DEPARTMENT OF ECONOMICS - University of Kent



UNIVERSITY OF KENT

Module Specification

1. Title of the module:

Industry Final Report (EC559)

2. School which will be responsible for management of the module:

Economics

3. Start Date of the Module:

September 2006

4. Start Cohort:

September 2004.

5. Number of students expected to take the module:

5-8

6. Modules to be withdrawn on the introduction of this proposed module and consultation

with other relevant Schools and Faculties regarding the withdrawal:

None

7. Level of module:

Level H (FHEQ Level: 6)

8. The number of credits which the module represents:

30

9. Which term(s) the module is to be taught in (or other teaching pattern):

Placement Year

10. Prerequisite and co-requisite modules:

Co-requisite EC558

11. The programmes of study to which the module contributes:

Degrees involving Economics subjects to which the Programme Specification for Stage S of Economics degrees with a Year in Industry applies.

12. Intended subject specific learning outcomes and, as appropriate, their relationship to

programme learning outcomes:

The module aims to:

• develop students’ practical knowledge and understanding of successful business (A1-3)

• develop knowledge and understanding of contemporary practice and issues, deepening and/or integrating subject knowledge with practice, using the placement context (A1-3, C1-3).

• develop ability to apply some of the intellectual skills specified for the main programme in practice (B3-5).

• develop ability to analyse and draw reasoned conclusions about economic problems and relatively complex situations working in an organisational setting (B1-4, C1-3).

• develop ability to apply some of the subject-specific skills specified for the required core in practice (B1-5, C1-5).

These learning outcomes map onto Stage S of the relevant programmes, where they are also linked to relevant subject benchmark statements.The placement year is the key component of “with a year in industry” for relevant specified programmes.

13. Intended generic learning outcomes and, as appropriate, their relationship to programme learning outcomes:

These learning outcomes map directly onto those of Stage S of the relevant programmes (D1-8), where they are also linked to relevant subject benchmark statements.

Enhance transferable skills of the main programme in an organisational setting from a practical management and/or professional perspective, in particular:

• Effective communication of analysis and ideas both orally and in written form.

• Ability to assemble, analyse, use and present data.

• Understanding and ability to use economic, mathematical and quantitative methods to analyse business issues and problems.

• Ability to analyse and make decisions using economic concepts, eg opportunity cost and strategic behaviour.

• Development of skills associated with the chosen/specific industry.

• Independence in initiating and executing work.

• Ability to think critically about proposed analyses and solutions to a problem or issue.

• Become responsible for managing own performance.

14. Synopsis of the curriculum:

The placement to which the module relates provides a structured opportunity to combine appropriate developmental work experience with academic study. The placement experience allows students to develop and reflect on managerial and / or professional practice in real and often complex situations, and to integrate this with the study of the relevant subject(s) of their main programme. Where relevant, they develop, reinforce and apply professional and / or technical expertise in an employment context.

The ability to integrate this work based learning with the modules of Stages 1, 2 and 3 is a high level cognitive task. The particular combination of the student’s degree programme and choice of modules together with the great variety of increasingly diverse placement situations make the “curriculum” of each placement essentially unique. The unifying features, with which the project for this module is concerned (see 16.) are integration of theory and practice, and the development of the student as an independent learner and reflective practitioner.

This background is why the report for the module has to be linked to the placement portfolio. The assembly, content and organisation of this are assessed in EC558 Industry Assessment. This module assesses how effectively the student can use this to demonstrate integration of theory and practice, self assessment of achieved learning and reflection on this.

15. Indicative Reading List:

The suggested textbooks are:

Brennan, J & Little, B (2002), A Review of Work Based Learning in Higher Education, Prentice

Hall

Little, B (1998), Developing Key Skills Through Work Placement, Council for Industry & H E

16. Learning and Teaching Methods, including the nature and number of contact hours and the total study hours which will be expected of students, and how these relate to achievement of the intended learning outcomes:

There will be a set of briefings about the placement process during Stage 2. These activities are outlined in the module description for EC558 Industry Assessment. They support the process of applying for placements and preparing for undertaking an assessed placement.

During the placement year, the placement co-ordinator, their tutor or another member of staff will stay in touch with the student and the relevant employer to determine progress. These virtual meetings will include preliminary discussion on the report required for this module. Students will be strongly encouraged to have a planned structure and word budget for this report ready towards latter half of the year, and to have a draft of a section of the report. The work done on the portfolio will be looked at during the Spring term of the placement year.

Appropriate guides and sections of the school web site provide support for activities related to placements. Students are also linked to one another and to the placement co-ordinators and other staff involved by an online discussion group. This applies both in Stage 2 and in Stage S.

Those who have returned from placements will be encouraged (but not required) to pass on their knowledge and expertise to those on placements, those seeking placements, or those thinking of applying for placement degrees.

The total number of learning hours associated with this module is estimated to be 300.

17. Assessment methods and how these relate to testing achievement of the intended learning outcomes:

The assessment is entirely by a report of between 2500 and 4000 words related to the portfolio required by EC558 Industry Assessment. The portfolio is built up over the year of the placement. The report for this project should include a summary of what has been done on the placement, evidence of the integration of theory and practice, academic study and work based experience, self-assessment by the student of the learning they have achieved, and how this will influence their final year of study and subsequent career.

The report must be submitted by Monday of week 2 of Stage 3. (Requests for concessions would be dealt with as on other modules.)

Material submitted in connection with this report may not be directly used in subsequent work, though it may be cited in work that builds on it, for example in a final year project or other module.

18. Implications for learning resources, including staff, library, and IT space:

The existing library resources will be broadly adequate. It is anticipated that the library demands for this module will be somewhat similar to final year projects. Electronic resources will be particularly useful to students when working away from their campus.

Existing facilities will be used extensively to support the placements process, both during Stage 2, when a placement must be secured, and during Stage S when the student will be working with the placement employer.

Since this module already existed as part of Economics with a Year in Computing Industry programme, there is no implication on staff resources as an increase in student numbers is not expected to be too high.

19. Statement confirming that, as far as can be reasonably anticipated, the curriculum, learning and teaching methods and forms of assessment do not present any non-justifiable disadvantage to students with disabilities:

Students on this module have to secure a placement. With some severe forms of disability this may be more difficult, but the School will support students through the process of application. Employers are also aware of their responsibilities towards those with disabilities. The School will use its best endeavours to ensure that disabled students find appropriate placements.

The form of assessment proposed and the availability of staff and materials by electronic means will permit the use of appropriate accessibility aids by students. Disabled students should thus not be subject to any non-justifiable disadvantage

Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the above module proposal and have given advice on the correct procedures and required content of module proposals"

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|Director of Learning and Teaching |Date |

Statement by the Head of School: "I confirm that the School has approved the introduction of the module and will be responsible for its resourcing"

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|Head of School |Date |

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