UNIVERSITY of BRIGHTON FACULTY OF MANAGEMENT AND INFORMATION SCIENCES BRIGHTON BUSINESS SCHOOL
Undergraduate & HND Courses
COURSE LEADERS REPORT
on Annual Academic Health 2009/2010
Course Title: BA (Hons) Business Administration (HND Top-up)
Course Leader
John Morley/Clare Millington
Course Administrator
Adam Barkhuizen 1. EXECUTIVE SUMMARY
Solid Recruitment Two 1st. Class Honours awarded No adverse comments from external examiners Positive responses from students Good support from Undergraduate Office
2. INTRODUCTION
The recruitment fell for the 2009/10 cohort caused by smaller numbers on the Foundation Degree. The Foundation degree having now closed we will in future depend on our partners and recruitment from outside. In both years we have continued to attract significant numbers from outside our FDA/HND programmes.
3 CURRICULA AIMS & OBJECTIVES
There were no material changes for the 2009/2010 cohort.
A significant redesign and revalidation of the course took place during 2009/2010. The new course takes on board feedback from students, staff and employers.
The course redevelopment team considered the course’s viability in a changing academic environment, the course’s aims and learning outcomes and the key redesign principles. Following this, deliberation was given to the course title, the course structure, compulsory modules, elective choice and career pathways, entry criteria, marketing and recruitment issues, competitive positioning, and roles within the management team.
As part of the revalidation planning process the development team reviewed and updated the existing course aims and learning outcomes. Whilst the aims of the course remain largely unaltered, some updates have been made to the learning outcomes particularly in distinguishing between the different skills outcomes, bringing them closer in line to those of the 3 year business degree programmes.
A summary of the key changes is given below:
Changing the course title from BA (Hons) Business Administration to BA (Hons) Business Management.
Reducing the number of compulsory modules reflecting the fact that the FdA Business is now more generalist rather than specialist, meaning students have fewer knowledge gaps of the key business subjects.
Offering students more topic choice to match their interests, abilities and career aspirations.
Offering students a choice of studying a dissertation, project or research elective in line with the other Business Management 3 year programmes.
Reducing the length of the programme, with completion now possible in July rather than January.
Reducing the number of credits for the year from 130 to 120 in line with other courses.
Introducing a compulsory study skills module commencing one week prior to the normal start of semester one to enable students to cope better with level 6 studies.
Offering a part-time version of the course. 4. STUDENT INTAKE, PROGRESSION and SUPPORT
This is covered by the cohort analysis below.
Entry criteria is based on achievements in FD/HND or similar qualifications. Only two students withdrew from the course. No statistics were maintained on numbers of requests for extensions and mitigating circumstances.
Because the final examination board will not be held until January completion statistics will not be available for the 2009/10 cohort but the 2008/9 figures are included.
Cohort Analysis
BA(Hons) Business Administration FD/HND Conversion Course (1 year programme) Cohort Analysis 04/05 05/06 06/07 07/08 08/09 09/10 Applications 161 161 134 136 125 Deferral from Last Year 1 2 1 0 1 Enrolments 38 59 37 37 61 49 Females 20 28 11 22 21 21 Males 18 31 26 14 40 28 Withdrawals during Year 2 3 0 2 1 2 Deferrals during Year 1 2 1 2 2 2 Taking Exams 35 54 36 35 58 45 Following numbers were recorded after the September Exam Board - Dissertations are due in November Passed at First Attempt 29 34 29 30 35 22 Failed Module - to be considered at final Exam Board December 5 4 7 5 14 17 Fail and Repeating Year 1 0 0 0 0 0 Fail and Withdrawal 0 3 1 0 4 0 Deferred Assessment 1 6 2 0 5 6 Degree Classification: 1st 2 0 1 3 2 2.1 13 23 16 17 19 2.2 19 22 14 12 20 3 1 0 1 1 5 Pass 35 45 1 0 0 Fail or Defer 4 2 3 2 13 Withdrawn 0 0 0 0 2
5. QUALITY OF TEACHING, STUDENT EXPERIENCE & ACHIEVEMENTS
This course is unusual in that, with the exception of bridging units and a small number of cores it derives most of its modules from other degrees within the School, with students sharing classes with others.
