MSc Computing distance learning - Staffordshire University

Faculty of Computing, Engineering &
Technology
PgC /PgD / MSc Computing
By online delivery
Award handbook 2011/12
1

Contents
Welcome to the Faculty of Computing, Engineering and Technology
1 Award details and overview
How to use this Handbook
What is the award about?
What are the aims of the award?
What are the learning outcomes of the award?
What award can be achieved?
What qualifications are needed to get on to the award?
How much will the award cost?
What are the award modules about?
How many modules are studied at the same time and how long will it take to complete the
course?
How much time is expected for study?
What is a typical timetable of activities?
2 Specifics of e-learning awards
How will the award be delivered?
What is student centred learning?
How is an online award different from a traditional award?
What is ‘module material?
What is Blackboard?
What support will be provided through Blackboard?
What software and hardware requirements are there for the award?
What to do if computer access fails
How are students introduced to the university?
Will students need any books?
What sources of advice are there?
3 Assessment issues
What assessment methods will be used?
What about assignment deadlines?
Is there an overall strategy used in applying assessment methods?
How is work submitted for assessment?
What about Intellectual Property Rights (IPR)?
What about career and Personal Development Planning (PDP)?
Can students get careers advice?
What about employability?
What help is there for students with special needs?
4 Modular Awards
Is the award based on a system of modules?
What is a module?
What if a student fails to demonstrate achievement of the learning outcomes in their
assessment(s) for a module?
When must a referred module be retrieved?
What a module is failed?
What are extenuating circumstances?
5 Grades and regulations
How is the MSc graded?
What feedback will be given?
What if a student disagrees with a grade received?
What is meant by the terms academic dishonesty and plagiarism?
What are Assessment and Award boards?
What credits are needed to achieve an award?
What about intermediate awards less than MSc level?
University award regulations
What is needed to pass a module?
What about compensation of a failed module?
Can credit be awarded for previous study?
What is progression?
6 Dissertation information
What about dissertation approval and management?
What if a student is referred in the dissertation?
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7 Contacts and communication
How are students kept informed about their award?
What if a student changes their address?
What if a student becomes ill?
Who can be contacted for information related to the award?
What about actual contact details?
Is there a counselling service?
Does a student have a personal tutor (Academic Guidance Counsellor)?
What about the university’s mental health policy?
8 Quality and student feedback
How is award quality checked?
How is award feedback achieved?
What about feedback from students?
What if a student wishes to complain?
9 Leaving or suspending study
Withdrawal initiated by the Award Leader
Can a student transfer award?
What about intermitting (taking a temporary interruption in study)?
What about withdrawing?
10 University expectations
What does the university want postgraduate students to be able to show when they have
completed their degree?
11 Appendices
Appendix 1: Internet, library services and general facilities
Appendix 2: Assessment criteria
Appendix 3: Mappings From Learning Outcomes To Modules
Appendix 4: Extract From CPHC Masters Benchmark Report
Appendix 5: Level 7 common learning outcomes
Appendix 6: Learning Outcomes shown against Modules
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Note: All Internet addresses in this handbook are correct as at May 2011. For problems
or queries related to these, please contact the Award administrator
at L.M.Hawthorne@staffs.ac.uk (or 01782 294026 during normal office hours (UK
time)).
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Welcome to the Faculty of Computing, Engineering and Technology
It is my pleasure to welcome you as a student to the Faculty. It has been running Masters Degrees
in Computing for many years, and has one of the largest postgraduate schemes in the UK. The
Masters award for which you are studying is a part of a family of postgraduate Computing Masters
degrees.
Although in distance you may be many thousands of miles away, you are still part of a
multidisciplinary community of students and over 100 staff; involved in education, research and
practice in all areas of Computing, Engineering and Technology. By becoming a member of our
postgraduate community you will be able to communicate with other students who are also
studying for MSc and Ph.D. qualifications in different areas of computing. We hope that you will
benefit academically, professionally and even socially from this, as you find other students working
in your area of interest. The Faculty also has a large number of staff engaged in research; these
staff will be particularly important to you when you come to undertake your dissertation.
An education in any area is a challenging prospect, but developing your creativity, skills and
resourcefulness in such a fast changing discipline as computing in this new millennium has many
benefits; in the discipline itself, in vocational practice and in a range of careers.
As you have chosen to study an award that is delivered online, you will need to have or develop
strong planning skills and dedicate yourself to self-managed study for long periods of time.
Occasionally, we may also expect you to take part in on-line workshops and supervisory events as
appropriate. Study is at M-Level, and so a greater depth of understanding is required compared to
undergraduate study. To help you achieve this, we aim to provide for you an efficient and
supportive environment and welcome your participation. Should you experience problems while
you study with us, we have academic, administrative and counselling staff available to help you,
so that you find your time spent as part of our community to be satisfying and productive.
It is my responsibility to manage the family of computing postgraduate awards. To help you with
your studies you will be able to seek advice from the Award leader, an Award administrator, the
Faculty’s student advisor for guidance on personal matters, and the University’s wider services
such as the International Student Office.
At the start of the award an online induction workshop will be arranged with you in order to
familiarise you with the workings of the award and augment all the useful information you will find
in this award handbook.
So, I encourage you to study hard, but also to enjoy yourself in doing so!
Jonathan Westlake
MSc Award Manager D/L
j.c.westlake@staffs.ac.uk
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1 Award details and overview
How to use this handbook
This handbook is specific to the MSc Computing by online delivery award. In it will be found
content such as the structure of the award, contact details of Faculty staff, and other information
that we anticipate you will find useful.
What is the award about?
MSc Computing by online delivery
This course applies in depth knowledge of state of the art techniques within the context of
industry or commerce. It addresses market demand for graduates with Information
Technology skills appropriate for business and industry.
The student population is drawn from non-Information Technology backgrounds and
therefore students study and work with others from a wide range of backgrounds
providing a rich learning environment. Advanced computing skills and IT knowledge are
developed that result in a Masters graduate able to design and implement systems that
support application requirements efficiently and effectively, while also bearing in mind
business and strategic issues.
On completion of the course the postgraduate will be a computing professional with a
broad and deep knowledge of the technical material in their field, and an ability to apply it
having taken into account relevant risk and ethical issues. They will be adept at delivering
IT solutions and systems, fully prepared for a successful career in academia or industry.
The award has two major academic philosophies: a high academic standard at the
postgraduate master’s level, and a dynamic association between current commercial and
research practice to ensure relevance. To this end there are modules specific to both
industry and research, and this makes the award attractive to both communities.
Staffordshire University computing masters degrees are held in high regard for the design
and development skills and broad academic ability shown by graduating students.
Consequently the employment potential on graduating from this award is high. As
employment examples graduates could find themselves working as a database engineer,
mobile computing designer, information technology expert, and so on.
Although a major part of a student’s study will have a technical and specialist instructional
focus to enable them to implement taught concepts and theories; there will also be
emphasis on developing research competence and critical reflection skills. As such, some
modules aim to develop practical skills. For example, in statistical data analysis, and in
internet technologies. Other modules are designed to direct and guide students in pursuit
of their own independent research and the critical analysis of findings. For example, in
completing an advanced computing investigation.
The mix of computing subjects studied previously provides for a rich learning
environment where the wide perspectives and strengths of different first degree subdisciplines
are brought together.
When equipped with the advanced computing subjects and IT knowledge that this award
imparts, masters graduates will be able to design and implement a range of systems in
many contexts to support application requirements efficiently and effectively and will be
able to market themselves as computing professionals, adept at developing IT solutions
and systems appropriate for industry.
As an MSc award by online delivery, students will find they are given significant
autonomy to plan and undertake independent study. Developing skills such as personal
5

