17

QAA Benchmark Statement(s)

Subject Benchmark statement for Business and Management (QAA, 2023) QAA Benchmark statements and the FHEQ levels have been used in designing the Module and Programme Outcomes.

Subject Benchmark Statement: Master’s Degrees in Business and Management (2023)

There is an expectation that degree programmes covered by the Master’s degree in Business and Management Subject Benchmark Statement should educate individuals as managers and business specialists and thus equip them to improve the quality of management as a profession.

18

Programme Aim

The main purpose of the MBA at ICON College is to provide experienced or early career leaders with a flexible route—available in both full?time and part?time modes—to develop and enhance their professional competence as strategic managers and leaders. The programme equips learners with a creative and applied approach to using holistic business knowledge to lead and manage organisations operating in an increasingly complex and dynamic world.

Students will develop a critical appreciation of relevant theories and through in-class activities and assessment mechanisms; they will have the opportunity to reflect on the application of their learning in the workplace.

The MBA aims for students on the programme to:

• Demonstrate a detailed and systematic breadth and depth of knowledge and understanding of contemporary business issues, professional and academic challenges, international perspectives, and ethical matters in relation to leading and managing people and organisations.
• Exercise incisive analysis and examine the relationships between theory and practice in changing and evolving micro and macro landscapes, constructing arguments in relation to diverse outcomes for people, organisations, and academic scholarship.
• Develop a systematic and critical understanding of mechanisms that challenge traditional business methods and practices (innovation and disruptive technologies) critically evaluating the implications for people, processes, and organisational development, within a diverse array of organisations.
• Evaluate and apply a critique of a range of methodologies for research, evaluation, and evidence-based improvement in professional and academic practice, demonstrating an ability to argue for alternative and creative approaches.
• Become autonomous, independent, and innovative in scholarship, demonstrating the ability to deploy a range of learning resources for research and self-critical writing. Take responsibility for personal professional development and communication in academic/ professional practice and discourse.
• Gain a reflexive understanding of positionality as a leader and researcher through demonstrating the applied requisite knowledge and skills required for effective leadership and management in diverse organisational contexts.

19

Programme Specific Outcomes

Final Award Learning Outcomes

On successful completion of Master of Business Administration (MBA) students will be able to:  

Knowledge and Understanding [KU]

• KU1 Demonstrate knowledge and a critical awareness of current problems and/or new insights referencing leading academic research within a relevant setting in relation to Business/ organisations, Leadership and Management.
• KU2 Demonstrate a comprehensive understanding of techniques applicable to their own research or advanced scholarship and consider a range of methodologies to use in critical analysis of practice.
• KU3 Show originality in the application of knowledge of Business, Leadership and Management, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline and place of work.
• KU4 Demonstrate an applied knowledge and critical understanding of risk and opportunity management, finance and governance and high-performance leadership in order to lead, develop and influence organisational strategy.
• KU5 Demonstrate and deploy a critical strategic knowledge and understanding in the broad discipline of business in order to negotiate, plan, implement and evaluate a suitable topic for a business dissertation, applied corporate project or business plan.

Subject Professional Skills [SPS]

• SPS1 Develop knowledge, understanding, and modes of analysis and critique in relation to professional issues in Business/ organisations, Leadership and Management.
• SPS2 Articulate and synthesise ideas, concepts, and knowledge from research and advanced scholarship in relation to their impact on practice.
• SPS3. Critically examine changing theoretical models, policies, Macro environmental factors and their implications, to improve subject specialism and practice, as well as the potential to lead organisational change

Intellectual skills [IS]

• IS1 Critically examine and analyse concepts surrounding their professional practice as problematic categories that might be understood in relation to established and emerging theories.
• IS2 Critically analyse and evaluate an evidence base for organisational improvement within local, national, and global perspectives.
• IS3 Evaluate and critique methodologies and, where appropriate, to propose new hypotheses and communicate complex, novel, contemporary research findings. 

