Cornwall College - Welcome and Introduction to BSc … · Web viewBSc (Hons) Rural Business...

Plymouth University

Academic Partnerships

DUCHY COLLEGE (Stoke Climsland)

Programme Quality Handbook

BSc(Hons) Rural Business

Management (Top Up)

Academic Year 2016-2017

If you require any part of this Handbook in larger print, or an alternative format, please contact:

HE Operations

Tel: (01209 616256)

E-mail: ([email protected])

Please note:

All the information in this Handbook is correct at the time of printing.

The Cornwall College Group is proud of its teaching and research and it undertakes all reasonable steps to provide educational services in the manner set out in this Handbook and in any documents referred to within it. It does not, however, guarantee the provision of such services. Should industrial action or circumstances beyond the control of the College interfere with its ability to provide educational services, the University undertakes to use all reasonable steps to minimise the resultant disruption to those services.

Contents1Welcome and Introduction to……..42Programme Team53Personal Tutor73.1Plymouth Portal74Programme Details94.1Enhancement Activities94.2Progression through the programme94.3HE Careers Guidance – Cornwall College104.4HE Careers Guidance – Plymouth University105Employment Opportunities106Teaching, Learning and Assessment116.1Referencing Guides117Assessment Schedules and Feedback128Student Feedback238.1Student Representation and Enhancement238.2Student Perception Surveys238.3Closing the Feedback Loop248.4Programme Committee Meetings (PCM)248.5Complaints248.6Extenuating Circumstances259Appendix269.1Programme Specification – to be the latest version associated with the programme26

Welcome and Introduction to BSc (Hons) Rural Business Management (Top up)

Welcome to BSc (Hons) Rural Business Management (Top up) progression to Honours year. The College is delighted that you have chosen to study with us. We are sure you are going to have a great time here and will get a great deal from the programme.

This programme has been designed to equip you with the skills and knowledge base required to work in your chosen specialism or other graduate opportunities. It is also a platform from which you can undertake additional vocational and academic qualifications.

The BSc (Hons) Rural Business Management has been developed by Duchy College in response to industry demand and a requirement laid down by the University to provide a progression route for the FdSc programmes in any rural subjects or disciplines who wants to further develop skills in the business aspect of their industries. The rural subjects can be in the areas of leisure, sport and tourism, equine, agriculture, agric-food, golf and environmental management. The programme has been developed to allow the students to study a range of topics and to choose areas of study that interest them and in which they wish to specialise. This includes the opportunity to engage in an in-depth personal study of a single topic as part of the Honours Project. The programme is a ‘progression to honours year’ designed for students who have successfully completed a foundation degree in an appropriate subject prior to entry.

The BSc (Hons) Rural Business Management progression to honours year is intended to run over one academic year (with attendance required on three consecutive days per week), but will also be offered on a part time basis (where attendance is required one day per week) over usually 2 years but no more than 3 years. Timetables have been constructed as sympathetically as possible to allow the student to fulfil other commitments such as work. However it must be remembered that the programme comprises self-directed study days in addition to ‘on-site’ days. The programme offers the opportunity for currently employed practitioners and employees in other unrelated work to engage in training alongside employment. The programme is designed to ensure the development of the skills of scientific analysis, communication and critical evaluation and an understanding of rural business management in ways which enhance opportunities for employment or further postgraduate study.

The Honours Project accounts for one third of the academic programme and presents a unique opportunity to conduct a detailed examination of an area of personal interest within you own industry. You should make the most of this module as first; your project may lead to employment and second, may result in a formal publication which will be positive for future career plans.

This Programme Quality handbook contains important information including:

· The approved programme specification

· Module records

Note: the information in this handbook should be read in conjunction with the current edition of the College Handbook which contains student support based information on issues such as finance and studying at HE along with the University’s Student Handbook available here:

https://www.plymouth.ac.uk/your-university/governance/student-handbook.

Programme TeamProgramme Manager

Dr Jurie Intachat Module Leader for Honours Project, Environmental Management & Personal Development Planning

Jurie holds a BSc in Agricultural Sciences and has a DPhil in Conservation Biology. She leads the Higher Education team in the areas of Conservation, Countryside and Rural Business for the Rural Economy sector. She worked as Senior Researcher in Entomology for 10 years at the Forest Research Institute Malaysia before moving into higher education teaching in the UK 15 years ago. She supervised Research Masters (ResM) students for Plymouth University at Duchy College and is also involved in the review of academic publications. Her research interests focus on entomology (in particular moths) in relation to environmental changes. She is a fellow of the Royal Geographical Society.

Contact details: [email protected]; Tel. 01579 372299, Rural Business School

Module Leaders and Delivery Staff

Dr Roger Clough Module Leader for Strategic Management Issues

Roger holds a BA (Hons) in Business Studies and French and has a PhD in the field of food retail change. He runs a number of modules on the BA Business Enterprise programme at Cornwall College, Camborne, and specialises in consultancy projects where students work on real life problems and opportunities for businesses. Roger has a history of starting businesses himself, and has now owned seven different businesses – including cafés, a contract catering business, a coffee shop and two Domino’s Pizza franchises. Roger has previously been a lecturer at Middlesex and Brighton Universities but moved to Cornwall in 2006 after selling the pizza business. He has three children and mainly spends any spare time he has with them.

Contact details: [email protected] ; Tel. 01209 617830, Camborne

Paul Ward Module Leader for Marketing, Animal Performance and Agriculture Technology

Paul holds a BSc (Hons) in Agriculture, a MSc in Tropical Health and Production and a postgraduate teaching qualification. He is currently Manager of the successful Healthy Livestock project, an innovative Rural Development Programme for England (RDPE)-funded initiative to improve the profitability of livestock farmers across the South West and several projects include animal health, nutrient management, food chain linkages and the effects and mitigation of climate change on agriculture. He edits the Rural Business School Newsletter. He has over twenty years’ experience of working in training, research and management of multi-million pound livestock projects in developing countries (Egypt, Nicaragua, Oman, Peru, Sudan) in addition to his work in the UK.

Contact details: [email protected]; Tel. 01579 372315, Rural Business School

Glenn CoulsonModule Leader for Food Manufacturing Technology

Glenn holds a degree in BSc (Hons) in Microbiology & Virology with a PGCE (with QTS). Glenn has played an active role in writing and verification of Access units and holds a job with an external exam board to mark A Level Biology examinations. Meanwhile, with 11 years’ Campden BRI accredited experience in Food Quality Control and practical food microbiology, Glenn also runs the HE laboratory and offers practical support to, principally food students, but the laboratory is available to any student who wishes to carry out analytical project work.

Contact details: [email protected] ; Tel. 01579 372284, Rural Business School

Resource Staff

Hilary Scott. Learning Resources Manager (East)

Contact details: [email protected]; Tel. 01579 372318, Business Office.

Learning Support Staff

Lucy Weaver – Higher Education Senior Tutor

Contact details: [email protected] Tel. 01579 372378, Stoke Climsland

Hilary Burns – Disability and Learning Support

Contact details: [email protected]; Tel. 01209 616326, Foundation Programmes, Camborne

For matters regarding disability support contact Shuna Harvey in the first instance.

Contact details: [email protected]; Tel. 01579 372320, HE Office, Parsons Building.

Administration Staff

Shuna Harvey HE Administrator

Contact details: [email protected] ; Tel. 01579 372320, HE Office, Parsons Building.

Louise Simmons HE Admissions

Contact details: [email protected] ; Tel. 01579 372358, Admissions, Bell Tower

HE ASSISTANT REGISTRAR:

Mathew Tonkin.

What does the HE Assistant Registrar (HEAR) do? The HEAR is your point of contact in HE Operations for all administrative paperwork to do with the programme. He can be contacted on:

Contact details: Email: [email protected]; Tel: 01209 617757 or Ext 3757.

