Programme Specification for the 2022/3 academic year
MSc Applied Human Resource Management (Higher Apprenticeship)
1. Programme Details
| Programme name | MSc Applied Human Resource Management (Higher Apprenticeship) | Programme code | PAS2SBESBE01 |
|---|---|---|---|
| Study mode(s) | Distance Learning Part Time |
Academic year | 2022/3 |
| Campus(es) | Streatham (Exeter) |
NQF Level of the Final Award | 7 (Masters) |
2. Description of the Programme
As stated by the QAA ““An apprenticeship is a job with training to recognised industry standards. It should be about entry or progression to a recognised occupation, involve a substantial programme of on-the-job and off-the-job training and learning and the apprentice's occupational competence should be tested through formative and summative assessment, which might be continuous or end point assessment (EPA)”.1
Senior People Professionals are found across small, medium and large organisations, and may sit within any of the public, private or third sectors. They are found in all industries and are a key component of virtually all types of business model where there is a workforce to support and manage. Senior People Professionals are the in-house experts in people, work, and change. They champion the people agenda to create working environments and cultures that help get the best out of people, delivering organisational success as a result.
This programme, which is applied in its nature and design, therefore sets out to equip participants with the knowledge, skills, and behaviours needed to succeed within the human resource management (HRM) arena. We build on the very latest research evidence, and experience of people management in practice, to provide participants with a firm grounding within the HRM subject area, encompassing all of the various facets of the employee lifecycle – from recruitment to discharge. Participants will engage in work-relevant assessment designed to assist them in generating strong professional impact, whilst at the same time not losing sight of the role played by HRM functions in setting and achieving organisational strategy.
The Senior People Professional Degree Apprenticeship is designed to follow the latest professional standards as described by the Chartered Institute of Personnel and Development (CIPD). It will typically take two years to complete and forms the core of an apprenticeship that has been designed to provide access to development opportunities for as wide a range of professionals operating in the HRM field as possible. Specific job roles relevant for this degree apprenticeship may include (but are not necessarily limited to): Human Resource Director, People Director, Director of People, Human Resource Manager, Chief People Officer, Head of HR, Human Resource Officer, Human Resource Advisor, HR Business Partner, Talent Acquisition Manager, Employee Relations Manager, Director of Learning and Development, Learning and Development Manager, Learning and Development Advisor.
Our philosophy within this programme of study is to encourage critical thinking on the part of participants via a combination of problem-based and inquiry-led learning. We seek to enable apprentices to immediately apply their new knowledge, skills, and behaviours to a variety of workplace situations in order that they construct a suite of competences that enables them to effectively and appropriately manage people within the contemporary business environment. Each stage of study is structured to incorporate live masterclasses, asynchronous learning, academic coaching and workplace mentoring. Assessment is ongoing and is designed to be as relevant as possible to the work tasks of practicing people managers and leaders.
1: Source: QAA (2018) Quality Assuring Higher Education in Apprenticeships. Second Edition. http://www.qaa.ac.uk/docs/qaa/quality-code/quality-assuring-higher-education-in-apprenticeships.pdf?sfvrsn=6e4cff81_24.
3. Educational Aims of the Programme
The programme has been designed to ensure all aspects of the Senior People Professional Degree Apprenticeship standard are met. This degree therefore fulfils employer expectations and includes strong elements of work based learning to ensure that participants can expediently apply newly acquired knowledge, skills, and behaviours to their work. In line with the ethos of the degree apprenticeship, we intend to increase access and widen participation into higher education through this programme, which is further facilitated through the use of a variety of delivery and assessment methods. We aim to offer participants flexible learning opportunities while working full time and acknowledge the knowledge, skills and behaviours that are inherent in the employment undertaken and that an applicant has already developed in their current job role.
In line with the QAA subject benchmarks for masters degrees in business and management, this degree aims to equip participants with the toolkit of knowledge, skills, and behaviours needed to operate as successful people leaders within organisations. The programme will therefore cover all aspects of the employee lifecycle, exploring and evaluating the role of the HRM professional in driving sustained organisational success through people. This requires coverage of subjects including, but not necessarily limited to, recruitment and selection, reward management, performance management, learning and development, employment law, equality, diversity and inclusion.
4. Programme Structure
The Senior Professional People Apprenticeship is a programme of study at National Qualification Framework (NQF) level 7, comprising 180 credits of study which are divided into 6 units of study (modules). The programme is divided into 2 stages as indicated in section 5. Each stage is normally equivalent to an academic year. The credit rating of a module is proportional to the total workload, with 1 credit being nominally equivalent to 10 hours of work/study.