Transferable Skills [TS]

• TS1 Deal with complex issues both systematically and creatively and communicate their conclusions clearly to specialist and non-specialist audiences.
• TS2 Demonstrate initiative, personal responsibility, self-direction, and originality in tackling and solving problems in complex and unpredictable situations and to apply this to professional settings.
• TS3 Act autonomously in planning and implementing tasks at a professional level.
• TS4 Advance their knowledge and understanding, developing new skills to a high level through relevant Continuing Professional Development.

20

Exit Award Learning Outcomes

On successful completion of a Level 7 Postgraduate Certificate Business Administration (at least 60 credits from any two of the first 3 modules) students will be able to:

Knowledge and Understanding [KU]

• KU1 Demonstrate knowledge, and a critical awareness of current problems and/or new insights referencing leading academic research within a relevant setting in relation to Business/ organisations, Leadership and Management.
• KU2 Demonstrate a comprehensive understanding of techniques applicable to their own research or advanced scholarship and consider a range of methodologies to use in critical analysis of practice.
• KU3 Show critical application of knowledge to practical understandings.

Subject Professional Skills [SPS]

• SPS1 Develop knowledge, understanding, and modes of analysis and critique in relation to professional issues in Business/ organisations, Leadership and Management.
• SPS2 Articulate and synthesise ideas, concepts and knowledge from research and advanced scholarship in relation to their impact on practice.
• SPS3 Critically examine changing and emerging theoretical models, policies and macro environmental factors and assess their implications on organisations and organisational change.

Intellectual skills [IS]

• IS1 Critically examine and analyse concepts surrounding their professional practice as problematic categories that might be understood in relation to established and emerging theories.
• IS2 Critically analyse and evaluate an evidence base for organisational improvement within local, national, and global perspectives.

Transferable Skills [TS]

• TS1 Deal with complex issues both systematically and creatively and communicate their conclusions clearly to specialist and non-specialist audiences.
• TS2 Demonstrate initiative, personal responsibility and self-direction.
• TS3 Act autonomously in planning and implementing tasks at a professional level.
• TS4 Advance their knowledge and understanding, and to develop new skills to a high level.

On successful completion of a Level 7 Postgraduate Diploma Business Administration (at least 120 credits from the first four modules) students will be able to:

Knowledge and Understanding [KU]

• KU1 Demonstrate knowledge, and a critical awareness of current problems and/or new insights referencing leading academic research within a relevant setting in relation to Business/ organisations, Leadership and Management.
• KU2 Demonstrate a comprehensive understanding of techniques applicable to their own research or advanced scholarship and consider a range of methodologies to use in critical analysis of practice.
• KU3 Show originality in the application of knowledge of Business, Leadership and Management, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline and place of work.
• KU4 Demonstrate an applied knowledge and critical understanding of risk and opportunity management, finance and governance and high-performance leadership in order to lead, develop and influence organisational strategy.

Subject Professional Skills [SPS]

• SPS1 Develop knowledge, understanding, and modes of analysis and critique in relation to professional issues in Business/ organisations, Leadership and Management.
• SPS2 Articulate and synthesise ideas, concepts and knowledge from research and advanced scholarship in relation to their impact on practice.
• SPS3 Critically examine changing and emerging theoretical models, policies, and macro environmental factors by systematically analysing their impact on practice as well as their potential to drive or instigate organisational change.

Intellectual skills [IS]

• IS1 Critically examine and analyse concepts surrounding their professional practice as problematic categories that might be understood in relation to established and emerging theories.
• IS2 Critically analyse and evaluate an evidence base for organisational improvement within local, national, and global perspectives.

Transferable Skills [TS]

• TS1 Deal with complex issues both systematically and creatively and communicate their conclusions clearly to specialist and non-specialist audiences.
• TS2 Demonstrate initiative, personal responsibility and self-direction.
• TS3 Act autonomously in planning and implementing tasks at a professional level.
• TS4 Advance their knowledge and understanding, and to develop new skills to a high level.