eflection and critical thinking is a normal expectation of all masters’ students. In addition
self-motivation will be a key factor in achieving good grades.
What are the aims of the award?
In addition to the general objectives of the postgraduate scheme as outlined later in this
handbook, this award aims:
• To produce quality computing professionals (from a diverse set of backgrounds), able
to develop IT solutions and systems using state-of-the-art technologies
• To focus on enhancing students’ overall qualities in aspects such as research, problemsolving
and management through the development of their abilities and skills;
• To develop multiple competencies in computing and relevant application areas, allied
to a broader intellectual sensibility inherited from a student’s first degree;
• To ensure that students are able to work effectively in project teams, with sufficient
knowledge, skills, experience and confidence to address business problems and deliver
IT based solutions;
• To enable students to demonstrate the required knowledge, skills, experience and
confidence to pursue a successful career in computing;
• To enhance a student’s ability to critically analyse and evaluate problems giving rise to
computing solutions where applicable.
What are the learning outcomes of the award?
In addition to the general outcomes of the postgraduate scheme, students should be able to do the
learning outcomes as listed in Appendix 3 on completion of their award.
What award can be achieved?
There are three awards available:
Post-Graduate Certificate in Computer, Post-Graduate Diploma in Computer, and Master of
Science (MSc) in Computing.
A student is eligible for the award of a Post-Graduate Certificate when they have successfully
passed four modules, where each module is valued at 15 credits giving a total of 60 credits.
A student is eligible for the award of Post-Graduate Diploma when they have successfully passed a
further four modules, i.e. 8 in total including the Personal Development and Research Methods
module, giving a total of 120 credits.
The award of MSc in Computing is achieved on passing the final Masters Dissertation which is
valued at 60 credits. Hence 180 credits of study are required to achieve the full Masters Award.
Students may continue to progress to successively higher qualification levels, unless they have
been awarded a PgC or PgD because they were unable to complete successfully the next level
attempted.
There are 3 study start points in the academic year, late September/October, late January/February
and June.
What qualifications are needed to get on to the award?
To be considered for admission onto the Award a student will normally hold a good UK
honours degree (2:1 or above) or equivalent in a computing subject. Consideration will be
given to those who hold a computing degree at 2.2 level who also have relevant
experience, and in this case prospective students will be contacted to determine their
ability to work effectively as independent learners.
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See the Staffordshire University Post-graduate Prospectus for further details.
If a student’s first language is not English, then they will need to demonstrate sufficient fluency to
cope with the course. A minimum score of IELTS 6 or TOEFL 550 (213 computer-based) is
normally required.
In all cases the Faculty will determine whether the student is likely to be successful and benefit
from the award.
An appropriate professional body e.g. the British Council, will validate the credentials and identity
of students enrolling onto the Award where this occurs outside of the UK.
How much will the award cost?
The total cost for the award for UK and EU students for 2011/12 is £4500 based on £375
per module plus a charge for the preliminary module of £500. For international students
the fee is £5400 based on £450 per module plus a charge for the preliminary module.
These fees will pay for the 12 modules studied (8 taught modules and the dissertation
module equivalent to 4 modules). Students should note that they may be required to
purchase essential textbooks.
Previous students of the University are encouraged to enquire about the possibility of
being granted a discount on these fees.
What are the award modules about?
Descriptors for each current module are available at this link
Award duration is a minimum of 1 year and 9 months and up to 5 years maximum
registration.
The modules shown are all valued at 15 credit points with the exception of the preliminary
Computing Skills module which is zero credited and the Dissertation which is a 60 credit
point module
The award consists of the following modules:
CE00480-7 Computing Skills (2 week preliminary module) CORE
CE00474-7 Principles of Software Engineering (PSE) CORE
CED54018-7 The Management of Database Environments (MDE) CORE
CE00475-7 Computer Systems Architecture (CSA) CORE
CE00482-7 Systems Analysis and Design (SAD) CORE
CE01075-7 Personal Development and Research Methods (PDRM) CORE
CE01066-7 Dissertation CORE
THREE option modules from the portfolio below. Option module choices will be
advised at the start of each semester.
CED54022-7 Business Process Re-engineering with IT (BPR)
CED54017-7 Management of Business and IT (MOBIT)
CED54015-7 Perspectives in Information Technology Security (PITS)
CED54019-7 Java for Enterprise Applications (JEA)
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CED54020-7 Electronic Commerce (EC)
CED54021-7 Design of Enterprise Communications Systems (DECS)
CED54016-7 Object Oriented Software Systems Development (OOSSD)
CE00484-7 Strategic Planning and Systems Development (SPSD)
CE01074-7 Survey Design and Statistical Data Analysis (SDSDA)
CE01072-7 Database Design and Development (DDD)
CE00485-7 Advanced Computing Investigation Topics (ACIT)
CE00483-7 Mobile Application Systems (MAS)
CE00481-7 Mobile Computer Communications Systems (MCCS)
Modules are regularly reviewed as part of the normal quality processes in the Faculty. Due
to the nature of the award modules will have a pre-determined life typically of four to five
years. Except for minor changes, of which students will be notified, they will normally
only be replaced when this time period has expired.
How many modules are studied at the same time and how long will it take to complete
the course?
By studying in an online mode students are expected to enrol on two modules at any given
time. Each study period will last the equivalent of 1 semester, or about 4 months (16
weeks). By following this route the MSc can be completed in a minimum of 1 year and 9
months. Students have a maximum of 5 years to complete their award.
How much time is expected for study?
Taught modules of 15 credits give a typical expected study time of 150 hours. This
includes work on assessments. Students are expected to complete 2 modules in parallel
within a period of about 4 months. This works out to be an average of about 18 hours per
week. Each module will contain a recommended timetable of study with suggested
milestones to help students plan their time.
Indicative order of delivery:
CE00480-7
Computing Skills module (2 weeks)
60 credits = PGC stage
L
E
V
E
Teaching
Block 1
(12 weeks)
CE00474-7
Principles of Software
Engineering (PSE)
CED54018-7
Management of
Database
Environments (MDE)
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L
M
(7)
Teaching
Block 2
(12 weeks)
CE00475-7
Computer Systems Architecture
(CSA)
CE00482-7
Systems Analysis and
Design (SAD)
60 credits = PGD stage
L
E
V
E
L
M
Teaching
Block 1
Teaching
Block 2
Option
Option
Option
CE01075-7
Professional Development and
Research Methods (PDRM
(7)
60 credit dissertation = Masters Degree 180 credits passed
L
E
V
E
L
M
(7)
Teaching
Block 1
Teaching
Block 2
Dissertation
CE01066-7
Dissertation
CE01066-7
Potential Awards:
Postgraduate Certificate in Computing (60 credits) – comprised of 4 modules from PgC/PgD block
Postgraduate Diploma in Computing (120 credits) – comprised of 8 modules from PgC/PgD block
Masters in Computing (180 credits) – comprised of 8 modules from PgC/PgD block, and
Dissertation
Progression:
A pass in CE00480-7 is required in order to progress onto the Post-graduate Certificate / Diploma stage. In
order to progress from PgC to PgD you must normally have achieved passes in at least 3 of the 4 modules
being studied. For progression from PgD to Masters you will need passes in 7 modules, of which one must
be in Professional Development and Research Methods CE01075-7
What is a typical timetable of activities?
Dates
September
Late September / October – January
Activity
On-line Induction and Computing Skills
module
Module Study (2 modules)
Late January / February – Mid May
Module Study (2 modules)
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Mid May / June – Early September
Module Study (2 modules)
September / October – Late December
Module Study (2 modules)
January – Mid June
Dissertation
Includes supervisor online ‘meetings’
Late June
Dissertation viva voce – date arranged with
supervisor and second assessor
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2 Specifics of e-learning awards
How will the award be delivered?
Students studying the MSc via online delivery are expected to take a self-motivated,
proactive approach and work as an effective individual to utilise the Faculty’s
resource-centred teaching mechanisms. Many of the modules studied will have
different teaching and learning methods. For each module, material designed to help
individuals meet its learning outcomes will be available in an electronic form,
currently through the Blackboard VLE (Virtual Learning Environment). The nature
of the material will differ according to the requirements of the module. Some of the
modules will also require students to have access to additional resources such as
books, computing hardware or software. The requirements for each module are
shown in a separate section (Appendix 6) of this handbook.
What is student centred learning?
Student centred learning gives people much freedom to plan and carry out their own
study. For a student to succeed with this learning approach it is essential that they
are self motivated and able to plan their studies effectively. They will need to be
able set clear targets for when to study, and have sufficient dedication and
independence in order to complete successfully each module on the award.
Typically the 150 hours study for each module taken will not only include time to
read pre-prepared material, but also to research and read around the subject.
There will be two main approaches used in guiding a student’s learning. Firstly
‘instructional’ approaches such as those activities where the tutor takes the lead and
facilitates activities. Alternatively, ‘reflective’ learning where students are given
advice on what to study and then have to complete this to come to their own
conclusions and insights.
For any given module, some of the following approaches may typically be used:
• Independent resource based learning where students are expected to achieve
specific goals using their own personal efforts. This approach will help to build
up research skills and develop personal study approaches and strategies whilst
using resources. This brings benefits not only on the award, but should also help
in developing transferable skills for lifelong learning after completing the
course;
• Independent reading where students will be set passages of text or research
papers to read in their own time;
• Staff-directed learning where, through individual or group contact (e.g. in an
on-line discussion forum), a member of staff directs the learning experience.
Such an approach mixes students with diverse backgrounds, and enables
different perspectives to be put forward in learning activities;
• Problem based learning where students will be set a specific problem that
requires a solution to be found. To solve this problem they will need to think,
and reason towards a good final solution. This approach to learning will be used
both within groups and as individuals;
• Dissertation applies to all students at the MSc. stage of the award when they are
required to write a dissertation. A major factor related to this is learning how to
work independently, while being guided by an academic supervisor;
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• Case studies and investigations where it is often the case that a real life scenario
is used for students to investigate in order to understand how theories taught
relate to the real world;
• Seminars where students may be asked to research a topic with others and give a
mini seminar in order that students may critique their perspective.
How is an online award different from a traditional award?
Because it is a Masters award, obviously the work done will be aimed at a higher
level than an undergraduate award. Students will be expected to not only understand
but also to contribute their own thinking, critical insights and reflections on topics.
Secondly the online teaching mode of e-learning will set new challenges to students
who must take a high level of responsibility for managing their own learning. This
will require careful planning to ensure the best advantage is taken of on-line
workshops, discussion forums and e-mail to solve any problems encountered on the
course. Although staff may be a distance away, they are contactable and here to
help. So, provided there is sufficient self-motivation and study planning, students
will benefit from the award’s flexible learning allowing them to decide when and
when not to study.
The nature of postgraduate study is that it aims for appropriately higher thresholds
of individual attainment, and achievement of mastery of the principles of the chosen
discipline, so that students may confidently and reliably interact with working
professionals and others from a position of deep knowledge and understanding. The
outcomes achieved should be consistent with postgraduate direct entry into
professional practice, entrepreneurship or into higher research study, for example
PhD.
There will be no difference in the quality or level of the award compared with a
Masters award that is delivered in full-time mode. The main method used for course
delivery will be via the Virtual Learning Environment known as Blackboard. This
software allows students to access course materials and communicate with their
tutors and other students.
At the beginning of the course, students will be expected to take part in an online
induction workshop to orientate them to the learning environment they will be
working within, and to begin integrating them into the learning community of the
Faculty. Through this process they should feel more comfortable in what for some
may be very unfamiliar territory, and thus have the best possible start to their
learning journey. Engagement in this induction workshop is therefore strongly
recommended because it is here that much of the operation of the Award will be
introduced. This workshop will include an explanation of the way in which the
course will be conducted including how contact with staff can be made, course
structure, proposed module delivery schedule, module content, use of the
Blackboard VLE, submission of assignment work, student support mechanisms, the
requirements of the university and their own responsibilities as students and so on.
Most importantly, students will be given the opportunity to ask any questions in
context about the operation of the course and will be acquainted with terms used
commonly in the Faculty and University such as ‘learning outcomes’ etc.
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What is ‘module material’?
A consistent feature of all modules studied will be the module material. This is not a
physical document but instead is an electronic one located in Blackboard VLE
(described below). Blackboard VLE is a learning resource containing the module
delivery schedule, all the teaching material required including notes, exercises,
assignments etc. Students are expected to work through the module material to gain
the knowledge and skills required to pass a module’s assessments. They will be
expected to engage actively with the subject matter by undertaking a series of
activities that have been chosen to achieve the learning outcomes of the module. For
each activity students will be able to access a guide on a possible solution and a
commentary as to how that solution was arrived at.
The module material may vary in style to accommodate the requirements of each
module. For example, some module materials may describe the use of software
whilst others may have a number of references to source material available from the
Internet. Some module materials will be written in a style revolving around problem
solving whilst others may be didactic in tone. Other modules may take the form of
reading and reflecting on current literature about the subject under study. All
module materials are student centred and will require active engagement. Students
will be encouraged to read widely and in depth. Some module material may include
a standard textbook. A succession of activities related to the material ensures
students explore the principles and ideas presented in the module, yet there is also
an expectation placed on students to explore material beyond that which has been
provided and to read around the topic areas being studied. Each module will
typically require around 150 hours of study (which will include extensive
background reading).
What is Blackboard?
Blackboard is a Virtual Learning Environment (VLE) that will be used to facilitate
the online mode of the award. Each module to be studied will be built upon material
contained within Blackboard. The main elements of this module material will be
housed on a server which can be accessed from the Internet. Blackboard will also
provide communication facilities to make staff contact and have discussion forums
for student to student and staff to student asynchronous conversation. Assignment
work will also be electronically submitted for assessment though Blackboard.
What support will be provided through Blackboard?
Students will be able to get feedback on their progress throughout the course using
Blackboard’s communication functions. Within the Blackboard VLE is the facility
to discuss aspects of each module, for example its material and assessment, with
other students and with the module tutor. Practice on how to use this effectively will
be given during the on-line induction workshop. Students may also use a discussion
forum to talk informally with other students studying the same module. It is
intended that students will arrange some peer group support in this way to share and
develop their knowledge. Help will be provided to those who wish to establish such
a group. The module tutor will not take part in these informal discussion groups.
Blackboard communication facilities will be used for any confidential or other discussion
about a student’s personal progress throughout the course. A student may initiate the
discussion, or it may be that a university staff member will make contact through this
medium. This communication will be particularly important when the time comes to
arrange and hold the viva voce assessment of a student’s dissertation.
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What software and hardware requirements are there for the award?
Obviously computing technology changes rapidly and the following is a guide to
the anticipated minimum requirement. The main criteria to consider concern the
ability to access, download, store and work with material provided via Blackboard
VLE. Other specific needs for each individual module are given in their respective
descriptor
http://www.staffs.ac.uk/current/student/modules/index.php?section=CE&level=7
and are summarised here. The Dissertation will have unpredictable requirements
that may need to be defined by the student in discussion with the Dissertation
supervisor, according to the context of individual circumstances, what is available
to the student already and through the Faculty.
Hardware and Software Minimum requirement:
Platform: Windows XP, Vista or 7
Hardware: at least 1Gb of free disk space
Software: Microsoft Office 2007 or later, Adobe Acrobat Reader
Browser: Firefox or Internet Explorer and JavaScript & Cookies must be enabled.
Network: A broadband connection is essential in order to download material, which
for some modules, will have extensive media content.
Web Cam: A suitable camera in order to speak to staff online via Skype.
The Faculty has an academic alliance with Microsoft. For full details of software
available to students under the MSDN (Microsoft Developers Network) agreement
go to:
http://msdn60.e-academy.com/elms/Storefront/Storefront.aspx?campus=msdnaa_mh8500&np1=112
Module Code Recommended Software Recommended Text
CE00480-7 Java Development Kit and suitable IDE MS Excel and MS Access
e.g. Eclipse
CE00474-7 Java Development Kit and appropriate
IDE e.g. NetBeans
Software Engineering, 7th Edition,
Ian Sommerville, 2004, Addison
CED54018-7
Access to online library resources
Various DBMS environments such as
Microsoft Access or MySQL
Wesley, ISBN: 0321210263
Database Systems: A Practical
Approach to Design, Implementation
and Management, 5/E 2009, Thomas
M. Connolly, University of Paisley,
Carolyn E. Begg, University of
Paisley, ISBN-10: 0321523067,
ISBN-13: 9780321523068,
Publisher: Addison-Wesley
CE00475-7 Java Development Toolkit Structured Computer Organisation
(5th Edition), Andrew Tanenbaum,
Pearson Education; 5 edition (27 Feb
2009), ISBN 0135094054
CE00482-7
Appropriate modelling tool e.g. QSEE
Superlite
RDBMS e.g.Access or MySQL
Avison and Fitzgerald, Information
Systems Development:
Methodologies, Techniques and
Tools, McGraw-Hill Higher
Education; 4 edition (1 Mar 2006)
ISBN 0-07711-417-5
CE01075-7 Access to on-line library Marshall & Rossman (1999)
Designing Qualitative Research,
Sage, Third Edition, ISBN:
0761913408
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CE01066-7
Software and hardware appropriate to
the chosen dissertation together with
standard computing facilities.
Research papers and standard
textbooks appropriate to the area of
study.
CED54022-7
Appropriate modelling tool e.g.
Innovator BPMN tool and ArgoUML
tool
A Pragmatic Guide to Business
Process Modelling. Holt, Jon (June
2009) BCS Books
ISBN 978-1906124120
CED54017-7 Access to online library resources Management: Concepts and
Practices, Tim Hannagan,
Financial Times/ Prentice Hall; 5
edition (5 Dec 2007)
ISBN: 0273711180
CED54015-7
Access to the online library, journals
and web-based resources.
Appropriate security software
development kits/environments e.g.
Glassfish Java EE SDK
Solomon and Chapple, Information
Security Illuminated, Jones and
Bartlett, 2005, ISBN:0-7637-2677-X
CED54019-7 Java Development Kit (JDK) Murach's Java Servlets and JSP (2nd
Edition), Murach and Associates,
2008, ISBN 978-1-890774-44-8
CED54020-7
CED54021-7
CED54016-7
Library resources
A suitable E-Commerce software suite
e.g. XML SPY 2011
A suitable web scripting tool
(JavaScript and VB script)
Library resources
Appropriate network design software
e.g. Mega
Access to the online library
UML modelling tool e.g. ArgoUML
Object-oriented language and
environment e.g. Java with Eclipse IDE
E-Business and E-Commerce
Management: Strategy,
Implementation and Practice, Dave
Chaffey, Financial Times/ Prentice
Hall; 4 edition (4 Jun 2009) ISBN-
10: 9780273719601
Computer Networks: Principles,
Technologies and Protocols for
Network Design, Natalia Olifer &
Victor Olifer, Wiley, 2005, ISBN-10:
0470869828
BENNETT, McROBB and
FARMER (4th Edition) Object
Oriented Systems and Design, using
UML McGraw Hill ISBN
978007712536-3
CE00484-7 Access to on-line library Core Texts
Strategic Planning for Information
Systems, 3rd Edition, Ward J and
Peppard J, 2002, Wiley, ISBN:
0470841478
The Ward and Peppard core text is
also available as an e-book.
CE01074-7
SPSS.
Excel.
Quantitative Data Analysis Using
SPSS, OUP 2008, Pete Gresley,
ISBN-10:0-335-22305-2
CE01072-7 Access to on-line library Database Systems: A Practical
Approach to Design, Implementation
and Management, Connolly and
Begg, Addison Wesley, 5th Edition,
16 April 2009, ISBN-10:
0321523067
CE00485-7 Access to on-line library A Manual for Writers of Team
Papers, Theses and Dissertations, K
Turabian, 1996, University of
Chicago Press, ISBN: 0226816273
CE00483-7 Access to on-line library Wireless J2ME Platform
Programming, Vartan Piroumian,
2002, Sun Microsystems, Prentice
Hall, ISBN: 0130449148
15

