papers, policy and strategy, which will be student led.

• In addition, students will learn how to conduct basic physiological measurement of fitness and to assess activity levels.

Learning Outcomes



1. Analyse and evaluate nutrition and epidemiological research linking dietary habits with disease.

2. Critically appraise the approaches used to design epidemiological studies

3. Critically appraise the concept of health promotion, its principles and strategies and evaluate the role of initiatives in relation to health improvement in individuals and communities.

4. Present comprehensive analysis of the different approaches, models and methods used in health promotion and health improvement particularly in relation to exercise and diet.

5. Critically evaluate the role of exercise in relation to public health improvement and prevention of ill health.

Assessment


Element


1 Assignment 70 1, 3, 4

2 Presentation 30 2, 5




1

Demonstrate a high degree of professionalism. N//A

of 65


1, 2


N//A


N//A


1, 2


1




COURSEWORK ASSIGNMENT ONE Assessment Task: Students will produce a report which identifies and critically evaluates a current policy or strategy which aims to improve health through changes in diet or physical activity. The report should be between 3000 - 3500 words (70%). COURSEWORK ASSIGNMENT TWO Assessment Task: Students will be required to select a research paper from a list of current peer reviewed papers relating to the physical or psychological benefits of physical exercise to health. Students are required to give a short presentation and critical evaluation of the paper. The presentation should last 15 minutes and 5 minutes will be allocated for questions (30%).


N/A


Learning Activities


Type of Activity %


Directed Study 25


Learning Resources


• Green, J. and Tones, K. (2012) Health Promotion: Planning and Strategies. 2 ed., London: Sage.

• Hubley, J., Copeman, J. and Woodall, J. (2008) Practical health promotion. Polity Cambridge.

• Webb, P. and Bain, C. (2010) Essential epidemiology: an introduction for students and health professionals. Cambridge University Press.


Core texts:




of 65


Core texts:





Further reading:

• Bouchard, C., Haskell, W. L. and Blair, S. N. (2007) Physical activity and health. Leeds: Human Kinetics.

• Crombie, I. K. (1996) The pocket guide to critical appraisal. BMJ publishing group London.

• Ewles, L. (2005) 'Key topics in public health.' Essential Briefings on Prevention and Health Promotion. Churchill Livingstone, pp. 21-24.

• Ewles, L. and Simnett, I. (2003) Promoting health: a practical guide. Baillière Tindall.

• Gibney, J., Margettes, B., Kearney, J. and Arab, L. (2004) Public Health Nutrition. Oxford: Blackwell Science.

• Gibney, M. J., Lanham-New, S. A., Cassidy, A. and Vorster, H. H. (2009) Introduction to human nutrition. Wiley-Blackwell.

• Greenhalgh, T. and Taylor, R. (2002) How to read a paper. Wiley-Blackwell/BMJ Books.

• Naidoo, J. and Wills, J. (2009) Foundations for health promotion (public health and health promotion). Bailliere Tindall.

• Rothman, K. J. (2012) Epidemiology: an introduction. Oxford University Press.

Journals

• British Journal of Nutrition

• European Journal of Nutrition

• American Journal of Clinical Nutrition

• Journal of Human Nutrition and Dietetics

• Nutrition and Food Science

• British Nutrition Bulletin

• Proceedings of the Nutrition Society Public Health Nutrition.


N/A


N/A

Administration

JACS Code B400


134

Date of Approval




of 65



Unit Title Food and Nutritional Biochemistry

Unit Code 32FNB001

Unit Abbreviation FNB



Home Department Department of Food and Tourism Management

Home Faculty Hollings Faculty

Unit Co-ordinator Dr. Brigitte A. Graf

Key Words Nutritional Biochemistry, macro and micronutrients, health

Unit Description

Brief Summary No change of content just reworded text

In this unit core principles of food and nutritional biochemistry are introduced, critically evaluated and discussed considering needs and goals of industrialized food formulation and production. Specific focus is on macronutrients in food and their effects on the human body. Students are introduced to laboratory based research and conduct a team research project.