21a

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

Trimester 1 (September)

BUS733_1.0

Strategic Human Resource Management

(30 Credits)

BUS734_1.0

Entrepreneurship and Leadership Challenges

(30 Credits)

Trimester 2 (February)

BUS735_1.0

Finance for Strategic Management

(30 Credits)

BUS736_1.0

Organisational Strategy in Action

(30 Credits)

Trimester 3 (June)

BUS737_1.0

Strategic Management Project

(60 Credits)

Trimester 1 (February)

BUS735_1.0

Finance for Strategic Management

(30 Credits)

BUS736_1.0

Organisational Strategy in Action

(30 Credits)

Trimester 2 (June)

BUS733_1.0

Strategic Human Resource Management

(30 Credits)

BUS734_1.0

Entrepreneurship and Leadership Challenges

(30 Credits)

Trimester 3 (September)

BUS737_1.0

Strategic Management Project

(60 Credits)

Year 1: September

February

June

BUS733_1.0

Strategic Human Resource Management

(30 Credits)

BUS734_1.0

Entrepreneurship and Leadership Challenges

(30 Credits)

BUS735_1.0

Finance for Strategic Management

 (30 Credits)

Year 2: September

February & June

BUS736_1.0

Organisational Strategy in Action

(30 Credits)

BUS737_1.0

Strategic Management Project

(60 Credits)

Year 1: February

June

September

BUS734_1.0

Entrepreneurship and Leadership Challenges

(30 Credits)

BUS735_1.0

Finance for Strategic Leadership (30 Credits)

BUS733_1.0

Strategic Human Resource Management

(30 Credits)

Year 2: February

June & September

BUS736_1.0

Organisational Strategy in Action (30 Credits)

BUS737_1.0

Strategic Management Project

(60 Credits)

21b

Module Structure

Core Modules

Code

Status

Module Title

Period
(number)

No of credits

BUS733_1.0

Mandatory

Strategic Human Resource Management

1

30

BUS734_1.0

Mandatory

Entrepreneurship and Leadership Challenges

1

30

BUS735_1.0

Mandatory

Finance for Strategic Management

2

30

BUS736_1.0

Mandatory

Organisational Strategy in Action

2

30

BUS737_1.0

Mandatory

Strategic Management Project

3

60

22    Curriculum Design

Background to the design

This programme has been designed to offer experienced and early career managers and leaders the opportunity to formally build on and accredit their workplace experience. Many individuals progress into management roles without formal preparation, often described as ‘accidental managers’. This presents a prevalent challenge in UK workplace where managers may lack the training needed to perform effectively.  This MBA programme therefore seeks to assist individuals to move from being accidental managers to conscious and competent strategic leaders who can drive organisational growth and performance.

The Government’s modern industrial strategy is a long-term plan for boosting the productivity and earning power of people throughout the UK and it identifies a need for ‘spreading the best practice of our most productive businesses’. This programme seeks to engage individuals in dialogue with their peers through adopting a programme design that flexes to individual and organisational needs, allowing for multiple yearly entry points, and a model of delivery that seeks to broaden the community of students in both number and diversity, promoting a rich learning experience.

The curriculum has been designed in line with the QAA Subject Benchmark Statement for Business and Management (2023) and aims to develop enquiring, critical and reflective leaders who respond well to challenge, enabling them to contribute proactively to the world of private business, public or ‘third’ sector organisations, the main business-related professions, self-employment, and the wider society within which businesses operate.

There are five distinct modules that comprise the programme. Four modules are equally weighted at 30 credits and one 60-credit module. Students complete two 30-credit modules in trimester one, two in trimester two and the 60 credit Strategic Management Project in trimester three of the programme. Students can join the programme at either of the two entry points in September or February.  This course design provides students with a rich peer networking opportunity as the group and its associated dynamics changes and evolves across the first two trimester modules.  In trimester 3, students benefit from a smaller group as they complete the programme with the cohort that they commenced their studies with. This approach lends itself well to building a strong community of practice and peer support as students develop their skills throughout the programme.

