Programme Specification for the MBA (Distance Learning)
PLEASE NOTE. This specification provides a concise summary of the main features of the
programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. This specification provides a source of information for students and prospective students seeking an understanding of the nature of the programme and may be used by the College for review purposes and sent to external examiners. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in the course handbook or on-line at http://www.imperial.ac.uk/business-school/programmes/distance-learning-mba. The accuracy of the information contained in this document is reviewed by the College and may be checked by the Quality Assurance Agency.
1. Awarding Institution: Imperial College London
2. Teaching Institution: Imperial College London
3. External Accreditation by Professional / Statutory Body: The Association of MBAs, EQUIS 4. Name of Final Award (BEng / BSc / MEng etc): Master of Business Administration
(Distance Learning) and the Diploma of Imperial College (DIC) 5. Programme Title (e.g. Biochemistry with Management): Distance Learning MBA
6. Name of Department / Division: Business School 7. Name of Faculty:
8. UCAS Code (or other coding system if relevant): N/A
9. Relevant QAA Subject Benchmarking Group(s) and/or other external/internal reference points
Masters awards in business and management
10. Level(s) of programme within the Framework for Higher Education Qualifications (FHEQ):
Master’s (MSc, MRes) Level 7
11. Mode of Study: Distance Learning 12. Language of Study: English
13. Date of production / revision of this programme specification (month/year): September 2012 14. Educational aims/objectives of the programme
The programme aims/objectives are to provide a conceptual framework for management thinking which draws insights from academic research into management and business practice and which provides a practical overview of the problems and practices in modern management.
Students who complete the programme successfully will:
• Be able to apply analytical techniques to decision-making processes in business and to present their analyses clearly and persuasively;
• Be equipped to apply innovative thinking and leadership to the management of industry, services and enterprise on an international basis;
• Have developed their personal skill set to enhance their effectiveness as leaders and as managers.
15. Programme Learning Outcomes
1. Knowledge and Understanding Knowledge and Understanding
• the uses and limitations of accounting information
• the models of market competition that can be applied to particular business cases; • how HR policies and practices can and should contribute to the achievement of broader
strategic objectives;
• key issues in financial markets and corporate finance;
• technology acquisition, development and deployment in different production systems; • the complex processes involved in the development and manufacture of new products and
processes and in the delivery of systems;
• the economic forces that shape the business environment. How economic models can be used to understand and make predictions about the real world;
• how managers understand the market environment, assess strategic capabilities and formulate strategies;
• the ways in which organisations enact their visions of the future and how strategies are put into practice by the effective management of resources in a range of different types of organisation;
• the core knowledge base including the essential facts, concepts, principles and theories relevant to the chosen areas of elective specialisation.
Teaching/learning methods and strategies
• Acquisition of the points listed above is through a combination of written material, coursework and examinations both in the core courses and specialisations.
• Throughout the programme, students are encouraged to undertake independent research both to supplement and consolidate what is being taught/ learnt and to broaden their individual knowledge and understanding of the subject.
• Extensive use is made of contemporary case studies and discussions over the OLE (Online Environment) to complement formal content.
• Assessment of the knowledge base is through a combination of unseen written examinations and assessed coursework, individual and group reports and presentations and the project report.
2. Skills and other Attributes
Intellectual Skills (lateral and critical thinking, logic). Students will be able to:
• integrate, analyse and evaluate new and/or abstract data and situations without guidance, using a wide range of appropriate techniques and transform such data and concepts into novel solutions;
• analyse a particular industry or aspect of the economy;
• use a conceptual framework to analyse organisations and manage people;
• use an internally consistent conceptual framework for thinking about the interaction between firms and markets;
Teaching/ learning methods and strategies
• Students are taught to analyse management problems logically. Logical models can then be adjusted to predict the consequences of specific business decisions.
• Individual, formative and summative feedback is given to students on all work produced. • Frequent reference to research and consultancy findings are made to illustrate the ideas
under discussion but students are also required to analyse case studies on the basis of their experience and the course material.
• Assessment is through coursework, unseen written examinations and the research project. Practical Skills
Students will be able to:
• give professional reports on situations;
• seek, interpret, present and use data effectively in decision-making; • produce creative and realistic solutions to complex problems;
• use computer-based spreadsheets as an important tool for management decision-making and planning;
• read, interpret and analyse financial statements and evaluate the well-being and potential of a company using ratio and SWOT analysis;
• effectively use HR skills during selection, appraisal and dismissal interviews; • develop and present a proposal to a real business problem.
