PROGRAMME APPROVAL FORM: TAUGHT PROGRAMMES SECTION 1 THE PROGRAMME SPECIFICATION. value equivalent

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PROGRAMME APPROVAL FORM: TAUGHT PROGRAMMES SECTION 1 – THE PROGRAMME SPECIFICATION

1. Programme title and designation BA Spanish and Management with a year abroad

For undergraduate programmes only

Single honours Joint Major/minor

2. Final award

Award Title Credit

value

ECTS equivalent

Any special criteria BA Hons Spanish and

Management with a year abroad

450 225 In the final classification of their degree, students may not be awarded a particular class unless they have achieved at least 15 credits of Spanish language modules in that class or the class below.

3. Nested award

value

Any special criteria

N/A N/A N/A N/A N/A

4. Exit award

value

Any special criteria BA (Hons) Spanish and

Management

360 180 Eligible for this Award are i) students who are granted exemption from the Year Abroad due to mitigating

circumstances, or ii) students who fail the Year Abroad, or part of it, and have exhausted all resit possibilities. Ordinary

Degree

Spanish and Management

300 150 Students must pass at least 135 credits in each of the subject areas in order to be eligible for a joint undergraduate ordinary

degree (300 credits). If a student does not

achieve this threshold in one of the subjects, it may be listed as a minor subject in the exit award. UG Diploma Spanish and

Management

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exit award (240 credits). If a student does not achieve this threshold in one of the subjects, it may be listed as a minor subject in the exit award. UG

Certification

Spanish and Management

120 60 Students must pass at

least 45 credits in each of the subject areas in order to be eligible for a joint undergraduate certificate exit award (120 credits). If a student does not achieve this threshold in one of the subjects, it may be listed as a minor subject in the exit award.

5. Level in the qualifications framework H 6. Attendance

Full-time Part-time Distance learning

Mode of attendance Yes No No

Minimum length of programme 4 years N/A N/A

Maximum length of programme 10 years N/A N/A

7. Awarding institution/body King’s College London 8. Teaching institution King’s College London

9. Proposing department Department of Spanish, Portuguese and Latin American Studies

10. Programme organiser and contact Details

Dr Federico Bonaddio federico.bonaddio@kcl.ac.uk 020 7848 1028

11. Relevant QAA subject benchmark/ Professional, statutory and regulatory body guidelines (UG: http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY /SUBJECT-GUIDANCE/Pages/Honours-degree-benchmark-statements.aspx PGT: http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject- guidance/Pages/Master%27s-degree-benchmark-statements.aspx)

Languages and Related Studies

12. Date of production of specification 6 September 2014

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14. Educational aims of the programme

i.e. what is the purpose of the programme and general statements about the learning that takes place over the duration of the programme

Spanish

A Spanish honours degree aims to provide expertise in a wide variety of aspects of the language, literature and culture of the Hispanic World, drawn geographically from both Spain and the republics of Spanish America, and chronologically from the origins of Spanish to the present day. We develop students’ power of critical and rationale analysis and synthesis, and coherent articulation of conclusions, in both Spanish and English,and furnish a practical capacity for active and efficient use of the modern Spanish language in its several varieties. We help students develop mastery of methodologies and high-level understanding of the plurality and diversity of Hispanic language, literature and culture, and encourage their development to their full intellectual potential, fostering independent thought and motivation.

We expect our students to become articulate, critical yet open-minded, culturally informed citizens, with an international outlook.

Management

The programme seeks to provide a high-quality education in Business Management in a research active and intellectually challenging environment. The specific aims are to:  Develop an understanding that management is a broadly based social science and

multi-disciplinary area

 Enable students to understand organisations, key aspects of their management, and the external environment in which they operate

 Provide students with a capacity for analysis, which will allow them critically to evaluate the impact and effectiveness of current management practices

 Allow students to tailor the programme to meet their needs by choosing options in the second and third year

 Enhance students’ interpersonal and communicative skills and thus contribute to their capacity for life-long learning

 Produce graduates who are well equipped for more advanced study and/or employment.