CE00481-7 Access to on-line library Mobile Radio Networks,
Networking, Protocols and Traffic
Performance (2nd Edition), Bernhard
H Walke, J Wiley & Sons Ltd, 2002,
ISBN: 0471499021
What to do if computer access fails
Students are expected to be fully aware from their first degree that computer-based systems
are far from infallible and should of course therefore keep back-up copies of their own
work. Any number of reasons could cause access to necessary resources and facilities to
fail. One option that students will always have is to use the various sources of technical and
academic support available in the Faculty and detailed throughout this handbook.
The following back-up methods are provided as a fallback position and we strongly advise
that where appropriate students set these up in advance as a precaution.
In the case of:
Computer breakdown or theft – try and arrange for an alternative computer that can be
used to minimise the disruption to study. This may be at a friend’s house, at work, a local
internet café, library or school. There may be problems with using the Blackboard VLE
from such machines but if the internet can still be accessed, a student could manage
temporarily without Blackboard by:
• using a hard copy (paper) study guide printed earlier
• submitting work to tutors by email attachment (having notified the Faculty award
administrator that this is needed)
interacting or sharing files with other students using standard email. A precaution
to note here is to do with avoiding a possible claim of academic dishonesty.
See: http://www.staffs.ac.uk/assets/academic_misconduct_tcm44-26770.pdf
The internet becomes unavailable - one precaution is to be signed up with more than one
Internet Service Provider (ISP). Occasionally the Faculty’s own server may go down from
time to time. In this case students should contact the award administrator so that a copy of
the learning material can be sent on CD-ROM.
Problems with telephone – use the advice as above for computer breakdown.
Other problems - the IT email addresses and phone numbers (provided on the
Student Centre website off the http://www.staffs.ac.uk/distlearn page) will provide a
diagnostic service to try to identify the type of problem that a student may be
having, and what action to take. This applies to issues such as the technical
specification of hardware, software support and ISP problems. In summary, IT
support is available from the University Information Technology Service (ITS)
which uses a helpdesk desk system via e-mail at libraryhelpdesk@staffs.ac.uk
or see: http://www.staffs.ac.uk/uniservices/infoservices/library/
How are students introduced to the university?
For all new students an on-line induction workshop is provided to introduce the university,
the Faculty, its procedures, and practices etc. This is an important workshop enabling us to
register students on modules; provide information on academic rules and regulations;
introduce our approach to teaching material delivery and the Blackboard VLE. The
workshop is also designed to provide an opportunity to ask staff about the award and its
content and allow students to contact others enrolled on the same award. In essence the
workshop will include:
• An introduction by the award team, who will outline the structure of the award, its
contained modules, and the operation of e-learning using online module materials.
16

