Download BSc - Loughborough University

LOUGHBOROUGH UNIVERSITY
Programme Specification
BSc (Hons) International Business
Please Note: This specification provides a concise summary of the main features of the
programme and the learning outcomes that a typical student might reasonably expect to
achieve and demonstrate if full advantage is taken of the learning opportunities that are
provided. More detailed information on the learning outcomes, content and teaching,
learning and assessment methods of each module can be found in Module
Specifications and other programme documentation and online at
http://coin.lboro.ac.uk/owa/w1018.main?dept=BS&dept2=bs
The accuracy of the information in this document is reviewed by the University and may
be checked by the Quality Assurance Agency for Higher Education.
Awarding body/institution
Teaching institution (if different)
Details of accreditation by
professional/statutory body
Name of final award
Programme title
UCAS code
Subject Benchmark Statement
Date at which the programme
specification was written or revised
1.
Loughborough University
Not applicable
B.Sc. (Honours)
International Business
N110
General Business and Management;
Languages and Related Studies
June 2004
Aims of the Programme
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The programme aims to:
produce high quality graduates with the knowledge, skills and understanding for
an effective and valued career in a wide range of management situations
including those requiring language skills and cultural competence;
develop knowledge, concepts and skills in the major academic disciplines of
business and management and the ability to integrate and apply them in
business contexts to provide a sound basis for practice, study and training in the
graduate's chosen profession or management specialism;
provide students with the opportunity to develop deep understanding in areas of
particular interest by pursuing them over an extended period and to substantial
depth;
provide a relevant, practical and constantly updated programme through close
links with many large organisations and through vocational experience in an
industrial placement;
enable students to see ways in which theory can be applied in practice, both
through taught content and through individual experience on placement;
develop teaching and learning in response to advances in scholarship and the
needs of the business community;
enhance the employability of our graduates;
attract well-qualified students from a variety of educational backgrounds;
9. encourage in our students hard work, enthusiasm and self-motivation, a positive
attitude to change, a desire for excellence, a visionary and positive approach to
future developments and openness to new ideas.
The Business School at Loughborough University is distinctive amongst
'traditional' university business schools in incorporating a third year spent on
professional placement. This is an integral element of the programme and
something which we believe is of particular benefit in achieving these aims and
offers graduates of our degrees additional and valuable opportunities to develop
their knowledge, understanding and skills.
2.
Relevant Subject Benchmark Statements and other internal and external
reference points used to inform programme outcomes
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3.
The benchmark statement for General Business and Management (B&M)
The benchmark statement for Languages and Related Studies (L&RS)
The National Qualifications Framework
The University Teaching and Learning Strategy
Loughborough University Mission Statement
Business School Mission Statement and Statement of General Aims for
Undergraduate Programmes
The University Academic Quality Procedures
Intended Learning Outcomes
The programme is delivered through a combination of lectures, group tutorials
linked to lectures, seminars and workshops. Students are also assigned a
personal advisor who provides advice and guidance on academic progress and
study problems. Students are required to work both individually and within
groups for both study and assessment. Students are provided with a
departmental handbook which sets out general advice on study, key regulations
on assessment, programme regulations and module guides for all modules
available for study. On the first day of each module students are provided with a
module guide which sets out the main details of arrangements for teaching and
assessment and the detailed lecture schedule and associated reading.
Students progress from descriptive understanding to critical evaluation and
synthesis as the programme develops. Students are also expected to take
increasing responsibility for their learning as the course progresses. This is
reflected in the fact that students have considerable freedom of choice on
modules in the final year, providing the opportunity to pursue areas of interest in
depth. Constructive criticism is provided to students on coursework assignments
and feedback on exam performance is given on request to help students in their
academic progress through the course.