Indicative Content No change of content just reworded text

• How is food converted into energy? Revision of essential background knowledge for this unit.

• Metabolism of different types of carbohydrates: the controversy between glucose and fructose.

• Health effects of fibre: potential mechanisms.

• Glycaemic index of different foods and insulin sensitivity.

• Lipid absorption and metabolism.

• Dietary lipids and human health: Polymorphisms and their importance in lipid metabolism.

• Health effects of omega-3 fatty acids.

• Protein metabolism.

• Are dietary flavonoids antioxidants?

Learning Outcomes

Unit Learning Outcomes No change of content just reworded text


1. Develop systematic knowledge of key concepts in nutritional biochemistry.

2. Produce and analyse biochemical data.

3. Critically analyse current developments in nutritional biochemistry, with appreciation for future trends.

4. Critically evaluate current research findings and present these findings to a lay and scientific audience.

Assessment


Element


1 Viva voce 50% 1 & 3

2 Laboratory report 50% 2 & 4

of 65




1

Demonstrate a high degree of professionalism. 2


1 & 2


N/A


N/A


1 & 2


1




The assessment will be based on a viva voce and on a laboratory report as outlined below: Assessment 1 - 50% - (LO 1 & 3) Knowledge of core concepts taught in Food and Nutritional Biochemistry shall be assessed in a viva voce assessment. The lecture content is grouped into 15 core concepts and students will be allocated one of these topics 3 days before their viva voce. In the viva voce, the student shall explain the concept on one power point slide (3 min) and the examiners will follow up with 10 minutes of questions. Assessment 2 - 50% - (LO 2 & 4) Summarize the laboratory based research project in a 2000 word laboratory report, following the style of a scientific paper.


1. Critical understanding and evaluation of core concepts in food and nutritional biochemistry.

2. Evidence of additional reading and knowledge of current research, with appropriate citations.

3. Awareness of limitations and critical analysis of current research.

4. Use of appropriate terminology and conventions.

5. Acknowledgement of future trends and recommendations.

Minimum Pass Mark 50 %

Learning Activities


Type of Activity %


Directed Study 25


Learning Resources

Books recommended • Berdanier, C. (2011) Study guide for Advanced Nutrition: Macronutrients, Micronutrients, and Metabolism, CRC Publications

of 65

for purchase by students


• Spallholz, J, Driscoll, J. Mallory Boylan, L. (1999) Nutrition: Chemistry and Biology, 2nd Edition, CRC Publishers

• Stipanuk, M. (2006) Biochemical, Physiological and Molecular Aspects of Human Nutrition, 2nd Edition, Saunders Elsevier


• Vitamins: Fundamental Aspects in Nutrition and Health - Gerald F. Combs (ISBN10: 012183493X; ISBN13: 9780121834937)

• Bender, D. A. (2008) Introduction to Nutrition and Metabolism (4th Edition), CRC

• Elsawy, H. ( 2010 ) Nutritional Biochemistry, Lambert Academic Publishing

• Geissler, C. A. & Powers, H. J. (Eds) (2005) Human Nutrition (11th edition). Elsevier Ltd, London.

• Gropper, S. Smith, J. L. & Groff, J. L. (2008). Advanced nutrition and human metabolism (5th edition), Thomas/Wadsworth, London.

Scientific papers will be recommended throughout the course. All scientific papers can be downloaded from Pub Med. Website for Pub Med: http://www.ncbi.nlm.nih.gov/pubmed/

• British Journal of Nutrition; European Journal of Nutrition;

• The Journal of Nutritional Biochemistry and Food Chemistry


N/A


N/A

Administration

JACS Code B400


134

Date of Approval




http://www.ncbi.nlm.nih.gov/pubmed/

http://www.ncbi.nlm.nih.gov/pubmed/

of 65



Unit Title Nutraceuticals and Functional Foods

Unit Code 32NFF001

Unit Abbreviation NFF

Level of Study 7


Home Department Department of Food and Tourism Management

Home Faculty Hollings

Unit Co-ordinator Dr. Weili Li

Key Words Nutraceuticals, Functional foods, Nutritional value, Health benefits

Unit Description Brief Summary

This unit will introduce students to emerging nutraceuticals and functional foods, enabling them to apply their knowledge and to integrate concepts defined in functional foods and nutraceuticals development.