• Procedures and practices including our expectations of students, teaching practices,
and procedures on such issues as extenuating circumstances.
• Rules and specific regulations related to appeals, complaints etc. and other such
important details.
• Library information, a full introduction to the library and its electronic resources.
• Enrolment on modules.
Will students need any books?
Some modules may require access to books. Some books, or parts of them, may be
made available to students through an electronic library. Details of this will be made
available during the on-line induction workshop. Reading is important on the award
and so students must be prepared to study hard in their own time. Essential texts for
modules are included in the module specifications in Appendix 6 and also via the
table in the earlier section ‘what software and hardware requirements are there for
the award?’
What sources of advice are there?
For advice on module material or assessments, use the discussion forum set up for
this purpose within Blackboard. To enquire about any other aspect of a module, in
the first instance students should use the e-mail facilities within the Blackboard
VLE to contact the module leader or other members of the module staff team
(where applicable). At certain times, it may be possible to telephone a member of
the module staff and speak to them directly but obviously this relies on staff being
at their desk.
For queries concerning the award rather than a specific module, please contact the
Award Administrator, Award Leader, or Award Programme Manager as detailed
elsewhere in this handbook (pages 25 and 26). For advice on personal matters, such
as what to do in cases of illness, then students should contact the Faculty student
advisor.
17

3 Assessment issues
What assessment methods will be used?
All modules are individually assessed via one or more assessment methods,
according to the requirements of that module. These will include individual
coursework assignments, written reports, discussion contributions, as well as oral
viva voce examinations under controlled conditions. Students taking examinations
will be required to participate in a viva voce to verify the work is their own. In
common with current practice within the Faculty, any examination paper would
normally be set to be completed within 2 hours.
Each module assignment is related to one or more learning outcomes for the module
and Summative assessment methods (those which contribute to a student’s final
mark) used in relation to modules for each award are profiled below.
• On-line discussion – some assignment work may contain a requirement to
participate in a discussion forum. The quality of the contribution may be
assessed to contribute to the overall formal assessment grade.
• Individual coursework assignments - these will involve written work and
sometimes a practical element such as coding. Each assignment will have its
own specification and criteria that need to be addressed to pass the
component.
• Written reports - this is a form of assignment where only a written report is
produced.
• Viva voce - all students are required to do an oral presentation of their
dissertation work at the end of the award. This typically involves a brief
presentation, in depth discussion, questions on the work, and a
demonstration of any artefact created. The Viva Voce will take place in a
controlled environment to authenticate the student’s contribution.
Assignment submission will be via Blackboard and feedback will also be given
using Blackboard. Module results will also be made available electronically.
Formative assessment (that which is designed to support student learning before
their work is formally assessed) will be provided throughout the module delivery
using e-mail and also tutor-monitored peer group assessment. Students will be
expected to submit some of their work to their module tutor in order to receive
formative feedback.
What about assignment deadlines?
Assessments will have set deadlines included in the documentation for each
module. The deadlines are non-negotiable. It is important that students organise
their study to meet these deadlines. Without this, there is likely to be an affect on a
student’s programme of work which adds to the pressure at later points in this and
subsequent modules. If on rare occasions, a breakdown in resources provided by the
Faculty has affected students’ ability to meet a deadline, then appropriate actions
will be taken & notified to students.
18

Most people experience unforeseen events in their lives which can have a big
impact on them, for example illness. The University has an ‘extenuating
circumstances’ process to assist students who find that such events are affecting
their ability to study. Advice on what is, and is not, accepted as an ‘extenuating
circumstance’, and what to do if such a thing happens, is available from the
Faculty’s student advisor.
For further details on extenuating circumstances, please refer to this URL:
http://www.staffs.ac.uk/courses_and_study/student_life/student_handbook/extenuati
ng_circumstances.jsp
Is there an overall strategy used in applying assessment methods?
Yes, we plan assessments carefully and produce a schedule for students to be used
from the first week of study. Students will be exposed to a rich mix of assessment
styles and will become accustomed to learning by many different methods. Our
underlying goal is not only to assess a student, but also to instil skills enabling
lifelong learning. Hence most modules will use a mix of written and practical
elements as described in the paragraphs above.
How is work submitted for assessment?
Assignments will be submitted electronically using the Blackboard VLE. Training
on how to do this will be given during the on-line induction workshop. Feedback on
assignments will also be given electronically via the Blackboard VLE.
Standard Method
The standard method for submitting work is to use the Blackboard Digital Drop Box
facility. Full details on how to use this (and practice in using it) will be provided in
the on-line induction workshop. It is quite straightforward. Files are created on a
student’s computer, then sent and submitted to the Digital Drop Box of the module
tutor.
Back Up Methods
If for any reason a student is not able to access Blackboard then they should use one
of the following back up methods. In all cases, both the module tutor and Award
administrator should be warned (by e-mail or telephone message) that one of these
alternatives will be used:
Email the work to be assessed as a file attachment to the module tutor. The email
must clearly indicate that there is submitted work attached. The tutor will then
reply to confirm receipt of the work. If a student does not receive a reply within a
few working days then they should contact the Award administrator who will take
investigative action.
Print out the work and post it to the module tutor making sure that there is
sufficient time to meet the deadline. A receipt confirming date of posting must be
kept and method of guaranteeing delivery must be used in case of any delay / loss /
query.
Contact the Award administrator – if a student is unable to access the module materials
electronically the administrator may send you a CD-ROM containing the required material
through the post (as already outlined under ‘What to do if computer access fails’).
Work submitted for formal assessment after the deadline will receive a mark of zero, unless
19

a student has a claim for extenuating or mitigating circumstances upheld (as outlined in
‘What assessment methods will be used’ above).
What about Intellectual Property Rights (IPR)?
Intellectual Property Rights remain with the university because students will be completing
assignments and assessments whilst being a student at the University and hence will use
resources of the University. The Faculty Business Manager (and nominated IPR manager)
Mr A. Boote at a.j.boote@staffs.ac.uk) can be contacted for advice where a student may
wish to discuss transfer of ownership of IPR.
Responsibilities for all students in this regard are available
at http://www.staffs.ac.uk/assets/general_student_regs_tcm44-26816.pdf
under the general regulations of the University
and at http://www.staffs.ac.uk/images/code_conduct_research_tcm68-25216.pdf
for the postgraduate and research code of conduct.
What about career & Personal Development Planning (PDP)?
As with all computing MSc awards within the Faculty, students have the
opportunity to enrol on a PDP programme that runs alongside their award. PDP
enables students to become more focused in approaching tasks, developing learning
skills, and evaluating achievements objectively. By taking up the PDP opportunities
offered a student will learn to become an effective planner and be able to
complement this skill with sound evaluation and reflection skills. PDP is a vital part
of the student’s development in shaping a suitable career path to follow.
Can students get careers advice?
Yes, a student’s future career is very important. Academic staff can advise, see also
http://www.staffs.ac.uk/business_solutions/careers_centre/
What about Employability?
“Staffordshire University is committed to ensuring that students are given the
opportunity to develop their employability while at University by gaining qualifications
which are recognised by employers and by developing their skills, experience and
ability to manage their career. This policy is endorsed by the Vice Chancellor and
Academic Board and aims to ensure that students from all backgrounds and
disciplines have equivalent access to, and are encouraged to take full advantage of,
the opportunities that are on offer. The policy is in accordance with the University’s
Commitment to Equality and Diversity, 2003. This includes addressing the specific needs
of particular groups of students, such as: disabled students, part-time students,
international students studying in the UK, mature students, ethnic minority students,
work-based learners, students studying purely online and our growing postgraduate
community.” (Staffordshire University, Student Employability & Enterprise Policy, April
2009). See http://www.staffs.ac.uk/assets/employability_and_enterprise_tcm44-26802.pdf
for the full document.
What help is there for students with special needs?
The University has a policy of inclusive teaching and learning to ensure that all students
have an equal opportunity to fulfil their educational potential. Students with declared
disabilities who apply to our awards will be advised as to the reasonable adjustments which
can be made to teaching and learning methods to ensure that they have the opportunity to
achieve the award outcomes. Support for this is provided by the Faculty’s Disability
coordinator, and Student Advisor. The University is committed to inclusive education and
has an ongoing remit of making reasonable adjustments in concert with the requirements of
20