Assessment:
There are a range of assessments within this programme which seek to draw on both the experiences of the participant in the workplace, and enable them to demonstrate the knowledge, skills, and behaviours acquired through the formal programme of study. The programme utilises both 'assessment for learning' (formative) and 'assessment of learning' (summative) assignments throughout. Each module includes distinct elements of formative assessment which assist in the preparation of summative assignments.
Each module has at least two summative assessment methods: one of these will be a measure of knowledge and academic skills (including presentations, reflective essays, position papers, problem-based essays) and the other a practice based measure of understanding (including business improvement projects, proposals, evaluations, videos, and/or reports. The following mark ranges, standard to modules at postgraduate level are applied within the assessment process:
|
Mark Range |
Category |
|
70+ |
Distinction |
|
60-69 |
Merit |
|
50-59 |
Pass |
Degree apprenticeship standards:
In addition to the formal assessment methods listed above, the apprentice will create a portfolio of evidence from across their degree which will demonstrate how learning has been applied, evidencing improved skills and behaviours. It is this portfolio which demonstrates the knowledge, skills and behaviours that an apprentice has acquired against the Senior People Professional standard and supports application for professional recognition on achievement of the full degree apprenticeship.
There will be quarterly progress reviews between the employer and the academic tutor, these are known as tripartite reviews and are conducted by a dedicated Academic Mentor. The purpose of these meetings is to jointly review the progress that the participant is making within the programme, with particular emphasis on understanding the knowledge, skills, and behaviours that are being developed and the evidence that is being collected to demonstrate achievement. Where these meetings uncover issues related to progression, support measures will be discussed and mutually agreed with signposting to University services where needed.
Towards the end of the programme, the apprentice will undertake a synoptic work-based project, aligned to the Management Research Report and Presentation module, which will bring together elements of their learning from across the programme and evidence their accumulated knowledge and understanding of management and its application in their organisation.
Once the MSc qualification has been achieved the student is eligible to enter the ‘Gateway’ where the end-point assessment (EPA) takes place. The full Senior People Professional qualification is based upon successful completion of the MSc plus the EPA. End-Point Assessment must be conducted by an independent assessor, for the purposes of this Senior People Professional standard that is the Chartered Institute of Personnel and Development (CIPD) who are approved for this apprenticeship.
This combination of the MSc plus the EPA will fully test that the apprentice meets all the requirements of the Degree Apprenticeship standard.
5. Programme Modules
The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme.
Apprenticeship Standard:
The modules listed above in both stage one and stage two have been designated as non-condonable for the award of the MSc. That is to say that participants must achieve the postgraduate pass mark of 50% within each of these modules to be eligible for the MSc award at the end of their programme of study.
Stage 1
Compulsory Modules
180 credits of compulsory modules
| Code | Module | Credits | Non-condonable? |
|---|---|---|---|
| BEMM124DA | HR Strategy and Context | 30 | Yes |
| BEMM125DA | HR Skills and Behaviours | 30 | Yes |
| BEMM131DA | Working in Practice | 15 | Yes |
Stage 2
Compulsory Modules
| Code | Module | Credits | Non-condonable? |
|---|---|---|---|
| BEMM908DA | Resourcing and Talent Development | 30 | Yes |
| BEMM910DA | Employee Relations, Performance and Employment Law | 30 | Yes |
| BEMM130DA | Management Research Report and Presentation | 45 | Yes |
6. Programme Outcomes Linked to Teaching, Learning and Assessment Methods
Intended Learning Outcomes
A: Specialised Subject Skills and Knowledge
| Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to: | Intended Learning Outcomes (ILOs) will be... | |
|---|---|---|
| ...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
1. Explain and critically evaluate major conceptual and applied contemporary debates in HRM | Learning and Teaching activities (in/out of class)
As previously outlined, teaching is centred on problem-based and inquiry-led learning. Teaching and learning methods utilised on this programme will typically include:
1. Masterclasses
These live sessions contain three elements:
2. Online learning platform
All modules are delivered in a blended format; masterclasses are supported by significant online resources. Each student has the benefit of both a module lead (subject specialist) and an academic mentor with whom they can develop their study skills, critical thinking, application of new knowledge, evaluate own progress and plan own development. 3. E-Portfolio
This portfolio is built up over the course of the programme and is submitted at the end. It contains evidence of the student’s engagement with learning and includes reflections upon the development of skills and behaviours. Learning is enhanced through a teaching/ learning philosophy which partners with the employer to apply academic knowledge to the workplace context. | ILO1 assessed through examination and individual presentation within BEMM124DA
ILO2 assessed through Talent Management Audit assignment within BEMM908DA ILO3 assessed through group presentation and individual essay within BEMM910DA
ILO4 assessed through Employment Law assignment within BEMM910DA ILO5 assessed through Management Research Report and Individual Presentation within BEMM130DA
ILO6 assessed through reflective essay and work based assignment within BEMM125DA ILO7 assessed through continuing professional development plan and reflective portfolio within BEMM131DA |
Intended Learning Outcomes
B: Academic Discipline Core Skills and Knowledge
Intended Learning Outcomes
C: Personal/Transferable/Employment Skills and Knowledge
| Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to: | Intended Learning Outcomes (ILOs) will be... | |
|---|---|---|
| ...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
13. Deliver accurate and timely advice related to HRM strategy, policy, and practice which is legally compliant and, where possible, shows insight and innovation. | As previously outlined, teaching is centred on problem-based and inquiry-led learning. Teaching and learning methods utilised on this programme will typically include:
1. Masterclasses These live sessions contain three elements:
2. Online learning platform
All modules are delivered in a blended format; masterclasses are supported by significant online resources. Each student has the benefit of both a module lead (subject specialist) and an academic mentor with whom they can develop their study skills, critical thinking, application of new knowledge, evaluate own progress and plan own development.
