BA (Hons) Sport Business Management
2015/16
Award title
BA (Hons) Sport Business Management
Programme code
BHSBM
Faculty
Carnegie Faculty
School
Sport
2
Table of Contents
1 Welcome to the Course ... 5
2 Studying on this Course ... 9
3 Assessment and Feedback ... 11
4 Where to Get Help ... 15
5 What to do if you… ... 18
6 Relevant Policies ... 20
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Our Student Charter
Leeds Beckett University Student Charter
Working together for success
Leeds Beckett University and our Students’ Union are committed to working in partnership with our students to ensure that our University is an inclusive, safe and engaging learning environment which is conducive to study for its students and work life for its staff.
Our Student Charter sets out how we aim to achieve this by working together to understand and fulfil our commitments to one another. Our Student Charter has been produced jointly with the Students’ Union and we will review it, together, every year. Our University’s Vision seeks to put students at the centre of all our activities and this Student Charter is a contribution towards that goal. The Leeds Beckett Student Charter is not a contractual document, but provides a guide to what members of the Leeds Beckett Community can expect of each other in terms of engagement and behaviour.
_________________________________
We work to shape and sustain a supportive, safe, inclusive community for active learning and the building of skills for life.
We will
Work together within a progressive, independent, and active environment which promotes lifelong learning.
Support a culture of personal and academic resilience.
Collaborate to build partnerships for learning.
Work together to sustain our bold, industrious spirit.
We forge an environment which builds trust, accountability and transparency.
We will
Maintain mutually respectful codes of behaviour.
Promote the availability of information and support for all.
Ask each other for help when we need it.
Be honest, clear and assertive with each other.
Use the means available to give a compliment, raise a concern or make a complaint.
Take advantage of opportunities for formal and informal learning.
We foster inclusive academic, cultural, social, emotional and creative development for all.
We will
Share an exciting and challenging curriculum which is contemporary and relevant.
Promote a culture of critical enquiry and rigorous scholarship.
Support participation in extracurricular opportunities which enhance career and personal development
4 Enable one another to plan, develop, and drive forward our individual educational and
career goals.
Acknowledge and celebrate our joint and separate successes.
We are responsible, diligent, reliable and considerate in our academic and professional actions and behaviours.
We will
Act with academic integrity.
Listen to, and respect, differing perspectives, including those from different cultures and backgrounds.
Work together within a positive collaborative learning and working environment, wherever, and however, we engage.
Take care with our personal and professional digital identity and recognise the impact it may have on us and others.
We seek active engagement, feedback and participation in the issues that affect us.
We will
Work together to enhance our experience of our University.
Collaborate to promote learning and support enhancement, through mutual reflection and feedback.
Build partnerships to enable our University communities to engage with our external stakeholders.
Support the development of courses which prepare our graduates to be ready for work, ready for life and ready to seize the opportunities that lie ahead.
Use our knowledge of local and world issues to strengthen our global outlook and build a sustainable environment for a thriving future for all.
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1 Welcome to the Course
1.1 Message from the Dean
It gives me great pleasure to welcome you to Carnegie Faculty.
I speak for all the staff when I say we trust you find our faculty and, indeed, the whole university a place of great opportunity, potential and growth for you as a student. We hope to see you not only grow academically, through your lectures, tutorials and assignments, but also see you develop as a person through all the other amazing activities that take place at Leeds Beckett University.
There are chances to take part in a wide variety of extra-curricular activities; from joining Students’ Union societies, work placement experiences, volunteering opportunities either in the UK and abroad, studying another language, representing your university in a sports team, or taking work opportunities through the Job Shop. All will help build your CV. So remember to use your time at university wisely, as the few years you are here will seem to go very fast when you look back on them. Make great new friends, learn a lot, grow as a person, be proud of your accomplishments and rise to all the opportunities and challenges that life as a Carnegie student will offer you.
Dr John Minten
Dean of Carnegie Faculty
1.2 Message from your Course Leader
A warm welcome to all our new and returning students.
This handbook provides you with information that you will need to succeed on your course. You should find it helpful when you first start, when you are preparing for assessment and at any time that you need help or advice in connection with your studies here. You will also receive a module handbook for each module you study on your course.
The course team is looking forward to working with you this year and we hope that your time studying with us at Leeds Beckett University is both enjoyable and successful. On behalf of our University and the whole course team we would like to wish you well in your studies.
Dr Ian Lawrence
6 1.3 Academic Calendar
Our standard student academic calendar for the academic year 2015/16 is below:
Full details of this and future standard student academic calendars are at:
7 1.4 Timetable
Once you have enrolled, you will have a student login. You can then find confirmation of your personal timetable by selecting the appropriate link after logging on the Student Hub from
www.leedsbeckett.ac.uk.
1.5 Key Contacts Course Leader
Dr Ian Lawrence
I.Lawrence@leedsbeckett.ac.uk Cavendish Hall, room 216 (CV216) 0113 81 23173
Student Liaison Officer Tim Slatford
T.Slatford@leedsbeckett.ac.uk
Cavendish building, room G08 (CVG08) 0113 81 23267
Course Representative
Details about being a course rep are available at www.leedsbeckettsu.co.uk/getting-involved#course-reps.
Student Administrator David Dowling
sportCVadmin@leedsbeckett.ac.uk Cavendish Hall, room G12 (CVG12) 0113 8127493
8 Course Administration Team
sportCVadmin@leedsbeckett.ac.uk 0113 8127493
Academic Librarian Erin Nephin
E.Nephin@leedsbeckett.ac.uk
James Graham Building, room 125 (JG125) 0113 812 3501
1.6 Keeping in Touch
Academic and administrative staff at our University use your student email address to contact you. It is important that you check this account regularly. You can forward emails from your student email address to a preferred personal email address. However quarantine and spam filters needed by our University mean that emails sent from external email addresses may be delayed, blocked or deleted. It is therefore important that your student email address is the only email address that you use to contact University staff. You can find how to forward your student email address to a preferred personal email address or mobile device from:
https://support.google.com/mail.
We will inform you of cancelled classes / activities / course notices as soon as possible. Please monitor MyBeckett and your student e-mail address for announcements for each module, the module handbook will include the preferred method of communicating general information about that module to you.
Please make sure that you inform your course admin team whenever you change your address and contact details. It is important that you also update your records yourself. To do this, select the appropriate link from the My Account tab after logging in from the Student Hub at:
http://www.leedsbeckett.ac.uk. This will ensure we can always contact you in an emergency, and that you receive any important University communications that we may need to send you.