The programme is delivered in the traditional face to face format.  There are two models of delivery: FT and PT).

As students progress to the final module, their taught contact time reduces to provide more specific support.  Students are encouraged to self-select a format for their final project that best suits their career ambitions and overarching goals for their MBA. Students may opt to complete a business dissertation, applied corporate project, or produce a business plan.

The course will include small project and research activities as assessments, and lectures will provide students with action/evidence-based research skills. In addition, students will be supported by a designated project supervisor. Due consideration will be given to ethical guidelines specifically concerning preserving anonymity of business sensitive data and information throughout the work. Full engagement with ICON College’s/Lincoln Bishop University’s professional research community is expected and students will seek appropriate ethical clearance through the ethics approval process in line with ICON College’s/Lincoln Bishop University’s research ethics and integrity statement and ICON College’s/Lincoln Bishop University’s Research Ethics Policy:

https://icon.moodle.webanywhere.co.uk/mod/folder/view.php?id=137057  

Overall, the intent of the module is to equip individuals with the knowledge and understanding necessary to conceive, plan, implement and evaluate strategic management/ research projects. 

The MBA curriculum is action centred and challenges students ‘to do’.   Core to the notion of ‘doing’ and acting is the spirit in which this activity should be ‘done’.  Students on the programme will be challenged to act in line with the ethos of the UN Sustainable Development Goals. The Sustainable Development Goals (SDGs) are a collection of 17 global goals designed to be a "blueprint to achieve a better and more sustainable future for all”. Individual modules intrinsically embed this ethos, in addition to the ICON College/Lincoln Bishop University Graduate Attributes.   The curriculum is also reinforced by its commitment to uphold the United Nations Global Compact (UNGC). The ten principles focus on key global challenges in the areas of human rights, labour, the environment, and anti-corruption. As global citizens, students will develop a global mindset to understand, appreciate and take appropriate local or international action in response to these global challenges. ‘Global’ in this sense refers to the wider world and the overarching environment in which individuals are a part of and live in. At a local level, students on the MBA may consider their task environment; the specific environment in which a company operates (made up of suppliers, customers, distributors and competitors). Students may, for example, consider how they could improve aspects of their operations such as supply chain traceability.

The programme structure aligns to the development of Lincoln Bishop University Graduate Attributes as follows:

1: Academic Literacies –Students re enabled to develop academic literacy through engagement with critically analysing and systematically evaluating and synthesizing original empirical research in their assignments. These skills are developed from the start of their programme and students are expected to develop their academic literacies throughout the duration of the programme. 

Additionally, assessments are specifically designed to support students in developing their academic competency.

2: Global Citizenship –students will develop a global perspective of Business through specific modules and activities; for example, through engaging with environmental scanning and reviewing legislative and global governance requirements.  Furthermore, as mentioned previously, the curriculum is reinforced by its commitment to uphold the United Nations Global Compact (UNGC).

3: Information Literacy – Information literacy will be developed throughout the programme and students will be required to independently search for academic sources through, for example, Perlego, Worldcat and Google Scholar.   

4: Digital Fluency – Assessments are designed to support students in developing digital fluency through a range of assessments including a narrated PowerPoint, digital poster, and VLOG.  In addition, students will be encouraged through their studies to engage in online forums and discussion groups. The teaching team will also model the use of technology through session delivery as appropriate. 

5: Employability – Employability is a key focus of the course, and a balance has been sought between creating a practice orientated course while meeting the demands of level 7 study. It is anticipated that students will further enhance their employability skills and as leaders and managers, will model this within the workplace.

