Programme Specification for the 2023/4 academic year
MSc MSc Applied Strategic Leadership and Management (Higher Apprenticeship)
1. Programme Details
Programme name | MSc MSc Applied Strategic Leadership and Management (Higher Apprenticeship) | Programme code | PAS2SBESBE02 |
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Study mode(s) | Academic year | 2023/4 | |
Campus(es) | Streatham (Exeter) Other |
NQF Level of the Final Award | 7 (Masters) |
2. Description of the Programme
“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)”. Taken from QAA Quality Assuring Higher Education in Apprenticeships http://www.qaa.ac.uk/docs/qaa/quality-code/quality-assuring-higher-education-in-apprenticeships.pdf?sfvrsn=6e4cff81_24
With a focus on change management and innovation, the Senior Leader Apprenticeship programme is an integrated work-based degree offering middle and senior managers a smarter route to personal progression and professional impact.
Applied in nature, the Senior Leader Apprenticeship sets the manager’s role and their organisation as the context for learning. It equips participants with the knowledge, skills and behaviours to contribute innovative solutions to the challenges facing modern day businesses. Built around the latest thinking and techniques from a wide range of management disciplines, the programme provides a solid grounding in core business disciplines and revolves around significant, work-based projects that draw from across the programme and enable the manager to create professional impact back in their organisation.
Integrative in its design and delivery, this Senior Leader Apprenticeship programme degree is for professionals with senior management responsibility for direction and vision, providing a clear sense of purpose and driving strategic intent to deliver long term organisational success. In line with CMI Senior Leader guidelines it is applicable to leaders from all sectors - the private, public or third sector - and all sizes of organisations. It will typically take 2 years to complete and draws upon professional practice, academic knowledge and organisational context as an integral source of learning. This degree forms the core of an apprenticeship that has been designed to provide access to development opportunities for as wide a range of senior managers and leaders as possible. Specific job roles may include: Senior Leader, Section Leader, Executive, Director, Chief Operating Officer, Chief Financial Officer, Chief Executive Officer, Chief Information Officer, senior military officer and other senior management roles in both the public and the private sectors.
A leader is an individual who has senior management responsibility, and this can include formal governance/director responsibilities. They are responsible for direction and vision, providing a clear sense of purpose and driving strategic intent. They consider market trends and environmental influences, identifying longer-term opportunities and risks. Through inclusive leadership, they are responsible for developing ethical, innovative and supportive cultures with the ability to deliver results.
They are a role model, with responsibility for those in senior positions/significant organisational budgets.
This programme is aimed at:
• Professional managers and leaders who can manage complexity and deliver impact at a strategic level with management and leadership responsibility for setting and delivering organisational objectives through a wide range of functions
• Professional managers and leaders who want to develop fully all aspects of their management and leadership skills, knowledge, self-awareness and behaviours. These include strategic decision making, setting direction and achieving results, building and leading teams, clear communication, developing skills and motivating others, fostering inclusive and ethical cultures, leading change, project management, financial management, innovation, risk management, and developing stakeholder relationships
Using principles of problem-based and inquiry-led learning learners are supported to demonstrate managerial effectiveness using skills such as critical thinking, negotiation, innovation and creativity which are then applied to work issues. Apprentices develop well-rounded management skills by looking holistically across the business functions applying new knowledge to deepen their understanding. As participants progress so the impact of their higher-level thinking is experienced in the workplace and it is the application of knowledge, skills and behaviour that creates a difference in managerial and leadership effectiveness. Each year of study is structured to incorporate residential masterclasses, online learning, academic coaching and workplace mentoring. Assessment is ongoing and is relevant to the work tasks of practicing managers, measuring the higher-level thinking skills demonstrated in a variety of problem-based assignments.
3. Educational Aims of the Programme
The programme has been designed to ensure all aspects of the Senior Leader Apprenticeship standard are met. Our degree has been designed to fulfil employer expectations and includes employer involvement right from the start of the degree. We will achieve this via a range of delivery models including day release, distance learning, online learning and integrated assessment in partnership with the apprentice’s employer.