the UK Disability Discrimination Act (2005).
For further information about disability support and admissions at Staffordshire University,
and for a range of information on University policies and regulations please consult:
http://www.staffs.ac.uk/courses_and_study/disabled_students/disability_support/
and: http://www.staffs.ac.uk/about_us/publications/policies_and_regulations/
4 Modular awards
Is the award based on a system of modules?
Yes, the award is made up of 12 modules and is like all postgraduate awards in the
University operating within the Modular Masters Framework. This is described in
detail in the Regulations for Post-graduate Certificate, Diploma and Masters
Awards available at:
http://www.staffs.ac.uk/assets/postgrad_regs_tcm44-26797.pdf
This section is intended as a brief introduction. The guide above should be referred
to for details.
What is a module?
A module is a self-contained component of a study programme that lasts usually for
one semester (typically 16 weeks of elapsed time). A module has distinctive
educational objectives and clearly defined content. All modules are worth 15
credits, apart from the dissertation which is worth 60 credits. Each module is
assessed separately and must be passed.
A student studies a module to achieve specific learning outcomes which they
should be able to demonstrate at the end of the module. The demonstration of these
forms the basis of the assessment for that module. These outcomes are outlined on
the module descriptor form which also describes assessment criteria, content,
learning strategies, credit rating and other details. Work in a module may involve a
number of projects, assignments, presentations or examinations and these will be
detailed in the module handbook provided to students before they start work on the
module.
The module descriptor gives the module name and number. The content is a brief
description of what is intended to happen in the module, whilst the learning
strategy box indicates what kind of approach to learning is expected. Most
important are the learning outcomes which are specific to that module and describe
what students should be able to do as a result of completing the module. This
demonstration is the basis of the assessment criteria and what you put forward for
assessment. The assessment section also indicates the minimum necessary for a
pass and the criteria for distinction. Indicative reading relevant to the module is
shown.
What if a student fails to demonstrate achievement of the learning outcomes in
their assessment(s) for a module?
In this case, a student will be ‘referred’, meaning they will typically have one
further attempt to pass the module. If a student is referred in a module for a second
time they will fail it. Currently, a second failure in a module will also mean that the
21

student fails the award. However, a student may be eligible to be offered an
intermediate qualification where they have gained sufficient credits i.e. 60 for postgraduate
certificate or 120 for post-graduate diploma. It is anticipated that the
number of modules available by online delivery will increase and at that time
students will be able to substitute an option module for one of their failed modules
so as to be eligible to continue.
Progression to the dissertation stage will be dependent on the students successfully
completing 105 credit points of the programme which must include the Personal
Development and Research Methods module. So a student may trail one 15 credit
point module whilst beginning their dissertation. The Masters Dissertation, although
valued at 60 credits, can be reassessed in its entirety or part, on one further occasion
only. The timescale for this resubmission will be set by the Examination Board but
must be within a period of 2 years from the date of the Examination Board meeting.
When must a referred module be retrieved?
A module may be retrieved at the next available opportunity, details of which will
be provided by the Award administrator. At the moment, there is only one referral
period for most modules offered by the Faculty, and that occurs in August of each
year. This can mean that if a module studied from September/October onwards is
failed, students will be made aware in May /June of what work is required for their
second attempt, with a submission by a deadline in August, and notification of the
results the following September.
What if a module is failed?
Referral in a module on a second occasion typically leads to failure of that module,
and where no suitable replacement modules are available, also means failure of the
award.
What are extenuating circumstances?
Most people experience unforeseen events in their lives which can have a big
impact on them, for example illness. The University has an ‘extenuating
circumstances’ process to assist students who find that such events are affecting
their ability to study. Advice on what is, and is not, accepted as an ‘extenuating
circumstance’, and what to do if such a thing happens, is available from the
Faculty’s student advisor.
For further details on extenuating circumstances, please refer to this URL:
http://www.staffs.ac.uk/assets/extenuating_circumstances_form_tcm44-25749.pdf
The University has a severe penalty for the late submission of assignments or
coursework without extenuating circumstances – automatically recording a zero
mark. If a student is able to declare any extenuating circumstances that caused the
lateness or non-submission then they must do so by completing and submitting
electronically the appropriate Extenuating Circumstances Form either to the
Faculty office. There are specified deadlines for submission of these claims.
Students should consult the Faculty student advisor before submitting the form to
make sure the grounds for the claim are justified and acceptable. Students can also
apply for circumstances such as mitigating reasons that have affected their
performance on an assessment.
22

Any claim is considered by the Faculty’s Extenuating Circumstances Panel, which
may or may not uphold it. Where a claim is upheld, then a number of outcomes
are possible dependent on the nature and validity of the claim. These include:
submitted work being marked without penalty;
a requirement for resubmission with (or without) the loss of an attempt;
or the awarding of a pass.
5 Grades and regulations
How is the MSc graded?
The MSc modules are marked using the Common University Assessment 15 point
grading system for postgraduate students.
The Grade Point marking scheme
13-15 (70-100% or grade A) will be deemed equivalent to a Pass with Distinction.
10-12 (60-69% or grade B) will be deemed equivalent to a Pass with Merit.
7-9 (50-59% or grade C) will be deemed equivalent to a Pass.
4-6 (40-49% or grade D) are Compensatable Fails where a student may be
compensated (as stated in section 1.4.5.2. of the Regulations for Postgraduate
Certificate, Diploma and Masters Awards).
1-3 (0-39% or grade F 1 – grade E 3) are fails.
What feedback will be given?
Students will receive feedback on submitted work. We will aim to supply this
within 20 working days following submission. Feedback will usually be via
Blackboard VLE although, for some work, the use of postal mail may be more
appropriate. Students will be advised which method is to be used for particular
pieces of work. Marks will be given in a grade point format along with tutor
comments on the strengths and weaknesses of the particular assignment.
All marks/grade points are only provisional (subject to change) until they have been
confirmed by the Award Board.
What if a student disagrees with a grade received?
In the first instance this should be raised with the module leader and possibly the
Award leader where no agreed resolution has been reached. The reasons for a
particular grade may be unclear and this discussion may resolve the matter. There
is a process for appealing against assessment results (detailed in the University
handbook) but the grounds for appeal are normally on the basis of extenuating
circumstances or irregularities in the conduct of assessment. Disagreement with
the academic judgement of the assessor is not a basis for appeal under the
University regulations. The Faculty applies quality processes as standard practice
for second marking, internal and external moderation of work, and processing of
subsequent results.
What is meant by the terms academic dishonesty and plagiarism?
There is a detailed explanation of this in the University’s General Regulations but
essentially, plagiarism is academic dishonesty. It covers any attempt in which a
student may try to pass off someone else’s work as their own, or their own
previously assessed work as new i.e. as part of the assessment of another module
(including the Dissertation). This refers to copying and is more commonly
associated with written work, where, for example, sections from reference works
are quoted without being attributed to their originator(s). If deliberate, it can have
23

serious consequences. Academic dishonesty also covers: bribery, collusion,
falsification of data, cheating in exams, and other issues. It is worth noting that
plagiarism is often easy for staff to detect, and the Faculty routinely applies
plagiarism detection software e.g. Turnitin, to work submitted for assessment.
It is each student’s responsibility to read the guidance on plagiarism, details at:
http://www.staffs.ac.uk/assets/academic_misconduct_tcm44-26770.pdf
What are Assessment and Award boards?
At the end of each teaching semester an Assessment board is held to confirm
individual module grades. The results achieved are recorded and passed to an
Award board to determine which students can progress on their award. The Award
board also determines the classification of Award that completing students receive.
What credits are needed to achieve an award?
• The award of a postgraduate certificate (PgC) requires 60 Level 7 credits.
• The award of a postgraduate diploma (PgD) requires 120 Level 7 credits.
• The award of a Masters degree (MSc) requires 180 Level 7 credits, where a
Dissertation of at least 60 Level 7 credits must be included.
What about intermediate awards less than MSc level?
Students may continue to progress to successively higher qualification levels if they wish,
unless they have been awarded a PgC or PgD because they were unable to complete
successfully the next level attempted.
University award regulations
Based on a student’s performance during study, the Award board has the discretion
to determine the final award classification deemed comparable to the general
principles set out in the Universities Regulations.
This award is assessed under the Post Graduate framework.
Full details of the academic regulations can be found at
http://www.staffs.ac.uk/current/regulations/academic/index.php .
In addition to this the following award specific regulations apply:
i
ii
30% minimum pass mark on an assessment component, and an
aggregate mark of 50% in order to pass a module.
module compensation on the taught awards, where 45 credits must be
passed to be eligible for a module compensation.
iii specific Placement regulation on the taught awards of passing 3
modules before being eligible to start the optional work experience period
(although students can begin to apply for potential Placements beforehand).
Iv students on the taught awards will study four modules at each stage of their
award. Progression from one stage to the next is confirmed when the student passes
all four modules. However, students will be allowed to continue to the next stage of
24