6: Being Enterprising – the course discipline coupled with the practical nature and characteristics of the course means that students are challenged to develop creative problem-solving skills through directed independent learning.   Throughout the programme students will be challenged to develop intrapreneurial and entrepreneurial competency and can develop a business plan within the final module.

23 

Learning and Teaching Strategies

Within the programme, modules are taught by tutors with relevant professional knowledge, experience, and qualifications. Tutors will employ a range of teaching strategies that include interactive lectures, seminars and tutorials and use web-based tools to enable students to engage with module content and issues related to assessments.

E-resources such as e-books, online case study materials being developed and introduced by ICON College staff. Web-based materials and a Virtual Learning Environment (VLE) are used to support augment in-person teaching, learning and assessment through activities such as directed reading (see Section 26 below for more detail).

Teaching within the programme is delivered through a range of styles and methods, including face to-face lectures, workshops, seminars, and tutorials and through the dynamic use of the College’s VLE and other relevant digital tools such as Kaltura virtual platform. Individual support is offered to all students across all modules through one-to-one tutorials, often focused on reinforcing understanding of topics and ensuring appropriate preparation is being made for assignment tasks. Students develop specific subject knowledge and understanding through a diverse range of contemporary teaching and learning approaches. During seminar and workshop activities individuals are encouraged to develop their subject knowledge and understanding, and to build subject specific and intellect skills by assembling evidence, presenting ideas, concepts, and findings, and constructing and defending arguments.

• As appropriate to the module and content, the teaching team will utilise opportunities to teach students both in whole group situations and smaller seminar groups. In smaller group tasks, students are encouraged to peer-support one another through dialogue and collaborative learning.
• Student cohorts enter the course with a range of experiences, skills and/or qualifications. To support the students’ variable needs, teaching and learning is differentiated. For example, key concepts may be contextualised to the students’ professional experiences, through discussions relating to practice and practical activities. The aim is to create authentic, collaborative learning experiences within the classroom and independent study environments.
• Guest/ visiting tutors from within the delivering institution, Lincoln Bishop University and/or from local and national statutory, private and voluntary organisations might also be utilised to support subject-currency and expose students to wider perspectives and/or specialised knowledge, where appropriate to do so.
• Students are supported by individual and group tutorials that are embedded into each module.

 24

Assessment Strategies

Module assessments provide opportunities for students to acquire, develop and demonstrate knowledge and understanding, subject specific, intellectual, and transferable skills. A range of assessments are used which are relevant to the individual demands of the subject matter and enable students to participate in a varied and engaging educational and personal development experience. Assessments are used to appropriately test and encourage students l to apply different areas of knowledge and demonstrate a wide range of skills. Innovative assessments that cater for an array of learning styles and preferences are a key feature of this programme.

Multi method weighted assessments form a key feature of the 30-credit modules (60:40 coursework: practical).  Across the programme the workload for students is also carefully managed through the effective

scheduling of assessments and the use of a consistent rubric. 

Where practical assessments take place, students are supported with skills development during taught sessions prior to delivery. This may include support from the ICON IT and ELDU teams. Members of both the IT and ELDU teams work closely with the programme team to support learners to develop and enhance their digital and academic literacy throughout the programme.

Group work is not used as a summative assessment strategy, although individuals can expect to work with their peers throughout the duration of their programme.

Across the programme the workload for students is also carefully managed through the effective scheduling of assessments and the use of a consistent rubric.

Students’ knowledge, skills and critical understanding of the subject will be assessed by a variety of methods as follows:

Indicative Assessment Strategy

25

Inclusive Practice and Personal Development Planning

The delivering institution (ICON College) is responsible for supporting students’ learning, both through regular support by the programme team, and any specific skills/learning support needed by individual students.

The programme aims to recruit students from a range of backgrounds to promote widening participation. Recruitment includes students from diverse backgrounds and those who do not have English as a first language. The recruitment process is sympathetic to these diverse characteristics and the delivering institution will take steps to determine individual readiness and ensure applicants are on the right programme for their needs and abilities.