15. Educational objectives of the programme/programme outcomes (as relevant to the SEEC Credit Level Descriptors)

Spanish

The programme provides opportunities for students to develop and demonstrate knowledge and understanding and skills in the following areas:

Knowledge and understanding The programme provides a knowledge

and understanding of the following: 1. Theoretical and practical knowledge

of the Spanish language (spoken and written) in its regional Iberian

variants, as well as its Spanish-American forms;

2. The methodologies and practice of translation (from and into the target language);

These are achieved through the following teaching/learning methods and strategies:

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3. The historical evolution of the Spanish language;

4. The cultural diversity of the Hispanic World, through a study of a variety of cultural products (primarily literary, but also visual arts and film). This knowledge promotes intercultural understanding;

5. The history of the Hispanic World, from medieval to modern, including the encounter between Old and New Worlds, between European and non-European, as well as between the Christian, Muslim, and Judaic cultural traditions of Iberia;

6. Methodologies of cultural and historical analysis;

7. Appropriate personal and

professional conduct in the context of the discipline.

Acquisition of 3 to 6 is also through a balanced mix of the following: individual tutorials (usually to discuss written coursework); seminars (usually including group or individual presentations); lectures; directed private study (primarily for final-year students taking a dissertation option); the year abroad, whether teaching or studying at a university in Spain or Latin America, is a crucial part of the learning experience for 1 to 7. Assessment:

For 1 to 2, the practical and theoretical components, a variety of assessment strategies are employed: unseen module examinations are preceded by detailed formative and summative assessments, such as regular coursework (translation, comprehension, linguistic

commentaries, and grammar tests) and oral/aural exercises.

For 3 to 7, the related thematic studies, there is a similar combination of

summative final exams and formative coursework: tutorial essays, oral

presentations (individual or group), and optional dissertations. Essays are usually in English, though for year 3 work, they are optionally in Spanish.

Skills and other attributes Intellectual skills:

1. Can analyse more abstract texts, evidence, etc without guidance, using a range of approaches and

techniques appropriate to the subject; 2. With minimum guidance can critically

assesses secondary literature and important ideas to develop an argument;

3. Can critically evaluate material to support conclusions, reviewing its reliability, validity and significance. Can investigate contradictory information/identify reasons for contradictions;

4. Can be confident and flexible in identifying and defining complex issues within the discipline and can

See learning methods and assessment strategies outlined above, particularly the formative assessment provided in classes and tutorials, where students are given detailed responses to their written and oral work. These skills are also acquired through independent study of the models constituted by the discipline’s scholarship.

Assessment:

 Unseen examinations  Coursework assessments  Oral presentations

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apply appropriate knowledge and skills in addressing them.

Practical skills:

1. Advanced practical knowledge of a foreign language;

2. Can operate in complex and unpredictable contexts, requiring selection and application from a wide range of methods and activities; 3. Able to act autonomously, with

minimal supervision or direction, within agreed guidelines.

The bibliographic, research and note-taking skills necessary for 3 are provided by the library and in classes, and taught intensively in the process of regular essay writing. Skills 1 to 2 are integral to the discipline, and regularly put into practice particularly in seminar discussions, presentations, tutorial essays. Under guidance of personal and module tutors, time management and personal planning 2 to 3 are

acquired through preparing for a variety of modules and exams, and meeting short and long term-deadlines; 2 and 3 are integral to the discipline, but most practically enhanced by the year abroad teaching, or studying as a university in Spain or Latin America. Assessment:  Unseen examinations  Class assessments  Coursework assessments  Oral presentations  Grammar tests  Aural comprehension examinations

 Year abroad project work Generic/transferable skills:

1. Can interact effectively within a team/learning group, recognise, support or be proactive in leadership, negotiate and manage conflict; 2. With minimum guidance can manage

own learning using full range of resources for the discipline(s); 3. Is confident in application of own

criteria of judgement and can

challenge received opinion. Can seek and make use of feedback;

4. Can select and manage information, competently undertaking reasonably straightforward research tasks with minimum guidance;

5. Can take responsibility for own work and can criticise it;

The formal methods and strategies for teaching, learning and assessing these skills are the same as above.