Knowledge and Understanding
On successful completion of this programme students should be able to
demonstrate knowledge and understanding in the following areas
1. the foundation disciplines of business and management including economics,
mathematics and statistics sufficient to enable a clear understanding of the
central aspects of the main business and management functions (B&M);
2. the economic, technological, financial, legal, cultural and political context within
which business operates (B&M);
3. integration of concepts and from the various business disciplines to comprehend
business situations and develop appropriate analysis and solutions (B&M);
4. the process of management and differing international styles of management
(B&M);
5. concepts, analytical approaches, evaluative thinking and numeracy skills relevant
to solving problems in both national and international business contexts;
6. the nature of organisations and the behaviour of people within them, both
individually and working in groups (B&M);
7. competence in reading, writing, speaking and listening to the target language
(L&RS);
8. the development and operation of markets for resources, goods and services
including customer expectations, market orientation and the marketing mix
(B&M);
9. the sources, uses and management of finance, the use of accounting and other
information systems for managerial applications (B&M);
10. the management and development of people within organisations (B&M);
11. the management of operations in both the manufacturing and service industries
(B&M);
12. the development, management and exploitation of information systems and their
impact upon organisations (B&M);
13. the key communication and information technologies used in business and
management (B&M);
14. the development of appropriate policies and strategies at the corporate level
within a changing national and international environment (B&M).
Teaching, learning and assessment strategies to enable outcomes to be
achieved and demonstrated
The foundations for 4 to 13 are laid in core modules in stages A and B through a
combination of lectures, tutorials, practical sessions, guided reading and private
study. Outcomes 1, 2, 5 and 14 are particularly developed in the context of this
degree programme through core modules in international economics and
comparative international management in stage B and international management
and multinational corporations in stage C.
Strategy (14) is a core topic in stage C, in which outcome 3 is developed and
assessed as it is in a variety of core and optional modules at stage C.. Students
can chose to develop 4 to 13 further through their choice of options, particularly in
the final year. These are developed through a combination of lectures, seminars,
guided reading, group work and private study.
Assessment takes a wide variety of forms. Typical coursework assignments
include essays, reports (group and individual), group presentations, in class tests
and practical tests. Examinations are of varying lengths and formats. The
majority of modules have both coursework and exam components and some are
assessed by either 100% exam or 100% coursework.
The level of achievement of the intended learning outcome with respect to
language will be conditioned by the stage to which students take their language
study, which may under current regulations be terminated at the end of stage A,
B or C.
Skills and other attributes
a) Subject specific cognitive skills
On successful completion of the programme students should be able to
1. Use critical thinking, analysis and synthesis to evaluate and apply concepts and
insights from business disciplines, including comprehension of complex scenarios
(B&M);
2. Formulate and solve both structured and unstructured business problems;
3. Advise on business decisions using appropriate qualitative and quantitative skills,
including the ability to identify and evaluate a range of alternative solutions
(B&M);
4. Relate theory to practice in business and management (B&M).
Teaching, learning and assessment strategies to enable outcomes to be
achieved and demonstrated:
All three outcomes are developed and assessed though all three stages of the
degree through core and optional modules. In Part A, this development would
normally be expected to relate to the analysis and solution of straightforward
situations with a limited number of possible alternatives but including a basic level
of discernment as to appropriate data collection and interpretation. Increasing
weight is attached to outcomes 1 to 3 at stages B and C, particularly stage C
where students will grapple with more complex scenarios and more unstructured
problems. The development and assessment of outcome 4 is central to the
placement year and its assessment through the Diploma in Professional Studies,
which also lays a foundation for further development of outcome 4 at stage C.
b) Subject specific practical skills
On successful completion of the programme students should be able to
1. use effective communication both oral and written in both the native and target
language (B&M, L&RS);
2. make effective use of information and communication technologies (ICT) in a
business context including word processing, storage and manipulation of data,
generation of presentations, use of the internet and e-mail using appropriate
software (B&M);
3. conduct research using a range of sources of business-related materials
including books, journals, trade and financial press, official statistics and the
internet (B&M);
4. make effective use of materials produced in the target language (L&RS);
5. use effective team-working skills, including leadership, team-building and project
management (B&M).