the award with modules in a referral position. The Award Leader will advise
students when referred module assessments need to be resat / resubmitted.
What is needed to pass a module?
Providing 30% or more is achieved in each component of assessment and at least
50% overall for the module, then a pass will be awarded.
What about compensation of a failed module?
A student can be compensated for failure of one 15 credit module at PgC level and
one further 15 credit module at PgD level. However, they must have achieved at
least a grade point 4 in a failed module to be eligible for compensation. The Award
Board has the right to deny, or award, that compensation based on overall
performance. No compensation is allowed at the Masters (Dissertation) stage of the
award.
If any assessment component within a module is below 30% compensation is not
possible.
Can credit be awarded for previous study?
Yes, but this must be considered before a student starts the award, through
Accreditation of Prior Learning, or Accreditation of Experiential Learning
(APL/APEL), as described in the University APE&L Handbook. The handbook is
available from:
http://www.staffs.ac.uk/assets/apel_pol_student_hbook_tcm44-26830.pdf
Applications for APL are assessed against the specific learning outcomes of modules.
Students can only receive credits for those modules where the learning objective and
context are compatible with particular modules on the award. Credits may not be given for
modules previously used against an undergraduate award or against a second award at the
same level. Where the level of performance has been certificated and is compatible with
the overall assessment scheme, the award board may use such evidence in the
determination of a final classification.
In cases where candidates wish to claim accreditation against modules on the basis
of un-certificated prior learning or experiential learning, for example in-company
courses, work based training, substantial employment or other experience,
candidates must normally offer written evidence of the prior learning.
Credit awarded under the APL/APEL process will be at ‘Pass’ level
(Grade Point 7).
Before starting an award students should contact the award leader to discuss
whether applying for APL is appropriate for them. Students may wish to obtain a
higher grading for a module by taking the assessments so that the grade achieved
more accurately reflects their ability and skill, and which also may ultimately affect
the classification of their Masters Award.
What is progression?
Progression is the term used to describe completing one stage of an award and
entering the next. As a general rule we only allow students to trail one referred
module into the next stage of their award. In their own interests, students should try
25

and pass this module at the next available opportunity. Failure of a module will
usually delay their progression on the award.
6 Dissertation information
What about dissertation approval and management?
Initial Dissertation proposals are completed within the Personal Development and Research
Methods module with the help of the module team. The module leader will review each
proposal for approval. If the proposal is considered weak, resource hungry or in general
inappropriate, the student will be required to improve it before starting the dissertation.
Proposals from students should:
• identify the area of study;
• show how the area of study relates to the award;
• include a project development plan, project milestones and development schedule;
• identify appropriate research areas and development methods;
• discuss relevant ethical issues related to the project
• identify the resources necessary for the successful completion of the dissertation;
and provide evidence that the student will have adequate access to these resources;
• describe the anticipated results and the products.
On completion of the Personal Development and Research Methods module the
Dissertation Manager will allocate a supervisor to the student on the basis of staff expertise
in relation to the student’s dissertation topic. The supervisor’s specific role is to guide
students academically, advise on literature to review, monitor progress, provide regular
feedback on work, and guide on ethical issues associated with the dissertation. “…it is
expected that student and supervisor will be in weekly contact over the 24 week completion
of the dissertation. This will typically involve the student emailing their weekly progress to
the tutor three days in advance of a half hour supervision meeting that can be held face-toface
(Skype), on the telephone, or email.” (Dissertation module specification, June 2009).
Questions about the Dissertation stage can be address to the Award Manager, Jonathan
Westlake.
A full dissertation handbook will be provided prior to starting the dissertation period.
Students will be assessed in relation to how well the work set out in the proposal is
completed. A supervisor and second assessor will share assessment of the dissertation and
its associated viva voce.
What if a student is referred in the dissertation?
They will be given the opportunity to re-submit on one subsequent occasion and to a timescale
determined by the Award board at the time of initial failure, normally within the
period of two calendar years from the date of the board, either in a revised form or based
upon a new title. Any new title must be approved by the Faculty. A second failure will
result in the student failing the Masters stage of the award.
26

7 Contacts and communication
How are students kept informed about their award?
All relevant information will be communicated via Blackboard in the first
instance. Items such as results transcripts and certificates will be posted to the
address provided to the university.
What if a student changes their address?
It is essential that the Faculty Office (the Award administrator) is informed of a
student’s location, otherwise letters about results and referrals may not reach them
in time to be actioned.
What if a student becomes ill?
If the illness is expected to last for more than a few days, then the module tutor and
Award leader should be informed. A record of the illness should be kept, which
must be supported by a medical certificate from a doctor if it continues for more
than 7 calendar days. This will be important if a claim for extenuating
circumstances is made later.
Who can be contacted for information related to the award?
The four main staff roles are listed below (see also Appendix 5):
Award Programme Manager
• Provides award based literature and information
• Handles operational issues associated to the award
• Chairs course committee meetings, and compiles feedback
• Monitors student group progress
• Maintains the award in terms of academic relevance
Award Leader
• Is a named tutor to contact for general academic guidance or personal support
• Handles day to day student problems that occur
• Communicates results of studies & advises on how to progress
• Monitors individual student progress
• Forms a contact for writing references
Module tutor
• Point of contact regarding module queries and content of assessment
• Responsible for running a module
• Defines content, learning outcomes and sets assessment
• Co-ordinates teaching staff involved with delivery of the module
• Co-ordinates marking of submitted assessments
• Provides guidance through a module
Award Administrator
• Provides timetable information
• Relays information related to examination times
• Provides award related information
27

What about actual contact details?
Award Programme Manager:
Mrs Diane Bishton
Tel. 01785-353272 e-mail d.k.bishton@staffs.ac.uk
Award Leader
Mr Jonathan Westlake
Tel. 01782-294618
e-mail j.c.westlake@staffs.ac.uk
Award Administrator
Mrs Lynn Hawthorne
Tel: 01782 294026
Faculty Student Advisor
Mrs Janice Kalisz
Tel: 01785-323345
email l.m.hawthorne@staffs.ac.uk
email j.c.kalisz@staffs.ac.uk
Module Tutors
Contact details for each module tutor are made available through Blackboard.
In contacting a module tutor please follow the protocol below:
In contacting staff we would request that STUDENTS use the following protocol:
URGENT enquiries/messages, PREFERABLY use email - including the word URGENT
at the beginning of the message title and copying the message to j.c.westlake@staffs.ac.uk
OR telephone +44 (0)1782 294 618. Telephoning between 9.00 and 5.00 (UK time) may
enable you to speak to the relevant person directly. At other times, it may be possible to
leave a message.
OTHER enquiries/messages that are not urgent use email, fax or telephone if discussion is
necessary.
The standards that WE will aim to follow in dealing with enquiries are:
URGENT enquiries/messages will be replied to as soon as possible but normally within a
maximum period of 24 hours of the message being received. All urgent emails/messages
sent over the weekend will be dealt with as soon as possible on Monday morning.
OTHER non-urgent enquiries/messages we will normally reply within 72 hours of the
message being sent.
28

Is there a counselling service?
Yes, the staff here will listen and advise students when a problem is raised. Contact
the Award Leader or the Faculty’s Student Advisor in the first instance.
Does a student have a personal tutor (Academic Guidance Tutor)?
The University has a Personal Tutoring policy for full- and part-time students on
campus.
http://www.staffs.ac.uk/images/personaltutoringpolicymaster_tcm68-23143.pdf
However, experience with the delivery of awards off campus has shown that students
benefit more from being allocated an Academic Guidance Tutor and all module tutors
are expected to fulfil this role. Students also have access to additional contacts within
the Faculty with whom any concerns could be raised, such as the Award Leader,
Award Administrator or Award Programme Manager.
What about the university’s mental health policy?
According to a report published by the World Health Organisation (2001) it is
estimated that one in four people will experience mental health difficulties at some
point in their lives. Despite such a significant number of people experiencing these
difficulties there is still much stigma attached to these issues and those affected by
them. Staffordshire University is keen to reduce this stigma and to create an
environment for study in which students feel free to access support wherever it is
needed. With this in mind the University has produced a Student Mental Health
Policy, which it hopes will help raise awareness and understanding of these issues
as well as providing a reference guide for staff and students who may be supporting
students experiencing mental health difficulties. To complement this policy, the
University offers ongoing training to its staff around the issues of mental health and
also runs various promotions, such as World Mental Health Day, in order to raise
awareness of these issues throughout the University community. Students can read
about the services that are available for support within the University by visiting the
Student Support website at:
http://www.staffs.ac.uk/courses_and_study/student_services/mature_support/
The Student Mental Health Policy can also be accessed on the web at:
http://www.staffs.ac.uk/assets/student_mental_health_tcm44-26793.pdf
29

