Foundation Degree In Accountancy and Management
Level 2 Top Up
Faculty of Business and Law
Date of Validation Event: 18.06.07
Date of Periodic Review April 2011
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Please complete each time a new version is drafted e.g.
Version Details of Change Change Author Last Modified
0.1 First Draft Fd Rob Whitton & Created 16/3/07
Second Draft Cert HE Rob Whitton & Created 19/04/07
0.2 Amendments recommended by Rob Whitton & Rob 01/06/07
Development Team Hall
0.3 Amendments recommended by WBL Rob Whitton & Rob 05/06/07
Programme Studies Board/ SQAB Hall
0.4 Amendments recommended by
Institution Approval Event
0.5 New Format Phil Dodds 31/12/09
0.6 Revalidation event Phil Dodds 08/07/10
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1. CORE INFORMATION 4
2. AIMS OF THE PROGRAMME 5
3. LEARNING OUTCOMES OF THE PROGRAMME 6
4. PROGRAMME STRUCTURE & CONTENT 7
5. TEACHING & LEARNING 8
6. ASSESSMENT 10
7. STUDENT SUPPORT AND GUIDANCE 11
8. ADMISSIONS 14
9. PROGRAMME MANAGEMENT AND QUALITY 15
10. LEARNING ENVIRONMENT AND RESOURCES 16
1. SITS information, including Module List 20
2. Matrix of Modes of Teaching, Learning and Assessment 23
3. Generic Programme Assessment Criteria 24
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1. CORE INFORMATION
Programme title: FOUNDATION DEGREE IN ACCOUNTANCY AND MANAGEMENT LEVEL
2 TOP UP
Target award: Foundation Degree in Accountancy and Management
Interim or exit awards: None
Awarding body: University of Sunderland
Programme Assessment Board: FD/HND
QAA subject benchmark(s) applicable (cf
Accrediting body / bodies (if applicable) N/A.
Other points of reference:
QAA Foundation Degree Qualification Benchmarks
QAA Framework for Higher Education Qualifications
NICATS level descriptors (NB Level 4 is the equivalent of HE Stage 1, Certificate level)
National credit guidelines
University of Sunderland credit framework and regulations
Collaborative partners and models of collaboration
City of Sunderland College at Shiney Row Centre
South Tyneside College
Tyne Metropolitan College
Modes of delivery and duration:
Tick all Min Max Intake dates Any other issues
that apply number of number of (months)
Part-time X 1 3 September None
Off-campus X 1 3 September None
Work-based X 1 3 September None
Collaborative X 1 3 September None
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2. AIMS OF THE PROGRAMME
The programme curriculum aims to provide a broad base of knowledge and skills relevant to a range of businesses
and organisations from a wide range of sectors.
The main aims are:
To prepare students for supervisory and management roles in a range of business contexts, but particularly
within a financial or accountancy function.
To develop both the practical and intellectual skills of the students to conceive, develop and create new
offerings to meet business needs.
To encourage an ethos of self-managed learning and personal reflection to ensure that Foundation Degree
graduates have the ability to continually update their knowledge and skills.
To provide for wider participation and greater diversity in Higher Education
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3. LEARNING OUTCOMES OF THE PROGRAMME
The Foundation Degree in Accountancy & Management Level 2 Top Up embraces both this stated purpose and the
generic aims of Foundation Degrees, whilst providing a specific steer to additional skills and knowledge required to
meet business and management aims in the context of Accounting and Finance.
The programme curriculum aims to provide a broad base of knowledge and skills relevant to a range of public sector
and private sector organisations operating in a variety of environments.
All candidates will be engaged in relevant employment settings within the programme, and will bring with
them to the programme a package of knowledge and experience which the programme is designed to
Delivery of all modules will be related to the employment experiences and employment contexts of students;
Active encouragement will be given to the consolidation of the workplace component of learning through the
active involvement of the employer including encouragement towards the appointment and support of a
workplace mentor of each student
Students throughout the programme will use their own workplace, work situation and work challenges as
learning vehicles both to consolidate the development of knowledge and skills introduced within the college
setting and also to introduce them to new learning experiences which will be carried back to the college
setting for further reflection and analysis;
Assessment within some modules will have a work-based component.
For the award of a Foundation degree, in addition to acquiring 120 level two credits, the students will be able to:
K1. Develop knowledge and understanding of a range of specialized academic, technical and creative skills with
regard to meeting organizational and/or customer needs.
K2. Utilize theory to determine solutions to a range of Accountancy and Management. issues.
S1. Generate ideas through the analysis of information and concepts at a practical level.
S2. Apply a range of specialized academic, technical and creative skills with regard to meeting organizational
and/or customers needs.
S3. Apply appropriate key skills within the working environment.
S4. Analyze, synthesize and evaluate information from a range of sources.
S5. Diagnose problems, design solutions and execute appropriate judgment in a range of Accountancy &
S6. Demonstrate independent research skills.
Additional learning opportunities
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4. PROGRAMME STRUCTURE AND CONTENT
Module list – complete Appendix 1
List of All Modules for Foundation Degree in Accountancy and Management Level 2 Top Up.