Personal Tutor

Your personal tutor should be the first person at the College that you speak to if you are having any personal difficulties that are affecting your studies. These could be academic, financial, health-related or another type of problem. Your personal tutor is there to provide additional academic and personal support concerning issues that may affect your studies. Personal Tutors are particularly important for students in their first year, helping them to manage the transition from school or the workplace to university-style life. Personal tutors also assist with helping you to engage with important aspects of preparation for your career and or progression to further study and profiling your progress through the programme.

Your main support for academic issues relating to specific modules will be the lecturer who is teaching that module. Your tutor will be the person who; if the College is asked, will write a personal reference for you during, or on completion of your studies.

Programme staff will communicate with students in the following ways:

· Email - staff will communicated with you via your college and/or university email. In order to maintain professionalism staff will NOT communicate with you directly using your personal email. If you do not wish to regularly check BOTH your College and Plymouth University emails you must ensure that these are forwarded to your personal email address.

· Text messaging – Under exceptional circumstances staff may contact you via text. Please ensure that your Programme Manager has your current mobile number.

· College/Institution intranet / virtual learning environment – For module level communications staff use the Moodle Site. Please make sure that you are enrolled onto all of your modules.

· HE Operations Moodle Pages – this site houses a vast array of information relevant to your time at the College.

· Plymouth University Student Portal (see section below)

· Programme Notice-Board – Top Floor Corridor, Parsons Building

· HE bulletins

· Link to College/Institution campus map or details

· Links to disability support teams

The university personal tutoring policy is available for information and guidance.

Plymouth Portal

As a Plymouth student you are able to access the University’s e-resources through the Plymouth portal (the University’s internal staff and student website).

There is access to over £2 million of e-resources and e-journals in a variety of different subject ranges which can be used to support your studies. An excellent library guide has been developed to help you access these resources off campus and this also links you to subject specific resources. This link takes you to the universities library guide homepage http://plymouth.libguides.com/partners.

In addition the University has created a Student Study File available at www.studywithplymouth.ac.uk which signposts you to a wealth of resources including UPSU (Plymouth Student Union), Study Skills Guides and using the portal.

You will automatically have a Plymouth University e-mail account accessed through myEdesk, E-mail, calendar, contacts, (OWA) structured as follows: [email protected]. Your password will always be given in this format Dob.dd/mm/yyyy e.g Dob.10/07/1984 . You can change your password once into the portal however please make sure it is something memorable as you will need it throughout your studies.

There are instructions located on the student study file on how to forward your University emails to your preferred email address to ensure you obtain the necessary Plymouth communications throughout your studies.

To change your password at any time - click on the ‘Change Password’ on the top right hand side of the homepage.

If you have forgotten your passwords please go to http://www.plymouth.ac.uk/password and you can reset it easily. Alternatively you can go to HE Operations who will be able to reset it for you as well.

To access the portal type http:///student.plymouth.ac.uk into your browser OR if you want to go in via the extranet type www.plymouth.ac.uk and then click on Internal Students.

Enter the username and password given to you from your programme manager or Learning Resource Staff member.

The Student Community on the Portal signposts you to many resources including:

· E-resources, journals, databases - click on the myEdesk, Library, Media & IT (TIS)

· University student services and learning resources

· Link into UPSU, the University’s Student Union

· Academic information and regulations including the University student handbook

· How to work safely on the web

Programme Details

Enhancement Activities

An important aspect of this degree is its vocational nature. All students are encouraged to seek relevant employment or placement during their studies – that is why the actual ‘teaching’ timetable leaves you with some free time during the week. But additionally, many of the modules have vocational elements, such as practical experience, visits to and from individuals and organisations in your vocational area and simulations.

Rather than separating work related learning into a separate module the college has a policy of embedding work related activities across the programme. This means ensuring that there is a range of experiences which relate closely to employment and work, such as visits, visiting speakers, practical’s in simulated situations. This ensures that students have a very rich environment in which to develop their skills, and observe others working.

Students of Cornwall College are encouraged to develop their PDPs in a variety of ways. The tutorial system, where programme leaders act as personal tutors and see their tutees on a regular basis clearly feeds into the principles of PDP. At the end of each module, students are encouraged to review what they have learnt and how it might contribute to their employability and their personal development. And there is a similar end of term and end of year review conducted by the tutor.

Progression through the programme

Students completing the BSc (Hons) Rural Business Management are eligible to apply for MSc courses in relevant disciplines at Plymouth University such as MSc Business and Management, MA Personnel and Development, MSc E-Commerce, MSc International Supply Chain Management, MSc/PgDip International Logistics, MSc Rural Development, MSc Tourism and Hospitality Management, MSc Landscape Conservation and Management, MSc/PgDip Biological Diversity and MSc/PgDip Sustainable Environmental Management.

BSc (Hons) Rural Business Management students who achieve an overall 2.1 grade, with a 2.1 in honours project module will be eligible to undertake a Research Masters (ResM) approved by Plymouth University, based at Duchy college. Another avenue is to gain a professional qualification such as a PGCE either via QLTS in the lifelong learning sector or biology at primary level.

Your Programme Manager has access to University staff and is able to communicate your questions regarding progression to programmes at Plymouth University.

If you progress to a Plymouth University honours degree programme, your final Honours Degree classification will be calculated to include marks from each of your levels of study.

10% from Level 4 – calculated from the highest achieved 80 credits. Where modules are arranged in such a way that the 80 credits of ‘highest module marks’ cannot be identified unequivocally, the average for the best 70 credits and 90 credits will be calculated and the student given the best advantage.

30% from Level 5

60% from Level 6

HE Careers Guidance – Cornwall College

HE Careers and Employability – please promote to your students

· There is a new HE Careers and Employability section on Moodle; accessible via the Learner Resources tab. This is a really useful resource which both you and your students can use. Please e-mail Heidi Channell with details of any other web resources you use and she will add them to Moodle: [email protected]

· UCAS Applications for Teacher Training open on 27th October.

· Encourage your HE students to access HE Careers Advice by e-mailing Heidi: [email protected]

· Here is a link to the Plymouth University Careers & Employability site which includes the Events Calendar:

http://www.plu.prospects.ac.uk/casa/servlet/casa.jobseeker.event.JSEventServlet?mode=showEv&event_id=SUBOPLU-07072015-EVNT-35658&source=casa.jobseeker.event.JSEventServlet%3Fmode%3DshowCal%26month%3DAll%26eventType%3DO%26seriesStr%3D&stack=null%3Anull

HE Careers Guidance – Plymouth University

As a Plymouth University student you will also be able to access the Plymouth University Careers and Employability Service which can provide a wealth of guidance and support resources.

Employment Opportunities

Whilst studying this programme you will be given the opportunity to develop further personal and employability related skills, through planned module content and also external opportunities. A range of teaching approaches are used to specifically enable you to develop and enhance your communication and team working skills. Employers and other industry professionals also input into the programme giving you further contacts.

Teaching, Learning and Assessment

Your performance in a module will be assessed during the academic year, normally through a combination of coursework and end of year examinations. You must pass the assessments in order to be credited with that module for your award. In addition, some modules may have to be passed as pre-requisites for others taken later in your programme.

The method of assessment varies between modules and your lecturers will advise you of the method(s) to be used. This reflects the need to develop a range of different knowledge, understanding and skills. During your programme you may experience some, or all, of the following types of assessment:

Coursework essay questions

· Coursework group reports

· Coursework case study problems

· Group presentations

· Small group assessed discussions

· Practical’s

· Formal examinations

· In-class tests

· Online assessments

· Portfolios

· Research project

In all cases these are chosen and designed to assess your achievement of the particular learning outcomes for the module. You will be given Assessment Criteria which are used to judge the extent of your achievement.

Please note that ALL assessment marks and results are provisional until confirmed by the Subject Assessment Panel and verified by the Award Assessment Board. If you do well enough, i.e. you average a mark of over 70% over all your modules at the end of your programme then you will qualify for the award of a Foundation Degree with distinction. You should note marks of 70% and over are awarded for outstanding work only

Please reference the Benchmarking Skills Map within the Programme Specification (Appendix 1) for further details on how the teaching, learning and assessments are achieved within each module.

