Digital & Technology Solutions

Faculty of Business and Law

Programme Specification

This document provides a concise summary of the main features of the course(s) & associated award(s) offered through this Programme Specification, and includes the learning outcomes that a typical apprentice might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit may be found in the apprentice handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education

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Versioning of Programme Specification

This programme specification is valid for the period of approval confirmed at the time of the approval/last review event and relates to provision approved at that point. Programme specifications are updated on an annual basis to include modifications approved through the University’s quality assurance processes.

This version provides a description of the programme as approved for the academic session indicated in section 3 of the following table.

1 Date of initial Approval or last review: 29 April 2015 2 Effective date of Approved/Reviewed Programme Specification: 1 September 2015 – 31 August 2021 3 This Version effective from: September 2017 4 Version number: TS/Sep15/V3

Modifications to Programme Specification

Modifications to the programme specification since approval/ last review, and the cohort of apprentices affected by the change, are listed in Section G (Log of Modifications) at the back of the document.

Cross Referencing of Programme Specifications

The following Award Programme Specification elements of

provision

included in this

document is/ are also included in the following programme specifications Amendments made to provision listed in this table, must also be reflected in the relevant programme specifications listed above

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CENTRE FOR ACADEMIC STANDARDS & QUALITY ENHANCEMENT

Programme Specification

The information in this document is organised into the following sections: Section A – Administrative and Regulatory Information Section B – Outcomes Section C – Structure Section D – Teaching, Learning and Assessment Section E – Programme Management Section F – Mapping Section G – Log of Modifications

SECTION A – ADMINISTRATIVE AND REGULATORY INFORMATION

1 Overarching Programme Specification Title Digital & Technology Solutions

2 Brief Summary

The degree extends learning beyond the classroom and into the workplace. The aim is to integrate academic learning at degree level with on-the-job practical training to provide a holistic programme of education and training to meet the skills needs of employers now and in the future. The Degree Apprenticeship programme will develop professional practice, contextualised in the workplace using industry standard technologies and approaches that are shaped by modern businesses.

Apprentices studying on this degree are employed by an external company and are working in an IT role. They will study at MMU for approximately 30-35 days a year for the duration of the four- year course. The Government will pay two thirds of the apprentice’s fees and their employer will pay a third.

The degree was validated with two distinct routes in 2015, one focusing on software development (BSc Hons Digital & Technology Solutions (Software Engineer)) and the other focussing on the effective use of technology to solve business problems (BSc Hons Digital & Technology Solutions (IT Consultant)). Two additional routes have been approved for implementation from September 2016. The first is in business data analysis (BSc Hons Digital & Technology Solutions (Data Analyst)) and the second is in computer security (BSc Hons Digital & Technology Solutions (Cyber Security Analyst)). A flexible delivery version of the IT Consultant pathway is also now included in the programme.

There are two projects (in years 3 and 4) that will be based on work the apprentices are undertaking inside their company and there is one elective unit in the final year that allows apprentices and employers to tailor the content studied.

Apprentices will study 90 credits per year and will be considered part-time students by the university.

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3 Awarding institution MMU 4 Home Faculty Faculty of Business and Law 5 Home Department/ School/ Marketing Operations and Digital Business Institute 6 UCAS/GTTR code(s) n/a 7 Framework for HE Qualifications Honours (Level 6) position of final award(s) Framework for HE Qualifications 8 Alignment with University Undergraduate Curriculum Framework Curriculum Frameworks 9 Engagement with the University- This programme does not include Uniwide Language wide provision provisions as it is based on a prescription from an (eg Uniwide Language, EdLab) employers group. 10 Compliance with University Undergraduate Assessment Regulations University Assessment Regulations 11 Approved Variations/Exemptions Variation from the UG Assessment Regulations C7: from University Assessment Revised wording: Regulations C7: Where candidates for a Bachelor’s degree with University Assessment Regulations Honours, including outgoing exchange students, have not undertaken 120 credits at level 5 of the same course, a modified form of the Method One classification shall be used, in which 120 credits at level 6 shall contribute 100% of the Overall Weighted Average Mark (M). The Method Two classification shall apply as in regulation C6. All non- Manchester Met credits undertaken by outgoing exchange students shall be benchmarked against the equivalent Manchester Met provision to ensure they are of an appropriate size and standard, and enable the Manchester Met Learning Outcomes to be achieved. For students entering through advanced entry to Year 3, the Method One classification will apply as normal, with the 25% weighted average contribution from level 5 being calculated only from the two level 5 units studied at Manchester Met.

12 Relationship with Faculty n/a Foundation Year

Awards

13 Final award title(s) BSc (Hons) Digital & Technology Solutions (Software Engineer) BSc (Hons) Digital & Technology Solutions (IT Consultant)

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BSc Hons Digital & Technology Solutions (Data Analyst) BSc Hons Digital & Technology Solutions (Cyber Security Analyst) 14 Combined Honours There is no Combined Honours provision within this programme specification 15 Interim exit awards and Subject CertHE Digital & Technology Solutions title(s) DipHE Digital & Technology Solutions (Software Engineer) DipHE Digital & Technology Solutions (IT Consultant) DipHE Digital & Technology Solutions (Data Analyst) DipHE Digital & Technology Solutions (Cyber Security Analyst)

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Arrangements with Partners

16 Approved Collaborative partner(s) Partner Name Type of Collaborative Partnership n/a 17 Articulation Arrangements with Partner Name Details of Arrangements Partners n/a

Professional, Statutory and Regulatory Bodies

18 PSRB(s) associated with final award n/a of any route within the programme specification 19 Date, outcome & period of approval n/a of last PSRB approval/accreditation

Approval Status

20 Date and outcome of most recent (i) Latest review/approval MMU review/ approval 29 April 2015 (ii) Length & Dates of Period of approval given In (i) above: Years: 6 Years From: 01 September 2015 To: 31 August 2021 (ii) Major Modifications to Programme Specification since last review/approval 07 June 2016 – see Section G 21 Next Scheduled Review Date: 2020/2021 22 Programme Specification effective September 2016 date:

SECTION B - OUTCOMES

23 MMU Graduate Outcomes

On successful completion of their course of study MMU graduates will be able to: GO1. apply skills of critical analysis to real world situations within a defined range of contexts; GO2. demonstrate a high degree of professionalism characterised by initiative, creativity, motivation and self-management; GO3. express ideas effectively and communicate information appropriately and accurately using a range of media including ICT; GO4. develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives;

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GO5. manage their professional development reflecting on progress and taking appropriate action; GO6. find, evaluate, synthesise and use information from a variety of sources; GO7. articulate an awareness of the social and community contexts within their disciplinary field. NB the above align to the Employability outcomes on the unit specifications 24 Programme Rationale

The Digital & Technology Solutions degree is partly funded by the Skills Funding Agency (SFA) using Trailblazer funds. In response to a direct government request to the Tech Partnership, a consortium of commercial organisations led by the Tech Partnership rapidly defined the learning outcomes and structure for a ground-breaking apprenticeship degree. The government call was motivated by a well-documented skills shortage; see for example the E-Skills UK document Technology Insights MMU was one of seven English universities offering this degree for a 2015 start and the only University in the North West of England. The other universities were: Aston University, Northumbria University, University College London, University of Greenwich, University of Sunderland, University of Winchester.

There are now fourteen universities validated to offer the degree but MMU remains the only one in the North West of England.

Each University will offer degrees leading to one or more Professional IT roles. These roles include

 Software Engineer  IT Consultant  Business Analyst  Cyber Security Analyst  Data Analyst  Network Engineer

Each role is defined in terms of core outcomes that are common to all roles and a set of knowledge and skills specific to that role. The roles have all been identified as shortage areas.

