KEELE MANAGEMENT SCHOOL

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KEELE MANAGEMENT SCHOOL

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PROGRAMME SPECIFICATION

POSTGRADUATE TAUGHT PROGRAMME:

HUMAN RESOURCE MANAGEMENT

Introduction

The programme specification is the definitive document summarising the structure and content of your degree programme. It is reviewed and updated every year as part of Keele’s Curriculum Annual Review and Development process. The document aims to clarify to potential and current students what you can expect from the study of the subject over the course of your programme.

This document provides a summary of the main features of the postgraduate taught Masters and Postgraduate Diploma in Human Resource Management. It explains what a student can expect from studying Human Resource Management at Masters Level (FHEQ Level 7) at Keele University, and includes information about what a student will be able to do if s/he takes full advantage of the opportunities provided during the course of this programme.

Names of programmes MA Human Resource Management

Postgraduate Diploma Human Resource Management

Mode of study Full time

Framework of Higher Education Qualification (FHEQ) Level of final award:

7

Duration One year full time

1. What is the philosophy of the Programme?

This is a high quality and distinctive programme for candidates with a first degree, or those with other acceptable qualifications and relevant experience, subject to interview, and is available by full-time study.

While it is recognised that many graduates will wish to work in the field of management, the aims of the degree are not vocational, but reflect the HRM and Industrial Relations subject group’s commitment to the subject as critical social science, and the conviction that this prepares students for employment in a range of public, private and

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______ _________________________________________________________________________________________ Version December 2014 Page 2 of 12 voluntary sector organisations. It is a distinctive feature of this programme that the field of study includes the theory, development and practice of industrial relations as a core part of human resource management.

A further distinctive feature of the programme is its developmental nature. Many of the full-time students are from overseas and, while they may have social science or business based first degrees, they rarely have much academic or practical experience of the specialist subject area. This determines our teaching and learning approach to the taught part of the course.

The MA programme provides a thorough understanding of the employment relationship and an excellent grounding in the theory and practice of HRM, labour management and industrial relations. It locates these in a historically informed treatment of the whole subject area. It examines key institutions, problems and issues in contemporary HRM and industrial relations, including the rights and interests of employees as well as the formation and impact of public policy.

The main focus of the taught part of the course is on the United Kingdom, but this is set within a broader comparative perspective, enabling an assessment of contrasting systems of industrial relations and an evaluation of a range of crucial issues on a European and a global scale. When students proceed to undertake a research based dissertation, the taught part of the course provides them with an important foundation upon which to conduct research in the United Kingdom and international locations.

Our aims are:

• To provide academically rigorous education in Human Resource Management, Industrial Relations, and associated disciplines

• To develop the analytical skills of students

• To develop a critical approach to HRM literature, issues, and practice

To achieve these aims the course will strengthen and develop students’ knowledge and understanding of:

• The nature of the employment relationship, the labour market and job regulation, and the regulatory and economic role of the state

• The main theories and issues in labour management and the management of the labour process

• The origins, scope and main functions of personnel and HR management, including the management of employee resourcing, performance, equality, reward and development

• The origins, development, purpose, practice and theory of workers’ organisations, the management of employee relations and the impact of worker voice

• The coverage, scope, and conduct of collective bargaining and the role of the state in the regulation of bargaining and of the employment relationship

• The market for labour, pay Levels and inequalities and pay determination systems

• The organisation of vocational and educational training systems, skills and skill shortages, and the management of employee development

• The range of research methods, and researched based knowledge that informs academic and practical analysis of contemporary issues in the field of study

In terms of skills and other attributes, students are expected to:

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• Use their understanding of theory to analyse policy and practice in the field of employment

• Synthesise information from reading, lectures and other learning resources

• Make informed judgements using both empirical and theoretical knowledge

• Manage and develop their own learning Graduate Attributes:

Engagement with this programme will enable you to further develop your intellectual, personal and professional capabilities. At Keele, we call these our ten Graduate Attributes and they include independent thinking, synthesizing information, creative problem solving, communicating clearly, and appreciating the social, environmental and global implications of your studies and activities. Whilst you will undoubtedly have already developed these skills and abilities to varying degrees, such existing capabilities can always be deepened and enriched. Our educational programme and learning environment is designed to help you to develop further as a well-rounded postgraduate who is capable of making a positive and valued contribution in a complex and rapidly changing world, whichever spheres of life you engage in during and after your studies at Keele.