New/ (N) Module Module Title* Level* Section/ Credit Core/ Assessment
Existing code* Year* value* Option* weighting
(E) e.g. exam %
E FDA215 Strategic 2 1 40 Core Report 50%
Financial Exam 50%
E FDA250 Planning For 2 1 40 Core Portfolio
E FDA216 Legal And 2 1 20 Core Case study
E FDA214 Managing 2 1 20 Core Assignment
Placements, study abroad and other work experience opportunities
Delivery & Structure of Provision
As flexibility is one of the keys to widening participation, the programme is designed be delivered in a range of formats
within an overall model of the full time notional, this means the programme is designed to be delivered on a part time
basis to students in full time employment. Employment is a necessity in a full-time notional programme in order for
students to undertake the degree of work based learning and application needed for full-time equivalence. Students
learning in college will be informed and extended by learning in a relevant workplace, which means that part time
students in relevant employment can study 120 credits in a year. The programme will still meet the defined criteria for
Foundation Degrees, offering 120 credits in the equivalent of one years full-time study while ensuring the 120 credits
required for level one have been previously attained by the student as a condition of entry to the programme. It is
anticipated that students will attend at College for six hours per week: these hours will be configured in a number of
ways to meet the needs of different student and employer groups.
The Foundation Degree will take 12 months of study
The modules to be offered have been carefully chosen to cover a broad work related Accountancy & Management
range that meets the outcomes of the programme. A focus on accounting and finance will integrate learning across all
modules to develop the knowledge and skills base of candidates, reflecting that financial managers in work situations
draw upon and synthesize understanding and skills from a range of disciplines and fields of study within finance,
accountancy and management. The key areas of accountancy and management to be developed across the
programme are summarized below.
Strategic Financial Management, including strategic investment appraisal, mergers and acquisitions.
Human Resource Management, including coaching and the mentoring and development of team
Legal and ethical aspects of financial management.
Students will also be guided through potential areas of Accountancy and Management development in the
Professional Development Planning module.
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5. TEACHING AND LEARNING
See teaching, learning and assessment matrix, Appendix 3
The distinctiveness of the curriculum will come largely from a very extensive use of a practical approach to learning.
This is a work based programme, within which all students must have access to relevant employment in order to
succeed upon the programme. Much assessment is based on the workplace of the student, thus relating subject
knowledge to practical work based examples. There are no pre-requisite modules on this programme although
modules build on the broad based core learning in required of on entry.
The structure of all modules in the Foundation Degree has been designed to embrace and reflect effective processes
for skills and knowledge development. In addition to this, the role of employers as partner in the development of this
award ensures that all students apply their knowledge in the workplace to develop themselves, their colleagues and
the organisation as a whole.
Therefore each module will teach or signpost the key underpinning theories and models in the subject area, and
assess this either directly or through the achievement of a task in the workplace. All students must then take the
opportunity to apply this knowledge and develop appropriate key, transferable, cognitive and practical skills in the
context of the assessment tasks. All of these tasks will be able to be completed in the workplace.
The Personal Development Planning element allows students to set a development plan based upon agreed
objectives which will be executed within the student‟s workplaces.
Given that candidates may experience differences in their level of effective support from their workplace, lecturers will
intervene within the overall teaching and learning strategies for the programme to ensure consistency of experience of
students through the provision of:
One to one meetings
Training for mentors
Meetings with students and mentors
In developing learning and teaching strategies on the programme, the following issues have been carefully
The teaching, learning and assessment strategies of both the College and University
The general aims and features of Foundation Degrees
The needs and requirements of industry
Taking account of these issues it is necessary to employ a range of teaching and learning methods to ensure that all
the programme learning outcomes are met and that the issues above are addressed. Activities through which the
programme learning outcomes will be delivered will cover a range of learning situations.
Lecture input of models, concepts and theories across a range of subject areas designed to provide not just
underpinning knowledge, but to place some structural frameworks into the student learning experience. The lecture
strategy used will be interactive, with student participation actively encouraged.
The workshops associated with each module will each have a different type of content and approach, depending upon
the subject matter of the module and the sequencing of the module in the programme, but would typically include:
Input on study and learning skills
Discussion, debate and analysis of the models and concepts raised in the more formal teaching sessions
Group and individual work on case studies and practical examples
Supervised practical work and supervised role playing
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As well as an academic tutor all students will benefit from networks of peer support established in peer learning sets.
Through the City of Sunderland College students will be allocated a personal tutor. Students will also be strongly
advised to have an organisation-based mentor and mentor training will be made available by the City of Sunderland
Although Foundation Degrees are designed to be very practical and skills based programmes the programme team
recognise that sound study and research skills will contribute to the student‟s ability to continually update their
knowledge and skills and also help support those students who choose to progress from the Foundation Degree to an
Work and project based assignments will demand self-reliance and pro-activity on the part of the student in order for
them to be able to set their own study and research plans.
The ability and opportunity to test and refine their understanding of theories and models in the workplace will reinforce
learning opportunities on the programme. It will also afford students the chance to undertake significant work based
projects, which will make a practical and tangible contribution to workplace effectiveness as well as providing a
practical assessment vehicle.
Virtual Learning Environment (VLE)
Due to the work based nature of this programme the Virtual Learning Environment is seen as an essential support
tool, and students will have access to the College VLE 24 hours a day, Students will have access to all programme
documentation, all course notes and supplementary reading and activity that the module leaders recommend outside
of tutor contact time. Peer support learning sets, assessment forums and group work forum use will all be actively
The nature of this programme means that all students will have access to relevant employment and much module
outcomes and assessment will be completed using live workplace tasks and briefs. Students will be actively
encouraged to take learning from the classroom sessions into their place of employment for reflection, evaluation and
application purposes. Many exercises discussed and used in class students can then use in the work place with
colleagues to further subject understanding and concept application. Clearly because of the nature of different work
environments each student will apply a different spectrum of elements, this process will be supported by tutors and
work place managers and mentors.