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2 Studying on this Course
2.1 Programme Specification
The programme specification is a concise description of your course's aims and objectives and how you will be taught and assessed to achieve the required learning outcomes. It includes information on course structure and the maintenance of academic standards.
2.1.1 Course Structure
The course structure outlines the modules that will be delivered on this course.
2.1.2 Course Learning Outcomes
All courses benchmarked against the Framework for Higher Education Qualifications in England, Wales and Northern Ireland (FHEQ). The FHEQ can be viewed on the Quality Assurance Agency website: www.qaa.ac.uk. For more details on the Course Learning Outcomes specific to this course please view the programme specification.
2.2 Course Resources
The programme specification specifies the physical and online resources available to students on this course.
2.3 Graduate Attributes
All graduates from our University will be enterprising, digitally literate and have a global outlook. These three graduate attributes are developed with specific, appropriate emphasis in each course and you will be assessed about each of them at every academic level. They will provide you with capabilities, which are essential for your employability and wider life as you move on from your studies here. A summary of how the development and assessment of graduate attributes for this course are provided in the programme specification.
2.4 Work-Related Activities
The programme specification outlines what work-related activities are associated with this course.
2.5 Opportunities for Graduates
The programme specification includes details of any accreditations, career paths, further study options and other opportunities for graduates.
10 2.6 External Examiner
The External Examiner assures that you are assessed fairly in relation to other students on the same course and also the standard of your own award in relation to students in other higher education institutions nationally on similar courses.
The details of the External Examiner for this course are as follows: • Dr Ingrid Griffiths
Your Student Administrator can provide details of the External Examiner’s report on request. Further details on all External Examiners report can be located here:
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3 Assessment and Feedback
3.1 Assessment
3.1.1 Assessment Strategy
Information on the various methods of assessment can be found in the programme specification.
3.1.2 University Assessment Regulations
Our University’s assessment regulations are contained within the Academic Principles and Regulations (sections C3 and C4 in particular). The regulations are available at:
http://www.leedsbeckett.ac.uk/about/student-regulations.htm.
3.1.3 Assessment Schedule
Please note the exam/assessment periods in the academic calendar (see Section 1) and make sure that you are available during that period.
3.1.4 Examination
Your examination timetable will be made available to you via MyBeckett.
3.1.5 Coursework
Your coursework schedule can be found in your module handbook, normally along with any reassessment coursework and schedule.
3.1.6 Submitting Assignments
The handing in of completed assessment will be in accordance with agreed Faculty submission procedures. In all but exceptional cases these should be via the faculty receptions and/or Turn-it-in where specified.
Normally assignments should be handed in electronically to MyBeckett, and sometimes additionally to the faculty receptions via designated assignment post boxes. All hand-in dates will be advised in the module handbooks and will be between Monday and Friday each week. Assignment post boxes will be emptied periodically by the Receptionist/Student Administrator who will record receipt of work on the appropriate class list. This will take place at least once each day in accordance with hand-in deadlines.
Students have a responsibility to abide by the required presentation and submission requirements for assessment. This should include the preparation of the formal assignment hand-in form for all coursework submissions. Copies will be available for students at the point of submission and via MyBeckett.
All assignments will be logged within the faculty. Receipts will not be given. You are expected to keep a copy of your work.
12 Academic staff will not take assessment submissions and will direct students to the formal process. In the event of you submitting an assessment other than through the formal procedure, the date of submission will be recorded as the date the assessment is received at reception. Any exceptional agreement for submissions by post should be by recorded delivery to the faculty offices. The process for assessments requiring electronic submission will be detailed in the module handbook.
Student administrators will arrange for return of work and notification of marks to students. In normal circumstances collection will be via the relevant reception and provisional marks notified via MyBeckett or through your Module tutor.
Written feedback provides information about performance, but more importantly, information about how to improve and learn from the assignment. Summative feedback reflects the criteria and marking scheme combined. It provides commentary under each criterion.
You should plan to ensure your availability to meet deadlines for assessment and possible reassessment. Students are advised not to book holidays or time away from the University during this period. Exceptionally arrangements may change or need clarification, for example, specific details of examinations. This will be communicated via the Portal and course notice board.
It is important that you keep copies of all work submitted until after you have graduated. In the event of your submitted work being lost you will be required to produce a copy of the work. If you are unable to do so, your mark will be recorded as a non-submission.
3.2 Giving your Feedback about this Course
We are keen to work with you to enhance your course. Opportunities for you to feedback to us formally include: course meetings, end of module evaluation, mid module review, internal student experience surveys, course rep forums, the National Student Survey (NSS) and other student surveys. Informal feedback is also welcome at any time either via your personal or module tutor or via your course rep.
3.3 What Happens with your Feedback about this Course?
Your feedback helps us to continually enhance this course. You can find out what actions have been taken in response to your feedback through your Course Rep, the Students’ Union, your tutors or through the Library. Your Faculty also provides updates on action taken through the “Like it” and “You Said, We Did” posters prominently displayed around our University.
3.4 Getting Feedback on your Assessed Work
Our University has committed to a four week turnaround for feedback. Each module handbook will provide you with specific guidelines on the turnaround for feedback. The
13 programme specification explains how feedback will be provided on both formative and summative assessments.
3.5 How do I Get my Results?
Provisional results in most cases will be made available through MyBeckett. These results are not final and are subject to change following scrutiny by the External Examiner.
Confirmed results from module assessments and decisions on progression to the next level or awards (if you are in the final level) are available on the Results Online system from:
www.leedsbeckett.ac.uk/studenthub/results-online.htm.
Results will only appear within Results Online five working days after the date of the Board of Examiners’ meeting (the meeting where your end of year outcome will be decided) or the Examination Committee meeting (the meeting where modular outcomes are decided). If you are unsure about when you might receive your results or have queries relating to your results, you should contact your Student Administrator.
3.6 Issues with Assessment
3.6.1 Extenuating Circumstances and Mitigation
If you are experiencing problems which are adversely affecting your ability to study (called 'extenuating circumstances'), then you can apply for mitigation. The University operates a fit to sit / fit to submit approach to extenuating circumstances which means students who take their assessment are declaring themselves fit to do so.
You can collect an extenuating circumstances form from your student admin office, your Student Liaison Officer or you can print one via the hub web pages. Completed forms along with appropriate evidence must be submitted to your student admin office within the timescales given in the guidance. Late submissions will normally be rejected. Outcomes from the mitigation panels, which are held once a month, will be e-mailed to you via your student e-mail account.