Referencing Guides

https://intranet.cornwall.ac.uk/intranet/learning-services/documents/Harvard_Referencing_July13.pdf

Assessment Schedules and Feedback

Each Programme has a designated Moodle page which houses further details of each of the modules contained with a programme. A full assessment schedule will be available via Moodle. Any changes made to the schedule will be done in consultation with the student body and will be fully communicated to the students that are affected.

This section explains the assessment process. This includes an explanation of the following key aspects:

· Assessment and moderation process,

· Assessment format and presentation expectations

· Assessment submission process

· Assessment submission deadlines

· Resitting assessments

· Assessment feedback and criteria and

· Modified assessment provision.

Assessment and moderation process

Marking stage

Student submits work / sits test / sits examination

Work is marked by Module Leader

Marks collated by Module Leader & submitted to Programme Manager

Work collated & passed to

Module Leader

Internal moderation stage

Students receive initial UNCONFIRMED mark

Unconfirmed mark & feedback back to students within 20 working days


Internal moderation sample selected1.

Moderation by second academic

External moderation stage

External moderation samples selected and moderated by External Examiners


Subject Assessment Panel (SAP) (ratification) stage

CONFIRMED marks issued to students

Marks approved by SAP and forwarded to College Award Assessment Board

Marks submitted to SAP for consideration and approval


1The sample for the internal moderation comprises 20% or 10 assessment pieces minimum. The sample should include a range of assessment pieces including borderlines and fails. For more guidance see the Plymouth University Marking and Moderation policy 2015

Assessment format and presentation expectations

You are expected to submit your work in standardised format for all written submissions (unless advised otherwise) as per the guidance below and also to use the standardized front sheet:

GENERAL PRESENTATION, FORMAT AND FONT GUIDANCE

Please ensure that UK English is used.

Use a 2.5cm margin on the left, and 2cm margins on the top, right and bottom.

Use 1.5 line spacing.

Use Arial 12pt font.

The first line of paragraphs must not be indented.

Paragraphs must be separated by a 1.5 line space.

Text in the main body of the document must be fully justified.

Use a 10pt Arial footer left justified containing only your student number.

Use page numbers positioned bottom, centre in Arial 10pt font.

Do not use a header unless instructed otherwise (e.g. for business reports).

Ensure that a consistent style is used throughout the document (e.g. for section headings, numbering and bullet point styles).

PRESENTATION OF TABLES, FIGURES AND IMAGES

Tables and Figures should be referred to in the preceding text.

Table headings should be positioned above the Table.

Text within tables should be single line spaced and unjustified.

Figure headings should be positioned below the Figure.

Only use pictures, photographs or images to demonstrate a point. Do not use pictures solely for aesthetic purposes. These should be referred to as Figures.

Ensure that images used are of reproducible quality. (Avoid over expanding images resulting in a low quality pixelated/grainy image.)

Tables and Figures should be understandable without preceding text, therefore may benefit from the addition of a legend containing explanatory text.

REFERENCING

The Harvard Referencing System must be used. (Refer to Plymouth University’s Cite Them Rite http://www.citethemrightonline.com for definitive guidance)

NEVER use bullet points in the reference list.

It is acceptable to use single line spacing for the reference list.

Do NOT use bibliographies (unless specifically required to do so).

WORD COUNT

Include the word count on the front sheet

A tolerance of 10% can be applied to the stipulated word count. Deviations exceeding ±10% will be penalised.

Table 1 describes what is and is not included in the word count.

Table 1. Summary of words included in and excluded from the word count.

Included

Excluded

All in-text citation (including those in parentheses)

All direct quotes

All table headings

Numerical data in tables

All diagram headings and labels

Reference list & Bibliography

All textural footnotes

Contents and Cover/Title pages

All headings and sub-headings

Appendices

SUBMISSION FORMAT

The standard front sheet format on the next page should be used for every assessment submitted.

PROGRAMME TITLE

MODULE CODE

MODULE TITLE

ASSIGNMENT TITLE

ASSIGNMENT TUTOR

STUDENT NAME

· I have read and understood the Plymouth University’s policy on plagiarism and the definitions of plagiarism.

· I understand that I will be penalised if I am found to have plagiarised the work of others.

· I hereby give an undertaking that the presented work that I am submitting is my own work, and that any material quoted or paraphrased from other sources, including the internet, will be identified as such and duly acknowledged in the bibliography/reference list.

This submission IS / IS NOT (delete as appropriate depending on if you were instructed to submit via Turnitin) accompanied by a Turnitin report

Signed: Use an electronic signature here – please use an image not an electronic free-hand version)

Date: WORD COUNT:

Assessment submission process

The majority of your assessments should be submitted via the VLE (moodle) by the time specified on the assessment brief. You are strongly discouraged from emailing assessments to staff and this should only be done in exceptional circumstances with prior agreement. For hard copy submissions (such as log books, portfolios and posters) you will be given the exact time and location of the submission).

For some of your assessments you may be required to submit your work to anti- plagiarism software, such as Turnitin®, prior to submission. This is a useful academic development tool, it is not that we think you are cheating! You will be informed when this is a requirement and given the appropriate training to enable you to do so.

Submission deadlines

Remember that deadlines are deadlines and they should always be met. If a piece of work is up to 24hours late a maximum mark of 40% will be awarded. Work that is more than 24 hours late will be given a zero. If however there are extenuating circumstances you should let your programme manager know as soon as possible.

Resitting assessments

A fee is not charged for referral work if it is done during the referral period. Resit modules are free if they are being undertaken following approved extenuating circumstances. Modules that have to be re-sat as a second attempt are likely to attract a fee.

Assessment feedback

A generic feedback form is used for all HE assessments. This will be accompanied by standard appropriate assessment grading matrices. The most commonly used is the Reports/Essays matrix shown below. Other assessment matrices may be used depending on the nature of the assessment and these will be issued with the assessment brief. Take time to examine these carefully – it will help you to know what is expected of you!

HE ASSESSMENT FEEDBACK FORMStudent Name/Number: Assessor Name:

Module Code and Title: Assignment title and type:

Total Mark / Grade:

%

Assessor Comments:

Further comments can be found on the submission.

See assessment grading matrix over.

Assessor Signature: Date:

Student Reflection and Action:

Student Signature: Date:

To be completed if the Assessment Decision is subject to Internal Moderation

Internal Moderator Name:

Signature: Date:

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BSc (Hons) Rural Business Management (Top Up) Handbook 2016-2017

ASSESSMENT GRADING MATRIX FOR ESSAYS/REPORTS

BAND

Select and deploy relevant knowledge showing understanding of relevant literature/resources.

Analyse and evaluate information, arguments and explanations, and apply theory to practice.

Construct arguments and explanations using a range of available evidence and communicate these in a clear, structured manner, making use of appropriate vocabulary, citation and referencing.