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See teaching, learning and assessment matrix, Appendix 3
The assessment strategies employed reflect the University and School strategies and policies and are consistent with
similar Foundation Degrees the University already runs. Initial assessment forms an integral part of the induction
process, and formative assessment will be used in the early stages of all modules to assess the specific needs of
individual students and act as a guide for the use of support mechanisms.
The assessment strategy encompasses a blend of activities for formative and summative assessment designed to
test the learning outcomes of the Programme. Non-formative assessment will take place in the modules to develop
students and allow them to take risks and test theories without fear of failure.
The activities and assessments contained with the Personal Development Planning module fulfil the requirements of
progress files, furthermore they are integral to development of academic research skills and analysis. Since all
module assessment is work based all students need to conduct academic and organizational research. The ability
and opportunity to test theories and models in the workplace will reinforce learning opportunities on the programme
and also contribute to significant work based projects which will make a practical and tangible contribution to
workplace effectiveness as well as providing a practical assessment vehicle.
The design of this Foundation Degree reflects and embraces the issues and requirements outlined in the Foundation
Degree prospectus and therefore aims to develop not just knowledge and understanding but an ability to put this
knowledge into practice in a workplace context. Rigorous assessment of the knowledge and understanding which
underpins workplace competence, therefore leading to a high degree of transferability of skills, is central to the
assessment strategy. Of equal importance is assessment of the student‟s understanding of how theoretical models
may be applied and fit in workplace environments, as well as an assessment of their skills and abilities in their current
business context. Academic tutors under the co-ordination of the programme leaders will endeavour to reinforce
academic theory and application. The module delivery and academic support responsibilities are clearly aimed at
coaching students towards the academic assessment strategies.
The structure of the programme, and the assessments within, reflect these broad aims and are adaptable to reflect
the particular circumstances of each student profile.
Module structure and assessment strategies have an ethos of independent learning introduced and fostered by the
assessment criteria and learning contract approach adopted across all the modules.
The programme thus affords a range of types of assessment appropriate to the aims of the Foundation Degree and
the teaching and learning strategies adopted. In addition to this, some practice of other types of assessment, e.g.
large scale project work, have been introduced to facilitate transition to the final stage of the honours degree for those
who choose to do so.
Non Formal formative assessment allows students to take risks and test theories without fear of failure thus
encouraging a deep approach to learning.
Attach assessment criteria for the programme as Appendix 3
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7. STUDENT SUPPORT AND GUIDANCE
Mechanisms for Provision of Student Support and Guidance
The mechanisms for student support and guidance will be a combination of a designated programme leader; personal
tutors/organisation based mentors, module tutors, and published support materials. This support infrastructure is
designed to provide appropriate support frameworks for the widest possible spectrum of academic related and
pastoral support needs, and to allow individual students to select channels/vehicles for support in the context of
particular problems on a needs basis. Full details of the collaborative partner‟s student support mechanisms and
responsibilities are outlined in the operations manual.
The student support mechanisms, for which the extensive college systems will be supplemented and enhanced by
University provision where appropriate for individual students, will consist of an induction programme at the
commencement of the programme and on-going pastoral and academic support. Peer support via learning sets and
on-line provision through the virtual learning environment will be used.
Work-place Support & Mentorship
It would be anticipated that students would normally have a mentor of their choice to support them in their workplace.
Work-place mentors will be recruited in consultation with the employer and Programme Leader/s as well as
involvement of the individual. Mentors will be selected for their personal competencies and business experience
which will enable them to provide advice, support and motivation to students in completion of their studies and in their
personal development. The names of the mentors are sent to the College/University and appropriate support is
offered. This will take the form of mentoring workshops which can be run through the College/University as
appropriate to the needs of the mentor. Mentors provide an additional level of support from students over and above
the core support provided by the College and the University.
The role of the work-place mentor is:
To provide general advice and support
To provide guidance (for example on the approach to studying whilst in full time employment.)
To provide encouragement
To be an active listener
To be an advocate/ supporter of the programme
To act as “a professional friend”
To have a positive and helpful attitude
Provide help in understanding the culture of academia
The work-place mentor‟s role is not:
To provide academic guidance or moderate assignments
To provide a route to the University for queries
Additional support in the workplace is available through the virtual learning environment, and from module tutors when
Appointed by the College, these individuals will help, guide and advise students in the selection, research and
compilation of the work based assignments and aid students in their work based learning.
Module leaders, appointed by University of Sunderland, will provide advice and guidance on academic issues specific
to their module(s). Examples of such advice and guidance includes moderating what is expected in assignments and
the nature and extent of work to be undertaken by students as part of their self directed studies between workshops.
Support will be provided partly via the Personal Development modules, which will cover such topics as writing
academic reports, referencing, report and presentations. For those students who require further support, module
surgeries will be held to ensure understanding of the topics covered in classes. As part of the feedback on
assignments, tutors will direct students to these surgeries as appropriate. Personal tutors will also use their semester
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meetings to discuss study skills and again advise on attendance at support sessions where student problems are
In line with University policy, the School is keen to attract students with disabilities and specific learning difficulties.