8 Quality and student feedback
How is the award quality checked?
All awards and modules have an external examiner appointed to oversee them. The
examiner's job is to confirm the results of assessments and to ensure that these are
in line with national standards. Essentially, they are assessing the performance of
the academic staff in carrying out assessments, rather than a student’s performance
directly. The examiners also confirm the classification of assessment results and the
final awards. To do this, they may interview a sample of students to confirm the
overall assessments and they may alter the grades of some or all students. In the
majority of cases though, this does not happen and is evidence that we are doing our
jobs as we should!
How is award feedback achieved?
The Faculty uses seven main mechanisms to ensure quality is maintained on
awards: validation, module monitoring, review, consultation, course committees,
peer observation of teaching, and annual monitoring.
Validation for any new award a validation is held to confirm the award has the
correct aims and is set at MSc level. The panel that completes the validation is made
up from university staff and external panel members.
Module monitoring occurs throughout a module. Feedback is attained from both
students and staff involved. If any issues are raised, action will be taken to repair the
deficiency before the next cohort of students start the award/module.
Review awards are regularly reviewed by the university on a five year basis to
ensure that they are current and being well delivered to students.
Consultation regularly the Faculty holds meetings with external examiners,
academics from other institutions, and industrialists to gain their views on awards
and module currency.
Course Committees at twice yearly intervals course committees are held where
student representatives can attend to put forward views on their award. These
meetings are held at the University and are inclusive of taught and distance learning
students. All distance learning students will be invited, prior to the meeting, to
contact the award leader with any points they would like to raise about the course.
We do not expect the distance learning cohort to appoint a student representative as
such but encourage the representation of the cohort in a virtual way.
A regular eBulletin is sent out by the Award Leader and this includes an invite for
comments and also to encourage the cohort to communicate with each other via
Blackboard or by other electronic mechanisms. Following the committee meeting
the distance learning cohort will be informed of the answers/comments via the
eBulletin contact method.
Peer Observation of Teaching all academic staff are observed on a semester basis in
order to gain feedback and advice as to their teaching delivery approach.
Annual Monitoring happens at the end of each academic year to ensure that the
entire award is academically current and meeting its set out objectives.
What about feedback from students?
Informal feedback using Blackboard VLE or e-mail to contact tutors and other
award officers is always encouraged. In addition to this, there will be a formal
yearly review of the Award with an on-line forum in which students will be invited
to take part.
30

What if a student wishes to complain?
If a student feels, after contacting a module leader, award leader, or award
programme manager, that their query has not been satisfactorily addressed then they
can complain more formally using the University’s Complaints Procedure, more
details are available at:
http://www.staffs.ac.uk/assets/Complaints_%20Procedure%201_tcm44-26818.pdf
9 Leaving or suspending study
Withdrawal initiated by the Award Leader
A student may be withdrawn from the Award on academic grounds if their progress is
deemed to be unsatisfactory. A guideline schedule is provided for each module which
encourages regular weekly work and contribution to discussions with other learners and the
module tutor. If there is no record of a student’s engagement with the module four weeks
after it has started, then they will be contacted by the Award Administrator and asked to
account for their apparent lack of progress. It is important to respond to this communication
within a maximum of a further two weeks, after which time the Award Leader will
normally reserve the right to formally withdraw the student from the module, thus removing
their entitlement to take any remaining module assessments which will mean failure of the
Award.
Can a student transfer award?
This will depend on a numbers of factors, one of which will be the student’s
location in relation to awards that could be transferred to. Staff here have each
student’s best interests at heart and will advise in a supportive and objective way. A
transfer of award within the Faculty would mean a change in mode of study to either
full-time or part-time as allowed (and hence some attendance at the University
would be required) because currently there are no other computing Masters awards
using online delivery available.
What about intermitting (taking a temporary interruption in study)?
Intermitting is not as unusual as it once was, and is often preceded by financial
hardship for students. However, intermitting is not possible for all students and
consultation with the Award leader or Faculty Student Advisor is recommended
before a final decision is taken. Where a student intermits and decides to defer their
studies this will normally be accepted within the first 6 weeks of the module
delivery. Students will then be allowed to recommence their studies at the next
available opportunity without academic penalty but will still be subject to
completing the award within the statutory time limits specified by the University.
If a student decides to go ahead and intermit, this has to be formally recorded by the
Faculty in the student’s record, and so it will be important to complete the necessary
form for processing by the Award Administrator.
What about withdrawing?
If a student wishes to leave the award then they should contact the Award Leader or Faculty
Student Advisor by email or telephone so that a time can be agreed to discuss their studies.
Students should note that if they decide to leave after week 6 commencement of study, then
the full fees will still need to be paid for the modules already started.
31

10 University expectations
What does the University want postgraduate students to be able to show when
they have completed their degree?
Postgraduate achievement at Staffordshire University
Masters degrees at Staffordshire University are designed to provide students with
the opportunity to demonstrate the following outcomes:
• a systematic understanding of knowledge, and a critical awareness of
current problems and/or new insights, much of which is at, or informed by,
the forefront of the student’s academic discipline, field of study, or area of
professional practice
• a comprehensive understanding of techniques applicable to the student’s
research or advanced scholarship
• originality in the application of knowledge, together with a practical
understanding of how established techniques of research and enquiry are
used to create and interpret knowledge in the discipline
• conceptual understanding that enables the student:
to evaluate critically current research and advanced scholarship in the
discipline
and
to evaluate methodologies and develop critiques of them and, where
appropriate to propose new hypotheses
Typically, holders of the qualification will be able to
• deal with complex issues both systematically and creatively, make sound
judgements in the absence of complete data, and communicate their
conclusions clearly to specialist and non-specialist audiences
• demonstrate self-direction and originality in tackling and solving problems,
and act autonomously in planning and implementing tasks at professional or
equivalent level
• continue to advance their knowledge and understanding and to develop new
skills to a high level
and will have
• the qualities and transferable skills necessary for employment requiring:
the exercise of initiative and personal responsibility
decision making in complex and unpredictable situations and
the independent learning ability required for continuing professional
development
32

11 Appendices
Appendix 1: Internet, Library services and general facilities
Both the University, and the Faculty provide a range of facilities to enable post-graduate
academic life within the University to be as effective as possible.
The advent of the Internet and the use of the World Wide Web within academia has given
rise to the global campus. The Faculty in collaboration with the University’s Libraries,
other Faculties and with its industrial partners, focuses on this development in a number
of ways which benefits students studying with us.
Library services
The University library has many online facilities that can be used as a student. Fuller
details on the range of services offered can be found at:
http://www.staffs.ac.uk/uniservices/infoservices/library/online/
Finding out more about the Library
The Faculty of Computing, Engineering and Technology’s librarian for computing is
Sarah Hall who can be contacted at s.d.hall@staffs.ac.uk or (01785) 354819 during
normal office hours. Students will be introduced to the library’s services at the first online
induction workshop, including obtaining an Athens account which provides access to
a vast collection of online sources vital for their studies.
Library Resources
To access our electronic resources, including the online databases, please us the following
instructions
• Please go to the Library web page at:
http://www.staffs.ac.uk/uniservices/infoservices/library
• Place the mouse arrow over Research Tools and select eResources
• Choose Browse by Subject - eResource Services and Databases
From here you will be able to select the online resource that you want by its title using the
A to Z list. If you are unsure which database to use, please select your subject of study
from this page and you will be presented with a list of relevant resources for your subject
area.
Alternatively, if you are looking for a specific journal e.g. Journal of Forensic Sciences,
please use the following instructions
• Please go to the Library web page at:
http://www.staffs.ac.uk/uniservices/infoservices/library
• Place the mouse arrow over Research Tools and select eResources
• Choose Search for eJournals and Articles
33

If you are using the electronic resources on campus you will automatically be recognised
when you access these resources and will no longer need to enter further details.
If you use the e-resources Off-campus you will at some point be prompted to enter your
University Login details. This consists of the following:
• Username (first part of your University email address i.e. 2 letters and 6 numbers)
• Password (date of birth in 6 digits i.e. ddmmyy – unless you have changed this)
This information can be found on your Student card. Your Username will be displayed as
part of your Student University email address. For example, if your student email address
is br902456@student.staffs.ac.uk then your username would be br902456.
At this point you should now get access to the electronic resource you have selected. If you
experience any problems, please contact us with a much detail as possible in order for us to
assist you.
If you would like more detailed instructions on how to access the e-resources off-campus,
please visit the following web page:
http://www.staffs.ac.uk/uniservices/infoservices/library/access/athensoff/index.php
34