Indicative Content • Global food trends and development of nutraceutical and functional

foods

• Functional foods for obesity, chronic heart disease, diabetes and

prevention of cancer

• Bioactive fibres.

• Low calorie sweeteners

• Omega-3 fatty acids.

• Natural antioxidants

• Optimum balance of micronutrients

• Novel functional food proteins

• Emulsion and encapsulation delivery system for nutraceuticals and

functional foods

• Formulation technology for nutraceuticals and functional foods Nanotechnology for nutraceuticals and functional foods

Learning Outcomes



1. Analyse current global food trends and development of nutraceuticals and functional foods;

2. Apply the latest evidence of nutraceuticals and functional foods to generate new innovative food product ideas;

3. Conduct experiment design, data collection and data analysis in functional food research and effectively present the work;

4. Produce an in-depth analytical research protocol or discussion paper for a peer-review journal.


Element


1 CW 1 20% 3

2 CW 2 80% 1,2,4

of 65




CW2

Demonstrate a high degree of professionalism. CW 2


CW1


CW 1


CW 2


CW2


CW 2

Use systems and scenario thinking. N/A

Engage with stakeholder/interdisciplinary perspectives.

N/A


Element


CW 1 Presentation (15 mins) 20% 3

CW 2 Research food innovation protocol or discussion paper

80% 1,2 & 4

• Assessment one will cover learning outcome 3.

• Assessment two will cover learning outcomes 1, 2 and 4. CW 1 (1000 words) – a 15 min presentation on the development of an innovative functional food (including results). CW 2– a 4000 word research protocol or discussion paper relating the development of a functional product with potential health benefits. Students will also be assessed formatively after undertaking one of their food development/analysis practicals.


N/A

Minimum Pass Mark N/A

Learning Activities


Type of Activity %


Directed Study 25%


Learning Resources


Webb G.P., (2011) Dietary Supplements and Functional Foods. 2nd Edition. Wiley Blackwell: Oxford.

of 65


• Costas G. Biliaderis C. G. and Izydorczyk M. S. (2006) Functional Food Carbohydrates. CRC Press.

• Wildman, R. E. C. (2007) Handbook of nutraceuticals and functional foods, Published Boca Raton, Fla. CRC ; London.

• Aluko, R. E. (2012) Functional Foods and Nutraceuticals Springer e-book. Rychlik M. (2011) Fortified Foods with Vitamins: Analytical Concepts to Assure Better & Safer Products. Wiley-VCH: Oxford.

• Tiwari B. K., Brunton N. P. and Brennan S. C. (2013) Handbook of Plant Food Phytochemicals. John Wiley & Sons, Ltd.

Journals

• Food Chemistry

• Critical Review in Food and Nutrition

• International Journal of Food Properties

• International Journal of Food Science and Technology

• Journal of Food Science

• Molecular Nutrition and Food

• Research Trends in Food Science and Technology


N/A


Food Carbohydrate laboratory and IT room


N/A

Administration

JACS Code B400


134

Date of Approval




of 65


Unit Details & Outline Unit Title Nutritional Status & Health Issues

Unit Code 32NSH001

Unit Abbreviation NSH

Level of Study 7




Unit Co-ordinator Dr. Weili Li

Key Words Nutritional Status, Assessment, Measurement, Health Issues

Unit Description

Brief Summary

The unit will enable students to practice nutrition status measurements, to interpret data, and to justify the relationship between nutritional status and current health issues.

Indicative Content • Definitions and techniques used to assess and measure nutritional status (body fat, blood sugar and blood cholesterol and triglycerides).

• Nutritional status reference values.

• Energy balance and the homeostatic control of body weight.

• The relationship between nutritional status (body fat, blood sugar, cholesterol) and health issues throughout the life-cycle.