The School of Business and Law has inspected the facilities at the College to ensure that it meets all requirements of
such students and thereby provides the practical support and guidance to students throughout their programme. The
College‟s disability support unit will advise staff and students and facilitate access to all aspects of the programme.
Personal and Career Planning
One of the aims of the programme is to promote personal and career progression, specifically:
To prepare students for employment in a range of contexts.
To encourage an ethos of self-managed learning and personal reflection to ensure that Foundation Degree
graduates have the ability to continually update their knowledge and skills in the context of lifelong learning.
To develop both the practical and intellectual skills of the students to conceive, develop and create new
offerings to meet organisation needs.
Preparation for the development of a career in Accountancy and Management.
Enhancement of lifelong learning skills and personal development to contribute to society at large.
Students enrolled on the programme will have access to the full range of student support services available through
both the College and the University including general careers advice and guidance from the careers department.
Details of the service are provided at induction and in the student handbook.
Guidance for Further Study
Foundation Degrees provide self-standing, discreet qualifications of specific value, but are also expected to provide
opportunities for further study which could take a number of different forms, such as professional qualifications and
will link with a Bachelor Degree with Honours.
Students who wish to continue their studies after they complete Level 2 may progress to the University‟s BA in
Accounting and Financial Management where they will be entitled to be admitted to the third and final year. Full
guidance as to the appropriateness of this pathway will be provided for all students during their level 2 study.
Virtual Learning Environment (VLE)
With students from geographically separate organisations, VLE's are used extensively as a networking tool, with
academics and peers, to support the ongoing learning and development of students and the achievement of module
and Programme Learning Outcomes.
The use of the VLE is continually being developed and increased as a learning resource and effective means of
communication. This supports the learning strategy of the University to make effective and growing use of technology
to support the learning experience.
Students are given detailed, hands-on training using VLE as part of the programme induction. They are offered the
opportunity to post questions or initiate discussions through a number of module spaces and through the programme
space. Academic staff and other students can all engage in these discussions and thus the whole academic
community, including the student body is encouraged to act as a support mechanism for its members.
Students will have access via VLE to the Study Skills Suite if online tutorials: for example InfoBites cover planning a
study task, selecting appropriate resources, search strategies, evaluating information, citations and referencing, and
plagiarism and includes an interactive self-assessment facility
Students are able to access VLE via their work-based IT system and this will appear as a link from their in-house
online learning and development facility.
Induction takes place at the College, in line with their procedures and addresses the aims of the programme, its
structure, staff & student course expectations as well as the College itself, Sunderland School of Business and Law
and the University. As a key part of the programme Workplace Mentors will be strongly encouraged to be a part of this
process. Students are provided with the programme handbooks and other appropriate materials and directed to key
support services and resources.
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This includes the process/opportunity for further study and other aspects relating to the University of Sunderland,
such as an orientation to the University Information Services, which these students can access.
The induction programme will cover:
Issuing and discussing the Programme handbook that provides students with essential information about the
programme and its operation, and identifying key individuals and sources of support for their reference;
Introducing students to the crucial study skills they will need during the programme; Developing the students‟
awareness of the learning teaching and assessment strategies they will be encountering;
A tour of both College and University library facilities and input on how to use the various facilities (including
Introduction to the ethos of the programme and the role of work-based and enquiry based learning;
Issue of logins and demonstration of VLE
Identification of roles and responsibilities of the programme team in relation to student feedback and
programme related issues
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The University‟s entry requirements for the admission of students to Foundation Degrees will apply to all applicants.
As a work based programme only students in suitable employment will be admitted onto the course, suitability will be
gauged by the College Programme leader.
Ultimate responsibility for admissions to the programme rests with the University, but on a day-to-day level and
subject to the requirement that all admissions are subject the approval of the Programme Leader, the College will
have delegated responsibility for the recruitment and admissions process.
The College will be responsible for recruiting and admitting students to the course in accordance with the University of
Sunderland Admissions Regulations. Students will submit applications to the college where they will be considered by
the college Associate Programme Leader. All applications deemed to meet the criteria will be passed to the
Programme Leader for consideration and approval. This process should be monitored by the University of Sunderland
Foundation Degree Coordinator. Recruitment of appropriately qualified and experienced students to the course is
essential to the maintenance of quality.
Registration of students will be the responsibility of the college who will liaise with the University admissions
department to ensure that all students are appropriately registered with both institutions.
Admission to a Foundation Degree at Level Two
The minimum entry qualifications for this particular programme are as follows:-
An Association of Accountancy Technicians level 4 Qualification, or equivalent
Certificate of Higher Education in a relevant area with aspects of work based learning
Where an applicant's first Language is not English, and, there must be evidence of Level 6 attainment in the
International English Language Testing Scheme and/or a TOEFL (Test of English as a Foreign Language) score of at
least 550 (paper test)/213 (computer test) and/or a pass in the University's own English Language Proficiency Test.
Accreditation of Prior Learning
Normal University regulations shall apply.
Exemption from Specific Modules
The nature of the Programme is such that students will be expected to complete all modules, however in exceptional
circumstances the Programme Studies Board may grant exemption from the study of any module on the production of
evidence of appropriate certified qualifications or previous experiential learning. In the latter case, a formal procedure
of accreditation will be instituted. A student who is exempted from the study of a module, which forms part of his/her
approved programme of study, will normally be awarded the full number of credits for the module.