No significant comments arose from module reports which all appeared satisfactory.
External examiners reports, where appropriate, were good. Student feedback was generally excellent with no serious complaints.
A student rep was elected when the new course leader took over and this seemed to work very well with any issues raised and responded to positively.
Students were also keen to contribute to the design of the new top-up course and three of their number invested some considerable time talking to the course team advising on improvements and proposed changes. They also took part in the validation event.
6 STUDENT EMPLOYMENT
From the tables below, it is clear that top-up students have done well post- graduation in obtaining work and the figures are in line with those of students graduating from other business, law, accounting and finance degrees offered by the business school and those from the wider university community. It is noticeable however that the number of graduates from the course still seeking work has grown in the last two years. Whilst this may be a result of the difficult economic climate, anecdotal evidence suggests that top-up students may be disadvantaged by joining the jobs market later in the year because of the current course length (graduating in January rather than July).
BABA (To-up) - Graduate employment (DLHE data) (% of respondents)
Destination Working Studying Seeking Work Other Report (not working)
2005 73.0 6.7 6.7 13.6 2006 86.5 4.5 4.5 4.5 2007 70.0 10.0 10.0 10.0 2008 71.4 4.8 19.0 4.8
2008 Comparative figures (% of respondents)
Working Studying Seeking Work Other (not working) BA(Hons)Business Administration (Top-up) 71.4 4.8 19.0 4.8 Overall Business School Undergraduates 67.1 11.9 10.7 10.3 Overall University of Brighton Undergrads. 64 8 12.4 8.6 14.2
In comparison to other business school courses, students from the BABA course tend to seek employment rather than further study. There are no clear reasons for this although other business courses (such as those in the accounting and law areas) have closer affiliations to the professional bodies so may account for higher numbers continuing study. Those BABA students going on to further studies in the last few years have joined courses such as: Technology & Innovation (Sussex), MA Marketing (Brighton), PGCE’s (Canterbury and Brighton), the Chartered Institute of Marketing’s Postgraduate Diploma, and the Certificate in Financial Planning (Chartered Insurance Institute).
In reviewing the graduate employment figures, it is important to consider not just the numbers in work, but also the type of positions being obtained. The destination surveys mentioned above confirm that many BABA graduates have been successful in gaining good career openings with highly respected employers. The roles span many areas of business and industry sectors, as illustrated from the following list: Employer Position
Abbey National Trainee Manager American Express Senior Accounts Manager Badenoch & Clark Recruitment Consultant BUPA Customer Services Advisor Ernst & Young Business Unit Co-ordinator HCML Financial Analyst Hewlett Packard Marketing Assistant Home Office Administration Officer JP Morgan Business Analyst (New York) Legal & General Service Consultant Lloyds TSB Business Analyst Oxfam Store Manager Sussex Police Human Resources Manager
7 STUDENT FEEDBACK
Student feedback on the course is encouraged via a school-wide course and module evaluation questionnaire issued in the spring term, via regular dialogue between course representatives and the Course Leader, and at programme boards. The last questionnaire, was returned by 36 BABA students (62% of the cohort). The students seem to rate the course highly with over 80% assessing their overall learning experience as being good, very good or excellent. In the qualitative feedback there was a high level of praise for the helpful lecturers, extensive learning support materials, teaching well related to the workplace, the variety of assessment levels, and being able to mix with students from other degree programmes. In terms of where students would like to see improvement, issues raised included; the need for more computers, better studentcentral reliability, less level 6 group work, fewer cancelled teaching sessions and quicker feedback of grades.