• Nutritional status and cultural perspectives.

• Diet and nutritional status.

• Experimental work in nutritional status assessment measurement

Learning Outcomes Unit Learning Outcomes


1. Apply an in-depth knowledge and critical awareness of nutritional status measurement and assessment techniques.

2. Evaluate the nutritional status throughout the life-cycle and its impact on health.

3. Test nutritional status and interpret nutritional status data.

4. Identify ethical issues related to the study and their impact upon research work.

Assessment


Element


1 CW 1 30% 1

2 CW 2 70% 2,3 & 4




CW2

Demonstrate a high degree of professionalism. CW 2

of 65


N/A


CW 2


CW 2


CW 1


N/A

Use systems and scenario thinking. CW 1



• Assessment one will cover learning outcomes 1.

• Assessment two will cover learning outcomes 2, 3 and 4.

• Written coursework one is a 1500 word critical evaluation of a method of nutritional assessment.

• Written coursework two is a 3500 word research/data collection portfolio of different body composition assessment methods, including a reflective summary.

• Students will each take nutritional status measurements for a group of subjects which will be assessed formatively.


N/A

Minimum Pass Mark N/A

Learning Activities


Type of Activity %


Directed Study 25%


Learning Resources


Davies P.S.W and Cole T.J. (2006) Body Composition Techniques in Health and Disease (Society for the Study of Human Biology Symposium Series). Cambridge University Press.


• Ferrera, L.A. (2006) Focus on Body Mass Index and Health Research. Nova Publishers, New York.

• Frisancho R. A. & Frisancho A. R. (2008) Anthropometric Standards: An Interactive Nutritional Reference of Body Size and Body Composition for Children and Adults. University of Michigan Press.

• Gibson R. S. ( 2005) Principles of Nutritional Assessment, Oxford University Press.

• Simko M. D., Cowell C. and Gilbride J. A. (1995) Nutrition Assessment: A Comprehensive Guide for Planning Intervention, Jones & Bartlett Learning.

Journals

• American Journal of Clinical Nutrition

• British Nutrition Journal

• European Journal of Applied Physiology

of 65

• International Journal of Obesity Related Metabolic Disorders

• Journal of Applied Physiology

• Journal of Nutrition

• Journal of Physical Activity and Health

• Metabolism

• Obesity (formerly known as Obesity Research)


N/A


Laboratory and IT room


N/A

Administration

JACS Code B400


134

Date of Approval




of 65

SECTION G Approved Modifications to Programme Specification since Approval/Last Review The following log provides a cumulative of minor and major modifications made to the Programme Specification since its approval/last review.

FAQSC Reference (or PARM ref for Major Modifications requiring strategic approval)

Programme Specification Title (specify award titles/routes affected by change)

Brief Outline of Minor Modification/ Major Modification (Minor - include level & title of units & a brief description of modification) (Major - include details of change such as new routes, pathways etc)

Date of FAQSC Approval (or PARM event)

Approval effective from:

Details of cohort of students who will be affected by the modification (eg students entering Level 5 wef September 2014 onward)

1516-4 (report to FAQSC)

Taught Masters in Food Science

Report to FAQSC Advanced Medical Nutrition (32AMN001): Amendment to unit co-ordinator, key words and reading list information given in the unit specification. Consultation with the library has been undertaken and the changes have been approved.

01/12/2015 September 2015 Level 7 students from September 2015 onwards.

1516-16 MSc Nutrition & Health

Change to assessment weightings and word count for critical review on Advanced Medical Nutrition unit (32AMN001): Current: 25% Critical Review (1500 words) 75% Examination Proposed: 40% Critical Review (2000 words) 60% Examination


1516-17 Taught Masters in Food Science

Food and Nutritional Biochemistry (32FNB001) Update to assessment weightings.


of 65

Update to assessment 2 from poster presentation to presentation. Update to Learning Outcome 2.

taught master’s in food science€¦ · 32fmm007 none food management 20 32gfs001 none global...

Documents