In line with the ethos of the degree apprenticeship, we intend to increase access and widening participation into higher education through a programme which uses blended learning and blended assessment, offering participants flexible learning opportunities while working full time. We acknowledge that participants are employed and as such this programme has been designed to recognise the knowledge, skills and behaviours that are inherent in the employment undertaken and that an applicant has already developed in their current job role.
The apprentice will be able to apply for professional recognition on achievement of the Apprenticeship once the apprentice has passed their end-point assessment (EPA) with the CMI.
Our design is premised on the assumption that the most authentic and powerful pedagogy is one that focuses on the identification, analysis and resolution of immediate problems in the learners’ world, therefore this programme links learning directly to the working manager. We believe that this philosophy directly fits with the requirements laid down by the Senior Leader Degree Apprenticeship standard, serving both apprentice and employer.
The programme aligns to the requirements laid down by the QAA Subject Benchmark Statement for Masters Degrees in Business and Management http://www.qaa.ac.uk/docs/qaa/subject-benchmark-statements/sbs-business-and-management-15.pdf?sfvrsn=1997f681_14 for MBA and other post-experience degrees (Type 3), where programmes are distinguished by an emphasis on leadership and strategic management. In addition, the MBA is characterised by reflective learning based on prior experience and peer to peer learning with the Exeter SLA adding the dimension of concurrent workplace application to synthesise and utilise new knowledge.
Taken from QAA Subject Benchmark Statement for Masters Degrees in Business and Management http://www.qaa.ac.uk/docs/qaa/subject-benchmark-statements/sbs-business-and-management-15.pdf?sfvrsn=1997f681_14. the overall objective of master's level business and management degrees is to educate individuals as managers and business specialists, and thus to improve the quality of management as a profession. Master's degrees add value, for example to first (or bachelor's) degrees, by developing in individuals an integrated and critically aware understanding of management and organisations in a global context and assist them to take effective roles within them.
The purpose of these degrees is fivefold.
- The advanced study of organisations, their management and the changing external context in which they operate. 'Organisations' should be interpreted to include a wide range of different types including, for example, public, private and not-for-profit, together with a comprehensive range of sizes and structures of organisations.
- Preparation for and/or development of a career in business and management by developing skills at a professional level, or as preparation for research or further study in the area. This involves development of a range of business knowledge and skills, together with the self-awareness and personal development appropriate to postgraduate/management careers in business. This includes the development of positive and critical attitudes towards leadership, change and enterprise, to reflect the dynamism and vibrancy of the business and management environment.
- Development of the ability to apply knowledge and understanding of business and management to complex or difficult issues, both systematically and creatively, to improve business and management practice, including within an international context. This includes the ability to convert theory into practice from a critical and informed perspective to advance the effectiveness of employees and competitiveness of employing organisations.
- Development and enhancement of a range of general transferable skills and attributes, which, while being highly appropriate to a career in business, are not restricted to this.
- Development of lifelong learning skills, including engendering an enthusiasm for business and for learning more generally as part of continuing personal and professional development.
In line with the QAA descriptor for a higher education qualification at level 7 this degree is:
Awarded to learners who typically have:
- 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 their academic discipline, field of study or area of professional practice
- a comprehensive understanding of techniques applicable to their own 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
- 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 a professional or equivalent level
- continue to advance their knowledge and understanding, and to develop new skills to a high level.
And holders 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
- the independent learning ability required for continuing professional development.
4. Programme Structure
The MSc Applied Strategic Leadership and Management is closely aligned to the curriculum of the national apprenticeship programmes: Level 7 Senior Leader Apprenticeship with direct progression from the Level 6 Chartered Manager Degree Apprenticeship (BSc Responsible Business Management). The programme combines the academic rigour of Exeter’s long tradition of teaching excellence with the achievement of industry-recognised professional qualifications. All modules are delivered in a blended learning format with work-based learning elements embedded throughout each stage of the programme. For each module there are ‘live’ masterclasses delivered in person in Exeter, London or on the employer premises or alternatively as an entirely online programme with live’ masterclasses taking place virtually.