Examples of extenuating circumstances include personal or family illness, bereavement, family problems or being a victim of crime. Further guidance on extenuating circumstances and mitigation can be found at: http://www.leedsbeckett.ac.uk/studenthub/mitigation.htm.
3.6.2 Late Submission
Without any form of extenuating circumstances, standard penalties apply for late submission of assessed work. These range from 5% to 100% of the possible total mark, depending on the number of days late. Full details (section C1.5) of the penalties for late submission of course work are available at: www.leedsbeckett.ac.uk/about/academic-regulations.htm.
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3.6.3 Re-assessment
If you have not passed a module at the first attempt you will be eligible for re-assessment. You will need to make sure you are aware of the relevant re-assessment process (e.g. whether it is coursework, an examination, a presentation or other form of assessment / when it will take place / what the deadline is).
Reassessment details can be found in your module handbook along with the date for resubmission. You will be advised via Results Online of your options for re-assessment. You are advised to contact your Course Leader, Student Administrator or personal tutor for any necessary clarification.
3.6.4 Student Appeals
If you feel that you have in some way been disadvantaged during your studies and this is reflected in your results, then you may have grounds for an academic appeal.
After your results are available on Results Online you have 16 working days to submit a request for an appeal hearing. You will find the information you need, including grounds for appeal, when and how to appeal and frequently asked questions at:
http://www.leedsbeckett.ac.uk/studenthub/appeals.htm.
You are strongly advised to seek guidance from the Students’ Union Advice Service on whether you have grounds for an appeal and the completion of the paperwork – see Section 4 for Students’ Union Advice Service contact details.
3.6.5 Academic Integrity
Our University wants to give you credit for your learning and for work which you have done yourself. Unfair practice occurs when you have not done the work yourself.
Any attempt to gain an unfair advantage, whether intentional or unintentional, is a matter of academic judgement and may be considered to be unfair practice. Examples of unfair practice include, but are not limited to cheating, plagiarism, self-plagiarism, collusion, ghostwriting and falsification of data. Definitions of these offences and the serious consequences of unfair practice can be found in our Academic Principles and Regulations, Section C9: Academic Integrity: www.leedsbeckett.ac.uk/public-information/academic-regulations.
There are a range of resources available to help you understand what is and what is not permitted and how to use other people’s ideas in your assessed work. These include the Skills for Learning website which can be found at http://skillsforlearning.leedsbeckett.ac.uk.
If you are unsure on how to reference your work correctly please seek advice from your tutors or access the Skills for Learning resources online (see section 4).
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4 Where to Get Help
4.1 Personal Tutors
Your personal tutor will usually be an academic member of staff who teaches you on your course. Your Course Leader will make sure that you are given the name and contact details of your personal tutor at the beginning of each year, usually in your course induction. Normally, your tutor will aim to follow you right through the duration of your course.
Your personal tutor has an important role to play in supporting you in academic and personal matters while you are studying on this course. The meetings will include discussion about career aspirations, your course, your progress, and your academic results. You may want to set objectives for academic and life goals which you can store on your e-portfolio. Personal tutors are not trained counsellors and will signpost you to other University services if they can’t help you. These services may, for example, be the Students’ Union, the counselling service or the student hub.
In the first year your tutor will probably initiate communication to set up the meetings at a mutually convenient time, but later in your course it should be your responsibility to set up the meeting. If you ask information to be kept confidential it will be and a note will be kept securely in your University notes with an indication of who can access the information. You are entitled to have one meeting per semester with your personal tutor in each year of your course. But your personal tutor may ask you to come to see them more frequently and you should feel free to contact them if you need to see them urgently.
Please see Section 6 for details of our personal tutor policy. 4.2 Student Hub
If you have any questions about or problems with life at our University, the first place to call, email or pop into is the Student Hub. The team can help with a broad range of enquiries including: funding and money advice, being an international student, disability, counselling and wellbeing support, student cards, accommodation, fee payments, support from the Students’ Union, how to access on-line services, getting help with your CV, preparing for an interview, careers guidance and getting a part-time job. Details of these and other services are available at http://www.leedsbeckett.ac.uk/studenthub.
There is a Student Hub on the ground floor of the Rose Bowl at City Campus and one also in Campus Central at Headingley. Our telephone number is 0113 812 3000 and our e-mail address is studenthub@leedsbeckett.ac.uk. We work closely with Faculties, the Students’ Union, all University Services and external organisations to make sure that if we don’t know the answer to your question we will know who will.
16 You can also use 'my Hub' https://myhub.leedsbeckett.ac.uk/students/login?ReturnUrl=%2f
which is an online resource available 24/7 where you can access information and guidance about a range of services, register and make appointments with Services, register for workshops and employability tutorials, search for job vacancies and use a range of careers resources.
4.3 Disability and Dyslexia Support
Disability Support is available from the Disability and Dyslexia Centre. The Disability Advisers will work with students to ensure support is provided to meet their individual needs:
https://www.leedsbeckett.ac.uk/studenthub/disability-services.htm.
Disabled students can also access the Disability Resource Areas in each library and the support provided by the Library Learning Support Officers.
4.4 Library Help
4.4.1 Academic Librarian
Your academic librarian (see Contacts in Section 1) liaises with your lecturers to ensure physical and electronic information resources for your subject are available. They are available to support you personally and will work with you throughout your time here to help you develop information and digital literacy skills.
4.4.2 Skills for Learning
Skills for Learning provides a wide range of web resources on topics including plagiarism, graduate attributes, group skills, research, maths, critical awareness and reflective skills, Harvard referencing, essay writing and time management. For full information and contact details of the workshop and individual support programme see:
http://skillsforlearning.leedsbeckett.ac.uk/workshops/index.shtml.
4.4.3 Help and Information Points
If you have any questions about using the library or concerns about IT, such as logging-in, printing or using our various software packages you can get help:
• from the Help and Information Point on the ground floor of each library • online: http://libraryonline.leedsbeckett.ac.uk/pages/help/email_us
• by phone - 0113 812 1000 (including 24/7 IT support).
4.4.4 Library Website
The Library’s website (http://libraryonline.leedsbeckett.ac.uk) provides access to thousands of resources and information about Library services. You can also access key services via your smart phone or tablet.
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4.4.5 Distance Learners
If you are registered on a distance-learning course, you may be eligible for the Library’s Offsite help and advice. The service offers help with accessing electronic resources, access to other libraries, postal book loans and journal article supply. For details of eligibility and the full range of services provided you can access Offsite at:
http://libraryonline.leedsbeckett.ac.uk/pages/information_for/offsite_students.