Appendix 2: Assessment criteria
Assessments are designed to measure the student’s performance in three separate but
related categories: KNOWLEDGE, APPLICATION and COMMUNICATION. The
following table gives the assessment criteria for each grade in each of these three
categories.
GRADE KNOWLEDGE APPLICATION COMMUNICATION
Distinction
70% or more
Merit
60%-69%
Pass
50% - 59%
Compensatable Fail
40% - 49%
Fail
0-39%
Knowledge shown will far
extend that of the delivered
material. The work will
incorporate sound ideas
from the students own
thinking. Work will be
supported by significant
research. Arguments
incorporated will be the
students own, well thought
out and sound. Work will
be of a publishable (or
near publishable)
standard.
Complete knowledge of all
delivered material. The
work will include the
students own ideas which
will be sound, but evidently
not of a ‘distinctive’
quality.
Knowledge of all major
elements of the delivered
material will be shown
satisfactorily. However, the
student will not add any
real personal perspective
to the work.
The student will display an
understanding that in
principle is basic and
lacking sufficient
knowledge of the delivered
material. There will be
incorrect assumptions and
understanding shown.
Insufficient knowledge of
delivered material. Major
flaws will be evident in the
students understanding.
Able to identify various
appropriate techniques and
apply them in creative and
imaginative ways to the
solution of a problem. Able
to compare critically the
results obtained. The
application of techniques
will be correct. Work will
be of a high standard
reusable by others.
Able to identify and apply
more than one appropriate
technique competently to
the solution of a problem.
Able to compare critically
the results obtained.
Able to identify and apply
more than one appropriate
technique competently to
the solution of a problem.
Able to identify and apply
at least one appropriate
technique but not
competently or completely.
Apply inappropriate
techniques (or an
appropriate too weakly) to
the solution of a problem
Have a comprehensive
command of technical
terminology and standard
English. Able to develop a
well-structured and
persuasive account which
encompasses a critical
awareness of the larger
context within which the
student’s work is located.
Able to use non-verbal modes
of expression in original and
imaginative ways.
Have a sound command of
technical terminology and
standard English. Able to
develop a well-structured and
persuasive account. Able to
make cogent use of nonverbal
modes of expression.
Have a good command of
technical terminology and
standard English. Able to
develop a well structured
account. Use non-verbal
modes of expression
effectively.
Show a near satisfactory
command of technical
terminology and standard
English. Able to develop a
structured account. Use nonverbal
modes of expression
reasonably.
Some command of technical
terminology and/or standard
English. Unable to develop a
properly structured account
although some evidence of
structure will be present.
Non-verbal modes of
expression either absent or
used inappropriately.
35

Appendix 3: MAPPINGS FROM LEARNING OUTCOMES TO
MODULES.
NOTE: the following table has been formulated by mapping award learning outcomes
to those that closely correspond to module descriptor outcomes. The mapping is
therefore subjective but is accurate in terms of the result produced.
MSc Computing Online specific Learning Outcomes
Learning outcomes Stage SU Level 7
outcomes
A critical understanding of the fundamental principles
of computing and business, and their relevance to
applications of computer systems within an
organization
An ability to analyse, design and implement reliable and
maintainable information systems
Be able to communicate effectively in academic,
technical and professional environments
Be able to draw upon the body of theoretical and
technical knowledge available and be able to use this to
professional advantage
Show a critical awareness of methods and techniques
available and the ability to apply an appropriate
approach in their chosen areas of computing
Critically appraise the problems associated with the
development of software systems
A critical and practical understanding of the methods
employed in research
Through practical experience develop the knowledge,
skills, and confidence to pursue a successful career in
computing
An ability to critically analyse, design and evaluate
possible developments in a specialized area of the
discipline in order to further the knowledge and
understanding in a Computing environment
PgC
Knowledge and
understanding,
Learning
PgC Analysis,
Practical artifact
development
1, 5
PgC Communication 4
PgD
Knowledge and
understanding
Benchmark
statements
1, 2
4, 5
PgD Enquiry,
Problem
solving
3
PgD Scientific 1, 2
approach,
Problem
solving
MSc Analysis 3
MSc
MSc
Communicatio
n, Reflection
Scientific
approach
3, 4
5
Relate, through project your educational experience to
groups outside of the taught environment.
MSc
Communicatio
n, Reflection,
Application
3
36

Appendix 4: EXTRACT FROM CPHC MASTERS BENCHMARK REPORT
Students who reach this level will be characterized by being able to:
1. demonstrate a systematic understanding of the knowledge of the domain of their
programme of study, with depth being achieved in particular areas, and this should
include including both foundations and issues at the forefront of the discipline and /
or professional practice in the discipline; this should include an understanding of the
role of these in contributing to the effective design, implementation and usability of
relevant computer based systems
2. demonstrate a comprehensive understanding of: the essential principles and practices
of the domain of the programme of study including current standards, processes,
principles of quality and the most appropriate software support; the reasons for their
relevance to the discipline and / or professional practice in the discipline; and an
ability to apply these
3. consistently produce work which applies and is informed by research at the forefront
of the developments in the domain of the programme of study; this should
demonstrate critical evaluation of aspects of the domain including appropriate
software support, the ability to recognise opportunities for (software or hardware)
tool use as well as possible tool improvement, an understanding of the importance of
usability and effectiveness in computer systems development, and generally the
acquisition of well developed concepts
4. understand and be able to participate within the professional, legal and ethical
framework within which they would have to operate as professionals in their area of
study and this includes being familiar with and being able to explain significant
applications associated with their programme of study and being able to undertake
continuing professional development as a self-directed life-long learner across the
elements of the discipline
5. demonstrate the ability to apply the principles and practices of the discipline in
tackling a significant technical problem; the solution should demonstrate a sound
justification for the approach adopted as well as a self-critical evaluation of
effectiveness but also a sense of vision about the direction of developments in aspects
of the discipline
37

Appendix 5: Level 7 common learning outcomes
On completion of level 7, the student will be able to:
Common learning outcomes Level 7
Knowledge and understanding
Demonstrate a systematic understanding of
knowledge which is at the forefront of professional
practice in an area of computing.
Learning
Demonstrate the independent learning ability
required to advance their knowledge and
understanding, and to develop new skills to a high
level for continuing professional development.
Enquiry
Demonstrate a comprehensive understanding and
critical evaluation of methodologies and techniques
applicable to their own research and, where
appropriate, propose new hypotheses/solutions
Analysis
Demonstrate a critical awareness and evaluation of
current research, advanced scholarship,
contemporary problems and or/new insights, much
of which is at, or informed by, the forefront of
professional practice in an area of computing.
Problem solving
Evaluate complex issues both systematically and
creatively, make sound judgements in the absence
of complete data, and employ appropriate decisionmaking
in complex and unpredictable situations.
Communication
Communicate their conclusions clearly to specialist
and non-specialist audiences.
Application
Demonstrate originality in the application of
knowledge, together with a practical understanding
of how established techniques of research and
enquiry are used to create and interpret knowledge
within the professional practice of the discipline.
Reflection
Demonstrate the qualities and transferable skills
necessary for employment requiring the exercise of
initiative and personal responsibility, self-direction
and originality in tackling and solving problems,
and act autonomously in planning and implementing
tasks at a professional level
Practical artefact development
Demonstrate that learning related to design, theory,
and planning can be transformed practically into
sound and workable practical computing artefacts.
Demonstrate that approaches and theories taught
Scientific approach
can be applied from one area of the award to
another. This may take the form of learning how to
design programs in one computer language and
applying it to another.
38

Appendix 6: Learning Outcomes shown against Modules
Outcomes
MSc Computing Online
Computer Systems
Architecture
Principles of Software
Engineering
Systems Analysis & Design
Management of Database
Environments
Personal Development and
Research Methods
Java for Enterprise Applications
Advanced Computing
Investigation Topics
e-Commerce
Object Orientated Software
Systems Development
Survey Design and Statistical
Data Analysis
Strategic Planning and
Systems Development
A critical understanding of the X X X X X X X X X X
fundamental principles of computing
and business, and their relevance to
applications of computer systems within
an organization
An ability to analyse, design and X X X X X X X X X X
implement reliable and maintainable
information systems
Be able to communicate effectively in
X X X
academic, technical and professional
environments
Be able to draw upon the body of X X X X X X X X X X
theoretical and technical knowledge
available and be able to use this to
professional advantage
Show a critical awareness of methods X X X X X X X X X
and techniques available and the ability
to apply an appropriate approach in
your chosen areas of computing
Critically appraise the problems
associated with the development of
software systems
X X X X X X X X X
A critical and practical understanding of
the methods employed in research
Through practical experience develop
the knowledge, skills, and confidence to
pursue a successful career in computing
An ability to critically analyse, design
and evaluate possible developments in a
specialised area of the discipline in
order to further the knowledge and
understanding in a Computing
environment
Relate, through project your educational
experience to groups outside of the
taught environment.
Dissertation
X X X
X X X X X X X X X X
X
X
39

Outcomes
MSc Computing Online (continued)
A critical understanding of the
fundamental principles of computing
and business, and their relevance to
applications of computer systems within
an organisation
An ability to analyse, design and
implement reliable and maintainable
information systems
Be able to communicate effectively in
academic, technical and professional
environments
Be able to draw upon the body of
theoretical and technical knowledge
available and be able to use this to
professional advantage
Show a critical awareness of methods
and techniques available and the ability
to apply an appropriate approach in
your chosen areas of computing
Critically appraise the problems
associated with the development of
software systems
A critical and practical understanding of
the methods employed in research
Through practical experience develop
the knowledge, skills, and confidence to
pursue a successful career in computing
An ability to critically analyse, design
and evaluate possible developments in a
specialized area of the discipline in
order to further the knowledge and
understanding in a Computing
environment
Relate, through project your educational
experience to groups outside of the
taught environment.
Mobile Applications and
Systems
Mobile Computer
Communications Systems
Perspectives in IT Systems
Security
Business Process Reengineering
Database Design and
Development
Design of Enterprise
Communication Systems
X X X X X X
X X X X X X
X X X X X X
X X X X X X
X X X X X X
X X X X
X
X X X X X X
X X X X X X
40