Teaching, learning and assessment strategies to enable outcomes to be
achieved and demonstrated:
Effective communication, ICT, research and team-working skills are developed
throughout the teaching and learning programme outlined above and the
Programme Structure shown below. The foundations of effective communication
and team-working skills are laid specifically in plenary sessions and workshops in
stage A (BSA006) as are ICT skills (BSA100). The relevant skills are also
assessed in these modules. These skills are further tested and developed in a
range of core and optional modules throughout the course. Research skills are
developed and tested in a range of core and optional modules in all three stages
of the degree through a variety of coursework assignments including reports,
presentations and essays and also during the placement year and the
dissertation requirements of the Diploma in Professional Studies. Effective
communication skills are important aspects of assessment in almost all elements
of the programme, whether by coursework or examination. Group coursework
and oral presentations are an integral part of the assessment in each part of the
degree programme.
Skills in the target language are developed and assessed in the relevant
language modules where a wide variety of coursework and examination tasks
develop and test students’ ability in using the language and using a variety of
source materials.
c) Key/transferable skills
On successful completion of the programme students should be able to
1. understand and be sensitive to different cultures, including the ability to work
effectively in the culture of the target language (L&RS);
2. Organise themselves personally and independently to be a valued contributor
through time management, self-direction, self-motivation, tenacity and
proactiveness (B&M);
3. Analyse and assess their own personality, needs and abilities and be proactive in
managing their personal development (B&M);
4. deploy appropriate interpersonal skills to achieve the best from others, including
effective communication, listening, influencing and conflict resolution (B&M);
5. Display a positive attitude to change, with a desire for excellence and a visionary
and positive approach to future developments;
6. Accept and analyse new ideas and assess alternatives when presented with a
range of possible interpretations and/or solutions;
7. Learn and work independently (B&M);
8. Interpret numerical information, reason numerically and apply appropriate
mathematical and statistical techniques (B&M);
9. Communicate clearly and persuasively, both orally and in writing (B&M);
10. Use information and communication technologies effectively and efficiently (ICT);
11. Work well in a team, using appropriate skills, including leadership, team-building
and project management (B&M).
Teaching, learning and assessment strategies to enable outcomes to be
achieved and demonstrated:
The foundations of effective personal organisation are laid down and assessed in
stage A (BSA006) and developed through core and optional modules in all three
stages of the degree. Outcome 2 is particularly developed and assessed through
core language modules, the level of attainment being conditioned by the stage to
which students take their language studies, and through core modules in
comparative international management (stage B) and international business and
multinational companies (stage C). The foundation of outcome 3 is laid down in
stage A (BSA006) and specifically developed and assessed through the
placement year and the Diploma in Professional Studies. Outcome 4 will be
developed and assessed in a range of core and optional modules in all three
stages, although influencing and conflict resolution skills are not formally
assessed. Outcome 5 is most specifically developed and assessed through the
placement year and the DPS, but will be developed through all stages of the
degree. Outcome 6 will be developed and assessed through core and optional
modules at all stages of the degree, including the placement year, with particular
emphasis at stage C, including core modules. Outcome 7 is directly developed
and assessed in a number of core modules, particularly those related to
quantitative analysis and finance and accounting. It is also developed and
assessed in a variety of other core and optional modules.
As part of the requirements for the Diploma in Professional Studies, students
undergo formal appraisal with their placement supervisor which includes a
thorough assessment of their transferable skills. A record of the supervisor’s
assessments and the action plan arising from the discussion forming a
mandatory part of the portfolio required for the award of the Diploma. Students
are also normally required to reflect on their key skills development as part of
their dissertation.
Outcomes 1 and 7 are in part inherent in the challenges which must be met to
successfully complete a four-year sandwich degree and inevitably all aspects of
this development cannot be formally assessed directly.
Comments on the teaching, learning and assessment of skills 9-11 are as
described under subject-specific practical skills.
4.
Programme Structure and requirements, levels, modules, credits and
awards
The programme is a four-year, full-time course of study, with the third year spent
either on an industrial placement or studying abroad at an approved institution
under the Socrates exchange scheme. The programme is divided into units of
study called modules, which may be rated as 10 (single) or 20 credits (double).