This degree will provide employers with apprentices who will gain on the job skills underpinned by theory and knowledge acquired at University. The resulting young professionals will fit with their employer’s culture and required skill set while having developed critical thinking skills that will allow them to solve complex problems in an independent manner. Furthermore, the emphasis on personal and professional reflection in the portfolio should develop self-managed professionals who will take control of their own future development. 25 QAA Benchmark Statement(s)

Computing QAA 2007

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26 Programme Specific Outcomes

NOTE these awards are cross-faculty and are not therefore being mapped to AACSB

(a) Final Award Learning Outcomes

On successful completion of BSc (Hons) Digital & Technology Solutions (Software Engineer) students will be able to:

On successful completion of BSc (Hons) Digital & Technology Solutions (IT Consultant) students will be able to:

PL01. Clearly communicate complex ideas to a selected audience using a range of appropriate strategies and media PL02. Interpret information from primary and secondary sources to solve complex technical business problems in the workplace using appropriate theory PL03. Demonstrate a reflective and self-managed approach to the development of new skills and knowledge in order to acquire the competences required by employers PL04. Demonstrate personal and interpersonal competence in order to engage effectively with staff at all levels in their workplace organisation PL05. Apply critical analysis and logical reasoning to the theoretical, conceptual and practical issues central to recommending technology solutions for business PL06. Demonstrate problem-solving and modelling skills appropriate to analysing technology solutions for business PL07. Analyse business intelligence and develop strategy for managing technical solutions to business problems

On successful completion of BSc (Hons) Digital & Technology Solutions (Data Analyst) students will be able to:

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On successful completion of BSc (Hons) Digital & Technology Solutions (Cyber Security Analyst) students will be able to:

PL01. Clearly communicate complex ideas to a selected audience using a range of appropriate strategies and media PL02. Interpret information from primary and secondary sources to solve complex technical business problems in the workplace using appropriate theory PL03. Demonstrate a reflective and self-managed approach to the development of new skills and knowledge in order to acquire the competences required by employers PL04. Demonstrate personal and interpersonal competence in order to engage effectively with staff at all levels in their workplace organisation PL05. Apply critical analysis and logical reasoning to the theoretical, conceptual and practical issues central to cyber security problems PL06. Demonstrate problem-solving skills to manage cyber security issues PL07. Evaluate security threats and vulnerabilities and develop policies, plans and processes to minimise disruption to business arising from such threats. (b) Combined Honours Learning Outcomes Not Applicable for this programme (c) Pass Degree Learning Outcomes Students who do not qualify for the award of a Bachelor’s degree with honours may be eligible for the award of a Pass degree. Criteria for the award of a Pass degree are detailed within the University’s Assessment Regulations for Undergraduate Programmes of Study

27 Interim Award Learning Outcomes

On successful completion of a (CertHE) Digital & Technology Solutions students will be able to:

PL01. Present simple ideas to an audience of peers at work or university using written and oral communication PL02. Interpret information from secondary sources to solve simple technology problems PL03. Reflect on the development of new skills and knowledge in order to better understand their own development needs and preferred learning style

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PL04. Demonstrate personal and interpersonal competence in team working PL05. Apply logical reasoning to the practice of developing, implementing and maintaining technology solutions PL06. Demonstrate simple problem-solving and modelling skills appropriate to developing small scale technology solutions PL07. Identify the business context of IT

On successful completion of a (DipHE) Digital & Technology Solutions (Software Engineer) students will be able to:

PL01. Clearly communicate ideas to an audience using a range of appropriate strategies and media PL02. Interpret information from primary and secondary sources to solve technology problems in the workplace PL03. Demonstrate a reflective approach to the development of new skills and knowledge in order to develop the competences required by the projects they are working on PL04. Demonstrate personal and interpersonal competence to engage effectively with peers, members of their project team and immediate superiors in their workplace organisation PL05. Apply logical reasoning to the theoretical, conceptual and practical issues central to developing, implementing and maintaining technology solutions PL06. Demonstrate problem-solving and modelling skills appropriate to developing technology solutions PL07. Identify the business context of IT

On successful completion of a (DipHE) Digital & Technology Solutions (IT Consultant) students will be able to:

PL01. Clearly communicate ideas to an audience using a range of appropriate strategies and media PL02. Interpret information from primary and secondary sources to solve technical business problems in the workplace PL03. Demonstrate a reflective approach to the development of new skills and knowledge in order to develop the competences required by the projects they are working on PL04. Demonstrate personal and interpersonal competence to engage effectively with peers, members of their project team and immediate superiors in their workplace organisation PL05. Apply logical reasoning to the theoretical, conceptual and practical issues central to recommending technology solutions for business PL06. Demonstrate problem-solving and modelling skills appropriate to analysing technology solutions for business PL07. Identify the business and social context of IT

On successful completion of a (DipHE) Digital & Technology Solutions (Data Analyst) students will be able to:

PL01. Clearly communicate ideas to an audience using a range of appropriate strategies and media

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PL02. Interpret information from primary and secondary sources to solve technology problems in the workplace PL03. Demonstrate a reflective approach to the development of new skills and knowledge in order to develop the competences required by the projects they are working on PL04. Demonstrate personal and interpersonal competence to engage effectively with peers, members of their project team and immediate superiors in their workplace organisation PL05. Apply logical reasoning to the theoretical, conceptual and practical issues central to the analysis of business data PL06. Demonstrate modelling skills appropriate to the analysis of business data PL07. Identify the business context of data analysis, the tools and techniques used and its role in supporting business decisions

On successful completion of a (DipHE) Digital & Technology Solutions (Cyber Security Analyst) students will be able to:

PL01. Clearly communicate ideas to an audience using a range of appropriate strategies and media PL02. Interpret information from primary and secondary sources to solve technical business problems in the workplace PL03. Demonstrate a reflective approach to the development of new skills and knowledge in order to develop the competences required by the projects they are working on PL04. Demonstrate personal and interpersonal competence to engage effectively with peers, members of their project team and immediate superiors in their workplace organisation PL05. Apply logical reasoning to the theoretical, conceptual and practical issues central to cyber security problems PL06. Demonstrate technical skills appropriate for managing cyber security issues PL07. Identify the wider context of cyber security, the tools and techniques used and the role of policies, plans and processes in minimising the impact of security threats.

SECTION C – STRUCTURE

28 Structures, modes of delivery (e.g. FT/PT/DL etc.), levels, credits, awards, curriculum map of all units (identifying core/option status, credits, pre or co-requisites) potential entry/exit points and progression/award requirements

OPTION UNITS Option units listed in the following curriculum structures are all approved for delivery but may not all run in any one academic session.

Level 4

Core Units Code Occ Status Unit Title No of credits 6G4Z1901 9 None Introduction to Programming (TS) 30 ______CASQE Page 9 of 53 Programme Specification

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5U4Z8021 9 None Introduction to Business Systems (TS) 30 464Z9000 9 None Introduction To Web Development (TS) 30 6G4Z1902 9 None Computing Fundamentals (TS) 30 On successful completion of level 4 (120 credits at level 4 or level 4 & 5) – interim exit award: CertHE Digital & Technology Solutions

BSc (Hons) Digital & Technology Solutions (Software Engineer), Part-time

Level 5

Core Units Code Occ Status Unit Title No of credits 6G5Z1901 9 Pre-Req Advanced Programming (TS) 30 Introduction to Programming (TS) 6G4Z1901 5U5Z8022 9 None Technology Management (TS) 30 6G5Z1905 9 Pre-Req Computer Network and Operating Systems 30 Computing (TS) Fundamentals (TS) 6G4Z1902 6G5Z1908 9 Pre-Req Development Project (TS) 30 Introduction to Programming (TS) 6G4Z1901 On successful completion of Levels 4 & 5 – interim exit award: DipHE Digital & Technology Solutions (Software Engineer)

Level 6

Core Units Code Occ Status Unit Title No of credits 6G6Z1903 9 Pre-Req Enterprise Programming (TS) 30 Advanced Programming (TS) 6G5Z1901 6G6Z1919 9 None Portfolio (TS) 30 6G6Z1901 9 None Synoptic Project (TS) 30 Option Units Choose one from options listed 6G6Z1906 9 Pre-Req 30 Computing Fundamentals (TS) 6G4Z1902 Data Engineering (TS) 6G6Z1904 9 Pre-Req 30 Advanced Mobile App Development (TS) ______CASQE Page 10 of 53 Programme Specification

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Programming (TS) 6G5Z1901 6G6Z1911 9 Pre-Req 30 Advanced Programming (TS) 6G5Z1901 Advanced Web Development (TS) 6G6Z2901 9 None Web Content Management Systems (TS) 30 5U6Z8028 9 None Digital & Social Media Marketing 30 Communications Management (TS) 466Z9000 9 Pre-Req 30 Introduction To Web Development (TS) 464Z9000 User Experience Design (TS) 5T6Z8014 9 None Entrepreneurial Practice (TS) 30 5U6Z8025 9 Pre-Req 30 Introduction to Business Systems (TS) 5U4Z8021 Business Intelligence and Strategy (TS) On successful completion of Level 6 – Final exit award: BSc (Hons) Digital & Technology Solutions (Software Engineer)

BSc (Hons) Digital & Technology Solutions (IT Consultant), Part-time

Level 5

Core Units Code Occ Status Unit Title No of credits 465Z9000 9 Pre-Req Applied Web Design and Development (TS) 30 Introduction to Web Development 464Z9000 5U5Z8022 9 None Technology Management (TS) 30 5U5Z0003 9 Pre-Req Customer Lifecycle Management (TS) 30 Introduction to Business Systems (TS) 5U4Z8021 5U5Z8024 9 Pre-Req Technical Business Consultancy Project (TS) 30 Introduction to Business Systems (TS) 5U4Z8021 On successful completion of Levels 4 & 5 – interim exit award: DipHE Digital & Technology Solutions (IT Consultant)

Level 6

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Core Units Code Occ Status Unit Title No of credits 5U6Z8025 9 Pre-Req Business Intelligence and Strategy (TS) 30 Introduction to Business Systems (TS) 5U4Z8021 6G6Z1919 9 None Portfolio (TS) 30 6G6Z1901 9 None Synoptic Project (TS) 30

Option Units Choose one from options listed 5U6Z8026 9 Pre-Req Applied 30 Web Design and Development (TS) Developing A Digital Business (Technical 465Z9000 Route TS) 5U6Z8027 9 Pre-Req Applied 30 Web Design and Development (TS) 465Z9000 Developing A Digital Business (TS) 6G6Z2901 9 None Web Content Management Systems (TS) 30 466Z9000 9 Introduction To 30 Web Development (TS) 464Z9000 User Experience Design (TS) 5T6Z8014 9 None Entrepreneurial Practice (TS) 30 5U6Z8028 9 None Digital & Social Media Marketing 30 Communications Management (TS) 5U6Z8029 9 None Principles of Business Analytics (TS) 30 On successful completion of Level 6 – Final exit award: BSc (Hons) Digital & Technology Solutions (IT Consultant).