However, the interpersonal skills and personal attributes are also developed in less formal contexts, such as close relationship between personal and module tutors, interaction with peers, and in the year abroad.

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6. Can engage effectively in debate in a professional manner and give

detailed and coherent presentations; 7. Is confident and flexible in identifying and defining complex issues and can apply appropriate knowledge and skills in addressing them.

 Aural comprehension examinations

 Year abroad project work

Educational objectives of the programme/programme outcomes (continued) Management

The programme provides opportunities for students to develop and demonstrate knowledge and understanding and skills in the following areas:

Knowledge and understanding The programme provides a knowledge

and understanding of the following: 1. Aspects of, and inter-relationships

between, organisations, their

management, and the environments within which they operate.

2. Key elements of the philosophy and methodologies underlying a social science approach to the study of management, emphasising their strengths and limitations.

3. Some main subject areas of management, namely:

a. Organisation studies/human resource management

b. Marketing/strategic management c. Accounting and finance

4. Other specialist subject and skill areas, namely:

a. The economic, legal, social, and cultural context of business b. Ethical issues in the study of

business management

c. The international context of business 5. Contemporary management issues,

highlighting recent developments in theory and practice.

Knowledge is acquired by students through a combination of lectures and guided student-centred learning. Lectures are normally employed to convey key information, demonstrate the broad structure of a topic, and explain more complex material. This provides an explanatory framework for student-centred learning, where a greater depth and/or breadth of knowledge is acquired through a combination of activities. These usually encompass recommended reading, supplementary reading, and research for coursework assignments. They generally become more intellectually demanding as the degree programme progresses.

Understanding is developed and embedded through a variety of guided student-centred learning activities, with particular emphasis on student

preparation for, and active participation in, regular tutorial classes. These provide a focus for analysis of, and engagement with, recommended and supplementary reading. Formative coursework assignments are also designed to develop and embed understanding.

The degree of optionality increases as the programme progresses, with students taking core and compulsory modules in all the main subject areas in years 1 and 2.

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All learning outcomes related to knowledge and understanding are assessed. Assessment methods are specified in each module outline. Formative assessment is provided both informally, through verbal feedback from tutors on students’ contributions in tutorial classes, and formally through written and verbal diagnostic feedback on coursework assignments.

Summative assessment is achieved through examinations or coursework, or some mixture thereof. In many modules there is also a mark for tutorial

attendance and participation. Care has been taken to maintain a balance between coursework and examinations in each year of the programme.

Where it is used, coursework varies from module to module, but usually consists of an open-ended essay question, case analysis, project work or presentation – all designed to provide students with scope to develop and demonstrate the extent of their in-depth knowledge and understanding of specific topics. Detailed diagnostic feedback on coursework is given on an individual basis, with general points arising from coursework discussed in lectures and/or tutorial classes. End of semester examinations are designed to assess students’ knowledge and understanding of material from the whole programme through the medium of unseen examinations.

Skills and other attributes Intellectual skills:

1. Analyse, synthesise and critically evaluate a range of business data and theories, including the capability to identify assumptions, evaluate

statements in terms of evidence, define terms adequately and generalise appropriately.

2. Create and assess a range of options, including the capacity to apply ideas and knowledge to a range of situations and integrate knowledge gained from different subject areas of management. 3. Detect false logic or reasoning and

identify implicit values.

4. Conduct research into business and management issues, either individually

All individual modules require students to utilise one or more elements of these intellectual skills in preparing material for tutorial classes and coursework assignments, participating in tutorial class discussions, and/or in answering some examination questions. These guided student-centred learning

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or as part of a team for projects and/or presentations.

5. Demonstrate independence of mind and thought.

The level of intellectual skill requirements becomes more

demanding as the degree programme progresses.

Assessment:

Intellectual skill development is formally assessed through both coursework and examinations. Successful completion of most coursework assignments and examinations requires students to demonstrate their abilities in one or more elements of these intellectual skills as part of the explicit or implicit requirements of specific coursework and examination questions. For example, most coursework and

examination questions are designed to provide students with scope to

demonstrate their analytical abilities.

Practical skills: An ability to:

1. Effectively identify, formulate and solve problems, and make decisions, using appropriate quantitative and/or qualitative skills.