(85-100%)

Outstanding

.. in addition to criteria in the 70-84% band the student

· demonstrates comprehensive understanding of information extracted from recent / current thinking in the subject area

· suggests original interpretations or applications of theory

· evaluates, analyses and interprets information, arguments and explanations with outstanding clarity and skill

· reasons effectively towards a comprehensive and original conclusion

· distils and critically evaluates evidence and communicate this concisely

(70-84%)

Excellent

· a thorough, accurate knowledge with a clear and detailed understanding that meets module specific learning outcomes and assessment criteria

· coverage of a wide range of relevant literature/resources

· a high level of skill in interpretation, analysis and evaluation

· rigorous and consistent application of relevant theory to practice

· correctly distinguish relevant and important factors

· integrate these factors into a balanced, well-focused and convincing argument/explanation

· reason effectively towards an individual and informed conclusion

· contain detailed citation and referencing

· correctly use grammar, punctuation and spelling

(60-69%)

Very Good

· a very good, accurate knowledge and understanding that meets module specific learning outcomes and assessment criteria

· a very good awareness of a range of relevant literature/resources

· a very good level of skill in interpretation, analysis and evaluation

· consistent application of relevant theory to practice

· identify the most important factors

· present a relevant argument/explanation clearly if, at times, lacking incisiveness

· contain accurate citation and referencing

· may contain occasional errors of grammar, punctuation and spelling

(50-59%)

Good

· a good knowledge and confident understanding that meets module specific learning outcomes and assessment criteria

· a good awareness of relevant literature/resources

· a good level of skill in interpretation, analysis and evaluation

· application of some theory to practice

· identify some important factors

· present a logical argument/explanation

· contain correct citation and referencing

· may contain some errors of grammar, punctuation and spelling

(40-49%)

Adequate

· an adequate knowledge and understanding that meets module specific learning outcomes and assessment criteria

· a limited awareness of relevant literature/resources

· an adequate level of skill in interpretation, analysis and evaluation

· adequate application of theory to practice

· make an adequate attempt to distinguish relevant material

· assemble it into a limited argument/explanation

· contain adequate citation and referencing that is generally accurate

· may contain some errors of grammar, punctuation and spelling

(25-39%)

Unsatisfactory

· poor and generalised knowledge and understanding that does not meet module specific learning outcomes and assessment criteria

· little or no awareness of relevant literature/resources

· a poor level of skill in interpretation, analysis and evaluation

· inappropriate or inadequate application of theory to practice

· make an inadequate attempt to shape an argument/explanation at a basic level

· lack logical structure and/or be unselective

· be uncited/unreferenced or display frequent errors in citation/referencing

· may contain intrusive errors of grammar, punctuation and spelling

(0-25%)

Inadequate at HE level.. X

· No attempt to use relevant literature

· Little or no relevant factual content

· Has little apparent understanding of the concepts relevant to this area of study

· Little or no interpretation or analysis of information

· Little or no idea of relevant theoretical background or its application

· No conventional structure to report

· Spelling / grammatical errors make report incomprehensible

· Explanations illogical or non-existent

Modified assessment provision

If you think that you should receive any modified assessment provision you must notify your module leaders and programme manager as soon as possible.

In all cases these are chosen and designed to assess your achievement of the particular learning outcomes for the module. You will be given Assessment Criteria on each of your assessments which are used to judge the extent of your achievement.

Please reference the Benchmarking Skills Map in the Programme Specification in the programme Quality handbook for further details on how the teaching, learning and assessments are achieved within each module.

Please note that ALL assessment marks and results are provisional until confirmed by the Subject Assessment Panel and verified by the Award Assessment

Examination

Coursework

Practical

MODULE CODE

Examination

Test

Coursework Type

Coursework Type

Practical Type

Practical Type

RBM310

Logbook 10%

Final Report 90%

CORD311

Examination 60%

Case Study 40%

CORD312

Examination 30%

Consultancy Report 70%

RBM304

Examination 50%

Coursework 50%

RBM305

Examination 50%

Audit 50%

RBM311

Examination 50%

Coursework 50%

RBM310

Examination 50%

Coursework 50%

CORD308

Personal Development Plan 20%

Specific Individual Assessment 80%

The above table is an example of the type of assessment grid that is required. This is to give a guide on the type of assessments that are being utilised and this will allow the approval panel to see if any where there is over/under assessment in any one area.

Student FeedbackStudent Representation and Enhancement

Student representation for each stage of the programme is made through programme committee membership, which should also reflect on enhancement activities and their impact and sustainability. Furthermore, programme committee meetings are not considered quorate without student representation.

Information for students on the importance of course representation has been developed in partnership with the students along with the course representation cycle. Other useful resources are available within the UPSU partner college pages.

In addition to student presence through programme committee membership, it is noted that students also have representation though the Student Unions of both institutions.

Student Perception Surveys

The National Student Survey (NSS) and Plymouth University’s Student Perception Questionnaire (SPQ) offer the opportunity for the Student Voice to be gathered from students individually. Additionally, there may be local methods for collating survey feedback on individual modules.

Student Perception Questionnaire (SPQ) and National Student Survey (NSS)

All students on Plymouth University courses in partner colleges are given the opportunity to complete a questionnaire (SPQ) between January and March in the first year of their programmes. The questionnaire is arranged under a range of headings, the answers to which give us student views on how effectively we support their learning experience, these include teaching, assessment and feedback, academic support, learning resources, personal development opportunities. Student responses are used only in statistical form to produce a subject level report and to enable comparative data to be prepared at faculty level.

In addition students are asked to participate in the National Student Survey (NSS) at the end of their programme. Both of these provide valuable information to enable staff to improve programmes and the learning experience.

What is the Student Perception Questionnaire (SPQ) and what is it for?

· to give students the chance to tell us what they feel about their experience of teaching and learning at the Cornwall College

· to allow us to identify those issues that are perceived by students as affecting their education, either positively or negatively

· to provide us with a University-wide perspective and to enable staff to prioritise our actions to improve the quality of the educational experience at Cornwall College

What does the survey achieve?

At subject level you can expect the findings of the SPQ to be discussed at staff-student liaison groups and Programme Committee Meetings within the college. A related Action Plan is prepared to address students' concerns and this is in turn linked to the University’s Quality Assurance process, addressed through formal meetings between the University and the college. The Director of Higher Education (HE) will review the questionnaire results with senior managers and programme teams as appropriate.

What is the National Student Survey (NSS) and what does it mean to me?

This national survey is designed to provide information on how universities support the student learning experience. It provides vital information to prospective students and their advisers to help them make an informed choice on what they want to study and where they should study it. The results are shown on the national Unistats website (www.unistats.ac.uk).

The survey is an important tool, both at national level and within the University – it is seeking to capture an overall view of the student experience and the results reflect upon the standing and esteem in which the University is held; it is not the tool to use to offer feedback on local course issues which should be directed as normal through course representatives, tutors, lecturers and the Students Union. The University’s own institutional student perception questionnaire will not be issued to students involved in the national survey to avoid burdening students with too many questionnaires. We will therefore rely heavily on the NSS to secure feedback about the overall student experience.

The survey is carried out by Ipsos MORI, an independent company. It will take the form of a short online questionnaire that should only take around 5 minutes to complete. All eligible final year students will be contacted and invited to complete the survey. So that Ipsos MORI can carry out the survey, the University has been asked to provide contact details for students from its current records (this includes all contact details held by the University, including personal phone numbers). The personal data will not be used for any other purpose than the survey, and will not be passed on to any other parties/companies. All the answers will be kept confidential, with results being published in subject groupings.

Closing the Feedback Loop

This includes programme committee feedback through the student representatives as well as other methods for feeding back on the Student Voice.

For information, please see: http://www1.plymouth.ac.uk/studentvoice/Pages/You-said,-we-did!.aspx).

Cornwall College has developed a student engagement framework which documents the student involvement into quality mechanisms and ensures that feedback on student concerns is delivered in a constructive way and can be demonstrated within the programme action plan. On some campus sites student representatives are governors or on the management committee, and feedback through Student Representatives meetings.

Programme Committee Meetings (PCM)

PCMs exist to enable the core programme team and student representatives to meet formally to strict agendas twice per year. These meetings are in addition to hosting the ALP’s and the EE’s visits, although they may be arranged to align. These meetings are held twice per academic year; autumn and spring. The meeting utilises the standard Plymouth University agenda for each relevant meeting. It is vital that Student Representatives from each academic year of the programme attend the meeting. It is chaired by the Programme Manager; with attendance from module leaders; learning centre staff and HE Operations.