BSc (Hons) Digital & Technology Solutions (Data Analyst), Part-time

Level 5

Core Units Code Occ Status Unit Title No of credits 5U5Z8039 9 None Statistics and Visualisation (TS) 30 5U5Z8022 9 None Technology Management (TS) 30 6G5Z1903 9 Pre-Req Advanced Databases (TS) 30 Computing Fundamentals (TS) 6G4Z1902 6G5Z1907 9 None Data Analytics Project (TS) 30 On successful completion of Levels 4 & 5 – interim exit award: DipHE Digital & Technology Solutions (Data Analyst) ______CASQE Page 12 of 53 Programme Specification

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Level 6

Core Units Code Occ Status Unit Title No of credits 6G6Z1900 9 Pre-Req Statistics Data Analytics (TS) 30 and Visualisation (TS) 5U5Z8039, Advanced Databases (TS) 6G5Z1903) 6G6Z1919 9 None Portfolio (TS) 30 6G6Z1901 9 None Synoptic Project (TS) 30 Option Units Choose one from options listed 6G6Z1911 9 Pre-Req 30 Advanced Programming (TS) 6G5Z1901 Advanced Web Development (TS) 5U6Z8028 9 None Digital & Social Media Marketing 30 Communications Management (TS) 466Z9000 9 Pre-Req 30 Introduction To Web Development (TS) 464Z9000 User Experience Design (TS) 5U6Z8025 9 Pre-Req 30 Introduction to Business Systems (TS) 5U4Z8021 Business Intelligence and Strategy (TS) On successful completion of Level 6 – Final exit award: BSc (Hons) Digital & Technology Solutions (Data Analyst)

BSc (Hons) Digital & Technology Solutions (Cyber Security Analyst), Part-time

Level 5

Core Units Code Occ Status Unit Title No of credits 6G5Z1904 9 None Computer Security Fundamentals (TS) 30 5U5Z8022 9 None Technology Management (TS) 30 6G5Z1905 9 Pre-Req Computer Network and Operating Systems 30 Computing (TS) Fundamentals (TS) 6G4Z1902 6G5Z1906 9 None Cyber Security Project (TS) 30 ______CASQE Page 13 of 53 Programme Specification

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On successful completion of Levels 4 & 5 – interim exit award: DipHE Digital & Technology Solutions (Cyber Security Analyst)

Level 6

Core Units Code Occ Status Unit Title No of credits 6G6Z1902 9 Pre-Req Security Auditing and Incident Response 30 Computer (TS) Security Fundamentals (TS) 6G5Z1904, Computer Networks & Operating Systems (TS) 6G5Z1905) 6G6Z1919 9 None Portfolio (TS) 30 6G6Z1901 9 None Synoptic Project (TS) 30

Option Units Choose one from options listed 6G6Z1906 9 Pre-Req 30 Computing Fundamentals (TS) 6G4Z1902 Data Engineering (TS) 6G6Z1904 9 Pre-Req 30 Advanced Programming (TS) 6G5Z1901 Mobile App Development (TS) 6G6Z1911 9 Pre-Req 30 Advanced Programming (TS) 6G5Z1901 Advanced Web Development (TS) 6G6Z2901 9 None Web Content Management Systems (TS) 30 5U6Z8028 9 None Digital & Social Media Marketing 30 Communications Management (TS) 466Z9000 9 Pre-Req 30 Introduction To Web Development (TS) 464Z9000 User Experience Design (TS) On successful completion of Level 6 – Final exit award: BSc (Hons) Digital & Technology Solutions (Cyber Security Analyst).

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SECTION D - TEACHING, LEARNING AND ASSESSMENT

29 Articulation of Graduate Prospects See Guidance document for details Since the Government announcement of this Degree Apprenticeship in December 2014, the team have received expressions of interest from a large number of employers and the feedback and interest has been overwhelming. Students we have spoken to are also very enthusiastic. In providing work experience, a salary, and payment of fees this degree offers a superb opportunity for potential apprentices with an interest and aptitude for IT. 59 apprentices started in September 2015. The expectation of employers we have spoken to is that the apprentices will continue in their employment after they graduate, indeed some will contractually demand this. Even if this is not the case, these graduates will have at least four years relevant work experience and associated on- the-job training as well as an honours degree. Everybody involved in this degree expects these apprentices to be in huge demand when they graduate. More formally, graduate prospects can be judged by official reports, such as the Tech Partnership report Employer Insights: skills report and the report, from the House of Lords Select Committee on Digital Skills . Additionally, the learning outcomes for this degree were scrutinised by the Tech Partnership consortium, which includes more than 60 national and international employers who have direct experience of the skills gaps in IT. As the degree has progressed we have taken gathered information about current and future demand from the companies who have apprentices on the degree plus local businesses who are interested in placing apprentices on the degree. This has allowed us to develop a local perspective on relevant and emerging requirements and assure ourselves that curriculum content is current and as future-proof as possible in terms of specific technologies and skills. This information also allows us to verify that the academic underpinning in terms of theory and principles as well as transferable skills and professional considerations, remains relevant and appropriate.

30 Curriculum Design

Option Units Option units listed in the curriculum structures (section C28 above) are all approved for delivery, but may not all run in any one academic session.

Background and Approach We used a small group of three staff (one from each department) to make internal decisions but they consulted with relevant colleagues as needed. We also made extensive use of local employers as detailed below.

The curriculum is based on the core learning outcomes provided by the Tech Partnership consortium, which covers approximately 60% of the content. Broadly, these core outcomes are covered in levels 4 and 5 while specialisms are developed at level 5 & 6. However, the core learning varies between the four degrees. Both degrees share the same level 4 units but at level 5 only one unit is common and at level 6 only the synoptic project and portfolio are common.

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Experience from iBusiness, a similar work-based learning degree, informed the high-level structure we adopted. iBusiness uses a full-time model with two days study a week during term time. This placed a large demand on students in terms of assessment and meant their work experience was very broken-up. Hence, we have opted for a longer part-time degree delivered over four years as the preferred mechanism for this degree. After consultation with employers, we have opted for one day a week at University plus small block delivery sessions amounting to approximately 33 days attendance at university each year.

The decision to include three departments was based on the breadth of the core learning outcomes and the centres of expertise in the relevant disciplines. All core units will be led and delivered by one department. We will avoid the complexity of using unit teams from multiple departments. The exception to this is a level 6 unit on User Experience Design where all three departments have unique and distinct contributions to make.

MMU’s approach to this degree was to establish the coverage of the core content using modified existing provision wherever possible and then to develop new units in order to fill gaps or provide better integrated coverage of the content. Two new units were developed and several units had minor additions/changes. The assessment pattern was re-considered on all units.

Employer Engagement A launch event was organised in January 2015, which attracted 50 local employers. At that event, we discussed our early plans and took feedback. A short questionnaire was then emailed to employers who had attended or indicated an interest in attending. The main lessons learnt from this were:

 Support for a software development route plus a more general business route.  A day release model was generally preferred over block release.

As MMU’s understanding of the employers’ interest and needs grew, the Programme Team refined and developed the design. An early decision that was universally supported was to include two projects as we felt this was a good way for employers and apprentices to tailor the content and to increase the amount of work-based assessment. After this, the Programme Team added further content to warrant the degree title specialisms (Software Engineer and IT Consultant) and collected a number of relevant electives.

A small employer advisory group was set up with a range of corporate organisations (e.g. Barclays, Astra Zeneca, Network Rail and Thales,) SMEs (e.g. Apadmi) and an employer group (Manchester Digital). We presented our detailed design to this group who scrutinised it and offered further suggestions about content and implementation, e.g. offering a unit on entrepreneurship, developing the coverage on User Acceptance Testing, including coverage of the Information Technology Infrastructure Library (ITIL) and SharePoint skills.