Q. How would you rate your overall learning experience this year?
Excellent
Very Good
Good Series1
Satisfactory
Unsatisfactory 0 5 10 15 20
(BBS course Evaluation, Spring 2009)
More recently, a selection of comments about the course has been gathered from past and present students:
“I think the BABA was organised and comfortable deadlines were set for all the assignments on the course. I also feel that all the lecturers were of great help outside of teaching hours...” (Shreenal Patel, BABA student, 2008/09)
“I really enjoyed the course; there was a high variety of choice so I could study the subjects that were right for me. I appreciated that the modules were graded differently, so that individual students could choose modules that were based on assignments, group coursework, presentations or exams, depending on what suited them. I particularly liked the different means of learning; lectures, seminars, studentcentral and the extensive sources available within the library for individual study.” (Kate Thomas, BABA student, 2008/09)
“I found the course very interesting and I regret not having done my first two years in such a good academic environment. I received all the support I needed from tutors most of which I found to be good professionals as well as nice people to approach on a more ‘human’ level. I think BABA is a good course, it attracts a variety of people from different nationalities, backgrounds, age, academic interests and that’s what made it an even more special year.” (Elisa Tocchella, BABA student, 2008/09)
“Being the only African in the class I never felt lonely, rather I felt at home. We all saw ourselves as team members and usually worked together. I still communicate with some of my lecturers and coursework group members. I won’t hesitate to recommend the course to others because of its academic qualities, the sound and good study facilities, the lecturers and the course support team who were always willing to assist. In fact, I have a Nigerian presently on the course based on my recommendation. It’s a wonderful experience.” (Usman Olanrewaju, BABA student, 2007/08 and currently studying on the MA Marketing in BBS)
8. EXTERNAL EXAMINERS COMMENTS
In the last external examiner’s report received for this course for 2007/8, no particular concerns or problems were identified and as illustrated from the following direct quotes, there was a lot of positive feedback given to the management and teaching teams
“The academic standard achieved by students is of a comparatively high 3. standard.”Changes to the Course
3.1“ From Initial the samples thoughts of work I analysed, the students demonstrate a high standard of critical analysis. There were no obvious weaknesses.” The first stages for the team to consider were the course’s viability in a changing academic environment, its aims and learning outcomes and the key redesign principles. Following this, consideration“What was was pleasing given to was the coursethat the title, students’ the course work structure, demonstrated compulsory a modules, good balance elective ofchoice andpractical career pathways, and theoretical entry criteria, content.” marketing and recruitment issues, competitive positioning, and roles within the management team. 3. “The assessmentChanges to the methods Course used allowed for the full range of learning objectives to be assessed.” 3.1 Initial thoughts “Some of the feedback given was exemplary.” The first stages for the team to consider were the course’s viability in a changing (Dr Robert Willis, 04/03/2009)
7 RESOURCES
Support for the course was adequately provided
9 BEST PRACTICE & SUCCESS
With a gratifying number of students achieved 2.1 degrees as well as the two “firsts” the results are pleasing.
10 ACADEMIC HEALTH THEME - COMPARABILITY OF STANDARDS
The Business School (BBS) is very conscious of standards of marking across the university and the wider academic community in the UK and overseas. A number of academics, around 40-50%, are external examiners at other UK institutions which allow for the examination of good and bad practice at other schools which is then fed back to BBS, formally and informally, and consequently factored in.
11 ACTIONS AND CHALLENGES AHEAD (JOHN MORLEY Oct 2009)
This course was designed to enable students to progress from our Foundation Degree programme offered in the Business School. This programme has now ceased and been replaced by a new FDA offered by our partner colleges and at UCH. The new FDA is very different and in consequence this course will need to be rewritten. This will be a challenge to my successor as this is the last annual report I shall be writing.
There will be new challenges in the future, particularly on recruitment without our internal FDA providing the core of the students. This will be particularly challenging as both Northbrook College and UCH are themselves offering Top-Up courses.
I wish my successor well, I hope that she or he will gain the satisfaction, reward and stimulation that this course has given me over several years; I’ve met great students, enthusiastic colleagues and I give up this job with much sorrow!
12 ACTION PLAN
Monitor the new course as it runs in 2010/11
Identify any changes needed to organisation and management of course
Identify any changes to academic content and assessment
Endeavour to develop ongoing relationships with alumni graduating from 2009/10 cohort