Complaints

The College wants to ensure that its courses and its case of students are of a high quality. However, sometimes things may go wrong and you may want to complain. If this becomes the case then please follow the link below for further details.

https://www.cornwall.ac.uk/about-us/complaints-procedure

If after reviewing the procedure you are unsure of what action you would like to take or require further advice and guidance then please use the following:

E-mail: [email protected]

Extenuating Circumstances

Extenuating Circumstances is a policy to ensure that no student is disadvantaged by circumstances beyond their control; whilst maintaining academic standards. These are circumstances which:

· affect your ability to attend or complete assessment(s)

· are exceptional

· are outside your control

· can be corroborated by independent evidence

· occurred during or shortly before the assessment in question

If your participation in an examination or assessment has been affected by an extenuating circumstance; then you can ask the College to take this info consideration. You can submit a claim for extenuating circumstances to cover last submission of work, no-submission of work or non-attendance at a time specific assessment; such as an examination, test, presentation or performance or a field class.

When making a claim students must ensure that they submit the FULLY completed Extenuating Circumstances form along with the relevant associated evidence as soon as possible, and normally no later than ten working days after the deadline for the submission of the work; or the date of the presentation, performance or test. If you are making an extenuating circumstances claim about coursework, do not wait for a decision on your claim before submitting your work. Please submit the final version of your work within 10 working days of the original deadline. However it would be preferred if the claim was submitted within 5 days in order that it can be dealt with quickly and within the timeframe.

For full details of the Extenuating Circumstances Policy please follow the link below:

https://www.plymouth.ac.uk/uploads/production/document/path/6/6017/160121_Extenuating_Circumstances_Policy_and_Procedures.docx

If you have any queries regarding the submission of the Extenuating Circumstances please speak with your Programme Manager or a member of the HE Operations Team.

Appendix Programme Specification – to be the latest version associated with the programme

8 | Page

BSc(Hons) Rural Business Management (Top Up)Handbook 2016-2017

PROGRAMME SPECIFICATION[footnoteRef:1] [1: This Programme Specification contains no information pertaining and/or referring to any individual and is therefore appropriate for dissemination as a public document.]

Programme Title: BSc(Hons) Rural Business Management (Top up)Partner Delivering Institution: Cornwall College, Duchy CollegeState Date: 2007 - 2008First Award Date: July 2008Date(s) of Revision(s) to this Document: Updated April 2016

This programme specification template aligns with recommendations within the UK Quality Code for Higher Education[footnoteRef:2]. The information provided, by the programme proposer, in each section is definitively agreed between the delivering institution and Plymouth University at approval. Therefore any requests for changes to content (post the conditions set at approval) must follow Plymouth University’s procedures for making changes to partnership programmes[footnoteRef:3]. [2: QAA, 2011, Chapter A3: The Programme Level, UK Quality Code for Higher Education: http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf , last accessed 28th July 2014 [n.b. this includes ‘Appendix 2: Working with programme specifications: A leaflet for further education colleges’]] [3: If required please contact Academic Partnerships Programme Administration for assistance.]

ContentsPS1.Programme Details3PS2. Brief Description of the Programme3PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)4PS4. Exceptions to Plymouth University Regulations4PS5. Programme Aims4PS6. Programme Intended Learning Outcomes (ILO)4PS7. Distinctive Features5PS8. Student Numbers5PS9. Progression Route(s)5PS10. Admissions Criteria7PS11. Academic Standards and Quality Enhancement7PS12. Programme Structure9PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment11PS14. Work Based/ Related Learning17Appendix19

PS1.Programme Details

Awarding Institution:

Plymouth University

Partner Institution and delivery site (s):

Duchy College, Stoke Climsland

Accrediting Body:

N/A

Language of Study:

English

Mode of Study:

Full time (1 year)

Final Award:

BSc(Hons)

Intermediate Award:

Ordinary Degree

Programme Title:

Rural Business Management (Top up)

UCAS Code:

DN4G

JACS Code:

N190

Benchmarks:

The QAA Subject Benchmark statement: agriculture, forestry, agricultural science, food sciences and consumer sciences (2009) has been used to aid the design of the programme at honours level. Consideration has however also been given to the General Business and Management benchmarks (2007) and Hospitality, Leisure, Sport and Tourism Benchmarks (2000) at honours level. The programme has also adhered to the requirements of the Framework for Higher Education Qualifications (FHEQ) at honours level.

Date of Programme Approval:

30th June 2007

PS2. Brief Description of the Programme

The BSc (Hons) Rural Business Management progression to Honours year delivers a contemporary curriculum relating to rural business disciplines. The programme has been developed to allow the students to study a range of topics and to choose areas of study that interest them and in which they wish to specialise. This programme will develop the student’s existing knowledge to encompass the planning and management skills required to run a successful enterprise and produces graduates who are capable of independent learning and operating in an autonomous manner. It is based on an analytical approach to problem solving and communication.

The programme is highly flexible, allowing the students to study in detail a chosen topic through a research project and a selection of modules which are available in response to student demand. In some of the modules there will be opportunities for students to work closely with industry, businesses and the Rural Business School. Changes and developments in today’s business environment mean there are more opportunities to gain projects and effectively run them. Being aware of how to make a business flexible, manage the changes and develop creative ideas to make business sustainable will offer a great experience to enhance future careers.

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)

N/A

PS4. Exceptions to Plymouth University Regulations

(Note: Plymouth University’s Academic Regulations are available internally on the intranet: https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm)

None

PS5. Programme Aims

This programme will deliver:

1. To develop a thorough understanding of the management of rural businesses.

2. To apply the theories of business management to a range of rural business types and enterprises.

3. To place the issues surrounding the rural environment into a national and international context.

4. To develop a thorough understanding of the impact of economic policy, enterprise, finance and technology on the rural sector.

5. To prepare students to work at a managerial level in a range of rural businesses.

PS6. Programme Intended Learning Outcomes (ILO)

By the end of this programme the student will be able to:

1. Demonstrate knowledge of the underlying concepts and principles associated with Rural Business Management, and an ability to evaluate and interpret these.

2. Critically evaluate the integration of theory, experiment, investigation and fieldwork and development of those principles into practice

3. Investigate and resolve issues in rural businesses, using knowledge and skill gained.

4. Demonstrate an understanding of the issues of sustainability and environmental impact and an awareness of the risks of exploitation

5. Present, evaluate, and interpret qualitative and quantitative data, develop lines of argument and make sound judgements in accordance with basic theories and concepts of Rural Business Management

PS7. Distinctive Features

This text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation:

· Only BSc programme in Rural Business Management nationally.

· Students develop their own academic profile through a range of options and study choices. This not only gives students a high level of autonomy, it allows flexibility in a local employment market subject to fluctuation and change.

· Good mixture of large and small group tuition to give students a range of learning experiences and equipping them for life post education.

· Strong pastoral support from readily accessible academic and support staff which is important for all students but particularly for students progressing from FdSc programmes that have been supported in this way

· Well qualified, research active staff with strong professional and community links.

· Well-resourced college with two owned farms available for student use, well equipped machinery and workshop areas for demonstration.

PS8. Student Numbers

The following provides information that should be considered nominal, and therefore not absolutely rigid, but is of value to guide assurance of the quality of the student experience, functional issues around enabling progression opportunities to occur and staffing and resource planning:

Minimum student numbers per stage = 12

Target student numbers per stage = 20

Maximum student numbers per stage = 36

PS9. Progression Route(s)

Approved “progression route(s)” are those where successful achievement in this programme enables direct alignment to join a stage of another programme. This is an approach employed primarily for Foundation Degree students to “top-up” to complete a Bachelor degree, but may be employed for other award types.

This is in part an automated admissions criterion and therefore progression may be impacted on by availability of a position on the progression award; however progression opportunity, if not available in the first year of application, is guaranteed within 3 years.

Progression arrangements with institutions other than Plymouth University carry an increased element of risk. It is necessary for the delivering partner institution to obtain formal agreement from that institution to guarantee progression for existing students on the programme. For progression to Plymouth University, should there be the need to withdraw the progression route programme(s) then either this will be delayed to provide progression or appropriate solutions will be found. This arrangement is guaranteed for existing students that complete their programme of study with no suspensions or repeat years and who wish to progress immediately to the University.