4.5 Students’ Union Advice Service
The Students’ Union advice service offers free, independent and confidential advice and representation to students. Professional advisers are employed directly by the Students’ Union to represent your interests – even if you are in dispute with our University.
Advice is available on a large number of issues including: academic problems, housing, money health and wellbeing.
Tel: (0113) 812 8408 or e-mail: suadvice@leedsbeckett.ac.uk.
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5 What to do if you…
5.1 …are absent for more than one day
You must notify your Student Administrator if you are absent for more than one day (for example for an interview, emergency unforeseen circumstances, or for compassionate leave). If you are going to apply for mitigation you will need to provide written evidence of the reason for your absence (see section 3).
Please ensure you provide the following details: Name
ID Course
Modules you will be absent from
5.1.1 International Students
Please be aware that our University fully complies with United Kingdom Border Agency policy at all times. There are legal reporting requirements relating to UKBA immigration procedures in the UK for all non-EU students studying in the UK with a Tier 4 student visa. Full attendance is mandatory for all Tier 4 students. For up to date information about visas, immigration issues and other related information, contact the International Student Advice Centre at
internationalstudentadvice@leedsbeckett.ac.uk for advice and guidance.
Failure to meet Border Agency attendance requirements as required by the terms and conditions of your immigration status could lead to your academic sponsorship being withdrawn and your visa being revoked.
5.2 …are ill
If you are absent because of illness for more than seven consecutive days (including weekends), you must provide us with a Fit Note.
If you are absent through illness on the day of an examination or assignment deadline and you intend to apply for mitigation, you must also provide us with details and any available evidence as soon as possible. Contact your Student Administrator to get a copy of the appropriate extenuating circumstances form.
You can hand in or send a Fit Note to your Student Administrator.
Further information is available in the General Regulations (section 6) at:
19 5.3 …have a comment, compliment or complaint
We are committed to providing a high quality experience for all our students. We welcome comments and compliments from students, and find them valuable for on-going improvements to our provision. Comments and compliments about your course can be raised with your course representative or directly with your personal tutor.
If you have a specific complaint about an act or omission of our University, you may be able to make a complaint under the Student Complaints Procedure. In the first instance, you should raise the matter as soon as possible with the member of staff most directly concerned, or with the person who can best resolve it. If this does not resolve the matter, or if the complaint is too serious to be addressed in this way, then you should make a formal complaint in writing. Information about how to make a complaint, including the student complaints procedure and
a complaints form, is available online at:
http://www.leedsbeckett.ac.uk/studenthub/complaints.htm. 5.4 …are considering withdrawing from the course
If you are considering withdrawal from your course you should speak to your personal tutor, a member of staff at our Student Hub or the Students’ Union to discuss your reasons. If there is a problem, University or Students’ Union staff may be able to help.
It may be possible to arrange temporary withdrawal from your course and if you decide to withdraw permanently or temporarily, you must complete a withdrawal form. This form must be submitted as soon as possible to your faculty office as withdrawals cannot normally be backdated. For further details see General Student Regulations at:
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6 Relevant Policies
6.1 Student Charter
Our University and Students’ Union recently agreed upon the Student Charter which outlines what is expected of students of Leeds Beckett University and what students can expect from our University. The most recent version of our Student Charter is at:
http://www.leedsbeckett.ac.uk/studenthub/student-charter.htm. 6.2 Student Entitlements
Our student entitlements, listed at the front of this handbook, will help to ensure the student charter is embedded as part of our approach to providing a good quality, consistent learning experience for all our full-time and part-time undergraduate students.
You can find the full student entitlements from: http://www.leedsbeckett.ac.uk/studenthub. 6.3 Personal Tutors
You are entitled to have one meeting per semester with your personal tutor in each year of your course. See Key Contacts in Section 1 for details of how to contact your personal tutor. See Section 4 for an overview of the support you can expect from your personal tutor.
You can find full details of our personal tutor policy from the Student Hub webpages:
http://www.leedsbeckett.ac.uk/studenthub/. 6.4 Safety, Health and Wellbeing
6.4.1 Policy Statement
Our University is committed to providing a vibrant, ethical and sustainable working environment that values wellbeing and diversity. This commitment exists alongside our wider legal and moral obligations to provide a safe and healthy working environment for our staff, students and members of the public who may be affected by our activities. There are further details at https://www.leedsbeckett.ac.uk/partners/safety-health-and-wellbeing-a-z.htm
(see H - Health and Safety Policy – Policy Statement).
6.4.2 Smoking
No smoking is permitted in any of our University buildings, this includes the use of vapour cigarettes (or other similar devices); if you do smoke outside our buildings please make sure that you stand at least five metres way from building entrances and boundaries.
6.4.3 Use of Laptops within our University
If you need to charge your laptop battery, please make sure that the battery charger/lead are undamaged, and only plug it into a designated power socket – if you are unsure of where these are, please ask a member of staff. Please make sure your battery charger cables do not create a trip hazard.
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6.4.4 Fire Safety Procedures
Fire information is present on Fire Action Notices displayed in all our University buildings. These are normally present in corridors. Please read and follow the instructions.
All fire exit routes are clearly identified. You should familiarise yourself with the location of fire exit routes and fire assembly points for the buildings that you may use in the course of your studies.
If you discover a fire, you should sound the alarm by operating the Fire Alarm Call Point. You should report the circumstances and site of fire using the emergency number 4444 - indicated on the Fire Action Notice.
Do not tackle the fire unless you have been trained to do so. Evacuate the building to the fire assembly point indicated on the Fire Action Notice.
Do not re-enter the building until officially authorised to do so.
On hearing the Fire Alarm, everyone should proceed calmly to the nearest available safe fire exit, as indicated by the green and white fire exit signage. Take appropriate action to assist visitors and mobility-impaired persons or wheelchair users to a safe refuge.
Upon exiting the building, continue on to the fire assembly point so as not to impede the remaining evacuees exiting the building. Evacuation is practised through fire drills. However, you should regard any continuous sounding of the alarm as a fire incident and act accordingly.
6.4.5 Disabled Students
You are expected to declare any disability that would affect your safety in the event of a fire, e.g. hearing impairment or the use of a wheelchair. If you are referred to the Disability Adviser, a Personal Emergency Evacuation Plan (PEEP) will be developed for you as appropriate.
Disabled students must declare their disability, to the University, for it to be taken into consideration. You can find further information about the support available to disabled students studying at our University and contact details on our website:
http://www.leedsbeckett.ac.uk/studenthub/disability-services.htm.
6.4.6 First Aid
First Aid Notices (green and white) are displayed in all University buildings alongside the Fire Action Notices (predominantly blue and white) and alongside, or adjacent to, each First Aid box. First Aid Notices provide all the information you may require to seek and summon assistance.
