Programme Specifications

N/A

QAA Subject Benchmark Statement: Business and Management

Languages and Related Studies

September 2023

September 2023

• To provide an analytical, integrated, multi-disciplinary study of marketing and of its contemporary and potential role within business organizations, in the external business environment and in society, with particular emphasis on the role of digital media in marketing communications.

• Develop subject knowledge and understanding relating to: markets; customers; contemporary marketing best-practice; marketing processes in relation to other functional business processes; application of marketing for strategic and operational purposes at corporate, trans­ corporate and sub-corporate levels.

• To develop cognitive skills of critical thinking, analysis and synthesis, building the capacity to identify, formulate and solve marketing-based business problems, using appropriate conceptual models, empirical evidence, and quantitative and qualitative skills.

• To enhance communication skills, orally and in writing, using a range of media, including communications and information technology.

• To develop interpersonal skills of listening, responding negotiating, presenting and persuading, so as to be able to lead or work effectively within self­managing teams, and to identify and flexibly adapt roles within such teams.

• to develop the learner’s interest in and knowledge and understanding of the French-speaking world, past and present, including selected aspects of language, culture, history and institutions, as a complementary element of a degree predominantly (approximately 2/3) in another subject;
• to develop a resource of intellectually-trained individuals capable of acting as bridges of understanding and conduits of knowledge between the French-speaking and British cultures;
• to enhance by the addition of a French element (amounting to approximately one third of the total programme) the learning experience of students following degrees predominantly in another subject;
• to develop and enhance students’ communication skills and their capacity both for independent and co-operative working;
• to release graduates into a wide range of employment contexts as lifelong learners.

The knowledge, understanding and skills below correspond to the relevant (i.e. Marketing related) parts of the benchmarking statement for Business and Management (the QAA has not issued a separate benchmarking statement for the functional area of Marketing). The skills identified in the benchmarking statement include general transferable skills which, while highly appropriate to a graduate career in Marketing, are not restricted to this.

The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:

• A1 Markets - the development and operation of markets for resources, goods and services

• A2 Customers - customer expectations, service and orientation

• A3 Information systems - the development, management and exploitation of information systems and their impact upon organisations

• A4 Communication and information technology- the comprehension and use of relevant communication and information technologies for application in Marketing based business

• A5 Market-based business policy and strategy - the development of appropriate policies

• A6 Pervasive issues - sustainability, globalisation, corporate social responsibility, diversity, business innovation, creativity, enterprise development. knowledge management and risk management.

Learning and Teaching

Formal teaching in lectures. Seminars facilitate listening and dialogue with other students, regularly in a context of engagement with marketing problems or cases that stimulate critical thinking, synthesis and creativity. Guided learning is provided in module outlines which specify detailed and appropriate information sources and reading for the separate topics in the module syllabus. Several modules use small group learning in contexts such as Marketing Management, Marketing Communications, Branding, Consumer Behaviour (including a 'live' case) and projects. Research skills are developed mainly in coursework, but also through formalized pedagogical module interventions.

Assessment Strategies and Methods

Unseen examinations are used for part of the assessment for more than 50% of the modules. Modules show varied coursework assessment processes that include: individual essays, reports, critiques, case analysis, website development, branding campaigns, video creation, and presentations; group reports and oral presentations; participation and contribution to seminar discussion.

1. French language (spoken and written);
2. French-language culture in its widest sense (including film, literature and linguistics);
3. French history and contemporary French society;
4. key methods and concepts of cultural and/or linguistic analysis;
5. the position of all of the above in a wider European and world context.

Acquisition of 1 is through small-group classes and regular assessed coursework, with emphasis on group discussions/conversations. Additional support is provided through both assisted and self-access facilities for language learning in the Language Resource Centre. The year abroad provides total immersion in the target language and culture. Acquisition of 2-5 is through a combination of lectures/seminars in year/level 1, and subsequently developed through increasingly seminar-based teaching in later years. Throughout, the learner is encouraged to undertake independent reading both to supplement and to consolidate what is being taught/learnt and to broaden individual knowledge and understanding of the subject.