Students completing the BSc (Hons) Rural Business Management are eligible to apply for MSc courses in relevant disciplines at Plymouth University such as ResM, MSc Business and Management, MA Personnel and Development, MSc E-Commerce, MSc International Supply Chain Management, MSc/PgDip International Logistics, MSc Rural Development, MSc Tourism and Hospitality Management, MSc Landscape Conservation and Management, MSc/PgDip Biological Diversity and MSc/PgDip Sustainable Environmental Management.

BSc (Hons) Rural Business Management students who achieve an overall 2.1 grade, with a 2.1 in honours project module will be eligible to undertake a Research Masters (ResM) approved by Plymouth University, based at Duchy college. Another avenue is to gain a professional qualification such as a PGCE either via QLTS in the lifelong learning sector or biology at primary level.

The contribution of marks from prior levels of study to the progression award is governed by University regulations.

PS10. Admissions Criteria

Qualification(s) Required for Entry to this Programme:

Details:

Foundation Degree in a Rural discipline

E.g. FdSc Agriculture, FdSc Rural Business Management, FdSc Agricultural Business Management, FdA Animal Studies with Management, FdSc Rural Environmental Management

Higher National Diploma in a Rural discipline (Merit and Distinction only)

E.g. HND Agriculture, HND Rural Business. Other suitable qualifications will be considered, where the learning outcomes from the programme are similar to those of rural disciplines based foundation degrees approved by UPC and where sufficient study at level 5 has been completed.

Other HE qualifications / non-standard awards or experiences:

Other Level 4 and Level 5 qualifications will be considered on a case by case basis.

APEL / APCL[footnoteRef:4] possibilities: [4: Accredited Prior Experiential Learning and Accredited Prior Certificated Learning]

Applications for APCL and APEL will be dealt with in accordance with the Cornwall College and University of Plymouth regulations for APL.

Interview / Portfolio requirements:

An interview may be required for students progressing from outside of the Plymouth University Partnership.

Independent Safeguarding Agency (ISA) / Disclosure and Barring Service (DBS) clearance required:

N/A

PS11. Academic Standards and Quality Enhancement

The Programme Leader/Manager (or the descriptor) leads the Programme Committee in the Plymouth University’s annual programme monitoring process (APM), as titled at the time of approval. APM culminates in the production, maintenance and employment of a programme level Action Plan, which evidences appropriate management of the programme in terms of quality and standards. Any formally agreed changes to this process will continue to be followed by the Programme Leader/Manager (or other descriptor) and their Programme Committee.

Elements of this process include engaging with stakeholders. For this definitive document it is important to define:

Subject External Examiner(s):

An Interim visit by External Examiner (EE) (usually between January and February) will review work that has been marked, consult students and feed back to the programme manager and module leaders and course team.

Subject Assessment Panel (SAP) reviews the assessment marking and is scrutinised by the subject EE. Representatives of the team review and present their module marks for each student on the programme.

The annual Award Assessment Board (AAB) takes place with Programme Manager, the awarding body’s partnership member and the External to receive the students work and confer progression or award.

Additional stakeholders specific to this programme:

Students have the opportunity to discuss the programme independently, twice a year in the Student Review. This forms part of the discussion for the annual programme monitoring in the autumn and spring of each academic year.

The Student Perception Questionnaire (SPQ) is administered during the year and feeds into the programme review.

Students Representatives attend Annual Programme Monitoring (APM) to contribute student views alongside Module Leaders, the Programme Manager and the Assistant Registrar to monitor module delivery and the course provision.

Curriculum meetings take place once a month to review progression, department provision, resources and staffing.

PS12. Programme Structure

The following structure diagram(s) provides the current structure for this programme:

FHEQ level: 6 For: Full Time

F/T Route Year

When in Year? (i.e. Autumn, Spring etc)

Core or Option Module

Credits

Module

FT 3

Autumn

Core

40

Honours Project (RBM301)

FT 3

Autumn

Core

20

Marketing (CORD311)

FT 3

Autumn

Core

20

Strategic Management Issues (CORD312)

FT 3

Autumn

Optional

20

Funding and Developing Rural Projects (RBM306)

FT 3

Autumn

Optional

20

Managing Animal Performance (RBM311)

FT 3

Autumn

Optional

20

Business on the Golf Course (RBM315)

FT 3

Autumn

Optional

20

Personal Development Planning (CORD308)

FT 3

Autumn

Optional

20

Agricultural Technology (RBM304)

FT 3

Autumn

Optional

20

International Rural Development (RBM309)

FT 3

Autumn

Optional

20

Food Manufacturing Technology (RBM310)

FT 3

Autumn

Optional

20

Managing Leisure (RBM313)

FT 3

Autumn

Optional

20

Technological Development for Golf (RBM314)

FT 3

Autumn

Optional

20

Food Processing Systems (RBM316)

FT 3

Autumn

Optional

20

Controversial Issues in the Food Industry (RBM317)

FHEQ level: 6 For: Part Time

P/T Route Year

When in Year? (i.e. Autumn, Spring etc)

Core or Option Module

Credits

Module

PT 3

Autumn

Core

40

Honours Project (RBM301)

PT 3

Autumn

Core

20

Marketing (CORD311)

PT 3

Autumn

Core

20

Strategic Management Issues (CORD312)

PT 3

Autumn

Optional

20

Environmental Management (RBM305)

PT 3

Autumn

Optional

20

Funding and Developing Rural Projects (RBM306)

PT 4

Autumn

Optional

20

Managing Animal Performance (RBM311)

PT 3

Autumn

Optional

20

Business on the Golf Course (RBM315)

PT 3

Autumn

Optional

20

Personal Development Planning (CORD308)

PT 4

Autumn

Optional

20

Agricultural Technology (RBM304)

PT 3

Autumn

Optional

20

International Rural Development (RBM309)

PT 4

Autumn

Optional

20

Food Manufacturing Technology (RBM310)

PT 3

Autumn

Optional

20

Managing Leisure (RBM313)

PT 3

Autumn

Optional

20

Technological Development for Golf (RBM314)

PT 4

Autumn

Optional

20

Food Processing Systems (RBM316)

PT 3

Autumn

Optional

20

Controversial Issues in the Food Industry (RBM317)

NB: It should be noted that the structure for the PT route is indicative and therefore the modules can be moved around to suit either timetabling or student requirements

PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment

Developing graduate attributed and skills, at any level of HE , is dependent on the clarity of strategies and methods for identifying the attributes and skills relevant to the programme and where and how these are operationalised. The interrelated factors of Teaching, Learning and Assessment and how these are inclusive in nature, are fundamentally significant to these strategies and methods, as are where and how these are specifically distributed within the programme.

Ordered by graduate attributes and skills, the following table provides a map of the above, plus an exposition to describe and explain the ideas and strategy of each. Therefore, subsequent to the initial completion for approval, maintenance of this table as and when programme structure changes occur is also important:

FHEQ level: 6

Definitions of Graduate Attributes and Skills Relevant to this Programme

Teaching and Learning Strategy / Methods

Prog Aims

Prog intended Learning Outcomes

Range of Assessments

Related Core Modules

Knowledge / Understanding:

Students will be able to demonstrate knowledge and critical understanding of the well-established principles of their area(s) of study, and the way in which those principles have developed; knowledge of the main methods of enquiry in their subject(s) and an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge.

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:

• Knowledge of the underlying concepts and principles associated with Rural Business Management, and an ability to evaluate and interpret these.

• Critically evaluate the integration of theory, experiment, investigation and fieldwork and development of those principles into practice

• Make use of knowledge and skills gained in specialist contexts to investigate and resolve issues in rural businesses

• An understanding of the issues of sustainability and environmental impact and an awareness of the risks of exploitation

Primary:

· Lectures and tutorials

· Directed independent study

· Learning from work experience

· Directed independent study and research

Secondary/Supplementary:

· Contemporaneous in class activities

· Problem-solving exercises

· Consultancy

· Case studies

· Report writing

· UPC Intranet/internet resources

· PU student portal

· TCCC Intranet/internet resources

1

1,2

1,3

3

1,2

3,4,5

1,2,3

4,5

· Research report

· Business Reports

· Examinations

· Essays

· Group and individual presentations

· Seminar performances

RMB301, CORD312, CORD311

RBM301

RBM301, CORD312, CORD311

CORD312, CORD311

An explanation for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:

Students will have demonstrated an ability to apply knowledge and understanding skills developed within level 6 of the course to a wide variety of industry related scenarios and will be required to complete a range of assessments in order to demonstrate these skills.