2. Use Communication and Information Technology (CIT) for business applications and learning, including locating, retrieving and analysing business and management information from a wide variety of sources.

3. Use models of business problems and phenomena, including dealing with complexity and uncertainty, and the requirements of different cultures and systems.

4. Use effectively interpersonal skills of negotiating, persuasion and

presentation.

5. Use numeracy and quantitative skills, including data analysis, interpretation and extrapolation.

All individual modules involve students’ developing and utilising one or more of these practical skills in preparing material for tutorial classes and coursework assignments, actively participating in tutorial class

discussions, and in answering some examination questions. These guided student-centred learning activities, in conjunction with both formal and informal diagnostic feedback from lecturers/tutors, are therefore the primary channel through which practical skills are developed and embedded.

Some modules also explicitly develop some of these practical skills in the subject material delivered on the module. The nature of practical skill requirements becomes more demanding as the programme progresses.

Higher education study skills guidance is also specifically provided in all first year modules as well as through a bespoke online study skills package. Assessment:

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performance in both coursework and examinations. Many coursework assignments and examination

questions require students to explicitly utilise some of these practical skills, while the acquisition of adequate knowledge, and the development of sufficient understanding, in many modules will necessitate students utilising several of these key practical skills. For a number of modules these skills are also reflected in the marks for tutorial participation.

Generic/transferable skills: A capacity for:

1. Effective self-management in terms of time, planning and behaviour,

motivation, self-starting, individual initiative and enterprise.

2. Learning to learn and developing an appetite for learning in a reflective, adaptive and/or collaborative manner. 3. Effective communication, oral and

written, using a range of media which are widely used in business.

4. Self awareness, openness and sensitivity to diversity in terms of people, cultures, business and management issues.

5. Effective performance within a team environment, including: leadership, team building, influencing, and project management skills.

Development and utilisation of generic/transferable skills are an element of every module on the degree programme, and are enhanced as students progress through their degree. For example, active participation in tutorial class discussions at all levels allows students to develop their communication skills, while time management is important as students must cope with a variety of module deadlines in the latter part of each semester. In addition to the

generic/transferable skills developed through all modules, at level 1 there is an optional communications module. This gives students the opportunity to learn to express themselves more effectively both orally and also in written work. Group work takes place in tutorial classes on several modules and enables students to practice their interpersonal skills.

Assessment:

Successfully passing the assessment (whether coursework or examination, or some combination thereof) for all modules, and for the degree as a whole, requires students to utilise effectively generic/transferable skills 1, 2 and 3. Exposure to the multicultural learning environment and range of learning activities which will be experienced by all students

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examinations in courses which utilise group work in tutorial classes requires students to effectively utilise

generic/transferable skill 5.

Therefore, while few modules explicitly assess generic/transferable skills, their assessment is contextualised through successful performance in A, B, and C above.

16. Statement of how the programme has been informed by the relevant subject benchmark statement(s)/professional, statutory and regulatory body guidelines (UG: http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Honours-degree-benchmark-statements.aspx

PGT: http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Master%27s-degree-benchmark-statements.aspx)

Spanish

The Benchmark statement highlights the following as key components of a modern languages degree:

 Use of the target language for purposes of understanding, expression and communication

 Explicit knowledge of the language

 Knowledge of aspects of the cultures, communities and societies where the language is used

 Intercultural awareness and understanding

These are the key components of the programme in Spanish.

Management

The 2007 subject benchmark statement for General Business and Management has been used to inform the knowledge, understanding and skills outcomes for this programme. The programme has been designed such that all core modules together cover the broad knowledge requirements of the benchmark statement. Optional modules then provide greater depth in selected areas, enabling students to determine their own balance between different elements of benchmark requirements.

17. In cases of joint honours programmes please provide a rationale for the particular subject combination, either educational or academic

Spanish and Management as a Combined Honours Programme offer students the chance to acquire a similarly specialised knowledge of each subject. Students develop critical skills relevant to both areas of study. The joint programme offers training in a major modern language, and the opportunity to study Spanish and Spanish American literature, history and culture as well as key elements of the study of Management including organisational studies, accounting, marketing, and international business, and a range of specialist options.