First Aider contact details can also be obtained from the Student Hub or from Security: City Campus, internal ext. 23164 or Headingley Campus, internal ext. 23165.
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6.4.7 Accident and Incident and Reporting
All accidents and incidents and dangerous occurrences, must be reported to, and recorded by University staff. Accident report forms (HS1) are available at faculty reception offices, Security and Student Hubs.
6.4.8 Infectious Disease
Campus-based students who have been diagnosed with a serious infectious disease such as TB, measles, meningitis or chicken pox should notify their course leader or administrator as soon as possible giving information regarding which groups of students (and/or colleagues and clients on placements) you have been in contact with and when. For diseases such as TB or meningitis, the West Yorkshire Health Protection Team may also wish to speak to you (or your family) to determine if others require screening or medication. You should follow advice given by the hospital or your GP about when it is safe to return to University.
6.5 University Regulations
There are two sets of regulations you need to be aware of, The University Academic Principles and Regulations and The General Regulations: Leeds Beckett University Students.
The Academic Principles and Regulations relate specifically to your studies and your course. They cover issues such as assessment, progression and award requirements amongst a range of other issues.
The General Student Regulations deal with a range of issues which apply to all students of our University.
6.6 Academic Principles and Regulations
Our University Academic Principles and Regulations can be found at:
http://www.leedsbeckett.ac.uk/about/academic-regulations.htm.
You should familiarise yourself with the Academic Principles and Regulations. The following sections are of particular relevance to your course:
• Assessment – general provisions (C1) • Achievement of credit (C2)
• Student progression (C3) • Conferment of awards (C4) • Management of assessment (C5)
• Conduct of assessment: coursework and other assessed work (C6) • Administration and conduct of examinations (C7)
• Written examinations: regulations for candidates (C8) • Academic Integrity (C9)
• Disabled students and students with specific learning difficulties (C10) • Boards of examiners and examination committees (C12)
23 • Disclosure of assessment results (C15)
• Extenuating circumstances and mitigation (C16)
• Appeal against a decision of a board of examiners or examination committee (C16) The Students’ Union Advice service (www.leedsbeckettsu.co.uk) is able to offer advice and guidance on how to understand and use the Academic Principles and Regulations.
Where students are undertaking any form of research project, reference should be made to the Research Ethics Policy and Research Ethics Procedures which can be found at:
http://www.leedsbeckett.ac.uk/studenthub/research-ethics.htm. 6.7 General Regulations
The General Student Regulations are available at the following web link:
http://www.leedsbeckett.ac.uk/about/student-regulations.htm. You should familiarise yourself with the student regulations relevant to you.
24
7 Programme Specification
7.1 Overview and Aims
The BA (Hons) Sport Business Management provides a critical and applied look at the literature and practice surrounding this exciting and expanding area of the UK economy. Students will not only develop intellectually but will be encouraged to improve their personal and career planning skills. In this way, students have the opportunity to
progressively develop their knowledge and understanding in a way that is embedded in the needs of employer and wider principles of ‘lifelong learning’.
The increasing commoditisation of the sport ‘product’ has resulted in the need to adopt a more professional and commercial orientation to the business of sport and its management. More importantly, changes in the external environment have fundamentally affected the structural balance between the public, commercial and voluntary sectors.
The course combines a thorough grounding in sports management with a more holistic understanding of wider business imperatives. There is a strong emphasis on practical application giving students the opportunity to develop ‘real life’ sports management skills. Graduates of the degree will possess knowledge, understanding and competencies that will enable them to take the new employment opportunities that are arising in this rapidly growing field.
An appropriate curriculum to make the course STAND OUT!
The current Course Team has also grown considerably and so have their specialist areas of instruction-this has enabled the current team to listen to the ‘student voice’ and capture the current needs and demands of the market, thus focusing the designs of the new course on the strategic core elements of Sport, Business and Management and implementing them as ‘core’ modules. Through a more strategic set of core modules and a vibrant elective
programme, these ‘core’ themes (10 outlined on page 7) will also be complemented with specific pathways of student choice in areas which have been identified by our external and internal advisors. Each level will also be permeated with a rich connection to the Leisure industry and a cultural emphasis will also be embedded within each core module and subject area.
The philosophy of the course can be garnered by three reoccurring themes; a student-centred approach, consistent use of E-Learning and an emphasis on Assessment Learning
25 and Teaching initiatives. Examples of these include the willingness of the course team to engage in current research initiatives and appropriate PLs or experts in their field e.g. the faculty learning technologists (e-learning toolkit). Other examples are as follows:
PC3 (staff student coaching) and Sounds Good 3 (large cohorts of students using Narrative Feedback). This is about developing and enhancing the students’ confidence in a tutorial system and introducing them to University life. Cottrell (2003:81)
demonstrates this best by explaining that ‘intra-personal skills and qualities (how you manage yourself and your attitudes) will be of value throughout the entirety of your life The use of technology to track and monitor student engagement e.g. a variety of social
networks, RFI readers and Panopto
The use of e-portfolios across every level of the course
The regular use of ‘real-world’ learning to enhance student learning.
Our course aims are:
1. To provide a programme of study with a Sport Business Management focus, that is commercially focused, academically challenging and vocationally relevant;
2. To provide a sound basis for future studies and professional development planning (Digital Literacy Definition) within Sport Business management;
3. To develop a level of knowledge and skill acquisition that has the potential to be transferred and applied to a variety employers of local, national and global contexts; 4. To produce enterprising students who are digitally aware.
7.2 Employability and Professional Context
The Course Team, recently received the University ‘Excellence in Employability’ award 2011 for its suite of employability modules provide yearly checks against diagnostic exercises and self-test scenarios in PPMS, PWBL, WBL and CPPD. Significantly each of these modules creates seminar and tutor/coaching groups, which maintain the same staff across the students’ duration of the course. This provides a ‘backbone’ of the course and increases staff/student relationships, which in turn develops rapport, consistency and trust. Students are provided with opportunities to develop professional networks and make strategic links across different modules to maintain programmes and experience ‘real-world’ projects such as connecting a Work Placement with their Major Independent Study.
26 To support this and echo our ethos of supporting students via ‘real-world’ engagement we deliver WBL and Major Independent Study (MIS) opportunities via a Rugby Football league partnership which exposes the students to life experiences within a professional sport setting and this can include paid employment at Level 5. These students are then
encouraged to develop an initiative within this setting as part of their MIS which in at least two occasions has led to offers of full-time employment.
