HND Business - University of Wolverhampton

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Standing Panel RecordThe Standing Panel noted that (b) was prompted because not all the MSTs had explained the rationale for themodule’s assessment tasks and thus the link between learning outcomes and individual assignments was notexplicit, though it was recognised that the links were implicit.In the light of the discussion of the assessment strategy, it was agreed that:• Revision of the MSTs to ensure that all templates specify the links between assessment tasks and theassociated learning outcomes.• the assessment strategy should be revisited to include more unseen exams to provide students with morepractice in examination technique.• clarification on the whether assessments were components or elements should be included in all the relevantdocumentation.• the assessment regime is revisited in order to ensure consistency across all modules in terms of the tariffweightings set out in the submission document.• Clarification on how the assessment for group work is implemented, in particular how grades are allocatedfor group and individual performances.• further information is included in all the relevant documentation on how formative assessment will be usedand on how feedback on assignments will be given to students.• consideration is given to including more presentations as this form of assessment tests an important keyskill.Learning and TeachingBoth the Proposer and the Panel recognised that there are overlaps between key skills, subject specific skills andintellectual skills. However, it would help students (and staff teaching on the programme) if there were a fullerarticulation of the differences between the various categories of skills.Standing Panel recommended that a mapping exercise is undertaken to demonstrate where knowledgeunderstanding and skills are developed and/or assessedThe Panel was satisfied that the Learning and Teaching strategies set out in the documentation were appropriatefor the types of students at which the programme is aimed. The Panel noted that there modules are in differentstages of development in the use of TSL; there is, though, an intention that learning materials will be madeavailable on WOLF at the earliest opportunity.Student Progression and AchievementLast year’s review of the programme had explored student performance. The Panel noted that the currentproposals addressed the issues identified in the review.Progression from the HND had been considered as part of CDCO above.Student Support and GuidanceQuality Management and EnhancementThere were no issues of concern involved with these aspects of the programme. The School's AnnualMonitoring procedures were well conceived and well understood by the Proposer. External Examiners' viewsare considered as part of Annual Monitoring and recommendations are incorporated into the award asappropriate. The School has a number of mechanisms both formal and informal, for identifying students' viewsBusiness & Law Standing PanelHND AAR 2003 Page 14 of 19
Standing Panel Recordon the award. These methods include MEQs, staff-student liaison meetings and personal tutorials. Allresponses to student issues raised are reported back to students via notice boards and the messenger system.Student induction, academic counselling and guidance services were well documented. It was suggested that thenext version of the pathway guide should foreground the HND more than it is in the draft version. The Panelcommended the Team on the additional support to be provided through the personal development ‘spine’.The programme will be monitored through the standard pattern of annual monitoring. Feedback from studentsand External Examiners will inform any future modification to the programme.Learning ResourcesAs noted above, materials in support of the programme will be accessible on WOLF in the near future.Standing Panel was satisfied that adequate Learning Centre and IT resources were available.Staffing Resources and Research baseThere were no issues of concern involved with staffing resources. The development of learning and teaching ishigh on the School's agenda and has promoted the growth of a population of staff who are knowledgeable about,and champion for, improvements in the quality of student learning. Staff are involved with continuingprofessional development through Professional Body membership and the School's staff development andappraisal system.Module specification templatesIt was agreed that members would forward specific comments on the MSTs to J Gollins. The External Advisoragreed to send comments in writing to the Officer.SummaryThe External Advisor commented on the quality of the proposal and that the suggestions made during themeeting were intended to help the HND Team develop further the programme. Standing Panel was satisfied thatthe revised HND Business would make a valuable contribution to the Business School's undergraduate portfolioThe Panel agreed that the programme should be recommended for the validation following receipt of theSchool’s responses to the Panel’s recommendations and suggestions. In addition, some (minor) amendments tothe documentation need to be made to ensure consistency across the individual documents. The date for thesubmission of the responses is to be agreed with the Chair.Institutional issuesThe External Adviser noted that the MSTs do not provide an opportunity for proposers to specify the allocationof time to class contact and other learning activities.Business & Law Standing PanelHND AAR 2003 Page 15 of 19
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HND Business - University of Wolverhampton

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