The Core stage includes 6 modules, three of 30 credits, one of 20 credits, one of 10 credits and one 60 credits which deliver the curriculum defined in the IfATE Senior Leader standard: (https://www.instituteforapprenticeships.org/media/4836/st0480_senior_leader_l7_standard-and-epa-plan-for-publication-fyi-only-_08122020.pdf). The student will also be required to complete a portfolio of evidence as required for the end point assessment of the achievement of the Senior Leader standard, essential for securing Apprenticeship scheme funding in England. We believe that the requirement to complete a portfolio of evidence is valid for all students taking the programme as a valuable learning exercise in its own right.
The programme will follow a fixed timetable over 24 months including the EPA. Delivery will comply with Apprenticeship rules.
Assessment:
There are a range of assessments which seek to draw reflection on practice from the experienced manager whilst developing their knowledge, skills and behaviours. The approach to assessment is also intended to engage and connect the busy manager to their programme. Using both 'assessment for learning' (formative) and 'assessment of learning' (summative) assignments throughout.
Each module has at least two summative assessment methods: one a measure of knowledge and academic skills (including presentations, reflective essays, position papers, problem-based essays, book and article reviews) and the other a practice-based measure of understanding (including business improvement projects, proposals, evaluations, videos, reports.
The marking of modules broadly corresponds to the following percentage marks:
Postgraduate Modules
Distinction 70%+
Merit 60-69%
Pass 50-59%
Degree apprenticeship standards - Further details can be found in Appendix 1.
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 SLA 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. Any issues relating to progression will be discussed during these tripartite meetings and where necessary the individual learning plan amended.
Towards the end of the programme, the apprentice will undertake a synoptic work-based project, 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.
End-Point Assessment must be conducted by an independent assessor, for the purposes of this SLA that is the CMI who are approved for this apprenticeship.
This combination of MBA plus EPA will fully test that the apprentice meets all the requirements of the DA standard. (Further details in appendix 1)
5. Programme Modules
Stage 1
Stage 1, Core: 180 credits of compulsory modules
Compulsory Modules
Code | Module | Credits | Non-condonable? |
---|---|---|---|
BEMM114DA | Leading People and Organisations | 30 | No |
BEMM115DA | Managing Performance | 30 | No |
BEMM116DA | Strategy and Innovation | 30 | No |
BEMM132DA | Developing Leadership Behaviours | 30 | No |
BEMM133DA | Strategic Business Proposal | 30 | No |
BEMM136DA | Workplace Project: Creating Impact | 30 | No |
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... | |
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...accommodated and facilitated by the following learning and teaching activities (in/out of class): | ...and evidenced by the following assessment methods: | |
1. Critically evaluate organisational systems, processes and structures. | Learning and Teaching activities (in/out of class)
| There will be a range of regular formative assessment which seeks to build the skills and confidence of learners whilst keeping them engaged with the programme. Summative assessment will include, but is not limited to: presentations, portfolios, reflective essays, position papers, business improvement projects, proposals, problem-based essays, book and article reviews, visual images, videos, infographics, academic essays, reports and peer assessment. Where elements of the integrated modules have not been completed or passed successfully, learners will be asked to complete a modified assignment tailored to specifically measure the relevant ILO/s |
Intended Learning Outcomes
B: Academic Discipline Core 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. Undertake research that critically analyses, evaluates and integrates complex information. | As previously outlined, teaching is centred on problem-based and inquiry-led learning. There are three main components to the teaching and assessment methods: | There will be a range of regular formative assessment which seeks to build the skills and confidence of learners whilst keeping them engaged with the programme. Summative assessment will include, but is not limited to: presentations, portfolios, reflective essays, position papers, business improvement projects, proposals, problem-based essays, book and article reviews, visual images, videos, infographics, academic essays, reports and peer assessment. Where elements of the integrated modules have not been completed or passed successfully, learners will be asked to complete a modified assignment tailored to specifically measure the relevant ILO/s |