The rules, regulations and procedures governing the Accreditation of Prior Achievement, by which students may gain
admission to any module or programme level or part thereof, or be exempted from study on the Foundation Degree
programme on which he/she is already registered, are set out in University of Sunderland Regulations for the
University‟s Foundation Degrees Appendix 2.
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9. PROGRAMME MANAGEMENT AND QUALITY ASSURANCE
The programme is managed and quality assured through the University‟s standard processes. Modules are overseen
by a Module Studies Board and each year each module leader provides a brief report on the delivery of the module,
identifying strengths and areas for development. The Programme Studies Board, which includes module leaders,
student representatives and, where applicable, typical employers, is responsible for the programme as a whole,
ensuring the coherence of the programme overall, its currency, progression, and alignment between the learning
outcomes and modes of teaching, learning and assessment. Student achievement, including progression between
levels and degree classification, is kept under review. The programme is reviewed annually and a report is sent to the
Faculty Quality Management Sub-Committee which in turn reports issues to Academic Board via the University‟s
Quality Management Sub-Committee (QMSC) and Academic Experience Committee (AEC).
External examiners are appointed to oversee and advise on the assessment of the programme. They verify the
comparability of the standards of the programme with the standards of similar programmes elsewhere in the UK and
the quality of the assessment process. They are also invited to comment on proposed developments to the
programme. Their reports are sent to the DVC (Academic) as well as to the Faculty; he requires a report from the
Faculty on any major issues of concern raised by the external examiner.
All programmes are reviewed by the University on a six-yearly cycle to identify good practice and areas for
enhancement. Programmes are revalidated through this review process. These reviews include at least one academic
specialist in the subject area concerned from another UK HEI.
Students‟ views are sought through module questionnaires and by other methods. The feedback informs module
leaders‟ annual reports on their modules. Students are represented on the Programme and Module Studies Boards; in
the former they are involved in discussion of external examiners‟ reports.
9.1 Mechanisms for student representation and student feedback
The processes for student representation and obtaining feedback from stakeholders are:
Informal feedback to module/workshop tutors, the programme leader and other academic members
The students will complete a module feedback questionnaire at the mid point and at the end of each
Student representatives will attend Programme Boards.
Programme review will be held once a year, in November. This review involves all staff and students
from the programme, plus relevant senior managers from partner organisations (where applicable).
It is intended to be a forum where general programme issues can be identified, discussed and
debated and where the effectiveness of actions arising from previous liaison meetings can be
The Programme Leader will consider comments made by the External Examiner in his/her annual
The Programme Studies Board will consider comments made by the External Examiner in his/her
annual programme report.
Where the programme is offered under a collaborative arrangement, all student feedback will be collected by the
partner institution and forwarded to the University as detailed in the Operations Manual.
9.2 Employer engagement
Employer engagement is a key theme of the Programme. Employers engage through a process of regular review
meetings and ongoing relationship management. Feedback from these reviews is fed into Programme Studies Boards
and they ensure that the Programme continues to meet the needs of employers in the changing political, economic
and business environments.
The Annual Review for 2009-10 shows that these relationships with the University and the colleges remains strong
but as with any relationship needs constant attention to maintain effectiveness.
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10. LEARNING ENVIRONMENT AND RESOURCES
There are three computer laboratories, including the atrium, within the Reg Vardy Centre, one of which is for open
access, and two prioritised for teaching but available for open access when not in use for that purpose. All PCs have
Internet access, student email and WebCT Vista (Sunspace) access, as well as standard word processing,
spreadsheet and presentational software together with EQL, Microfit, SPSS, Minitab and Prospect HE. The technical
helpdesk provides computing support to students from 0830 until 1700 (out of hours Telephone support 17:00pm-
8.30am), and 24-hour access is available in the adjacent St Peter‟s Library and the Murray Library in term time. The
IT provision within the Faculty is being continually upgraded. There are currently 63 student PC's based in 3 locations.
The University, and therefore the Faculty, has a PC replacement programme and both staff and student PCs are
replaced on a rotation basis. All student PCs have a standard desktop currently running Windows 7 as the operating
system and Microsoft Office 2007, SPSS, Minitab and any other additional specialist software required by the
students. The Faculties IT provision is listed in the table below. There are a variety of computer laboratories available
in the Faculty for both teaching and open access. The faculty has a newly built open access room for students, which
has 14 PC‟s, and 3 presentation booths. Each booth contains a widescreen TV with pc connected with Internet
access. The room also contains a boardroom for students to use with PC and projector
Room No. Of PC's Specification Room Format
111 25 Core 2 Duo Teaching/Open Access
409 20 Core 2 Duo Teaching/Open Access
Atrium 18 Core 2 Duo Open Access
104 14 Core 2 Duo Open Access
A scanner, printer and PC equipped with specialist software to accommodate students with a disability or specific
learning difficulty is available in both St. Peter‟s Library and the Campus Learning Resource Centre. The Faculty has
8 laptop computers, which can be loaned out to staff for off site work. In the furtherance of the University's aim to
provide maximum access to learning resources, students can gain access to computing facilities within the David
Goldman Centre adjacent to the Faculty and to St. Peter‟s Library. St. Peter‟s Library provides 24/7 access to all
University students. St. Peter‟s Campus has a wireless network for cable free laptop access to the internet. PC, mono
and colour laser printing, scanning and photocopying facilities are provided in St. Peter‟s Library and the Campus
Learning Resource Centre where CD-writers are also available.