Management works well with Spanish because it adds a distinctive and practical training dimension to the study and use of a major modern language, and develops the knowledge and skills required to work effectively and build careers within the operational and

managerial environments typical of organisations which seek to employ graduates with an advanced knowledge of Spanish language and Hispanic culture(s).

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18. Programme structure

See Programme Handbook for modules to be taken.

If a Masters programme, are level 6 credit levels permitted within the programme? N/A

Maximum number of credits permitted with a condoned fail (core modules excluded) 45 credits

Are students permitted to take any additional credits, as per regulation located in A3? No

Are students permitted to take a substitute module, as per regulation located in A3? No

Are there are any exceptions to the regulations regarding credits, progression or award requirements? (where relevant the information should also differentiate the particular requirements of pathways within a programme or nested/exit awards)

range of credit levels permitted within the programme Levels 4, 5 and 6

maximum number of credits permitted at the lowest level 120 credits

minimum number of credits required at the highest level 90 credits

progression and award requirements (if different from the standard)

Standard for years 1 to 2 and years 2 to 3. Progression from year 3 to year 4 requires 270 credits, excluding condoned fails.

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Please note that new students enrolling on the information provided on this section of the PAF will have these regulations stipulated throughout their programme of study. The only exception to this will be if there are changes made by Professional, Regulatory or Statutory Bodies that are noted to this programme.

numbers of compulsory and optional units to be taken in each year of the programme

Year 1: 120 credits earned through 1 x 30 credits core module and 1 x 30 credits compulsory module in SPLAS, and 2 x 30 credits core modules in the Department of Management. All modules at Level 4.

Year 2: 120 credits earned through 1 x 30 credits core module and 30 credits of optional modules in SPLAS, and 2 x 15 credits compulsory modules and 30 credits of optional modules in the Department of Management. All modules at Level 5.

Year 3: 90 credits earned through Year Abroad modules. All modules at Level 5.

Year 4: 120 credits earned through 1 x 30 credits core module and 30 credits of optional modules in SPLAS, and optional modules worth a total of 60 credits in the Department of Management. All modules at level 6.

Both Departments - Students spend the entire third year in a Spanish-speaking country doing either option 1 or option 2 below. Option 1:

Students participating in exchange programmes with partner universities: 5AAYEX02 Semester I Exchange Placement Abroad (30 King's credits)

5AAYEX03 Semester II Exchange Placement Abroad (30 King's credits) 5AASY021 Practical Language Exam (30 King's credits)

Option 2:

Students combining exchange programme (semester 1) with work placement (semester 2): 5AAYEX02 Semester I Exchange Placement Abroad (30 King's credits)

5AASY021 Practical Language Exam (30 King's credits) And ONE of the following:

5AASY024 Portfolio of 3 Essays (30 King's credits)

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NB.

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19. Marking criteria

All modules will be marked in accordance with the School’s marking criteria where such exists, or else in accordance with the College’s generic marking criteria.

20. Will this Programme report to an existing Board, and if so which one? If a new Programme Board of Examiners is to be set up please note name of Board here SPLAS Programme Board and Faculty of Arts & Humanities Combined Programmes Board

21. Please confirm that the process for nominating External Examiners has

commenced, and if known, note whom the nominated External Examiner(s) may be The External Examiners will be those currently in place to oversee programmes in SPLAS and Management.

22. Measures to help ensure that the programme is inclusive to all students Publicity and programme handbook

These clearly communicate the key skills that will be required during the programme, the content of each module, the intended teaching methods to be used and the module’s status (core/compulsory/optional).