Cognitive and Intellectual Skills:

Students will be able to demonstrate an ability to apply underlying concepts and principles outside the context in which they were first studied.


• Demonstrate familiarity with a wide range of subject-specific facts and principles as well as an awareness of the current limits of theory and applied knowledge.

• Understand the provisional nature of information and all for competing and alternative explanations

• Exhibit ownership of some aspects of the defining elements of the discipline as a result of in-depth study or research

• Tackle problems by collecting, analysing and evaluating appropriate qualitative and quantitative information and using it creatively and imaginatively to solve problems, suggest innovations and make decisions

• Plan and execute research evaluate the outcomes and draw valid conclusions

• Demonstrate awareness of legal, moral, ethical and social issues

Primary:

· Class exercises

· Intranet/internet exercises

· Tutorial/seminar discussions

· Feedback via coursework assessment process (essays etc)


· Class and seminar interactions and feedback

1

1,2

1,3

3

4,5

1,2,3,4,5

1,2,3

1,2,4

2,5

2,3,4,5

1,2,3,4,5

1,2,3,4

· Essays/projects

· dissertations

· Examinations

· tests

· Coursework/group work on practical application questions

· Assessed presentations

RBM301

RBM301





An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:

Students will have demonstrated an ability to apply cognitive and intellectual skills developed within level 6 of this programme to a wide variety of industry

Key Transferable Skills:

Students will be able to demonstrate an ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study; use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis and effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively.


• Evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work

• communicate the results of their study/work accurately and reliably, and with structured and coherent arguments

• Literary and information processing

• Self-management

• Communication (oral, written, CIT)

• Numeracy/quantitative skills (reflection, statistics etc)

• An ability to work effectively in a group.

• An ability to plan and manage learning.

• An ability to self-appraise and reflect on learning

Primary:

· Library and other research exercises

· Group work awareness and practice

· Computer-based learning and assessment


· Class and seminar interactions and feedback

1,2,4

2,5

1,2,3,4,5

1,2,3,4,5

· Coursework of all types

· Examination preparations and completion

· Group presentation

ALL

Modules

An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:

The Rural Business Management discipline depends on a blend of academic and practical skills, both equally important. It is crucial that students of Rural Business Management commence the development of key transferable skills as soon as possible within the programme of study.

Employment Related Skills:

Students will be able to demonstrate an ability to apply subject principles in an employment context; undertake further training, develop existing skills and acquire new competencies that will enable them to assume significant responsibilities within organisations and demonstrate the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision making.


• Convey the multi factorial nature of Rural Business Management to a wide ranging rural businesses audience

• Implement appropriate translation of key academic principles/ findings in a variety of rural business contexts

• Demonstrate interpersonal and team work skills

• Organise a team effectively and contribute effectively to team work through the identification of individual and collective goals

• Recognise and respect the views of others and reflect on performance as an individual and team member

Primary:

· Project oral presentation

· Coursework reports

· Reflective log


· Discussions with visiting speakers and non-academics

1,2,3,4,5

1,2,3,4,5

Individual discussion/(Continuous) Professional Development ‘plan’

These will be met throughout the programme when engaging in CPD reflection and activity with the personal tutor and CORD308

An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:

Rural Business Management graduates will be expected to conduct themselves in an appropriate manner within the demanding Rural Business Management industry. The development of employment related skills commences at the outset of the programme.

Practical Skills:

A typical graduate will be able to select and apply appropriate techniques and interpret their results in the following contexts:


• Planning, conducting, and reporting investigations, including the use of secondary data

• Collecting and recording information or data in the library, laboratory, or field and summarising it using appropriate

Primary:

· Field work

· Projects

· Designated tasks

· Learning from work


· Lectures and tutorials

1,5

1,4,5

4,5

1,3,4,5

Ability to display competence

Production of reports as appropriate

RBM301

CORD312

CORD311

An explanation for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:

Students will have demonstrated an ability to apply fundamental industry-required practical skills in order to increase their proficiency and employability within the programme in a range of industry contexts through delivery and assessment at this level of the programme.

PS14. Work Based/ Related Learning

WBL is an essential element of Foundation Degrees and therefore needs to be detailed here. However, for all types of HE Programmes there should be an element of employability focus through, at least, Work Related Learning, and therefore the following is applicable for all:

FHEQ Level: 6

WBL/WRL Activity:

Logistics

Prog Aim

Prog Intended LO

Range of Assessments

Related Core Module(s)

Marketing; Strategic Management Issues;

Environmental Management;

Funding and Developing Rural Projects;

Business on the Golf Course

(As part of the assessments of the modules. Students approach relevant business and employers and meet the outcomes of the modules learning outcomes)

As stipulated in individual assignment briefs

1. To develop a thorough understanding of the management of rural businesses.

2. To apply the theories of business management to a range of rural business types and enterprises.

3. To place the issues surrounding the rural environment into a national and international context.

4. To develop a thorough understanding of the impact of economic policy, enterprise, finance and technology on the rural sector.

5. To prepare students to work at a managerial level in a range of rural businesses.

1. Demonstrate knowledge of the underlying concepts and principles associated with Rural Business Management, and an ability to evaluate and interpret these.

2. Critically evaluate the integration of theory, experiment, investigation and fieldwork and development of those principles into practice

3. Investigate and resolve issues in rural businesses, using knowledge and skill gained.

4. Demonstrate an understanding of the issues of sustainability and environmental impact and an awareness of the risks of exploitation

5. Present, evaluate, and interpret qualitative and quantitative data, develop lines of argument and make sound judgements in accordance with basic theories and concepts of Rural Business Management.

Strategic Consultancy Project; Critical reviews

Environmental audits; Portfolio: Submit a bid application in liaison with a local organisation;

Event Management

CORD311; CORD312; RBM305; RBM306; RBM315

An exposition to explain this map:

Learners will have demonstrated an ability to discuss and apply practical skills developed within the course to a wide variety of industry representatives and will be required to complete a range of work related skills assessments throughout the related units.

61 | Page

BSc(Hons) Rural Business Management (Top Up)Handbook 2016-2017

Appendix – Definitive Module Records

SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE:

RBM301

MODULE TITLE:

Honours Project

CREDITS: 40

FHEQ Level: 6

JACS CODE: X210

PRE-REQUISITES: None

CO-REQUISITES: None

COMPENSATABLE: N

SHORT MODULE DESCRIPTOR: (max 425 characters)

This module allows students to explore in detail an academic subject of their choice. The module comprises a substantial research study element, which includes a literature review, experimental design, the collection, analysis and interpretation of data and report writing.

ELEMENTS OF ASSESSMENT Use HESA KIS definitions]

WRITTEN EXAMINATION

COURSEWORK

PRACTICAL

E1 (Examination)

%

C1 (Coursework)

100%

P1 (Practical)

% or Pass/Fail

E2 (Clinical Examination)

%

A1 (Generic Assessment)

%

T1 (Test)

%

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Duchy Stoke

Professional body minimum pass mark requirement: N/A

MODULE AIMS:

•To provide the student with an opportunity to carry out self-directed study of current issues and concepts relevant to their degree programme

•To provide knowledge and understanding of the research process.