The advisory group has continued to run throughout the first year of operation and has advised on operational issues, the new pathways and in particular the flexible option. Further input from employers has been collected in 1:1 meetings and open evenings for employers.

Consideration of the Apprentices’ Experience

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The apprentice experience was considered in terms of workload (assignment design, use of work- based assessment and attendance pattern (one day a week in term time, with six hours of formal contact with a one-week block before the academic year starts). The apprentices will spend the vast majority of their four-year degree in the workplace. The pattern of delivery for the flexible options is different. It will use a longer block before the start of the traditional academic year (early to mid-September) and 2 day blocks in the middle of each term and at the start of the 2nd and 3rd term. It will also expect all apprentices to be available online for webinars, online tutorials and 1:1 support for a nominated half day. The pattern of delivery might look something like the following:

How long Mode of Study When (days) What 2.5 days Induction Introduction and early teaching Induction and Boot for all three units (7 days) camp 10 Skills Workshop 0.5 day 6 weeks self study 0.5 a day a week* 3 2 day residential Mid Term week 2 Skills Workshop 0.5 day 6 weeks self study 0.5 a day a week * 3 2 day residential Xmas Vac (early Jan) 2 Skills Workshop 0.5 day 6 weeks self study 0.5 a day a week* 3 2 day residential Mid Term week 2 Skills Workshop 0.5 day 6 weeks self study 0.5 a day a week * 3 2 day residential Easter 2 2 weeks self study 0.5 a day a week * 1 Review and planning for next year 2 day residential Post Exam Period 2 with Day release.

Total 33

* Weekly 0.5 day release from work to allow synchronous classroom activity, webinar lecture, or tutorial support or working on own.

Due to the requirement from the Skills Funding Agency for site visits and workplace audits we have decided to employ dedicated tutors who will fulfil the role of personal tutor and undertake workplace visits – this role proved to be difficult to manage for full-time teaching staff. The new role will be dedicated to undertaking workplace visits and supplementary support for Level 4 classes (thus allowing greater familiarity with the apprentices).

The teaching team for each year (note years two and three will be mixed levels) will meet before and during the academic year to identify points of overlap, how overlaps will be used to consolidate and or develop the apprentices’ thinking. e.g. in year 1 the software development life cycle (SDLC) will be covered in all three units with introductory practical experiences of different life cycles and a business perspective on how software development fits into wider strategy and operations. At the same time the team will peer review the assessments and ensure there is parity,

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consistency (in use of cover sheets and marking criteria) and a sensible distribution across the academic year.

A core part of this degree is the requirement for apprentices to develop a portfolio. The intention is that this portfolio will provide a record of the specific skills and knowledge they have developed and used in the workplace and provide an opportunity to reflect on their personal development. Given the pace of change in technology, it is critical that learners completing this degree are self- aware and self-managed with respect to their own professional development, that they are reflective practitioners. The requirement to reflect on their progress throughout the degree combined with formative feedback will develop the necessary skills and self-discipline to support such development.

The portfolio will be developed over all four years but be formally assessed at the end of the degree. PTs and work mentors will guide apprentices in the development of this portfolio. PTs will review the portfolio from the point of view of its assessment at level 6 and provide formative feedback at set times throughout the degree to guide the apprentice in developing an appropriate portfolio. Work mentors will guide the students from the point of view of documenting their work experience and completion of objectives.

31 Learning and Teaching

The general approach is predicated on providing a degree that:  Reflects current professional practice and values that help apprentices to continually develop as world-class professionals.  Is endorsed by professional organisations via the Tech Partnership consortium and tailored by consultation with local employers.  Provides a professional approach to the delivery of learning and teaching that is built upon staff professional skills, research informed subjects and continuous professional development.

The learning, teaching and assessment on these degrees provide:  An emphasis on professional skills development within the workplace and at university that is embedded in the learning, teaching and assessment process.  A clear structure for Personal Tutoring (PT). This provides a personal tutor inside the University that is complimented by a work mentor. By establishing a single point of contact for apprentice support in both organisations (university and employer), we ensure a simple model for support that removes barriers and enables all parties to be aware of the other’s point of view.  Alternative modes of learning to support the needs, preferences and abilities of all of our apprentices. A mix of alternative approaches such as lectures, seminars, laboratory classes, simulations, videos and self-directed study will be used.  Using research informed teaching (RIT) as a bridge between research and teaching with an increased emphasis on RIT at level 6.  Use of diagnostic online and in-class testing to identify apprentice progress and individual learning needs. Flexible levels of additional support to challenge exceptional apprentices and support those identified as needing further help to progress. ______CASQE Page 18 of 53 Programme Specification

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 The consistent use of a wide range of digital resources including state of the art laboratories and IT equipment, imaginative use of a virtual learning environment and digital library resources.  Flexible, work based learning through the use of a novel assessment regime, see below.  Working in partnership with apprentices to enhance their experience, including staff- apprentice liaison meetings and regular apprentice surveys of learning, teaching and assessment at a unit and course level.

The flexible version of this degree will utilise the same principles and approaches. The majority of the teaching will take place in MMU with the equivalent of 13 days being delivered at a distance. That distance teaching will use new technologies currently support my MMU to emulate classroom situations (Adobe Connect) or 1:1/1:n conversations (Skype for Business).

32 Assessment

The strategy for assessment is driven by industry norms, i.e. almost all assignments are asking apprentices to work on activities that are similar to those expected in a technology related occupation and present their work in a form that would be acceptable to a majority of employers – ignoring internal standards. The exception to this principle is in the use of unit based assessment portfolios that we are using in two distinct ways. Firstly, as a mechanism for collecting a number of small focussed pieces of work where the aim is to test specific critical knowledge, e.g. small programming assignments or understanding of networking and operating systems. Secondly, as a mechanism to allow students to be assessed for a project where they need to present verbally, document products or outcomes and submit a technical solution.

There is a strong emphasis on individual assessment in order to avoid placing a requirement for students to work collaboratively when they cannot easily meet outside of the day they attend university. There are also many more coursework assignments than exams, again reflecting a work- based orientation.

Formative assessment will be used throughout and takes a wide variety of forms e.g. interaction in class; peer feedback on in-class presentations; workshop activity with feedback; on-line quizzes and tutor feedback on project work.

An important requirement of the assessment is that where possible assessment will be undertaken in the workplace.

The content, and consequently the learning outcomes and methods of assessment vary considerably between units. 2000 words of report on a business need and its solution is quite different from 2000 words of software documentation, or a technical design for a network. We have therefore not tried to harmonise the style or size of assessment, instead relying on Unit tutor’s experience in their own field to decide what is appropriate for a level 4, 5 or 6 unit assessment.

MMU recognise that apprentices have varying learning needs and a range of learning styles.

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portfolio unit will support their development in understanding of their own personal preferences with regard to learning and assessment.  Units normally have fewer classroom contact hours than full-time classes but additional use is made of on-line facilities to support learning outside of the classroom and to link learning with practice in the work environment.  A blended learning approach is used in all units, with appropriate use of dedicated e learning in specific areas, especially access to Lynda.com which has recently been purchased by MMU.  Use of MMU’s extensive on-line Library facilities is encouraged throughout the programme.  The Programme teams are committed to exploring the potential of new approaches to learning, teaching and assessment.  Individuals with special learning needs will be accommodated through tailored assessments.

Although it is understood that not all assessment can be based on work undertaken in the work place, where possible this will be the preferred mode of assessment. In many cases apprentices will not be working in the right environment to be assessed in the work place, e.g. if the assessment is based on database technology and they are working in a software procurement team. Additionally, unit leaders might designate that a unit will be assessed using traditional assessments because of the need for technology that is not widely standardised or to ensure coverage that is not commercial, as in introductory programing.

The Programme Team have discussed how this might be implemented and have opted for a dual assessment plan for units. This will require unit leaders to specify a traditional assessment, for apprentices who are unable to be assessed in the workplace but the learning outcomes on the standard assessment may be used by the employer and apprentice to propose a work-based alternative.

The requirements for work-based assessment will specify the essential elements of the work submitted and the grading criteria, which may optionally require a work-based assessor to report on some aspects of the work undertaken. If the employer and apprentice decide to take this option then they would provide a proposal that outlines what work the apprentice would undertake to satisfy the assessment requirements. This proposal would form the basis for negotiation between the employer and the University. The university will hold a final version of the negotiated proposal in order that external examiners and assessment boards can understand the way in which the assessment requirements were achieved.

In attempting to accommodate apprentices undertaking work-based assessments we wish to use flexible hand-in dates. Non work-based assessment would be handed in according to a deadline specified by the unit leader, as normal, but work-based assessments would have a negotiable deadline in order to allow apprentices align their work with a sensible hand-in date. For example, if a software development assessment was set for December but the apprentice was not moving to a software development team until March then we would allow that assessment to be submitted in early summer, following negotiations about the assessment proposal with the apprentice’s mentor.