Audio Visual Equipment
The following equipment is available:
32 VIDEO/ DATAPROJECTORS
32 PROJECTOR VIDEO UNITS
4 SLIDE PROJECTORS
1 VIDEO CAMERAS
1 DIGITAL AUDIO RECORDERS
Library and Library Stock
The University continues to invest in its libraries. Both the Murray Library and the Prospect Building, which houses St.
Peter‟s Library, underwent major refurbishment programmes in 2007, 2009 and summer 2010 respectively. New
desk areas, a social learning space and Gateway facilities are now available for library users, which have proved
popular and well-used with students. University Library Services are delivered through three Site Libraries and
increasingly over the campus network. The delivery of services is characterised by a strong customer focus, access to
resources, plus user training and support for independent learning. Service quality is monitored in a number of ways:
by active communication with the faculties, by encouraging feedback from customers, and by benchmarking within the
sector. Current staffing is 75 FTE, 20 at St Peters Library, with small teams of professionally qualified librarians in
each Site Library who work directly with faculties to deliver appropriate services and learning support. There is a full
time Business and Tourism librarian. Annual expenditure on information (books, journals, electronic information and
other resources) is currently around £1 million per annum. The Service has comprehensive and well-used electronic
resources and considerable emphasis is placed on providing a balanced provision of traditional and electronic
information sources. Wherever possible information and support is available off campus via our new web site,
dedicated help lines and Live Chat facility. The principle holdings and services which support Business and Tourism
programmes are housed in St. Peter‟s Library which is adjacent to the faculty building.
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Funding for Business Resources
Serials E-resources Books Total
2009/10 £15,515.14 £52,016.00 £27,200 £94.731.14
2008/9 £14,192.66 £48,682.75 £36,196 £99,071.41
2007/8 £19,356 £48,021 £30,060 £97,437
2006/7 £17,677 £43,903 £29,474 £91,054
2005/6 £16,886 £41,318 £21,920 £80,124
*NB Tourism moved into Faculty of Business and Law in 2008/09 so figures include budget for tourism.
Liaison with the Faculty/Department
Good communication has been achieved with the academic teams within the faculty in a variety of ways. Key
The Director of Student and Learning Support sits on Quality Management & Academic Experience
The Site Librarian has overall responsibility for managing library services to meet the needs of users at St.
Peter‟s campus and sits on Faculty Academic Experience Committees & Faculty Quality Management Sub
A designated professional librarian has responsibility for liaison with Business and Tourism and sits on
appropriate programme boards.
Lecturers are encouraged to discuss resources and services with the Site Librarian and Business and
Tourism librarian on an informal basis.
Communication with Students
This is achieved in various ways:
A professional member of staff is always available in each site library to assist students
Subject librarians attend staff-student consultative committees
Students are encouraged to complete feedback forms, either in hard copy or electronically via our web site
Questions about the importance of and satisfaction with library services are included in the University's
Evaluation and Feedback
Data on the performance of library services (e.g. NSS Results) and feedback from users provides useful information
for the monitoring, evaluation and development of services. The University's systems for course evaluation and
monitoring also provide useful evaluation and feedback about learning support services.
Library staff participate in the student induction and returner programmes, and deliver extensive customised
information skills training in support of academic programmes. There is a well developed programme for Business
and Tourism students. All undergraduate students have a visit to the library during induction week together with a
brief talk on the services the library has on offer. This is furthered during the semester with tailored information literacy
sessions introducing students to the library website, catalogue and access to electronic resources. Professional staff
are always on duty to assist users on a 1-1 basis. In addition a comprehensive range of support materials, including
an information booklet and a subject blog, both are which are available through the library web site
The University book fund is currently around £200,000 per annum with £27,200.00 allocated to business and tourism
in 2009/10. The book fund is used to develop the range and depth of our collections and to provide multiple copies of
key texts. Book to student rations are used to help in the calculation of purchases for core and background reading. In
addition we purchase electronic books to enhance access when these are available, and can digitise extracts for use
in Sunspace (WebCT) as appropriate using the University‟s digitisation licence. The subject librarians work with
academic colleagues to select appropriate materials and manage the collections. University Library Services total
book stock exceeds 430,000 volumes. St Peter‟s Library holds the main book stock (business, economics,
management, human resources, marketing, strategy, tourism) of some 31,371 volumes, and is supplemented by
additional subject related holdings within this library and the Murray Library. Stock is actively managed to ensure the
latest editions of texts are available. The availability of books is enhanced by a variety of loan periods, including short
loan, (a collection of items in heavy demand which are available for 1 day loan), plus weekly loan, four week loan and
extended vacation loans. Book borrowing and return is facilitated by issue and return machines and a dedicated 24x7
Page 17 of 25
renewal telephone line. The web based online library catalogue is available both on and off campus. The catalogue
supports user access to individual borrower information and enables book renewals and online reservations. Users
can also renew books at any time over the telephone by using our automated telephone renewal service.
University Library Services provides access to current and back issues of a large range of journal titles. Some in 737
titles are available in print but most are in electronic format. There are currently 8731 titles in total. The total
expenditure on print journals and electronic resources (including databases) for Business and Tourism in 2008/09 is
£67,531.14 per annum. Titles relevant to each School are reviewed annually in consultation with academic
colleagues. Access to print holdings and full text electronic journals is enhanced by Journal Search (ExLibris
MetaLib), a federated search facility. Some heavily used periodical articles are digitised and made available under
the terms of the University‟s digitisation licence.