Each Part of the programme comprises 120 credits taken over one year of study,
60 credits in Semester 1 and 60 credits in Semester 2. The following paragraphs
summarise the programme and the tables below set its structure and typical
optional subjects. Each semester lasts 15 weeks, with 11 weeks of teaching
followed by revision time and examinations. Table 1 below shows the modular
structure of the programme.
In Part A (Year 1), students take 100 credits of core modules. These provide the
foundational subjects of marketing, organisational behaviour, information
technology, finance, economics, and business mathematics and statistics.
Students take 20 credits of optional modules which may be in a second language
provided the student has at least a grade C or above at GCSE in that language.
Part A also provides the specific opportunity for students to understand and
develop key transferable skills (10 credits).
Part B (Year 2) further develops students’ knowledge, understanding and skills in
specialist and other core areas (100 credits), including language and international
economics and comparative international management and provides the
opportunity to choose two optional 10 credit modules in other business-related
areas or a second language. A typical selection of optional modules is shown in
Table 2 below.
Students spend their third year either on an industrial placement or studying
abroad at an approved university under the Socrates exchange scheme. This
placement is an integral part of the degree programme and on successful
completion of the placement and the programme, students will be awarded the
Diploma in Professional Studies in addition to their degree. Marks obtained
through study on the Socrates programme contribute 10% to the student's final
degree classification.
Part C (Year 4) comprises 50 credits of core modules and 70 credits of optional
subjects, which can be chosen from a wide range of areas. A typical selection is
shown in Table 2 below.
Further details of the module intended learning outcomes, content, methods of
teaching learning and assessment and indicative reading may be found in the
module specifications. These are available at
http://coin.lboro.ac.uk/owa/w1018.main?dept=BS&dept2=bs
See separate files for module info
5.
Criteria for admission to the programme
Typical admission requirements for the programme are as follows:
http://www.lboro.ac.uk/prospectus/ug/programmes/ssh/business/account.htm )
A-Level Entry Route: Our A-Level entry requirements have been steadily increasing
over recent years. Offers for admission to the International Business Programme in
October 2002 normally required 300 points from: two subjects at A Level + a third
subject at A Level or two subjects at AS Level (not including General Studies).
Other Qualifications: Vocational A Level (VAL): 300 points from a minimum of 18
units (any combination of VAL units/AS Level units/A Level units).
Applications from those offering other qualifications are welcome and considered
individually. Such applicants should contact the admissions tutor.
GCSE Mathematics requirement: For students offering GCSE qualifications a
minimum grade C in Mathematics is required.
General Business School admissions information can be found on our web site at
http://www.lboro.ac.uk/departments/bs/teach_ug.html and the current position for the
International Business Programme can be viewed at
http://www.lboro.ac.uk/departments/bs/admiss.html.
6.
Information about assessment regulations
Full information about assessment regulations can be found in Appendix 1 of this
document. In summary, the regulations are as follows:
In all Parts, credit is awarded for modules where the overall average module mark is
40% or more.
In Part A: Students must achieve credit in modules weighted at least 100 out of the
120 studied as well as achieving at least 30% in all modules in order to pass the
year and progress to Part B.
Students who fail to satisfy these requirements have the right of re-assessment
(once only) in order to achieve sufficient credits. This can be either during the
University’s special assessment period (normally September) or on the next
occasion the module is routinely assessed (normally during the following academic
year). However, students may not proceed to Part B until the requirements are
completed.
In Part B: Students must achieve credit in modules weighted at least 100 out of the
120 studied as well as achieving at least 30% in all modules in order to pass the
year and progress to the period of professional training, or study in an approved
institution abroad. The overall average mark for Part B contributes 25% of the final
degree classification if the student does an industrial placement, or 20% if the
student studies abroad under the Socrates programme. The same re-assessment
regulations apply.
Marks earned through study abroad under the Socrates programme contribute 10%
towards the final degree classification.