Teaching/learning methods and strategies
• Practical skills are developed through the teaching and learning programme outlined above. • Skills are taught and developed through feedback on reports written and presentations made
as part of coursework assignments. Transferable Skills
Students will be able to:
• communicate effectively in context through virtual oral presentations, computer processing, presentations and written reports;
• critically review evidence including its reliability, validity and significance; • transfer techniques and solutions from one discipline to another;
• use Information and Communications technology;
• manage resources and time effectively in order to achieve intended goals; • learn independently with open-mindedness and critical enquiry;
• learn effectively for the purpose of continuing professional development;
• work effectively as a team member which includes collaboration and formulating effective strategies for achieving goals when working with others. Understand individual behaviour in teams, team formation and team dynamics;
• clearly identify criteria for success and evaluate his or her own performance against those criteria;
• network effectively;
• manage and value cultural differences in behaviour;
• assess their own personal strengths and weaknesses as a manager, a colleague and a team member.
Teaching/learning methods and strategies
• Transferable skills are developed through the teaching and learning programme outlined above.
• Increasingly, virtual meetings are being organised and students encouraged to vocalise their views and arguments.
• We also require students to attend a face-to-face workshop where the focus is on the skills outlined above.
• Transferable skills are assessed through coursework, presentations, project and written examinations.
16. The following reference points were used in creating this programme specification Framework for Higher Education Qualifications
Programme Handbook
QAA Masters awards in business and management
17. Programme structure and features, curriculum units (modules), ECTS assignment and award requirements
The Programme is very intensive but at the same time flexible. Students have to complete within a registration period of 4 years. This gives them the opportunity to defer subjects when the need (perhaps, personal or work pressures) arise.
The content of the Programme has three elements: core subjects, specialisations and a project. Students may not attempt the specialisation or project until they have completed the majority (if not all) of the core subjects.
The core subjects cover the basic disciplines of management and are all compulsory. There is a limited but effective choice of specialisations. These are designed to meet the interests of the students and develop expertise with the student’s future career in mind. Students are given a further opportunity to develop their specialised expertise with the Project.
No single method of teaching is used exclusively throughout the course. A pragmatic mix of case studies, virtual seminar discussion, problem exercises, projects and lectures is used as experience, teacher’s judgement and observation of best practice suggest.
Each module is split into units – digestible chunks of material – which tend to focus on one subject area. The study guide for each module recommends the time that should be spent on each unit and thus paces the students through the 33 calendar weeks that it takes to complete each module. Other than pacing students, the study calendar co-ordinates individual study so that most (if not all) students are covering the same material at approximately the same time. This allows students to seek advice and comments from their peers and effectively permits an on line discussion on the OLE.
18. Support provided to students to assist learning (including collaborative students, where appropriate).
• The student handbook describes best practice when studying remotely from others • Pre-programme on-line optional mathematics revision course for those needing to re-fresh
their quantitative skills
• Library at South Kensington campus and ready access to other specialised libraries throughout London
• Remote library access.
• Video recording and playback equipment
• The Imperial College Business School has two Senior Personal Tutors who oversee the pastoral support systems and provide an additional source of support to Programme Directors and Personal Tutors. They also link in to the College network of Senior Tutors for the purpose of information sharing and specialist updating and development.
• Student email, worldwide Internet access, Blackboard, and access to School public folders • Open personal access to academic staff and Programme Director & Programme Management
• Access to MBAposts a database which contains CVs and which can be interrogated by potential employers
• Feedback on student coursework, tests and performance • Project booklet
• The cohesion of the student group is viewed as important by the School and so students are encouraged to organise social events throughout the year for students in the same
geographic vicinity.
• Free membership of the Alumni Network. The Network provides a number of facilities for alumni including social and educational events, publications, special offers and a website allowing registered members to network or seek employment in a secure area.
19. Criteria for admission:
The School normally accepts 100-150 students on to the Distance Learning MBA Programme. In selecting candidates, the School uses a range of criteria: academic ability, relevant experience, future potential and the commitment a student will bring with them to the Programme. All potential students are interviewed, usually over the telephone.
A feature of the School’s intake is its international nature; 58% of our students are from outside the UK and indeed come from over 60 countries.
Applicants will need a good undergraduate honours degree (minimum 2:2) from a UK university or the equivalent overseas qualification. Certain professional qualifications, such as ACCA, CIMA will also be considered. However, in practice, one third of our students have a postgraduate degree on entry unto the programme – including a number of PhDs. Consequently, the average age of students at 35 tends to be higher than that for other MBA programmes.
Applicants will also need a minimum of three year’s postgraduate work experience. Whilst this is the minimum the average experience on the programme is over 10 years. Relevant business experience undoubtedly helps in maximising the benefits of the Programme. Students with business experience can contribute more, which is to the advantage of other students and the teaching process.