•To develop competence in the design and execution of a research study and an ability to communicate their findings by means of written and oral reports

ASSESSED LEARNING OUTCOMES: (additional guidance below)

At the end of the module the learner will be expected to be able to:

1. Critically evaluate relevant literature and identify the need for further research investigation

2. Propose a suitable research question for investigation, have that proposal agreed with the project co-ordinator and manage that project to an appropriate academic level

3. Plan and execute a project in an ethical and safe manner according to University level requirements

4. Design and execute the collection of data via any combination of laboratory work, field work, questionnaire and reference to scientific literature

5. Analyse, interpret and critically evaluate data

6. Organise their study in the context of the related scientific literature

7. Communicate their findings in an appropriate scientific manner

DATE OF APPROVAL:

01 June 2007

FACULTY/OFFICE:


DATE OF IMPLEMENTATION:

01 September 2007

SCHOOL/PARTNER:

Duchy College

DATE(S) OF APPROVED CHANGE:

TERM/SEMESTER:

All Year

Additional notes (for office use only):

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT

Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2016-2017

NATIONAL COST CENTRE: 112

MODULE LEADER: Dr Jurie Intachat

OTHER MODULE STAFF: Paul Ward

Glenn Coulson

SUMMARY of MODULE CONTENT

Identification of appropriate research questions. Selection of an appropriate methodology. Literature research and review. Experimental design. Negotiation of issues access and ethics. Data collection, analysis and interpretation. Report writing. Presentation of findings to peers.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]

Scheduled Activities

Hours

Comments/Additional Information

Lecture

20

Core lectures - project design and development

Project Supervision

10

Direct supervision 1:1

Guided Independent study

370

Total

400

(NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)

Category

Element

Component Name

Component Weighting

Comments include links to learning objectives

Written exam

E

Total = 100%

T

Total = 100%

Coursework

C1

Dissertation – LO 1,2,3,4,5,6,7 – Honours Project

100%

Total = 100%

Practical

P

Total = 100%

Updated by:

Jurie Intachat

Date:

26/08/16

Approved by:

Mathew Tonkin (HE Operations)

Date:

26/08/16

Recommended Texts and Sources:

Barnard, C., Gilbert, F. and McGregor, P. (2001). Asking Questions in Biology (2nd ed.). Harlow. Pearson

Barrass, R. (1978). Scientists must write. Chapman and Hall.

Barrass, R. (1982). Students must write. Methuen.

Booth, V. (1984). Communicating in Science: Writing and speaking. Cambridge. Cambridge University Press.

Crothers, J.H. (1981). On the graphical presentation of quantitative data. Field studies 5, 487-511.

Denscombe, M. (2003) The Good Research Guide: for Small-scale Social Research Projects. Buckingham: Open University Press

Dytham, C. (2003). Choosing and Using Statistics – a biologists guide (2nd ed.). Oxford. Blackwell.

Eisner, E. (2001). Concerns and aspirations for qualitative research in the new millennium. Qualitative Research, 1 (2), 138

Field, A. (2000). Discovering statistics using SPSS for Windows: Advanced techniques for beginners. London: Sage.

Hart, C. (2005) Doing a Literature Review. London: SAGE Publications Limited

Jones, A.H., Reed, R. and Weyers, J. (2003) Practical Skills in Biology (3rd ed.).

Kinnear, P. R., & Gray, C. D. (2000). SPSS for Windows made simple: release 12. Hove : Psychology

Laszlo, P. (2006) Communicating Science: A Practical Guide. Springer Pearson, Harlow.

Parsons, C.J. (1973). Theses and project work. Allen and Unwin.

Pechenik, J. and Lamb, B. (1994). How to write about biology. Harper Collins, London.

Pentz, M. and Shott, M., edited by F. Aprahamian (1988). Handling experimental data. Milton Keynes. Open University Press.

Sparkes, A. (2002). Telling tales in sport and physical activity – A qualitative journey. Leeds; Human kinetics.

Turk, C. (1982). Effective writing. Spon.

Wedgewood, M. (1987). Tackling biology projects. London. Macmillan Education Ltd.


MODULE CODE:

CORD311

MODULE TITLE:

Marketing

CREDITS: 20

FHEQ Level: 4

JACS CODE: N500


CO-REQUISITES: None

COMPENSATABLE: Y


This module aims to illustrate the dynamic influences on a business and the need for a planned approach to marketing through marketing management.


WRITTEN EXAMINATION

COURSEWORK

PRACTICAL

E1 (Examination)

60%

C1 (Coursework)

40%

P1 (Practical)

% or Pass/Fail (delete as appropriate)


%


%

T1 (Test)

%



MODULE AIMS:

•To review consumer and organisational markets

•To analyse and assess the role marketing plays in influencing the innovative effects of businesses and organisations

•To evaluate the opportunities for integration of the marketing mix and managing marketing change in a business or organisation



1. Appraise the influence that marketing communication plays in the internal and external environment of a rural business

2. Critically assess the methods of influencing consumer markets and buyer behaviour particularly in a rural locations

3. Analyse the effectiveness of different distribution channels and their relationship to marketing strategy

4. Evaluate the development of marketing planning and competitive strategy, appropriate to a particular business or situation

DATE OF APPROVAL:

01 April 2013

FACULTY/OFFICE:


DATE OF IMPLEMENTATION:

01 Sept 2013

SCHOOL/PARTNER:

Duchy College

DATE(S) OF APPROVED CHANGE:

TERM/SEMESTER:

All Year

Additional notes (for office use only):

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT

Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2016-2017

NATIONAL COST CENTRE: 133

MODULE LEADER: Mr Paul Ward

OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENT

•Market segmentation, market research, target markets, pricing decisions

•Marketing in its managerial context;

•Marketing plans & their link with the corporate purpose.

•Analysis of market opportunities;

•Target markets and positioning;

•Implementing and controlling marketing plan

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]

Scheduled Activities

Hours

Comments/Additional Information

Lecture

55

Classroom Delivery

Guided Independent Study

145

Total

200

(NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)

Category

Element

Component Name

Component Weighting

Comments include links to learning objectives

Written exam

E1

LO 1,2,3 - Examination

100%

Total = 100%

T_

%

Total = 100%

Coursework

C1

LO 4 – Industry focused case study

100%

Total = 100%

Practical

P_

%

Total = 100%

Updated by: J.Intachat

Date:

26/08/16

Approved by: HE Ops

Date:

26/08/16

Recommended Texts and Sources:

Baines, P., Fill, C. and Page, K. (2008). Marketing. Oxford University Press.

Kotler, P., Armstrong, G., Wong, V. and Saunders, J. (2008). Principles of Marketing. Prentice Hall

Mullins, J. and Walker, O.C. (2010). Marketing Management: A Strategic Decision-Making Approach. (7th edition). McGraw-Hill Irwin.

Palmer. A., (2012) Introduction to Marketing: theory and practice (3rd edition). Oxford University Press.

Soffe, R. (2005) Marketing Management in Countryside Notebook, Soffe (ed).Oxford. Blackwell.

Recommended Journals for this moduleMarketing Weekly.Marketing.The Grocer.The Harvard Business Review


MODULE CODE:

CORD312

MODULE TITLE:

Strategic Management Issues

CREDITS: 20

FHEQ Level: 6

JACS CODE: N211


CO-REQUISITES: None

COMPENSATABLE: N


This module enables students to evaluate different management strategies and theoretical approaches, and how they can be used in the context of current issues affecting the sector. These approaches will be explored in relation to their relevance and application in developing appropriate strategies for businesses.


WRITTEN EXAMINATION

COURSEWORK

PRACTICAL

E1 (Examination)

30%

C1 (Coursework)

70%

P1 (Practical)

% or Pass/Fail


%


%

T1 (Test)

%



MODULE AIMS:

•To provide comprehensive knowledge and understanding of approaches to effective strategic management within rural businesses

•To enable students to integrate and develop their learning and entrepreneurial skills through an in-depth study of current issues in the field of Rural Business Management

•To develop students' critical awareness of issues and controversies in the field of Rural Business Management

•To develop students' skills in literature searching, analysing information, assessing arguments, and presenting strategic advice to rural businesses.



1. Evaluate their critical understanding of theories and models of strategic management and their application within the

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