Employer Engagement: Our External Examiner (John Humphreys) recently described the way we achieve this as a ‘success story’. We are at the forefront of embedding varieties of ‘real-world’ engagement across our curriculum. We work with potential employers in Level 4 and support a long-term ethos of engagement by supporting WBL placements that flow into MIS studies. We also have examples of students beginning their Work based Learning studies with employers and the employer offering bespoke Sport Business or Management roles to the student prior to the end of their first engagement with the company.
Collaboration: Our collaboration list of potential employers that we work with on an annual basis has recently topped 200 and we are currently in the process of engaging them in a new initiative which will bring a selection of them to the University for a bespoke BAHSBM
‘employability fair’ in the morning and a bespoke BAHSBM ‘Graduate Fair’ in the afternoon. This event has been confirmed for April 5 2011 and attendees include Camp Leaders from the States, Virgin Active, Leeds City Council and The Leeds Rugby Club. Examples of work based learning placements which have led on to employment for students include local and professional sports clubs such as the Keighley Cougars RLFC http://youtu.be/fUYC3sSwSRQ
This was also part of the RFL Academy initiative which our students have been involved with (paid employment in a professional rugby environment).
“I think the most telling point that Emma herself made to me was that in your talk the emphasis was very much encouraging about the opportunities that Leeds Beckett provided and on what you would be teaching and guiding students to achieve. In contrast at Sheffield and to an extent Sunderland the emphasis has been mostly on saying how good they are relative to others on this measure and that measure with very little about what the course would allow students to achieve. I also heard few mentions about placements and real world experience at others in contrast to your own comments”. Apotential parent made these comments after a recent Leeds Beckett Open Day (231010), which evidences that our Course Team is very focused in regard to the employment opportunities, which we are able to offer.
27 A suite of employability modules provides yearly checks against diagnostic exercises and self-test scenarios in Personal Professional and Management Skills (PPMS), Work Based Learning (WBL) and Continuing Professional and Personal Development (CPPD). Significantly each of these modules creates seminar and tutor/coaching groups, which maintain the same staff across the students’ duration of the course. This provides a ‘backbone’ of the course and increases staff/student relationships, which in turn develops rapport, consistency and trust. Students are provided with opportunities to develop professional networks and make strategic links across different modules to maintain programmes and experience ‘real-world’ projects such as connecting a Work Placement with their Major Independent Study, Global Internships and Graduate opportunities.
Employer Engagement: Our external examiner (John Humphrey’s) recently described the way we achieve this as a ‘success story’. We are at the forefront of embedding varieties of ‘real-world’ engagement across our curriculum. We work with potential employers in Level 4 and support a long-term ethos of engagement by supporting WBL placements that flow into MIS studies. We also have examples of students beginning their Work based Learning studies with employers and the employer offering bespoke Sport Business or Management roles to the student prior to the end of their first engagement with the company. Some examples of our internship opportunities and graduate schemes include a specific partnership with Virgin Active which took 4 L6 students last year and O2 who offer a competitive selection programme for a L5 12 month internship (BA(H)SBM have been successful in securing this internship for two years on the trot now). We also have a high success rate within NGB’s and last year one of our students was successful with a Marketing internship with English Badminton and she has since taken a full- time role as the Marketing Director of British Cycling.
Collaboration: Our collaboration list of potential employers that we work with on an annual basis has recently topped 250 and we have recently engaged them in a new initiative which brought a selection of them to the University for a bespoke BAHSBM ‘employability fair’ in the morning and a bespoke BHSBM ‘Graduate Fair’ in the afternoon. This event included attendees from Camp Leaders USA, Smaller Earth, Virgin Active, Leeds City Council and The Leeds Rugby Club please follow this link to fully appreciate the event:
http://www.youtube.com/watch?v=LH_GKALhVM0
Learning and Teaching: Our interaction and support for Learning and Teaching is evident throughout this documentation and our ‘student-centred’ focus relies heavily on the rolling out of initiatives to better support the student experience. This is supported by an NSS,
28 ‘overall satisfaction’ result of 82% but notably these NSS results accounted for 100% of the student cohort!
Personal and Professional Development: As an integral part of our ‘employability pathway’ (PPMS, WBL and CPPD), we have a clear focus on developing the key employability skills of the students and provide them with opportunities to evaluate where they are, where they have come from and where they are going. This focus culminates in a L6 CPPD module where all this is harnessed and presented on an e-portfolio which may then be exported for employment and interview purposes.
Inclusive: We have developed unique lines of communication with students, which include twitter, face book, email and mobile phones. These communication platforms have
increased student staff dialogue and developed increased contact out of normal lectures and seminars. We have also developed modules, which look into equity, gender and race, evidencing their impact on sport business and management and investigating the
importance of the integration of these concepts, which promotes good citizenship.
7.3 Course Learning Outcomes
On successful completion of this course, students will be able to:
1 Plan, design, execute and communicate a sustained piece of independent work aligned to a Sport Business Management perspective.
2 Adopt an autonomous approach to their own learning and continuing professional development.
3 Develop a level of communication skills in a variety of forms including essay and report writing, oral presentations using appropriate technical innovation and different varieties of digital scholarship (library online) such as e-portfolios, social networks e-posters within a local, national and global contexts.
4 Demonstrate enterprising and strategic delivery while demonstrating some sensitivity around norms and practices such as culture, gender, race, religion and individual values.
5 Evidence a high degree of personal responsibility, both in their own work and through their interactions with fellow peers, university employees and sporting and business stakeholders which are relative to their chosen specialism’s
29 6 Effectively create and publish content in multimedia formats (Media Services) to
communicate opinions and ideas of [the subject] through a range of channels and assessments and to be proficient in managing group interactions and engage in online communities and professional [subject] groups using multiple technologies.
7.4 Level Learning Outcomes
L4 1 A sound knowledge of the broad concepts of Sport Business Management and an appropriate knowledge of e-tools to locate, access, evaluate, utilize and cite diverse information sources. L4 2 The ability to sensitively evaluate and plan for a variety of both
predicable and unpredictable local, national and global issues L4 3 The ability to communicate accurately in a variety of forms and
contexts including Computer literacy.
L4 4 The ability to take personal responsibility for both formative and summative work outputs
L5 1 Developed a critical understanding of the principles involved in Sport Business Management.
L5 2 Learned to critically apply key business and management principles to a range of academic and employment contexts.
L5 3 Learned to critically evaluate the appropriateness of different approaches to problem solving
L5 4 The ability to communicate information, arguments and analysis, in a variety of forms, to local, national and global audiences.