It is worth noting that due to the complexity of aligning relevant work experience with assignments and the additional complexity of identifying appropriately matched tasks for the apprentice we

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don't expect the take up of this flexible arrangement will be high. However, the additional workload imposed by negotiated assessments has been included in our workload costings and we believe that where possible this approach will provide added value to the apprentices’ learning and maximise the connection between theory and practice.

The degree includes two projects. This allows organisations to fine-tune the assessed learning undertaken by the apprentice and maximise the utility of the work undertaken by the apprentice while still progressing through the degree. Projects titles will be negotiated in much the same way that final year projects are currently negotiated in the departments involved in this degree, the only difference being the input of an employers’ perspective about what will constitute useful work.

The final project is referred to as a synoptic project by the Tech Partnership consortium. The implications for this are that the project will need to cover the full range of the curriculum to some extent. Clearly, it will not be possible for any project to cover all aspects of the curriculum in depth but the intention is that this project produces a tangible product and that product has been taken from its initial requirements through to delivery. The nature of the product will vary but will often be a piece of software, particularly for the apprentices pursuing the software engineer path, but it might equally, be a report, an evaluation, a technical design, a feasibility study, a business case or some other business artefact.

Section 30 describes the mandatory portfolio requirement of the Technology Solutions degree, as this is integral to the curriculum design. The portfolio is a level 6 unit worth 30 credits. It is developed over four years but only the sections developed at level 6 will be used to grade its assessment, the rest of the portfolio will be used for formative assessment only.

Note: section 30 also describes how assessment will be moderated by the team and checked for good practice.

The approach to assessment will not change for apprentices undertaking the flexible pathway. 33 Inclusive Practice

Apprentices will have full access to the support services of the University. They will be directed to Disability Service if there is evidence of a specific learning disability and that department will advise them about testing, financial support and develop PLPs for learning skills. Support for job-related skills will remain the responsibility of the employer. The University will not disclose learning disabilities to employers although students will be advised to share this information if it is relevant to the work/learning they undertake in the workplace or if it might have implications for the health and safety of others. If students lose their position with the employer then they must either:

1. Transfer to a similar full time course in the Computing & Digital Technology Network of degrees or the Business Technology degree and take responsibility for their fees. OR 2. Find an alternative employer who will support their apprenticeship – the university may help students to find a new employer but do not guarantee to find a replacement.

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34 Technology Enhanced Learning

Technology underpins this degree and typically, two thirds of the apprentice experience involves direct, hands-on experience with technology.

The use of technology enabled learning materials, allows flexibility in the delivery of the programme, supports independent learning, and aids inclusivity. All units will make extensive use of the University’s virtual learning environment (VLE), Moodle™. The VLE is used, not only as a repository for course notes, examples and exercises and a mechanism for making announcements, but also to provide additional learning resources such as videos, podcasts, screencasts, links to journal articles, formative quizzes, and a mechanism to submit assessments and return feedback.

Students using the VLE will be able to take their learning beyond the classroom.

As part of the introduction to their unit, unit leaders will introduce apprentices to the Moodle site, and how to navigate their way round it and how it will be used on that particular unit.

A Technology Enhanced Learning Assistant in each Faculty supports staff in the use of Moodle.

Adobe Connect will be used to support webinars and small group tutorial teaching on the flexible pathway.

To facilitate remote meetings and 1:1 or 1:many tutoring, staff and apprentices may make use of screen sharing technologies and video conferencing software (e.g. Skype for BusinessTM)

Employers will not have access to student Moodle areas but some form of electronic forum will be used to maintain contact with work mentors.

Apprentices are currently using MyShowCase for their e-portfolio which is the standard tool within the Faculty of Business and Law for documenting professional development.

35 Placement and/or Work-based Learning Activities

All learning is work-related as apprentices are employed and wherever possible assessment is related to work-based activities.

The employment of the apprentice is a critical part of the degree. It places the apprentices in a technology-based work environment and therefore gives them the opportunity to relate past and future academic study to the world of work and to make more informed career decisions at the end of their studies. The main benefits of a work environment are:

 To enable the apprentice to gain a better understanding of the work of a Digital & Technology Solutions Professional.  To promote the apprentice’s awareness of the organisational context of a Digital & Technology Solutions Professional’s activities.  To encourage the apprentice to relate theory to practice and to critically appraise both.  To gain a better understanding of career opportunities within Information Technology.

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The workplace also supports a number of general aims, including:

 The development of apprentices’ practical competence in the discipline.  The production of graduates who are knowledgeable and skilful in their discipline and can deploy their skills effectively and to good purpose in their working lives.  The stimulation of an enquiring, analytical and creative approach in work and thought.  The encouragement of independent judgement and critical self-awareness.  The development of the ability to view the field of interest and study in a broader perspective.  The development of the ability to absorb and apply new ideas and technologies.  The development of the ability to articulate and communicate ideas and achievements.

The programme is in compliance with Institutional Code of Practice for Placement and Work-based Learning 36 Engagement with Employers

The departments involved in delivery of this degree have extensive and productive engagement with employers, which are integrated into the curriculum via industrial talks delivered in individual units, regular employer events and knowledge transfer and industrial partnerships.

MMU engage with specific companies in KTP projects and contractual research, which further inform the curriculum. For example, the school of computing has a KTP with Servicepower involving the development of optimisation algorithms with web application deployment. In addition, DigitalLabs@MMU has been set up in the School of Computing to bridge the gap between academia and industry and has developed mobile applications and games for local businesses.

This kind of interaction with industry has been used to keep the curriculum up to date in these areas.

As noted in Section 30 an employer advisory group has been set up and met twice prior to validation and twice since the initial validation. This group currently includes most employers but will always include a representative cross section of the employers involved with the apprenticeship. The purpose of this group is to advise on developments, implementation plans and future plans in order that the apprenticeship meets their collective needs. The group will include representatives from each of the teaching departments, and all administrative departments involved in promoting and managing the apprenticeship.

Unit tutors will be encouraged to work with employers to tailor content and to encourage employers to deliver guest lectures/masterclasses etc.

All three departments are active members of the MMU Digital Innovation group 37 Personal Development Planning

The degree has a mandatory requirement for completion of a portfolio that covers all four years.

Employers are expected to undertake regular reviews of the apprentices’ activities and support the setting of professional objectives, as they would for any other employee. The portfolio will be used

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to document progress towards the personal and professional objectives set within the host company as well as document the apprentices’ progress towards mastery of the learning outcomes defined as core within the Digital & Technology Solutions degree.

The portfolio will:  Be developed with guidance and support from their Personal Tutor (PT), which decreases as personal capability is developed so that it becomes self-sustaining.  Provide a structured process for recording the development of all new skills and knowledge at all levels of the degree within the academic and professional contexts.  Enable the apprentice to document their experience as learners, the tasks they undertake at work, the connection between units studied and their work experience, and to support a process of self-reflection leading to them being independent, self-managed professionals.  Support the creation of personal records, and planning and monitoring progress towards the achievement of personal objectives, connected to the review process that their employer conducts.

Further details about the portfolio can be found in sections 30 and 32.

Consistency in approach will be managed via the course management meetings (see next section).

SECTION E - PROGRAMME MANAGEMENT

38 Programme Specific Admission Requirements

All apprentices must be interviewed, assessed and offered a position by an employer before being admitted to the degree. MMU then require a direct application, which it will assess according to the following criteria.

Apprentices are required to have GCSE passes (A-C) in English and Mathematics. Technology-based subjects place high demands on effective, accurate and precise communication in order that computer systems can be specified, documented and communicated about to other parts of the business. Additionally, the design of effective human computer interfaces places high demands on effective written communication. Hence, our requirement that we need an A-C pass in English.

Following discussion with admissions, we propose to use the following process with regards to UCAS offers.

1. Based on currently agreed minimum admission points we will offer places to applicants with predicted UCAS points on the minimum admission level and above. For students with predicted UCAS points below 300 we will offer up to 40 points above their prediction, e.g. 260 for those predicted 220 UCAS points 280 for those predicted 240 UCAS points or higher. 2. Students with relevant work experience and less than the threshold UCAS points, or qualifications with no tariff will be considered on a case by case basis by an academic tutor and if considered potentially suitable will be asked to complete a piece of ______CASQE Page 24 of 53 Programme Specification

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written work which involves background research about technology, evaluation, justification of recommendations. They may also be asked to attend an interview.

The Digital & Technology Solutions degree accepts applications for accreditation of prior learning in accordance with the MMU Policy for the Accreditation of Prior Learning

NB Minimum admission points for entry to the University are reviewed on an annual basis. For entry requirements refer to the current University on-line prospectus 39 Programme Specific Management Arrangements

Introduction The Degree will use Programme Teams, Programme committees, Staff Student Liaison committees, Programme Leaders (Course Directors), Unit leaders and Student Representatives as in traditional courses in the Faculty of Business and Law.

