Course and Module Catalogue

A one-week induction programme – ‘Flying Start’ - will be held at the beginning of the course to orientate the students towards studying independently in an HE context. Use will be made of ILPs (Individual Learning Profiles) in order to identify students deemed at risk.

University education features independent study, which requires students to make use of a wide range of core skills that are essential in a variety of different situations. The programme will support students to develop their independent study strategies. This would include developing appropriate approaches to learning, finding resources and support, being organised, keeping motivation, asking for help, etc.

An integrated and experiential approach to teaching, learning and assessment will be used to achieve the outcomes. These will include, for example, lectures, seminars, tutorials, workshops, computer aided learning packages, directed study and project work making use of the latest technology where appropriate, such as VLE, podcasts, interactive learning, social media or video conferencing. The teaching and learning strategy adopted will reflect the distinctive characteristics of different subjects and the appropriate learning styles and strategies.

Seminars and tutorials form a vital part of teaching and learning as they support students to progress intellectually through the course. They give students an opportunity to discuss topics and issues with other students, teaching staff and other members of academic staff. This sort of critical debate and argument is very useful in developing understanding of a subject, and to practice applications and receive formative feedback. Learning through small group discussion will also help students develop essential skills for later life.

Tutorial and seminar activities reflect differences between F, I and H levels. Below are examples of benefits of tutorials and seminars for each year:

• Year 1 - clarify any concepts that students might not have understood; check understanding; learn from other people’s approaches and ideas through discussion and Q&A;
• Year 2 – formulate and present an argument; develop group skills (e.g. listening to and supporting others)
• Final year – apply knowledge from lectures and background reading; solve problems; develop new insights.

Assessment will similarly vary depending on module focus and outcomes and may include the following: unseen examinations, oral presentations, individual or group essays or reports, case studies, in-class tests, peer assessment, individual reflective learning portfolios, time constrained assignments, group projects and management and marketing projects or dissertations for final year students. Individual contributions within group assessments will be monitored through peer assessment or individual work logs.

Module assessment will follow Huddersfield Business School’s assessment guidelines which reflects differences between module levels (F/I/H). Students are expected to develop and demonstrate increasing autonomy when completing assessments from F, through I and to H level.

Formative assessment will be incorporated at a modular level for all modules. This will allow students to gain self, peer and/or tutor feedback on their work before formal summative assessment takes place. Personal Development Planning (PDP) is built into this suite in two ways. A set of dedicated ASPIRE modules (ASPIRE level 1, 2 and 3) has been developed and dedicated to PDP. This part of the courses (years 1, 2 and 3) will involve the input of different teams across the University including: Careers and Employability Service, Computing and Library Services, Student Services/Wellbeing, the Employability and Placements Team within Huddersfield Business School. Additionally, skills and learning development components are embedded within core modules within the course with additional support from the Academic Librarian, the Learning Innovation and Development Centre and - for international students - the international support tutors. The PDP process is also supported via the personal academic tutor system.

The sandwich aspect provides a clear opportunity for personal development in the third year as does the final year project/dissertation. During their course all students access the online Employable Me resource which is organised through the Careers and Employability Service.

The Main Course Assessment Board (CAB) for each intake will take place in the summer of each year. This is usually in June.

For the Sandwich year only, the marks for the placement will go to a Main CAB after the opportunity for a 36-48 week placement has been concluded. This is usually in July.

N.B. the marketing course suite follows inclusive practice in learning, teaching and assessment. Inclusive practice allows all students to access and engage with modules and courses and participate fully in learning activities and demonstrate their knowledge and strengths through assessment. Inclusive practice values the diversity of both staff and students as a resource that enhances the learning experience. Course staff coordinate with school and university guidelines and support services to promote inclusive practice.