L5 5 The qualities necessary for employment in situations requiring the use of significant personal responsibility and decision-making. L6 1 Developed analytical techniques and problem solving skills that can
be applied in many types of related employment.
L6 2 The ability to critically evaluate evidence, arguments, debates and assumptions in order to generate a range of well-judged options and/or solutions within the context of the Sport Business
Management theories and concepts while continually proving evidence and academic underpinning.
L6 3 The ability to effectively communicate to a variety of specialist and non-specialist audiences including Sport Business Management organisations e.g. through the Academic Practice (Digital Literacy Definition) of reflecting on, recording and managing their lifelong learning.
30 L6 4 To critically reflect on professional development skills including
personal responsibility, complex decision making and innovative thinking, and the use of technology, products.
L6 5 The skills to work in a range of practical and theoretical settings involving both individuals and groups, and to foster individual initiative in the global study of sport business management L6 6 Plan, design and execute a sustained and critical piece of
independent research, which provides evidence of interpretation of appropriate data from a Sport Business Management perspective.
7.5 Graduate Attributes
The BA (Hons) Sport Business Management course has embedded the three Leeds Beckett graduate attributes of enterprise, global outlook and digital literacy as identified in the Course Development Principles Document (2011). The graduate attributes have been embedded in learning outcomes and assessment across all levels in accordance with the individual guidance documents located on the Leeds Beckett Centre for Learning and Teaching web page.
Enterprise and Employability figure strongly as integrated aspects of the BAHSBM degree course. As recently as May 2011 the course team received the University’s ‘Excellence in Employability’ award 2011. The course team believes this award signifies the importance of integrating and embedding their work across each level but most importantly it celebrates the way which employability and enterprise are entwined to provide a strategic direction for students. Several additions have helped provide students with these types of opportunities and the course team intends to continue to develop them over the next 5 years. These are: To continue to promote a course specific ‘Employability Fair’
(http://www.youtube.com/watch?v=LH_GKALhVM0), to support the ideals of student enterprise via the course SBM Unit (Halafihi, N. and Abrams, J (2011) The Sport Business Management Unit: Inspiring Enterprise Journal-transforming Enterprise Education at Leeds Beckett. 130-135. Leeds Beckett University) and University Incubator, to continue to work in partnership with ‘blue-chip’ companies to access Internships and Graduate Placements (e.g. O2, Virgin Active and Smaller earth) and to embed 120 hours of Work Based Learning and c100 hours of Volunteering into the students programme of study.
Digital literacy has been defined in a number of ways; the awareness, attitude and ability of individuals to appropriately use digital tools and facilities to identify, access, manage, integrate, evaluate, analyse and synthesize digital resources, construct new knowledge and create media (Martin, 2005). However, the BA(H)SBM team have simplified their use of this attribute and have used it within the students ability to locate, organize, understand, evaluate, and analyze information using digital technology, this is done by providing
31 will both enhance their individual skill set and expose them to digital methods currently used within the sport and leisure industry. Digital Literacy is permeated throughout all modules and across all levels- At L4, students will be able to communicate the results of their study/work accurately and reliably, and with structured and coherent arguments using a range of media which will be built on at L5 where students will be able to select appropriate ICT applications and functions (for example building on their diagnostic exercises and resources in WBL) suitable for a specific task or to solve a problem (confirming their placement), and apply them to support their Studies. At L6, students will be able to use an e-portfolio tool to critically evaluate and reflect upon their personal development during the work experience and identify future learning needs to support their career aspirations
Globalisation forms an integrated part of the courses vision of preparing students for the ‘real-world’. The Course Team believe that the study of Sport Business Management needs to be applied to a Globalised economy and put into the context of the student’s individual aspiration. This can be done through various integrated opportunities such as the
University’s International ‘study abroad’ opportunities, International Work Based learning or Volunteering and through applied assessments. We endeavor not only to provide an experience where a student can positively impact the lives of others but also to provide a student with the tools to reflect, evaluate and leverage what they have learned and experienced in a positive way (Smaller earth 2011) this statement related directly to our ‘employability pathway’ and is outlined below:
Attribute How embedded
Enterprise and Employability Enterprise is developed and accessed through specific modules such as Business Enterprise Planning and opportunities to develop a Business Plan as part of their Major Independent Study options. Proof of concept forms for students own businesses and access to the courses SBM Unit and the Universities Business Incubator are also provided. Alumni students with successful business experience are also brought in to present their previous and current business
strengths/examples and opportunities.
Appendices A, provides evidence of Enterprise and Employability being embedded in each module of each level in some way or another. Some modules are clearly focused more heavily on this attribute than others are e.g. Personal and Professional Management Skills, Work Based Learning and Continuing
32 Professional Development all of which include the evaluation of personal skills, diagnostic exercises to help aid their evaluation and a clear focus on a
longitudinal pathway of enhanced CV development e.g. adding value through Volunteering, Internships, Work Experience and Career, Academic and Personal development.
The establishment of a student ‘employability fair’ specific to the BAHSBM course was launched in March 2011, this included Regional, National and International companies who offered a variety of placements,
internships and graduate trainee schemes.
The course team also promotes specific internships and graduate opportunities with ‘blue-chip’ companies like O2, Virgin Active and Nike who provide annual
internships or graduate opportunities. In the case of O2, a BAHSBM student has been successful in gaining the internship on 2 out of the last 3 years and our bespoke relationship with Virgin Active led to 7 Graduate opportunities been offered to our students last year.
Our ‘employability’ drive in this area is also evidenced by our application to include a ‘sandwich year’ as an embedded option within the course from the 2012-2013 academic year.
All of the above culminated in the BAHSBM Course Team receiving the University ‘Excellence in
Employability’ award 2011
Digital Literacy Digital Literacy is evidenced in every module and at every level although it is clearly more evident in specific modules such as those described above in the ‘employability pathway’ as each uses an e-portfolio to assess the students. Other examples include
Introductory Sports Marketing which uses audio feedback (Tips and Tricks) Personal and Professional Management Skills which uses student podcasts as digital reflections and audio feedback, Sport Economics and Finance which utilises ‘turn-it in’ as a method of
33 electronic feedback and Strategic Practice in
Community Sport which uses ‘replay’ to record strategic lectures throughout the semester. Ongoing:
Regular opportunities are provided to all BAHSBM students and an example of this is the regular invitation to experience a specific lecture and workshop from one of guest speakers e.g. Julian Dismore (a current TV producer and academic author) recently presented ‘multi media’ lecture to an audience consisting of each of the courses levels and then provided a specific ‘you-tube’ developers workshop after for interested
students.