Teaching methods

A wide range of teaching methods are utilised including: handouts in alternative formats, electronic resources placed on the website

Assessment

Advice has been taken from the Equality and Diversity Department to ensure assessment methods do not unfairly discriminate against students with disabilities. The College’s Special Examination Arrangements Committee (SEAC) considers requests for adjustments to

assessment to take account of learning and/or physical disabilities. Module outlines specify the assessment methods that will be used and explain that SEAC will need to be notified about requests for alternative assessment methods. The form that the alternative

assessment will take has been specified for each module in advance. Feedback

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PROGRAMME APPROVAL FORM

SECTION 3 – SUPPLEMENTARY INFORMATION

Not all of the information in this section will be relevant for all programmes and for some programmes this section will not be relevant at all

1. Programme name BA Spanish and Management with a year abroad

2. Is this programme involved in collaborative activity?

Yes No

If yes what type of Collaborative Provision is it (tick appropriate box)? Does the programme have an access/feeder

Programme for entry into it?

Does the programme have an articulation/ progression agreement for entry into it? Dual Award

Franchised Provision

Joint Award

Multiple Award

Partnership Programme

Recognition of Study or Award of Credit through off-campus study or placement

Placements, including those in industry, those required for teacher education, experience necessary for qualifications in the health professions and continuing professional development Staff and student exchange

Provision of learning support, resources or specialist facilities

Validated provision

Distance learning and online delivery involving work with delivery organisations or support providers

X

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Have the relevant stages and appropriate paperwork been approved and the paperwork forwarded onto QAS Office?

Yes No Not applicable

3. If the programme is a joint award with an institution outwith the University of

London, validated provision or franchised provision, has the necessary approval been sought from College Education Committee?

Yes No Not applicable

Please attach a copy of Part 1 of the Partner Profile and checklist submitted to the College Education Committee

4. Partnership programme - in cases where parts or all of the programme are

delivered away from one of the College campuses by a body or bodies external to the College please provide the following details

Name and address of the off-campus location and external body

Universitat Autònoma de Barcelona (Spain) Universidad Complutense de Madrid (Spain) Universitat Pompeu Fabra, Barcelona (Spain) Universidad de Alicante (Spain)

Universidad de Córdoba (Spain)

Pontífica Universidad Católica, Santiago (Chile) Universidad del Pacífico, Lima (Peru)

TEC de Monterrey (Mexico)

Percentage/amount of the programme delivered off-campus or by external body Year abroad

Nature of the involvement of external body

Students will spend 2 semesters at the above institutions, studying courses, through lectures and/or seminars,that are relevant to their programme.

Description of the learning resources available at the off-campus location

The learning resources are in keeping with the level of these institutions, as at an equivalent level to King's within the higher education frameworks of the relevant countries. All partners have been approved at College level as commensurate for King’s students on years abroad.

King’s students are expected to have full access to libraries, careers services, IT facilities (including e-learning platforms where appropriate) and language support just like home students at the external body.

What mechanisms will be put in place to ensure the ongoing monitoring of the delivery of the programme, to include monitoring of learning resources off-site or by the external body?

X

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The exchange agreements are reviewed on a regular basis by King's international office and the study abroad tutor of SPLAS, and this will lead to proper evaluation by King's of student experiences. Erasmus Operational Support (OS) funds are available centrally at King’s to

support monitoring visits to the external body and annual surveys of the mobile students will be used to consider feedback. These can also be raised formally in SSLC meetings the following year.

Please attach the report of the visit to the off-campus location

5. Recognition of study or award of credit through off-campus study or placement - please indicate how the time will be spent, the length of time out, the amount of credit and whether it is a compulsory or optional part of the programme

Year abroad, Year in employment, Internship, Placement Other (please specify)

Time spent 1 Year Credit amount 90 credits Compulsory

6. Please provide a rationale for any such time outside the College, other than that which is a requirement of a professional, statutory or regulatory body

The Year Abroad is intended to improve students’ linguistics skills and understanding of the life and culture of a Spanish-speaking country. Satisfactory completion of the year abroad and of the Year Abroad modules forms an integral part of 4-year degree schemes in the Department of Spanish, Portuguese & Latin American Studies.

Students taking a four-year honours degree normally spend the whole of the year in a Spanish-speaking country, either attending an approved programme of study or doing some other work placement.

Students are assessed accordingly (details outlined in Section 1 – 18 Programme Structure).

7. Please give details if the programme requires validation or accreditation by a professional, statutory or regulatory body

N/A

Name and address of PSB

Date validation/accreditation commenced:

Frequency of validation/ accreditation