Induction sessions are included to support student expectations of the requirements of Level 7 study. For example, students entering this programme following a break in formal education will be supported by the programme team at the delivering institution to make a smooth transition into the programme, and where relevant, the delivering institution’s specialist study skills support staff.     

The delivering institution will operate a tutor system so that each student has a designated tutor, to work with them on personal development planning.

Where necessary, the programme team may draw upon the expertise of specialist staff in the identification, assessment and planning for specific learning needs (such as dyslexia screening), and subsequent support and reasonable adjustments.

26

Technology Enhanced Learning

Included within the Library Systems are access to journals and specific subject related learning resources. Module specific elements are laid down within individual modules. Technology enhanced learning is supported and enhanced by structured and systematic use of a VLE. Other applications (such as Kaltura virtual platform, or similar) may also be used to further augment Teaching and Learning.

While all modules adopt an in-person (face to face) learning and teaching approach, technology enhanced learning may be used where appropriate to support and deepen student understanding and outcomes through augmented individual (and/or) group activity. This activity might include for example, directed reading or audio-visual materials to stimulate critical thinking tasks, focussed reflection on practice or specific learning exercises.

Mediated online discussion boards may be used to provide a secure forum for sharing thoughts, examples, and reflections. Discussions must be monitored by the programme team. Ethical boundaries will be emphasised, to protect confidentiality. Access to such discussions must be secure and restricted to internal users within the delivering institution.

The delivering institution will apply relevant codes of conduct about online behaviour and fair use, in keeping with Lincoln Bishop University’s usual expectations.

27

Work-related Learning and/or Placement

Work placements are not a feature of this programme. Work related learning (referring to activities and assignments that use the context of work to develop students’ knowledge, skills and understanding through the experience of work) is however a key feature of this MBA programme. Changes in an individual’s work setting and job role are commonplace for a variety of reasons and students are therefore encouraged to draw on all their experiences within the workplace to assist them with their studies.  Students that are not in employment throughout the duration of their studies will not be disadvantaged as they will be able to apply their learning to case studies, prior learning in the workplace and to their future aspirations.

Consideration of individual workplace environments is provided by the nature of the subject matter and assessment content; there is sufficient flexibility to ensure that all sectors should be able to select, apply, use, and subsequently benefit from the course material and content.  Individual application to the workplace endorses this consideration through the programme.

It is acknowledged that the student’s place of work is not connected with Lincoln Bishop University or ICON College in any legal or financial manner and the student would be expected to comply with the management practices, policies and quality assurance mechanisms that are imposed by their employer.

28

Employability

The MBA has been designed to enhance employability and boost the credibility of individuals already within the workplace or with experience of the workplace.

The MBA has been designed in consultation with employers and industry experts to develop the strategic leadership skills of those responsible for the overall performance and long-term sustainability of their organisations.

As this programme is aimed at those already employed or with business and management experience, it enhances their employability by preparing them for transitioning into more senior management roles and formalising their knowledge and skills within a qualification framework.  Employability is therefore seen as an intrinsic aspect of the programme.

29

Programme Specific Admission Requirements

Students are expected to hold a UK honours degree with a minimum classification of 2:2 or an equivalent qualification, along with an IELTS score of 6.5 or above.

However, applicants with relevant experience in business, management, or leadership may also be considered, provided they can demonstrate the skills and commitment required to study at master’s level. A minimum of three years’ experience in business and management is desirable.

Potential students in possession of alternative qualifications, transferable credits, or relevant experience will be invited to apply through the University’s RPL processes. Lincoln Bishop University encourage applications from mature students and recognise that their experience or qualifications are likely to be different.

Candidates with other entry qualifications and experience are welcome. ICON College can advise on their equivalence to the standard entry qualifications.