Global Outlook The global outlook is also integrated at every level and within each module (see Appendices A). Integrated into the ‘employability pathway’ the course has a unique partnership with ‘Smaller Earth’ an international management company who also have a professional recruitment team affiliated to Camp Leaders. Our students receive regular updates and presentations regarding ongoing opportunities in America (to start with) with a variety of opportunities in residential camps-these include opportunities for students to develop new skills, management skills and enhance their current strengths because the recruitment
company matches individual camp requirements to the current skills of the student. We recommend this experience as an addition to the normal curriculum or as a way of increasing their voluntary and work
placement hours. Once the students have experienced the camps in the America they become entitled to work within the ‘Smaller Earth’ system but are then eligible for travel to countries from around the World with previous opportunities including Bolivia and China. The BAHSBM team have worked hard to develop this employer as one of their strategic partners and they regular provide information presentations, workshops and even communicate directly with students.
34 The course team also works closely with the
University’s ‘exchange’ team and alumni students who have benefited from ‘studying abroad’ in the past or those who have taken part in ‘International
Volunteering’ also return to present to students and pass on their experiences-especially tips on how these have helped them in their studies.
Specific modules with a clear Global Outlook focus include: Work-Based Learning (where international placements such as these are provided and welcomed) and Global Sport Business Management, Business & Internationalisation of Sport Business Management which focuses on the SBM industry on an International stage.
While these opportunities are open to every student, some may prefer to gain parallel experiences within UK companies or camp environments etc. The course has an excellent relationship with ‘Kings Camp’ for
example, which will enable students to experience the mixed cultures and diverse cultures of other countries while staying within the borders of the UK. These culturally challenging opportunities may also be evidenced by our unique partnership with the Leeds Connecting communities initiative which has recently seen students working in local Mosques, socially deprived areas of Chappletown and with the Hamara-South Asian centre in Holbeck
(http://www.hamara.org.uk/). In the future this work will be evidenced within the SPCS module.
35 7.6 Course Learning Outcomes Mapping
Course Learning Outcomes Mapping
The two options, which have been underlined, represent the two options owned by the BA (Hons) Sport Business management team with other options all being owned by other course teams and those are in most cases core modules for the BA (Hons) Sports Marketing team.
= Module Option Title and Level Core
(Y)
CLO 1 CLO 2 CLO 3 CLO 4 CLO 5 CLO6
Sport Business
Personal, Professional & Management Skills (L4) Y √ √ √ √ N/A N/A Introductory Sport Marketing (L4) Y √ √ √ √ N/A N/A Structure &
Governance in Sport & Leisure (L4)
Y √ √ √ √ N/A N/A
Sociological & Cultural Aspects of Sport & Leisure (L4)
Y √ √ √ √ N/A N/A
Business Enterprise Planning for Sport Organisations (L4)
Y √ √ √ √ N/A N/A
International Sports Events (L4)
Y √ √ √ √ N/A N/A
Work Based Learning BHSBM(L5) Y √ √ √ √ N/A N/A Strategic Management Theory in Sport Business Management (L5) Y √ √ √ √ N/A N/A
36
Sport Sponsorship (L5) N √ √ √ √ N/A N/A
Legal Aspects of Sports Business (L5) N √ √ √ √ N/A N/A Event Management (L5) N √ √ √ √ N/A N/A Marketing Communications in Leisure and Sport (L5)
N √ √ √ √ N/A N/A
Sport, Leisure and Equity (L5)
N √ √ √ √ N/A N/A
Mass Media (L5) N √ √ √ √ N/A N/A
Football Studies (L5) N √ √ √ √ N/A N/A
Gender, Sexuality and Culture (L5)
N √ √ √ √ N/A N/A
OAA Adaptive Analysis (L5) N √ √ √ √ N/A N/A OAA Adapted Adventure (L5) N √ √ √ √ N/A N/A The Management of People in Sport Business (L5) Y √ √ √ √ N/A N/A
Researching for Sports Business and Sports Marketeers (L5)
Y √ √ √ √ N/A N/A
Sports Economics & Finance (L5) Y √ √ √ √ N/A N/A Professional Management Consultancy Skills (L6) Y √ √ √ √ N/A N/A
Sports Events in Action (L6)
37 Sport & Law; Doping &
Violence (L6)
N √ √ √ √ N/A N/A
Sport and Leisure Identities (L6)
N √ √ √ √ N/A N/A
Media and Cultural Industries (L6)
N √ √ √ √ N/A N/A
Strategic Marketing (L6)
N √ √ √ √ N/A N/A
Sport Branding (L6) N √ √ √ √ N/A N/A
OAA Residential (L6) N √ √ √ √ N/A N/A
OAA Journeying (L6) N √ √ √ √ N/A N/A
MIS (L6) Y √ √ √ √ N/A N/A
Organisational Development and Change for Sport Business (L6)
Y √ √ √ √ N/A N/A
Global Sport Business Management & Internationalisation of Sport Business
Management (L6)
38 7.7 Course Structure
Course Structure
N.B See the attachment called ‘Application for exception’ for our School of Sport concept on ‘long and thin’ modules
= Module Option Level 4
Semester 1 Core (Y) Semester 2 Core
(Y) Sports Business Personal, Professional & Management Skills Y Introductory Sport Marketing Y Business Enterprise Planning
for Sport Organisations
Y
Structure & Governance in Sport & Leisure
Y International Sports Events Y
Sociological & Cultural Aspects of Sport & Leisure
Y
Level 5
Semester 1 Core (Y) Semester 2 Core
(Y)
Work Based Learning BHSBM Y
Strategic Management Theory in Sport Business Management
Y Researching for Sports Business and Sports
Marketeers
Y
The Management of People in Sport Businesses
Y Sports Economics & Finance Y
Legal Aspects of Sports Business
39
Event Management N
Sport Sponsorship N Gender, Sexuality and Culture N Marketing Communications in
Leisure and Sport
N OAA Adventure Analysis N
Sport, Leisure and Equity N
Mass Media N
Football Studies N
OAA Adapted Adventure N Event Management
Sport Sponsorship N
Marketing Communications in Leisure and Sport
N
Level 6
Semester 1 Core (Y) Semester 2 Core
(Y) Professional Management Consultancy Skills Y
MIS Y
Organisational Development and Change for Sport Business
Y Global Sport Business Management &
Internationalisation of Sport Business Management
Y
Sports Events in Action N
Sport & Law; Doping & Violence
N
Sport and Leisure Identities N Media and Cultural Industries N
Strategic Marketing N