Part C: To qualify for the award of an honours degree, candidates must achieve 100
credits in Part C as well as achieving at least 30% in all modules. Classification of
honours degrees is according to the overall programme mark. The minimum mark
for each class is shown below, although the Programme Board may, at its discretion,
vary any boundary by +/-3%:
First class
Second Class, Upper Division
Second Class, Lower Division
Third Class
70%
60%
50%
40%
Candidates not fulfilling these requirements may be awarded a Pass degree.
Students who do not qualify for the award of a degree have the right of reassessment.
Full details of the University’s assessment regulations may be found at:
http://www.lboro.ac.uk/admin/central_admin/calendar/regulations/grua2000/
7. Indicators of quality
The Business School was awarded an ‘Excellent’ grade in its school wide Teaching
Quality Assessment. It has also been awarded a grade 4 for research in the recent
RAE 2001, indicating international excellence in research.
The Business School values its undergraduate programmes very highly and
excellence in teaching and related support activities amongst its staff is actively
encouraged, highly rated and fully rewarded.
The International Business programme, as all Business School Undergraduate
Programmes, have very high graduate employment levels.
8. Particular support for learning
Support within the Business School:
Business School Personal Advisors:
All students are allocated a Personal Advisor (Tutor) from amongst the teaching
staff, whom it is intended should remain with the individual throughout their period of
study. Personal Advisors will make contact with their students periodically to check
on academic progress and discuss matters of concern to either party. Students are
encouraged to let their Personal Advisor know of any difficulties which they are
experiencing and which may affect their studies, so that students are enabled to
achieve their full academic potential. Personal Advisors can also provide references
for the professional placement and advise on CV's and other purposes as
necessary.
Staff-Student Liaison Committee and Student Feedback:
Each student year of the programme elects two representatives who, amongst other
things, convey the views and concerns of the student group to their Programme
Director and to the Staff-Student Liaison Committee. The Business School views
this committee as a very important part of its student support systems in providing
early feedback of issues which may affect student learning, both within the Business
School and more widely. Student feedback on modules and the programme is
collected periodically in accordance with the University’s quality procedures (see
below) and is addressed formally at the Business School’s annual Programme
Review Boards.
Business School Placements Office:
The Business School is distinctive amongst 'traditional' university business schools
in incorporating a compulsory third year spent on professional placement. It has one
of the best success rates among all universities for student placements. Whilst
students are responsible for finding suitable employment, the Business School
supports each student in his or her job search and has contacts with many
employers, including 'blue chip' UK and multinational organisations who offer
training opportunities. There is a full-time administrator and two further staff
supporting the placement programme, who are in regular contact with over 250
organisations, as well as an academic Director of Professional Studies. They also
provide counselling and advice to individual students on every stage of the process
from letter of applications through to acceptance of offers. In addition, a programme
of seminars helps students to approach the application and interview processes
successfully and to prepare for their placement year.
Support from the University:
Careers:
Many students on the programme return to their placement employer after
graduation. For those who do not, the university’s Careers Service provides a
continuous service for students seeking careers guidance and help with job-search
techniques, together with a library of careers resources. Careers Service personnel
visit Departments to talk to student groups, but the most important aspect of their
services is the individual contact with each student who seeks their help. In the UK
Graduate Careers Survey, sponsored by the Times Newspaper, Lougborough
University Careers Services was rated top of the league. Over 11,000 finalists from
25 leading universities were interviewed and the Careers Service at Loughborough
achieved the joint highest score, with 79% of students rating the service as good or
excellent.
Library:
The University Library (The Pilkington Library) provides technologically advanced
support for student learning in purpose-built accommodation. It has a stock of more
than half a million volumes, monographs and an extensive serials collection;
numerous PC workstations (100+); networked printing facilities and self-service
photocopiers. The Library is also a designated EDC (European Documentation
Centre). The computerised library catalogue (OPAC) is available on-line, as are
electronic versions of reading lists. Opening hours are lengthy and there is on-line
access to subject-specific data bases and networked CD-ROMs from laboratories
and networked study bedrooms across the campus. The Library organises selfguided tours for first year students and initial presentations from a librarian is an
integral part of the Business School Induction programme. User support is also
available from staff at the Library help-desk, via printed and online guides and
through a series of ‘Lunchtime in the Library’ training sessions. There is a variety of
study environments in the Library, including individual and group study desks,
private carrels and group study rooms.