30

Programme Specific Management Arrangements

General

The MBA programme is authored and validated at Lincoln Bishop University. It is subject to Lincoln Bishop University’s Codes of Practice and Regulations, including admissions, quality assurance, external examining, and awards. The programme will be managed through the Faculty structure at Lincoln Bishop University. It will have a named programme leader within the Business subject team.

Collaborative Partnerships

Collaborative, academic partnerships are subject to relevant processes and formal agreements being implemented at institutional level. Where the MBA (General management) programme is delivered by an external, partner institution, this collaboration is executed under the terms and conditions of individual institutional partnership agreements and the Lincoln Bishop University Code of Practice for Collaborative Provision.

In keeping with the Lincoln Bishop University Code of Practice for Collaborative Provision, whenever the MBA programme is delivered collaboratively with a partner institution, the programme leader at the delivering institution is responsible for the day-to-day organisation of the programme. This involves producing schemes of work and teaching materials, planning and resourcing all teaching, learning and assessment on the programme. The delivering institution will undertake marking and internal moderation.

Course timelines and assessment points will be agreed between the delivering institution with Lincoln Bishop University, enabling suitable time frames for cross moderation and external examining, and Lincoln Bishop University’s Module Boards and Boards of Examiners. Lincoln Bishop University will be responsible for ensuring that a suitable EE has been appointed.

The named programme leader within the subject team at Lincoln Bishop University (or delegated) will act as the subject specialist link tutor. Further detail about the specific responsibilities of link tutors and programme leads at collaborative partner institutions are available in the Lincoln Bishop University Collaborative Handbook.

The effective management and quality assurance of the programme will be further facilitated and supported by the Head of Academic Partnerships at Lincoln Bishop University, as per the Code of Practice.

The effective management and quality assurance of the programme will be further facilitated and supported by the Head of Academic Partnerships at Lincoln Bishop University, as per the Code of Practice.

The programme will adhere to Lincoln Bishop University’s Quality Assurance mechanisms and processes including Programme Committee Meetings (three times per year), annual monitoring reports (AMR), and enhancement planning. The programme will adhere to Codes of Practice at Lincoln Bishop University /the delivering institution as set out in the institutional agreement.

31

Staff Responsibilities

The programme leader at the delivering institution is responsible for day-to-day organisation, including producing schemes of work and teaching materials, and planning and resourcing all teaching, learning and assessment on the programme. The programme team at the delivering institution remains under the leadership and management structures of their employing institution. Module leadership may be delegated, accordingly.

In keeping with Lincoln Bishop University Code of Practice for Collaborative Provision, whenever the MBA programme is delivered collaboratively with a partner institution, the named programme leader within the subject team at Lincoln Bishop University (or delegated colleague) will act as the subject-specialist link tutor. This work will be overseen by the relevant Head of Programmes, on behalf of Lincoln Bishop University academic faculty. Further detail about the specific responsibilities of link tutors and programme leads at collaborative partner institutions are available in the Lincoln Bishop University Collaborative Handbook.

Sharing of teaching resources across institutions delivering the same/similar programmes is considered good practice and is encouraged, wherever possible to enhance the teaching and learning on the programme and promote a positive student experience. The effective management and quality assurance of the programme will be further facilitated and supported by the Head of Academic Partnerships at Lincoln Bishop University, as per the Code of Practice.

32

Programme Specific Academic Student Support

The delivering institution will be responsible for specific academic support related to this programme, such as IT support, access to VLE and other applications, relevant software, and data bases.

The delivering institution will be responsible for the conduct of assessment and associated support for students during the assessment process.

33

Programme Specific Student Evaluation

The programme complies with current Lincoln Bishop University institutional evaluation policies. The delivering institution will enable students to participate in relevant evaluations and surveys. This might be facilitated by Lincoln Bishop University, as appropriate to the programme and site of delivery. Under the Lincoln Bishop University Code of Practice for Collaborative Provision, where delivered collaboratively, the Programme Committee includes student representation and offers an additional forum for student voice. The delivering institution may augment this with its internal representation and evaluation processes.