The differences arise from the additional administration overhead of dealing with the SFA and employers who pay fees, the marketing of this novel approach to potential apprentices and employers, and the coordination of teaching teams in three different faculties.

Management structure

Degree Apprenticeship Management

External Liason Course Director Tech Partnership

Employer Liaison Course Dept Co-ord Tutor (incl Year Tutors Dept Co-Ord (IC) Administration (Comp) Personal Tutoring)

Unit Leaders SET

Course Director Reports to Marketing, Operations and Digital Business (MODB) Management Team

This position is exceptional but necessary because of the unusual nature of this programme. It will involve coordinating the different administration and management aspects of the course until they have become “normal” everyday practice. It will also involve overseeing the development of the programme as it beds-in and as government initiatives change. The Course Director will:

 Work with the External Liaison team to recruit apprentices and employers  Advise course administration wherever issues arise with SFA or employers

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 Work with the Departmental Co-ordinators to ensure consistency across the taught elements, and across different employers  Work with the Tech Partnership during endorsement and afterwards on issues relating to quality assurance  Work with Tech Partnership on revisions to the degree specification  Coordinate academic development and preparation of Major Modifications and associated documentation  Lead on periodic programme reviews and PSRB accreditation  Chair course management meetings with Course Administration and External Liaison and Departmental Co-ordinators  Coordinate and direct employer liaison tutor

Additionally, the Course Director will assume the role of a traditional Programme Coordinator responsible for:

 Chair Programme Committee meetings  Chair staff/student liaison committee meetings  Attend regular Programme Coordinators meetings in the Faculty of Business and Law  Coordinate and direct Year Tutors  Proactively manage students and their progress on the designated courses, reporting to management groups as required  Liaise with External Examiners  Have overall responsibility for and manage the unit options process  Liaise with the administrative staff and take responsibility for Assessment Board reports and results  Lead on preparations for two-tiered Assessment Boards  Be responsible for the production and maintenance of the Continuous Improvement Plan, with input from Year Tutors and Unit Leaders  Ensure that Student Handbooks are maintained  Lead and meet with the programme management group (Course Leaders and, usually separately, Unit leaders)  Manage apprentice engagement and performance on the Programme, reporting to Department and Faculty management groups as required  Act as point of contact for students with any severe problems reported by the Year Tutors and Unit Leaders  Manage apprentice retention and performance  Maintain the Continuous Improvement Plan with support for year tutors and unit leaders  Liaise with Faculty committees as required.  Liaise with the Faculty Quality Officer, who manages the Programme Logs and the Programme Specification  Proactively manage teaching and learning developments within the programme  Manage assessment across the programme – including ensuring appropriate scheduling and an appropriate mix of assessment styles  Manage the timetabling across the programme  Analyse survey results and develop action plans  Co-ordinate Induction planning and delivery  Oversee data gathering and analysis, e.g. KIS, good honours, retention, progression,

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achievement etc.  Respond to admission queries, make decisions on exceptions  Co-ordinate academic staff for visit days, careers events etc.  Liaise with widening participation

Department Coordinator Reports to Course Director

There will be a Department Coordinator responsible for coordinating the staff and teaching resources. Under the direction of the Course Director, all Department Coordinators will:

 Manage apprentice timetabling for the designated units within own faculty  Manage Exam timetables with administration staff  Support Course Director in development of Programme  Support apprentice acquisition  Attend Digital & Technology Solutions management meetings  Develop the programme in order to enhance apprentice experience  Ensure collection and collate grades for all students by the term three deadline - ready for Assessment boards.  Ensure assignments are set according to apprenticeship guidelines in a timely manner  Ensure local critical friending of assignments is undertaken effectively  Ensure all assessments are moderated according to university guidance and Marked Work forms are submitted to administration team.

Year Tutors  Plan and manage induction  Ensure that Student Handbooks are maintained  Offer progression and resit advice to students in their year  Jointly organise election of, and liaison with, apprentice representatives and lead Staff Student Liaison meetings  Contribute to, and help to maintain notice areas (usually online in Moodle).  Produce and disseminate course information and level specific information  Act as point of contact regarding severe problems reported by the Personal Tutors to manage apprentice retention and performance.  Have routine day to day contact with students  Manage Moodle Content for year groups  Manage completion of surveys (ISS and NSS)

Employer liaison tutor Reports to Course Director

Each apprentice will receive clear information on the provision of Personal Tutoring as described in The MMU Commitment.

Employer liaison tutor will:  Advise and direct apprentices to appropriate support services within MMU

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 Provide support and advice for a positive academic experience.  Reflect with the apprentice on their academic progress and engagement throughout the term via review meetings and their portfolio.  Ensure students understand how to use the portfolio software.  Advise students on the maintenance of their portfolio of experience, skills and academic work; review portfolio entries and provide feedback to support improvement.  Support students with the transition between stages of study  Maintain regular contact with workplace mentors/line managers  Undertake at least one workplace visit each year.  Undertake regular (at least 3 times per year) synchronous communication with mentors/line managers  Manage asynchronous communication to keep mentors and line managers up to date with apprentices progress, general developments on the programme and noteworthy events.

Student Experience Tutors (SETs) Reports to MODB Department Coordinator

Apprentices following the Software Engineer, Data Analytics and Cyber Security Analyst route will be supported by SETs in Computing and apprentices following the IT consultant route will be supported by SETs in MODB.

 Advise students about where to find help with pastoral or academic issues  Provide general academic support  Programme specific study skills training  Support development of handbook by providing sections describing central support.  Assist in development of the programme to improve apprentice experience  React to apprentice support needs  Proactively support students with special needs, PLP, fails, poor attenders, etc.

NOTE The availability of all staff teaching on the Programme will be clearly publicised for students seeking access to tutors.

Course Administration Reports to Course Director

The course admin consists of two main functions: managing employers and SFA, and traditional programme management that deals with students.

 Collect and collate apprentice attendance records  Manage formal communication with employers about legal and financial arrangements, apprentice attendance, apprentice marks, apprentice progression, term dates, course calendars, etc.  Co-ordinate collection of data and manage SFA returns and manage payments from SFA that are dependent on returns.  Preparation and co-ordination for audit visits (e.g. by SFA)

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 Manage formal communication with students, including attendance details, results, notification of meetings such as staff apprentice liaison meetings.  Organise and service Staff Student Liaison meetings, programme Committees, Assessment boards, Moderation meetings  Ensure collection and collate grades for all students - ready for Assessment boards and Tier 2 boards  Maintain Student records  Organise exam timetables  Receipting of coursework and other student life office operations  Manage exceptional factor requests, appeals and complaints  Deal with general apprentice queries

External Liaison Works with Programme Director

This role will be undertaken by a specialist Apprenticeship Support team led by Director of Apprenticeships. It consists of acquiring interested and committed employers and students

 Lead the employers advisory group, which will normally meet at least three times a year  Develop advertising literature for students in co-ordination with admissions team and marketing department  Organise and promote open days for applicants to meet university staff and employers  Develop and maintain a social media presence for the course.  Receive job opportunities from employers and communicate to students who have registered interest.  Develop advertising literature for employers in co-ordination with marketing department  Manage formal and informal communication with employers about joining the programme, legal and financial arrangements.  Develop and maintain a database of employers/students contact details.  Maintain Web pages for employers and students  Support employers in organising assessment days, where required.

Employer Agreement The University has a number of expectations of employers regarding the effective running of the degree Apprenticeship. These are specified in a formal contract but summarised below.

 Be responsible for recruiting apprentices and providing appropriate contracts of employment

 Release apprentices to attend University at time specified by the programme management team

 Provide appropriate IT equipment (a laptop; and headset in case of flexible pathway apprentices) to allow students to undertake their work and their study.

 To allow apprentices to undertake course related activities while in work, e.g. investigation of some aspect of the way in which the organisation undertakes an activity, or talking to somebody who has a specific responsibility

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 Provide a mentor for each apprentice. The mentor will be the primary point of contact regarding the apprentice and will work with the unit tutor & employer liaison tutor. o Will supervise the work of the apprentice o Work with the apprentice to set objectives and provide feedback on how the apprentice is progressing towards those objectives (ideally via the portfolio). o Review the apprentices portfolio for accuracy and completeness o Work with the unit tutor in negotiation of assessment wherever a work-based assessment is desired. o Work with the employer liaison tutor, year tutor and or unit tutor wherever issues arise with the apprentices workload, attendance etc. o Receive and respond to MMU attendance reports. o To provide reports on work undertaken within the workplace that is being assessed, as agreed with the unit leader in the definition of the negotiated assessment. Typically this will include a description of the work undertaken, (including the context of the work and the roles of other staff) and a judgment about the work produced, based on internal company standards and on defined assessment criteria provided by the unit leader. o To proactively report on problems with the apprentice that might affect the apprentice’s continued employment. o To participate in one face to face review meeting and up to three conference calls to identify and discuss operational issues.