Computing Services:
Computing Services provides the University IT infrastructure and works in close
collaboration with Faculty IT Co-ordinators and departments’ IT Support Specialists
in maintaining staff PCs and departmental networked laboratories. There is a
dedicated server for web-based teaching support, the LEARN server, accessible
both on and off campus. Each member of staff is able to edit web pages on this
server relating to their own modules and there are web-based materials available for
most modules on this programme, including past examination papers. An increasing
number of bedrooms on campus are networked and there is 24-hour access to most
IT laboratories, including one located in the Business School.
Learning and Teaching Development:
Learning and Teaching Development (LTD) is the University’s centre for teaching
and learning innovation. It provides support to students in relation to teaching,
learning and assessment by acting as a reference service for learning and study
skills. It works with tutors seeking to help particular students as well as providing
general guides and workshops on effective studying, learning and assessment
techniques. In addition, LTD provides an important focus for staff where innovative
teaching methods and materials may be exchanged and best practice disseminated.
Staff Development:
The Staff Development Unit (SD) provides continuing professional development in
teaching and other skills. Probationary staff attend a full programme of SD courses
and the Quality Assessment Unit assesses their teaching through direct
observations and a portfolio. Accreditation for this process has been awarded by the
Institute for Teaching and Learning (ITL), a national body. Permanent staff take
refresher sources and investigate new developments in teaching through SD
courses. All teaching staff are encouraged to become members of the ITL. SD
works closely with LTD, Library staff and Computing Services to make available to
staff the most up to date techniques and practices in teaching, learning and
assessment.
Counselling Service and English Language Study Unit:
The Counselling Service is able to support individual students in resolving personal
problems and the English Language Study Unit can assist students in improving
their written and oral communication skills. The ELSU can be particularly beneficial
for international students and those suffering from dyslexia.
Disabilities and Additional Needs Service:
The Disabilities and Additional Needs Service (DANS) offers support for students
including: adaptation of course materials into Braille/large print/disk/other formats;
organising mobility training; BSL interpretations; provision of communication support
workers; note-takers in lectures/tutorials; assessment of specific support, equipment
and software needs; individual/small group tuition for students who have dyslexia;
representing students’ needs to academic and other University departments;
organising adapted accommodation to meet individual needs; helping organise
carers to meet any personal care needs; organising appropriate support for students
who have a mental health problem.
DANS has links with the RNIB Vocational College, Derby College for Deaf People
and the National Autism Society to offer effective support to students at the
University. It regularly takes advice from other national and local organisations of
and for disabled people.
Where a student has complex support or accommodation needs, contact with DANS
is strongly advised prior to application.
9. Methods for evaluating and improving the quality and standards of learning
The University has a formal quality procedure and reporting structure laid out in its
Academic Quality Procedures Handbook, available on-line at:
http://www.lboro.ac.uk/admin/central_admin/policy/academic_quality/contents.html
and directed by the Pro-Vice-Chancellor (Teaching). Each Faculty has an Associate
Dean for Teaching, who is responsible for all learning and teaching matters. For
each Faculty there is a Directorate (responsible for the allocation of resources) and
a Board (responsible for monitoring quality issues within each department). Support
is provided by the Staff Development Unit and the Quality Assessment Unit. Student
feedback is sought on all modules and at the end of each year, individual
programmes are reviewed annually. Minor changes to module specifications are
approved by the Associate Dean (Teaching) on behalf of the Faculty Board and
ratified by the University Curriculum Sub-Committee in accordance with the
University’s quality procedures. Major changes are formally considered by the
University Curriculum Sub-Committee for approval. All staff participate in the
University’s staff appraisal scheme, which helps to identify any needs for skills
development. Both probationary staff and those seeking promotion to Senior
Lecturer are subject to a formal teaching evaluation scheme, administered by the
Quality Assessment Unit and accredited by the Institute for Teaching and Learning.
All teaching staff are encouraged to become members of that Institute.