Library IT provision
There are over 300 open access PCs in the site libraries, with around 100 PCs at St Peters Library. In addition there
are wireless access zones at both Murray and St Peters libraries. All PCs provide access to a range of software,
library resources, email, WebCT and the internet. Each PC cluster has printing and scanning facilities and the service
is supported by our trained staff. In addition Murray and St Peters libraries also loan laptops for student use.
The libraries are accessible over extensive hours: the site libraries have staffed access 59 hours a week during term
time including evenings and weekends, and in addition Murray and St Peters libraries have full 24x7 access during
most of the academic year. There is a qualified member of staff available at all times during staffed hours to support
learning. In addition, outside staffed hours there is a dedicated phone service which provide hep outside of core
hours. The 24/7 facility allows students access to the full range of library resources. Limited self-service opening is
also provided on most public holidays and University closed days, and also during vacations.
St Peters Library has over 400 individual and group study spaces. There is also an award winning silent reading
Off campus support
Students registered on Distance Learning programmes have access to a number of facilities
Dedicated staff - University Library Services Distance Learning Services Officer who is based at St Peter‟s
Postal loans within the UK
Access to electronic books, journals and databases.
Information Skills support
Students who register with a disability or specific learning difficulty have access to a number of additional services
Assistive learning technology
Extended loan periods
Postal loans and photocopying
Help with searches and the physical retrieval of items
Dedicated staff at each site library
Access to other Libraries
Academic staff, researchers, part time students, distance learners, postgraduates on taught courses and students on
placement may also use other University libraries participating in the Sconul Access scheme. There are well
developed regional networks which provide staff and students with access to a range of other libraries. The Libraries
Access Sunderland Scheme (LASh) gives students access to the college and public libraries in the City of
Sunderland, and through Tyne & Wear Information Resources for Learning (TWIRL), to all the further education
college libraries in Tyne and Wear.
All students may use the interlibrary loans service through which items not in the library stock are obtained from the
British Library Document Supply Centre. Journal articles are sent via Secure Electronic Delivery, so students and staff
can download the document via an encrypted email. Undergraduate and postgraduate students are allowed 25 and
65 requests respectively in any academic year.
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University Library Services provides assignment services for students and staff at Murray Library and St Peter‟s
Library. Both offer facilities for the submission and collection of student work and the sale of learning support
materials. Each site has a „blog‟ that provides students with information on the status of assignments to be
Page 19 of 25
Panel: External Internal
Programme: New Review Title Change
Replacement for existing
SITS SUMMARY PROGRAMME/SHORT COURSE DETAILS
(Form to be completed electronically by the Faculty and forwarded to the QAE Quality Officer supporting
the Approval event, or sent to MISD for faculty devolved processes before sending to QAE)
Exit Award: Title of programme/award Foundation Degree in Accountancy and Management
If replacement for existing, specify title of old
Faculty(ies): Business and Law
SITS Programme/Short Course code1 FMFACMGT
Programme Studies Board2 FD/HND
UCAS code3 (if applicable). If other please state
JACS code4 N400N1
Qualification Level / Qualification Aim Level 2 Foundation Degree in
Full time No
Modes of delivery and duration: Part time Yes -1 Year
Work Based Learning Yes
CSP Only. Other subject combinations not allowed
with this subject:
Programme/Subject/Short Course Leader: Philip Dodds
Date of Approval /Modification/Review 18.06.07
Date of next review (QAE to complete) April 2011
Start date of programme/Short Course
Number of intakes per annum and likely month(s) September
Confirm funding arrangements for programme e.g. HEFCE
If it is TDA, is it primary/secondary/F.E./Other (please
To be allocated in consultation with MISD team in SRBP
Programme Studies/Assessment Board that will have management responsibilities for the programme.
Please contact Admissions Manager for code
JACS code = e.g. (V1) History, (G5) Computing Science, etc. for information contact relevant AD
Please confer with David Balme for funding status for programme
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Is the programme Open or Closed6: Closed
Are there to be programme specific regulations?
PROGRAMME SPECIFIC REGULATIONS No
COLLABORATIVE: UK Yes
Please complete details
Institution Collaborative model7 Funding arrangements8
City of Sunderland College. B
South Tyneside College B
Tyne Metropolitan College B
INTERIM AWARD SCHEDULE
Interim award title Credits Interim structure
Please show mandatory
requirements if applicable e.g. core
Cert HE In Accountancy and Management 120
DETAILS SUPPLIED BY: Phil Dodds DATE: November 2010
For QAE use only: Circulation list: Quality Assurance & Enhancement (files) MISD (J Ruffell), Admissions (E
Wilson), Recruitment (Les Brown, Catryn Davies), Student Office (L Dixon), Examinations (B Muldowney),
Planning (David Balme) Learning Development Services (Malcolm Creen) Central Timetabling (Lesley Scott) +
for collaborative programmes: SRBP Carole Green/Peter Elliott, marketing (Judith Green)
An Open programme constitutes an open admissions policy. A Closed programme is normally specific to one client only. If in doubt please
consult Academic Services or Planning and Finance.
As per QAE guidelines
Please contact David Balme for confirmation of funding details
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Award, New/Existing/ Module Title Module Module Whether Must Assessment Pre-/co- Module Other Date of JACS
Route (if Modified Code Credit core or choose (ie weighting – requisites leader comment (if Entry Code
applicable) Module Value option designated give % weight required) on
and Level (N/E/MM) option): for each SITS.