 Enable students to undertake a range of roles within the organization in order to maximize exposure to disciplines and functional units that are relevant to their chosen apprenticeship.

 To host at least one site visit by the employer liaison tutor who will meet the apprentice and the mentor.

 To co-operate with the university in undertaking a health and Safety check in order to comply with SFA standards.

 Employers will not be obliged to provide study time within the normal working week however they are encouraged to consider the university assessment schedule when planning apprentice’s work and where possible to allow up to a day for each assessment that is completed by the apprentice. Where heavy workload coincides with assessment it is the responsibility of the apprentice to apply for an extension using the University's extenuating factors mechanism .

 Employers are expected to release students to attend all university exams and to allow them up to one day beforehand to prepare for the exam.

 Employers have no obligation to continue to employ the apprentice after graduation.

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 Provide an organisational representative to work with Course Director and apprenticeship liaison team to discuss on-going plans in terms of future apprentices, developments in course and large scale issues relating to such things as structure, content, delivery modes etc.

Exceptions If an apprentice is dismissed by the employer, or the apprentice chooses to leave their employment then MMU will provide the apprentice with a place on an equivalent full time undergraduate degree. We have considered the pre-requisites for units on these degrees and are confident that the apprentices will be able to make the transition without additional teaching. Students will be considered individually by the Programme leader to identify units he or she may be exempted from. At the point of transfer students will go from being part-time to full-time and will be entitled to a student loan (confirmed with Finance, details depend on how much of the fee has already been paid for the current year).

If a company ceases to operate, MMU will provide an alternative course, as described above but will also support the apprentice in finding an employer who will continue their apprenticeship.

In the event that an apprentice is subject to an MMU Disciplinary procedure (e.g. behavioural or plagiarism) there maybe implications for continuation of the apprenticeship. As a principal, if the university allows the apprentice to carry on studying according to the pattern and schedule of units they originally enrolled on then the apprenticeship can proceed although the employer will need to be notified (requires apprentice permission, via disclosure form signed during induction). If however the disciplinary decision requires the apprentice to change their pattern of study (e.g. repeat a year of their study) or abort their degree then the apprenticeship would effectively end.

Students will be allowed three attempts at each assessment, as in the University assessment regulations. Second and third attempts will be taken at the next available date. Where an Assessment board decision of “repeat without attendance” is made, the apprentice will be liable for the fees associated with the repeated unit.

Employer Agreement A formal contract between MMU, apprentice and employer is required by the Skills Funding Agency and is signed by all three parties.

NB: see guidance on University’s Management of Programme Delivery

40 Staff Responsibilities

See section 39.

NB: the University’s Management of programme Delivery is available from the CASQE website 41 Programme Specific Academic Student Support

Generic academic student support is provided to all apprentices in line with the guidance outlined in the University’s Student Handbook.

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The Programme complies with current institutional evaluation guidance.

NB University guidance on Evaluation of Student Opinion is available from the CASQE

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SECTION F – MAPPING MAP I RELATIONSHIP TO 2016 QAA COMPUTING BENCHMARK STATEMENT(S) BSc (Hons) Digital & Technology Solutions (Software Engineer)

Level 4 Level 5 Level 6

Cognitive Skills Practical Skills

Mapping (S)

(TS)

Mapping (K)

(TS)

Introduction to Programming (TS) Introduction to Business (TS)Systems Introduction to Web Development Computing Fundamentals (TS) Advanced Programming (TS) Technology Management (TS) Computer Network and Operating Systems (TS) Development Project TS) Enterprise Programming (TS) Synoptic Project (TS) Portfolio

Computational thinking KS KS KS K K KS K KS to specify, design and construct computer-based systems.

Knowledge and understanding KS K K K KS KS to evaluate systems

Modelling S K KS KS K KS S KS to deploy the tools used for the construction of systems

Requirements, practical constraints and computer-based systems K K K K K KS K KS K KS to plan and manage projects

Critical evaluation and testing K KS K S K S KS KS KS KS to recognize risk and safety issues

Methods and tools K K K K S KS KS S KS to critically evaluate and analyse complex problems

Scientific approach to problem solving K K K K K K K

Professional considerations K K K K

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BSc (Hons) Digital & Technology Solutions (IT Consultant)

Level 4 Level 5 Level 6

(TS) Cognitive Skills Practical Skills

Mapping (S)

(TS) (TS)

to Web

Mapping (K)

(TS)

Webied Design and

Introduction to Programming (TS) Introduction to Business (TS)Systems Introduction Development Computing Fundamentals (TS) Appl Development Technology Management (TS) Customer Lifecycle Management (TS) BusinessTechnical Consultancy Project IntelligenceBusiness and Strategy (TS) Synoptic Project (TS) Portfolio

Computational thinking KS KS KS KS KS KS to specify, design and construct computer-based systems. Knowledge and understanding KS K KS K KS KS KS KS to evaluate systems

Modelling S K KS KS KS S KS KS to deploy the tools used for the construction of systems

Requirements, practical constraints and computer-based systems K K K K K KS K KS K KS to plan and manage projects Critical evaluation and testing K KS K S K S K KS KS KS to recognize risk and safety issues Methods and tools K K K K S KS S KS to critically evaluate and analyse complex problems Scientific approach to problem solving K K K K K K K Professional considerations K K K K

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BSc (Hons) Digital & Technology Solutions (Data Analyst)

Level 4 Level 5 Level 6

Cognitive Skills Practical Skills

Project

Mapping (S)

(TS)

Mapping (K)

Introduction to Programming (TS) Introduction to Business (TS)Systems Introduction to Web Development Computing Fundamentals (TS) Statistics and Visualisation (TS) Technology Management (TS) Advanced Databases (TS) Data Analytics (TS) AnalyticsData (TS) Synoptic Project (TS) Portfolio (TS)

Computational thinking KS KS KS KS KS K KS to Specify, design and construct computer-based systems. Knowledge and understanding KS K K K K KS K KS to evaluate systems

Modelling S K KS KS K KS KS KS KS to deploy the tools used for the construction of systems Requirements, practical constraints and computer-based systems K K K K KS KS K KS KS KS to plan and manage projects Critical evaluation and testing K KS K S S K KS KS KS to recognize risk and safety issues Methods and tools K K K KS S KS KS KS KS to critically evaluate and analyse complex problems Scientific approach to problem solving K K K K K K K Professional considerations K S K K K

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PARM1.3

BSc (Hons) Digital & Technology Solutions (Cyber Security Analyst)

Level 4 Level 5 Level 6

Cognitive Skills Practical Skills

(TS) Mapping (S)

Mapping (K)

Computer Security

Introduction to Programming (TS) Introduction to Business (TS)Systems Introduction to Web Development (TS) Computing Fundamentals (TS) Fundamentals Technology Management (TS) Computer Network and Operating Systems (TS) Cyber Security Project (TS) Security Auditing & Incident Response (TS) Synoptic Project (TS) Portfolio (TS)

Computational thinking KS KS KS K K KS KS KS to specify, design and construct computer-based systems. Knowledge and understanding KS K KS K K KS KS KS to evaluate systems

Modelling S K KS KS K KS S KS to deploy the tools used for the construction of systems Requirements, practical constraints and computer-based systems K K K K K KS K KS K KS to plan and manage projects Critical evaluation and testing KS KS K S K S KS KS KS KS to recognize risk and safety issues Methods and tools K K K K S KS KS KS KS to critically evaluate and analyse complex problems Scientific approach to problem solving K K K K K K K Professional considerations K K K K K K

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PARM1.3

ASSESSMENT /OUTCOMES MAP II

Map guide: GO = MMU Graduate Learning Outcomes (Section 23) PLO – Programme Learning Outcomes (Section 26) – add more lines as appropriate

BSc (Hons) Digital & Technology Solutions (Software Engineer)

Level 4 Introduction to Programming Introduction to Web Computing Fundamentals Introduction to Business (TS) Development (TS) (TS) Systems (TS) Assignment Assignment Assignment Assignment Assignment Assignment Assignment Assignment task 2 task 1 task 1 task 2 task 1 task 2 task 1 task 2 (Programming (Portfolio (Website 50%) (Website (Report 50%) (Report 50%) (Essay 50%) (Presentatio task 50%) 50%) 50%) n 50%)

GO 1        GO 2      GO 3     GO 4   GO 5     GO 6       GO 7 PLO 1         PLO 2       PLO 3     PLO 4  PLO 5        PLO 6        PLO 7     