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: | |
1. Evidences professionalism by reflecting on own performance, demonstrates professional standards in relation behaviour and ongoing development. Advocates the use of good practice within and outside the organisation. | As previously outlined, teaching is centred on problem-based and inquiry-led learning. There are three main components to the teaching and assessment methods:
| There will be a range of regular formative assessment which seeks to build the skills and confidence of learners whilst keeping them engaged with the programme. Summative assessment will include, but is not limited to: presentations, portfolios, reflective essays, position papers, business improvement projects, proposals, problem-based essays, book and article reviews, visual images, videos, infographics, academic essays, reports and peer assessment. Where elements of the integrated modules have not been completed or passed successfully, learners will be asked to complete a modified assignment tailored to specifically measure the relevant ILO/s |
7. Programme Regulations
Classification
8. College Support for Students and Students' Learning
Professional and Workplace mentoring: You will be allocated an academic mentor whose role it is to support you in your professional development. There will be work based quarterly meetings, known as tripartite reviews, between the employer, the apprentice and the academic mentor. At each of these meetings your progression and personal development is discussed, reviewed and recorded in the E-Portfolio.
You will also benefit from advice and support from your workplace mentor whose role extends to providing you with opportunities to identify projects, evidence and ongoing professional development.
The academic mentor will provide details of how to obtain support and guidance on personal difficulties related to be a student of the university. They can liaise with the module leads and programme director on your behalf and will provide you with advice and support for the duration of the programme.
Personal and Academic tutoring: It is University policy that all Colleges should have in place a system of academic and personal tutors, for degree apprenticeships this role is undertaken by the Academic Mentor assigned to each student. You can also make an appointment to see individual teaching staff.
9. University Support for Students and Students' Learning
10. Admissions Criteria
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.
In line with the QAA Subject Benchmark Statement, due to the requirement for prior work experience of the students, MBA programmes are expected to be different in their objectives, recruitment and pedagogical processes to other master's degrees in business and management. QAA Subject Benchmark Statement for master’s Degrees in business and Management http://www.qaa.ac.uk/docs/qaa/subject-benchmark-statements/sbs-business-and-management-15.pdf?sfvrsn=1997f681_14.
All applications are considered individually on merit. The University is committed to an equal opportunities policy with respect to gender, age, race, sexual orientation and/or disability when dealing with applications. It is also committed to widening access to higher education to students from a diverse range of backgrounds and experience.
Candidates must satisfy the general admissions requirements of the University of Exeter.
11. Regulation of Assessment and Academic Standards
12. Indicators of Quality and Standards
The University and its constituent Colleges draw on a range of data to review the quality of educational provision. The College documents the performance in each of its taught programmes, against a range of criteria on an annual basis through the Annual Programme Monitoring cycle.
The Senior Leader Apprenticeship is a jointly accredited programme with the CMI and is approved through the Institute for Apprenticeships.
OFSTED are the regulatory body responsible for ensuring consistency and parity in quality standards across apprenticeships, so that employers and apprentices can have confidence that apprenticeship training is subject to a consistent and rigorous approach to quality assurance, regardless of provider type or the level of the apprenticeships
13. Methods for Evaluating and Improving Quality and Standards
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 MSc Applied Strategic Leadership and Management (Higher Apprenticeship)
19. UCAS Code
Not applicable to this programme.
20. NQF Level of Final Award
7 (Masters)
21. Credit
CATS credits | 180 |
ECTS credits | 90 |
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22. QAA Subject Benchmarking Group
23. Dates
Origin Date | 13/02/2021 |
Date of last revision |
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