3. E-Portfolio This portfolio is built up over the course of the programme and is submitted at the end. It contains evidence of the student’s engagement with learning and includes reflections upon the development of skills and behaviours. Learning is enhanced through a teaching/ learning philosophy which partners with the employer to apply academic knowledge to the workplace context. | ILO13 assessed through talent management audit within BEMM908DA, the group presentation and essay within BEMM910DA, and the individual presentation within BEMM124DA. ILO14 assessed throughout the programme, but in particular via the management research report and individual presentation within BEMM130DA ILO15 assessed through the research report and individual presentation within the BEMM130DA ILO16 assessed through the continuing professional development plan and reflective portfolio within BEMM131DA ILO17 assessed through talent management audit within BEMM908DA, tribunal report/critical assessment of employment law within BEMM910DA, and the individual presentation within the BEMM124DA. |
7. Programme Regulations
Classification
Full details of assessment regulations for all taught programmes can be found in the TQA Manual, specifically in the Credit and Qualifications Framework, and the Assessment, Progression and Awarding: Taught Programmes Handbook. Additional information, including Generic Marking Criteria, can be found in the Learning and Teaching Support Handbook.
8. College Support for Students and Students' Learning
9. University Support for Students and Students' Learning
Please refer to the University Academic Policy and Standards guidelines regarding support for students and students' learning.
10. Admissions Criteria
Undergraduate applicants must satisfy the Undergraduate Admissions Policy of the University of Exeter.
Postgraduate applicants must satisfy the Postgraduate Admissions Policy of the University of Exeter.
Specific requirements required to enrol on this programme are available at the respective Undergraduate or Postgraduate Study Site webpages.
11. Regulation of Assessment and Academic Standards
Each academic programme in the University is subject to an agreed College assessment and marking strategy, underpinned by institution-wide assessment procedures.
The security of assessment and academic standards is further supported through the appointment of External Examiners for each programme. External Examiners have access to draft papers, course work and examination scripts. They are required to attend the Board of Examiners and to provide an annual report. Annual External Examiner reports are monitored at both College and University level. Their responsibilities are described in the University's code of practice. See the University's TQA Manual for details.
(http://as.exeter.ac.uk/support/admin/staff/qualityassuranceandmonitoring/tqamanual/fullcontents/)
12. Indicators of Quality and Standards
The programme is not subject to accreditation and/ or review by professional and statutory regulatory bodies (PSRBs).
13. Methods for Evaluating and Improving Quality and Standards
The University and its constituent Colleges review the quality and standard of teaching and learning in all taught programmes against a range of criteria through the procedures outlined in the Teaching Quality Assurance (TQA) Manual Quality Review Framework.
14. Awarding Institution
University of Exeter
15. Lead College / Teaching Institution
Faculty of Environment, Science and Economy (ESE)
16. Partner College / Institution
Partner College(s)
Not applicable to this programme
Partner Institution
Not applicable to this programme.
17. Programme Accredited / Validated by
0
18. Final Award
MSc Applied Human Resource Management (Higher Apprenticeship)
19. UCAS Code
Not applicable to this programme.
20. NQF Level of Final Award
7 (Masters)
21. Credit
| CATS credits | ECTS credits |
|---|
22. QAA Subject Benchmarking Group
23. Dates
| Origin Date | 27/05/2021 |
Date of last revision | 30/06/2022 |
|---|