Those applicants who have not studied at a UK university will be required to pass an English language test (for example TOEFL or IELTS) – some English language speaking countries may be exempt from this requirement. The interview process is used to establish any weakness in spoken English.
Applicants are also normally required to take the Graduate Management Admissions Test (GMAT) and score at least 600. This requirement is waived in the case of students with strong academic backgrounds and/or extensive work experience.
If an applicant’s mathematical skills do not seem to be up to the appropriate level, they may be asked to attend a Pre-MBA Mathematics course as a condition of entry.
20. Processes used to select students:
21. Methods for evaluating and improving the quality and standards of teaching and learning The learning by students is in two ways – following the study guide and taking part in discussions on the Virtual Learning Environment (VLE). The director of the programme discusses the content of the Study Guide with each author at the start of each year and may request additions and/or changes. The Director of the programme also has access to the VLE for every module and monitors the standard of discussion taking place. He also monitors the timeliness and quality of responses by the tutor to student questions and comments. In short the Director of the programme has full responsibility for the quality of the material being taught and the standard of teaching and learning.
a) Methods for review and evaluation of teaching, learning, assessment, the curriculum and outcome standards:
The external examiner system and Boards of Examiners are central to the process by which the College monitors the reliability and validity of its assessment procedures and academic standards. Boards of Examiners comment on the assessment procedures within the College and may suggest improvements for action by relevant departmental teaching Committees.
The Faculty Studies Committees and the Graduate School Master’s Quality Committees review and consider the reports of external examiners and accrediting bodies and conduct periodic (normally quinquennial) and internal reviews of teaching provision. Regular reviews ensure that there is opportunity to highlight examples of good practice and ensure that recommendations for improvement can be made.
At programme level, the Head of Department/Division has overall responsibility for academic standards and the quality of the educational experience delivered within the department or division. Most of the College’s undergraduate programmes are accredited by professional engineering and science bodies or by the General Medical Council. Accreditation provides the College with additional assurance that its programmes are of an appropriate standard and relevant to the requirement of industry and the professions. Some postgraduate taught courses are also accredited.
b) Committees with responsibility for monitoring and evaluating quality and standards:
The Senate oversees the quality assurance and regulation of degrees offered by the College. It is charged with promoting the academic work of the College, both in teaching and research, and with regulating and supervising the education and discipline of the students of the College. It has responsibility for approval of changes to the Academic Regulations, major changes to degree programmes and approval of new programmes.
The Quality Assurance Advisory Committee (QAAC) is the main forum for discussion of QA policy and the regulation of degree programmes at College level. QAAC develops and advises the Senate on the implementation of codes of practice and procedures relating to quality assurance and audit of quality and arrangements necessary to ensure compliance with national and international standards. QAAC also considers amendments to the Academic Regulations before making recommendations for change to the Senate. It also maintains an overview of the statistics on completion rates, withdrawals, examination irregularities (including cases of plagiarism), student appeals and disciplinaries.
The Faculty Teaching Committees maintain and develop teaching strategies and promote inter-departmental and inter-faculty teaching activities to enhance the efficiency of teaching within Faculties. They also identify and disseminate examples of good practice in teaching.
Departmental Teaching Committees have responsibility for the approval of minor changes to course curricula and examination structures and approve arrangements for course work. They also consider the details of entrance requirements and determine departmental postgraduate student numbers. The Faculty Studies Committees and the Graduate School Master’s Quality Committees receive regular reports from the Departmental Teaching Committees.
c) Mechanisms for providing prompt feedback to students on their performance in course work and examinations and processes for monitoring that these named processes are effective:
Contracts are in place with tutors to return marked assessments within specified periods. There are severe financial penalties for going beyond these time limits which are imposed and serve as a deterrent.
d) Mechanisms for gaining student feedback on the quality of teaching and their learning experience and how students are provided with feedback as to actions taken as a result of their comments:
There exists a student questionnaire to be completed at the end of each year which provides students with the opportunity to suggest improvements. On a less formal basis, students do use the VLE to air frustrations and complaints. The Programme Director, the Administration Team constantly (daily) review such postings and take appropriate action.
e) Mechanisms for monitoring the effectiveness of the personal tutoring system:
Students on the distance MBAs tend to be mature students and therefore personal tutoring is seldom required. If there is a requirement for personal tutoring then we provide two personal tutors plus if need be the Programme Director to perform this duty.
f) Mechanisms for recognising and rewarding excellence in teaching and in pastoral care: Staff are encouraged to reflect on their teaching, in order to introduce enhancements and develop innovative teaching methods. Each year College awards are presented to academic staff for outstanding contributions to teaching, pastoral care or research supervision. A special award for Teaching Innovation, available each year, is presented to a member of staff who has demonstrated an original and innovative approach to teaching. Nominations for these awards come from across the College and students are invited both to nominate staff and to sit on the deciding panels.
g) Staff development priorities for this programme include:
The teaching staff on this programme have a financial stake in the well being of the programme and therefore are self-motivated to develop their teaching skills and teaching material.