Testing of the knowledge base is through a combination of unseen written examinations (1-5), assessed coursework (1-5) in the form of essays (1-5), oral examinations and classes (1), other set assignments or tasks undertaken under examination conditions (1-5), and extended essays (1-5).

Graduates should be able to demonstrate a range of cognitive and intellectual skills together with techniques specific to marketing-based business and management.

Graduates should also be able to demonstrate relevant personal and interpersonal skills appropriate the demands and requirements of contemporary professional business practice. ·

10.2.1 Intellectual Skills

• B1 Cognitive skills of critical thinking, analysis and synthesis. This includes the capability to identify assumptions, evaluate statements in terms of evidence, to detect false logic or reasoning, to identify implicit values, to define terms adequately and to generalise appropriately.

• B2 Effective problem solving and decision making using appropriate quantitative and qualitative skills including identifying, formulating and solving Marketing-based business problems. The ability to create, evaluate and assess a range of options together with the capacity to apply ideas and knowledge to a range of situations.

• B3 Numeracy and quantitative skills including data analysis, interpretation and extrapolation. The use of models of Marketing-based business problems and phenomena.

• B4 Click here to enter text.

• B5 Click here to enter text.

Learning and Teaching

Formal teaching in lectures. Seminars facilitate listening and dialogue with other students, regularly in a context of engagement with marketing problems or cases that stimulate critical thinking, synthesis and creativity. Guided learning is provided in module outlines which specify detailed and appropriate information sources and reading for the separate topics in the module syllabus. Several modules use small group learning in contexts such as Marketing Management, Marketing Communications, Branding, Consumer Behaviour (including a 'live' case) and projects. Research skills are developed mainly in coursework, but also through formalized pedagogical module interventions.

Assessment Strategies and Methods

Unseen examinations are used for part of the assessment for more than 50% of the modules. Modules show varied coursework assessment processes that include: individual essays, reports, critiques, case analysis, website development, branding campaigns, video creation, and presentations; group reports and oral presentations; participation and contribution to seminar discussion.

10.2.2 Professional practical skills / Discipline Specific Skills

By the end of their programme, all students are expected to be able to demonstrate:

• C1 Interpersonal skills of effective listening, negotiating. persuasion and presentation.

• C2 Effective performance, within a team environment, including leadership, team building, influencing and project management skills.

• C3 Ability to conduct research into Marketing issues. Either individually or as part of a team for projects/dissertations/presentations. This requires familiarity with and an evaluative approach to a range of Marketing data, sources of information and appropriate methodologies, and for such to inform the overall learning process.

• C4 People management skills.

• C5 Innovation, Creativity and Enterprise.

• C6 Networking and Interpersonal skills.

Learning and Teaching

Formal teaching in lectures. Seminars facilitate listening and dialogue with other students, regularly in a context of engagement with marketing problems or cases that stimulate critical thinking, synthesis and creativity. Guided learning is provided in module outlines which specify detailed and appropriate information sources and reading for the separate topics in the module syllabus. Several modules use small group learning in contexts such as Marketing Management, Marketing Communications, Branding, Consumer Behaviour (including a 'live' case) and projects. Research skills are developed mainly in coursework, but also through formalized pedagogical module interventions.

Assessment Strategies and Methods

Unseen examinations are used for part of the assessment for more than 50% of the modules. Modules show varied coursework assessment processes that include: individual essays, reports, critiques, case analysis, website development, branding campaigns, video creation, and presentations; group reports and oral presentations; participation and contribution to seminar discussion.

1. reason critically
2. apply filmic and/or linguistic and/or literary and/or other cultural concepts;
3. identify and solve problems;
4. analyse and interpret;
5. demonstrate and exercise independence of mind and thought.

Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated

Intellectual skills are developed through the teaching and learning programme outlined above (and in section 10). Each course, whatever the format of the teaching, involves discussion of key issues, practice in applying concepts both orally and in writing, analysis and interpretation of material, and feedback for learners on work produced.

Assessment

The variety of assessment methods employed places great emphasis (as shown in their assessment criteria) on the learner’s ability to demonstrate skills 1-5 through the production of coherent written and oral responses either to problems or tasks set. Most learners produce at least one extended essay during their studies (specifically for the year abroad) which provides a vehicle for the demonstration of these skills.

1. retrieve, sift and select information from a variety of sources;
2. plan, undertake and report a bibliographically-based piece of research;
3. speak, write and read French at high or near-native level of proficiency;
4. apply key methods and concepts of cultural and linguistic analysis.

Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated

All learners receive initial guidance on how to identify, locate and use material available in libraries and elsewhere. Bibliographies are provided for each course at the outset, as are guidelines for the production of coursework essays and extended essays. Classes and tutorials are given on cultural, historical and linguistic concepts, and on translation techniques. Students are required to read texts in French for all courses. The year abroad promotes the active learning of language to a high level as well as the development of intercultural awareness.

Assessment

Skills 1-5 are primarily assessed through coursework (independently producedessays and translation assignments), which forms an integral part of the assessment for all courses in French culture and linguistics. Additionally, skill 4 is assessed in unseen written examinations in these areas. Language is assessed throughout in oral classes (in which a topic presentation and active participation contribute to the assessment), by coursework and by unseen written examination.

By the end of their programme, all students are expected to be able to demonstrate:

• D1 Problem solving skills

• D2 Research skills

• D3 Communication skills

• D4 Improving own learning and performance

• D5 Team work skills

• D6 Information technology skills

• D7 Quantitative skills

• D8 Personal development and career planning

Learning and Teaching

Formal teaching in lectures. Seminars facilitate listening and dialogue with other students, regularly in a context of engagement with marketing problems or cases that stimulate critical thinking, synthesis and creativity. Guided learning is provided in module outlines which specify detailed and appropriate information sources and reading for the separate topics in the module syllabus. Several modules use small group learning in contexts such as Marketing Management, Marketing Communications, Branding, Consumer Behaviour (including a 'live' case) and projects. Research skills are developed mainly in coursework, but also through formalized pedagogical module interventions.

Assessment Strategies and Methods

Unseen examinations are used for part of the assessment for more than 50% of the modules. Modules show varied coursework assessment processes that include: individual essays, reports, critiques, case analysis, website development, branding campaigns, video creation, and presentations; group reports and oral presentations; participation and contribution to seminar discussion.

1. structure and communicate ideas effectively both orally and in writing;
2. manage time and work to deadlines;
3. participate constructively in groups;
4. work independently;
5. find information and use information technology;
6. be self-reliant;
7. assess the relevance and importance of the ideas of others.

All courses except FR10210 require regular written work, usually in the form of essays, and regular feedback on this is given to the learner to develop not only their understanding but also their powers of expression (1). Skill 2 is learnt (rather than taught) through the management of time to meet the various and sometimes conflicting deadlines (all notified at the outset of each course) for submission of coursework. Skills 3 and 7 are developed in classes, seminars and tutorials, which rely on discussion and interaction, as well as presentations given by individuals or groups of learners. Skills 4 and 6 are particularly developed during the year abroad, for which learners are prepared in advance. IT skills are largely developed through individual learning.

Effective communication of ideas is an important criterion in assessing all areas of a learner’s work, and the regular feedback as well as the final mark reflect this. Skills 4, 6 and 7 are assessed by both the coursework and extended essays produced, which although supervised, are nevertheless the results of independent thought and work/research by the learner. Skill 5 is assessed through the assembly of necessary information for essays, etc., and their production on PCs. Skill 3 is assessed in oral classes. Skills 2 is not formally assessed.