Existing Strategic FDA215 40 C Report 50% None P Dodds N300
Financial Exam 50%
Existing Planning For FDA250 40 C Portfolio None K Gallagher N100
Existing Legal And FDA216 20 C Assignment None P Dodds N100
Existing Managing FDA214 20 C Assignment None J Hind N600
ac2e2d48-ffc8-4c96-8e5b-cd061d6abb08.doc, September 2008 Page 22 of 41
Appendix 2 (b) – Level 2
Matrix of modes of teaching, learning and assessment
Key for Modes of T & L:
L= Lecture; W/S = Workshop/Seminar; P/T = Personal Tutor; GW = Group Work; IR = Independent Reading; DR = Directed Reading; WBL = Work Based
Key for Modes of Assessment
WBP = Work Based Project; R= Reports; OP = Oral Presentations; GW = Group Work; FS = Feasibility Study; PA = Peer Assessment;
SA = Self Assessment; BP = Business Plan; TP = Training Pack; P = Portfolio
Key For whether Taught. Developed or Assessed
A = Assessed
Module Code Core / Modes Modes of LO K1 LO K2 LO S1 LO S2 LO S3 LO S4 LO S5 LO S6
optional of T&L Assessment
Strategic FDA215 C L, W/S, WBP, R, TDA TDA DA TDA TDA D TDA D
Financial GW, IR,
Planning For FDA250 C L, W/S, WBP, R, OP, D TDA D TDA D D TDA
Personal GW, IR, PA, SA, P
Legal And FDA216 C L, W/S, R, WBP TDA TDA DA TDA D TDA D D
Ethical Aspects GW, IR,
Managing FDA214 C L, W/S, R, WBP TDA TDA DA TDA TDA D D D
Human GW, IR,
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Appendix 3 Generic Assessment Criteria – Foundation Degree
These should be interpreted according to the level at which you are working and related to the assessment criteria for the module
Grade Relevance Knowledge Analysis Argument and Structure Critical Evaluation Presentation Reference to Literature
86 – The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the
100% qualification. There is also ample excellent evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level
it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of
argument, interpretation or discourse.
76-85% The work examined is outstanding and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also
excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be
outstanding in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.
The work examined is excellent and is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also
70 – excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are satisfied. At this level it is expected that the work will be
75% excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.
Directly relevant to A substantial Good analysis, Generally coherent and May contain some Well written, with Critical appraisal of up-to-
60 – the requirements knowledge of clear and orderly, logically structured, using distinctive or standard spelling date and/or appropriate
69% of the assessment relevant material, with consistent an appropriate mode of independent thinking; and grammar, in a literature. Recognition of
showing a clear links from argument and/or may begin to readable style with different perspectives.
grasp of themes, analysis to theoretical mode(s) formulate an acceptable format Very good use of source
questions and solutions of independent position material. Uses a range of
issues therein problems in a in relation to theory sources
work context. and the application of
practice in a work
Some attempt to Adequate Some analytical Some attempt to construct Sound work which Competently Uses a variety of literature
50 – address the knowledge of a fair treatment, but a coherent argument, but expresses a coherent written, with only which includes some
59% requirements of range of relevant may be prone to may suffer loss of focus position and minor lapses from recent texts and/or
the assessment: material, with description, or to and consistency, with evaluates standard grammar, appropriate literature,
may drift away intermittent narrative, which issues at stake stated only appropriateness of with acceptable though not necessarily
from this in less evidence of an lacks clear vaguely, or theoretical approaches to format including a substantive
focused passages appreciation of its analytical mode(s) couched in problem-solving in a amount beyond library
significance purpose, and simplistic terms work context only in texts. Competent use of
which does not broad terms and in source material.
consistently link uncritical conformity
analysis to to one or more
solutions of standard views of the
problems in a topic
40 – Some correlation Basic Largely A basic argument is Some evidence of a A simple basic style Some up-to-date and/or
49% with the understanding of descriptive or evident, but mainly view and a very basic but with significant appropriate literature
requirements of the subject but narrative, with supported by assertion evaluation of the deficiencies in used. Goes beyond the
the assessment addressing a little evidence of and there may be a lack appropriateness of expression or material tutor has
but there is a limited range of analysis which of clarity and coherence approaches to format that may provided. Limited use of
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significant degree material links to solutions problem-solving in a pose obstacles for sources to support a point.
of irrelevance of problems in a work context starting the reader Weak use of source
work-based to be formed but material.
context. mainly derivative.
35 – Relevance to the A limited Heavy Little evidence of coherent Almost wholly Numerous Barely adequate use of
39% requirements of understanding of a dependence on argument: lacks derivative: the writer‟s deficiencies in literature. Over reliance
the assessment narrow range of description, development and may be contribution rarely expression and on material provided by
may be very material and/or on repetitive or thin goes beyond presentation; the the tutor.
intermittent, and paraphrase, is simplifying writer may achieve
may be reduced to common, poor paraphrase and does clarity (if at all) only
its vaguest and evidence of not adequately by using a
least challenging linking analysis evaluate the simplistic or
terms to proposed appropriateness of repetitious style
solutions of different approaches
problems in a to solving problems in
work-based a work context.
The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied.
30 – The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided
34% shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators.
15-29% The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence
shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators.
0-14% The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The
evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the
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