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PARM1.3

Level 5 Technology Management (TS) Advanced Programming (TS) Computer Networks & Operating Development Project (TS) Systems (TS) Assignment Assignment Assignment Assignment Assignment Assignment Assignment Assignment task 1 task 2 task 1 task 2 task 1 task 2 task 1 task 2 (Reflective (Business Plan (Documentation (Software (Software (Portfolio 50%) (Portfolio 50%) (Portfolio 70% account 30%) 50%) 50%) Solution 50%) Solution 50%)

GO 1       GO 2        GO 3         GO 4   GO 5  GO 6        GO 7  PLO 1         PLO 2        PLO 3       PLO 4    PLO 5        PLO 6        PLO 7     

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PARM1.3

Level 6 Enterprise Programming (TS) Synoptic Project Portfolio (TS) (TS) Assignment Assignment Assignment Assignment task 1 task 2 task 1 (Project task 1 (Report task Exam (50%) 100%) (Reflective 50%) Journal 100%)

GO 1     GO 2    GO 3     GO 4  GO 5     GO 6     GO 7   PLO 1     PLO 2   PLO 3     PLO 4  PLO 5    PLO 6    PLO 7   

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PARM1.3

BSc (Hons) Digital & Technology Solutions (IT Consultant)

Level 4 Introduction to Programming Introduction to Web Computing Fundamentals Introduction to Business (TS) Development (TS) (TS) Systems (TS) Assignment Assignment Assignment Assignment Assignment Assignment Assignment Assignment task 1 task 2 task 1 task 2 task 1 task 2 task 1 task 2 (Programming (Portfolio (Website 50%) (Website (Report 50%) (Report 50%) (Essay 50%) (Presentation task 50%) 50%) 50%) 50%)

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PARM1.3

Level 5 Technology Management (TS) Applied Web Design Customer Lifecycle Management (TS) Technical Business and Development Consultancy Project (TS) (TS) Assignment task 1 Assignment task 2 Assignment task 1 Assignment task 1 Assignment task 2 Assignment task 1 (Business Plan 50%) (Documentation (Web-based 100%) (Report 50%) (Report 50%) (Portfolio 100%) 50%)

GO 1       GO 2       GO 3      GO 4    GO 5   GO 6      GO 7   PLO 1      PLO 2       PLO 3   PLO 4      PLO 5       PLO 6   

PLO 7   

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PARM1.3

Level 6 Business Intelligence and Strategy Synoptic Project Portfolio (TS) (TS) (TS) Assignment Assignment Assignment Assignment task 1 task 2 task 1 (Project task 1 (Report 50%) (Exam 50%) 100%) (Reflective Journal – 100%)

GO 1     GO 2    GO 3     GO 4  GO 5   GO 6     GO 7   PLO 1     PLO 2    PLO 3   PLO 4    PLO 5    PLO 6  PLO 7   

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PARM1.3

BSc (Hons) Digital & Technology Solutions (Data Analyst)

Level 4 Introduction to Programming Introduction to Web Computing Fundamentals Introduction to Business (TS) Development (TS) (TS) Systems (TS) Assignment Assignment Assignment Assignment Assignment Assignment Assignment Assignment task 1 task 2 task 1 task 2 task 1 task 2 task 1 task 2 (Programming (Portfolio (Website 50%) (Website (Report 50%) (Report 50%) (Essay 50%) (Presentation task 50%) 50%) 50%) 50%)

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PARM1.3

Level 5 Technology Management (TS) Statistics and Advanced Databases (TS) Data Analytics Visualisation (TS) Project (TS)

Assignment task 1 Assignment task 2 Assignment task 1 Assignment task 1 Assignment task 2 Assignment task 1 (Business Plan (Documentation (Project 100%) (Portfolio 20%) (Report & (Portfolio 100%) 50%) 50%) Presentation 80%)

GO 1       GO 2      GO 3      GO 4    GO 5   GO 6      GO 7  PLO 1       PLO 2      PLO 3    PLO 4     PLO 5       PLO 6      PLO 7   

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PARM1.3

Level 6 Data Analytics Synoptic Project Portfolio (TS) (TS) (TS) Assignment Assignment Assignment task 1 (Project task 1 (Project task 1 100%) 100%) (Reflective Journal – 100%)

GO 1    GO 2   GO 3    GO 4   GO 5    GO 6    GO 7   PLO 1    PLO 2   PLO 3    PLO 4   PLO 5   PLO 6   PLO 7  

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PARM1.3

BSc (Hons) Digital & Technology Solutions (Cyber Security Analyst)

Level 4 Introduction to Programming Introduction to Web Computing Fundamentals Introduction to Business (TS) Development (TS) (TS) Systems (TS) Assignment Assignment Assignment Assignment Assignment Assignment Assignment Assignment task 1 task 2 task 1 task 2 task 1 task 2 task 1 task 2 (Programming (Portfolio (Website 50%) (Website (Report 50%) (Report 50%) (Essay 50%) (Presentation task 50%) 50%) 50%) 50%)

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PARM1.3

Level 5 Technology Management (TS) Computer Security Fundamentals (TS) Computer Networks & Operating Cyber Security Systems (TS) Project (TS)

Assignment task 1 Assignment task 2 Assignment Assignment Assignment Assignment Assignment task 1 (Business Plan (Documentation task 1 task 1 task 1 task 2 (Portfolio 100%) 50%) 50%) (Portfolio 50%) (Portfolio 50%) (Portfolio 50%) (Portfolio 50%)

GO 1        GO 2        GO 3        GO 4    GO 5   GO 6       GO 7    PLO 1        PLO 2        PLO 3     PLO 4      PLO 5        PLO 6    

PLO 7     

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PARM1.3

Level 6 Security Auditing & Incident Synoptic Project Portfolio (TS) Response (TS) (TS) Assignment Assignment Assignment Assignment task 1 (Portfolio task 2 (Portfolio task 1 (Project task 1 50%) 50%) 100%) (Reflective Journal – 100%)

GO 1     GO 2    GO 3     GO 4   GO 5   GO 6    GO 7     PLO 1     PLO 2    PLO 3   PLO 4  PLO 5    PLO 6    PLO 7   

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PARM1.3

SECTION G

Approved Modifications to Programme Specification since Approval/Last Review The following log provides a cumulative of minor and major modifications made to the Programme Specification since its approval/last review.

FAQSC Reference Programme Specification Brief Outline of Minor Modification/ Date of FAQSC Approval Details of cohort of (or PARM ref for Major Title Major Modification Approval (or effective from: apprentices who will be Modifications requiring (specify award titles/routes (Minor - include level & title of units & a brief strategic approval) PARM event) affected by the modification affected by change) description of modification) (eg apprentices entering Level 5 wef (Major - include details of change such as new September 2014 onward) routes, pathways etc) PARM16--037 Digital Technology Major Modification 07/06/2016 Sept 2016 Students entering level 5 wef Solutions Award titles (final) - new September 2016 BSc Hons Digital & Technology Solutions (Data Analytics) BSc Hons Digital & Technology Solutions (Cyber Security Analyst) Award titles (interim) - new DipHE Digital & Technology Solutions (Data Analytics) DipHE Digital & Technology Solutions (Cyber Security Analyst) Unit Specifications – new Advanced Databases (TS) Computer Security Fundamentals (TS) Cyber Security Project (TS) Data Analytics (TS) Data Analytics Project (TS) Security Auditing and Incident Response (TS) Statistics and Visualisation (TS) Unit Specifications – amended titles

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FAQSC Reference Programme Specification Brief Outline of Minor Modification/ Date of FAQSC Approval Details of cohort of (or PARM ref for Major Title Major Modification Approval (or effective from: apprentices who will be Modifications requiring (specify award titles/routes (Minor - include level & title of units & a brief strategic approval) PARM event) affected by the modification affected by change) description of modification) (eg apprentices entering Level 5 wef (Major - include details of change such as new September 2014 onward) routes, pathways etc) Customer Information Management Systems (TS) Introduction to Business Systems (TS) Technology Management (TS) Changes to type of delivery Flexible delivery option to support organisations unable to use the day release model. FASQC-16-17-164 BSc (Hons) Digital & Minor modification - Customer 03/02/2017 Sept 2017 Students entering level 5 wef Technology Solutions (IT Information Management Systems September 2017 Consultant) (TS) 5U5Z8023, change of unit title to Customer Lifecycle Management (TS) 5U5Z0003 and updating unit description and assessment description to fully reflect the direction in which the unit content has been developed. FAQSC/16/17_189 BSc (Hons) Digital & Non-material changes to Computing 28 June 2017 Sept 2017 Students entering level 5 wef Technology Solutions Fundamentals (TS) 6G4Z1902 September 2017 (Software Engineer) Learning outcome 4 to be removed BSc (Hons) Digital & from Assignment 1 Technology Solutions (IT Consultant) BSc (Hons) Digital & Technology Solutions (Data Analyst)

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