22. Regulation of Assessment
a) Assessment Rules and Degree Classification:
(c) attend the three week face-to-face component - The Imperial Edge (students registered with effect from 1 September 2008 onwards)
A candidate will normally be required to resit any module in which a mark of less than 40% is achieved.
With effect for the 2008/09 academic year onwards, all resit examination marks will be capped at 50%.
A candidate will not be permitted to re-sit any module in which a mark of 50% or above is achieved and confirmed.
2 To qualify for the award of the MBA degree, a candidate must successfully complete all compulsory modules (see 1 above), plus
(a) attain a mark of 50% or above in the chosen specialisation and
(b) attain a mark of 50% or above in the research project.
3 To qualify for the award of the MBA degree with Merit, a candidate must attain an aggregate mark of 60% across the programme as a whole AND obtain an average of 60% or greater in all three elements.
4 To qualify for the award of the MBA degree with Distinction, a candidate must attain an aggregate mark of 70% across the programme as a whole AND obtain an average of 70% or greater in all three elements.
5 The pass mark for Short Course Students is 50%.
b) Marking Schemes for undergraduate and postgraduate taught programmes:
The Pass Mark for all postgraduate taught course modules is 50%. Students must pass all elements in order to be awarded a degree.
c) Processes for dealing with mitigating circumstances:
For postgraduate taught programmes: A candidate for a Master’s degree who is prevented owing to illness or the death of a near relative or other cause judged sufficient by the Graduate Schools from completing at the normal time the examination or Part of the examination for which he/she has entered may, at the discretion of the Examiners,
(a) Enter the examination in those elements in which he/she was not able to be examined on the next occasion when the examination is held in order to complete the examination,
or
(b) be set a special examination in those elements of the examination missed as soon as possible and/or be permitted to submit any work prescribed (e.g. report) at a date specified by the Board of Examiners concerned. The special examination shall be in the same format as specified in the course regulations for the element(s) missed.
Applications, which must be accompanied by a medical certificate or other statement of the grounds on which the application is made, shall be submitted to the Academic Registrar who will submit them to the Board of Examiners.
For postgraduate taught programmes: Candidates should only be considered for promotion to pass, merit or distinction if their aggregate mark is within 2.5% of the relevant borderline. Nevertheless, candidates whom the Board deems to have exceptional circumstances may be considered for promotion even if their aggregate mark is more than 2.5% from the borderline. In such cases the necessary extra marks should be credited to bring the candidate’s aggregate mark into the higher range.
e) Role of external examiners:
The primary duty of external examiners is to ensure that the degrees awarded by the College are consistent with that of the national university system. External examiners are also responsible for approval of draft question papers, assessment of examination scripts, projects and coursework (where appropriate) and in some cases will attend viva voce and clinical examinations. Although external examiners do not have power of veto their views carry considerable weight and will be treated accordingly. External examiners are required to attend each meeting of the Board of Examiners where recommendations on the results of individual examinations are considered. External examiners are required to write an annual report to the Rector of Imperial College which may include observations on teaching, course structure and course content as well as the examination process as a whole. The College provides feedback to external examiners in response to recommendations made within their reports.
23. Indicators of Quality and Standards • AMBA accreditation
• Favourable comments by external examiners
• The Business School is joint first for the percentage of research activity assessed as world-leading or internationally excellent (ie 4* and 3* work combined) in the 2008 Research Assessment Exercise
• Independent review of the quality of the educational provision of the Business School by the Higher Education Funding Council of England’s Quality Assessment team in 1994 achieving an ‘Excellent’ grading.
• Financial Times MBA Survey and Top MBA ranking
• Range of prizes awarded by Service and Industry for student achievement on the courses • Membership of EFMD, the Association of Business Schools (ABS) and AACSB International • Accredited by EQUIS
• Results of AACSB International Accreditation pending (expected end of September 2012) 24. Key sources of information about the programme can be found in Programme CD brochure
• Programme Handbook
• School’s website at http://www3.imperial.ac.uk/business-school/programmes/distance-learning-mba