Please refer to the programme webpages for a statement of how you can achieve the Keele Graduate Attributes through full engagement in the programme and other educational opportunities at Keele.

2. How is the Programme taught?

The mode of study is full-time. Acquisition of knowledge and understanding is through HRM subject team and guest lectures, small-group discussions and tutorials, individual consultation, guided reading and self-study, and through the research dissertation. These principal learning and teaching methods are assisted by a variety of other learning activities, such as group and individual presentations, individual feedback on assignments, the use of case studies and summative and formative assessment.

• Summative assessment is through six 3,000-word written assignments and a 15,000-word research dissertation

• Formative assessment is through a 1,500-word research methods assignment

• In addition, all modules of the taught part of the course have formative activities that are not assessed but aim to provide feedback to students about their learning to improve their achievement of intended learning outcomes. A combination of group feedback and individual feedback where appropriate is provided verbally in class. In relation to essays, students have the opportunity to discuss on a one-to-one basis with their tutor their assignment plan and to receive written feedback where necessary. The following formative activities are incorporated into the MA in HRM modules:

o Lectures include a range of formative activities, including class discussions, module reviews, group presentations, and a statistics exercise, to check understanding and to assist students when preparing for summative assessment.

o Tutorials focus on a range of formative activities, including class discussions, group activities, group or individual presentations, case studies, question and answer sessions, to check understanding and to assist students when preparing for summative assessment.

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______ _________________________________________________________________________________________ Version December 2014 Page 4 of 12 o All students are encouraged to submit an essay plan and a draft of their dissertation and receive comments back from tutors/supervisors. The purpose is for students to reflect on the feedback and use this to inform their writing up of the essay/dissertation.

o Essay guidance sessions are also provided for students to discuss their approach to the essay and to receive feedback before they submit.

• Students address the subject through study of: o Standard texts

o Research monographs and academic journals at the forefront of knowledge in the subject area o Employer, union and government publications

o Case studies

Programme Team:

The programme is delivered through the HRM subject group within Keele Management School. The team comprises seven academic staff, who are all actively engaged in research in the field of Human Resource Management, Industrial Relations and associated disciplines. The programme team is located on the first floor of the Darwin Building.

• Dr Xuebing Cao, BA (Renmin), MA, PhD (Keele) - Lecturer in Human Resource Management

• Dr Tricia Dawson MA, PhD (Keele University) - Lecturer in Human Resource Management

• Dr Steve French, BA, MA (East Anglia); PhD (Birmingham) - Senior Lecturer in Industrial Relations

• Dr Aikaterini Koskina, BA (Staffs); MSc (UMIST); MA (Ed) (Sunderland); MRes (Keele); MCIPD; PhD (Keele) - Lecturer in Human Resource Management

• Dr Kim Mather, BA (Wolverhampton), MA, PhD (Keele) - Lecturer in Human Resource Management

• Dr Orestis Papadopoulos, BA (University of Crete), MA, PhD (Warwick) - Lecturer in Human Resource Management

• Dr Carola Weissmeyer, BA, MA, PG Cert., Associate Teaching Certificate, PhD (Keele); Assoc CIPD - Lecturer in Human Resource Management and Industrial Relations

Course Director of the Programme: Dr Carola Weissmeyer

Dedicated postgraduate administrative support is also provided as part of the Keele Management School Office located on the ground floor of the Darwin Building.

• Mrs Krystyna Manifold, Senior School Manager

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• Miss Claire Cartwright, School Programmes and Administration Manager

• Mrs Claire Butters, Postgraduate Team Co-ordinator

• Mrs Victoria Graham, Postgraduate Administrator

• Mrs Julie Gratty-Dean, Postgraduate Administrator

• Miss Helen Swift, Postgraduate Administrator

3. What is the Structure of the Programme?

There are seven taught modules and a research dissertation module. Modules are taught consecutively, in line with the developmental nature of the programme. Candidates will be required to study the following core modules:

• Module 1 (HRM-40026): Understanding and Researching the Employment Relationship: Part A – Course Induction, Part B – Research Methods (10 credits)

• Module 2 (HRM-40022): Foundations of the Employment Relationship (20 credits)

• Module 3 (HRM-40023): Employers and the Management of Labour (20 credits)

• Module 4 (HRM-40025): Managing Employee Resources (20 credits)

• Module 5 (HRM-40024): Managing Employee Relations (20 credits)

• Module 6 (HRM-40005): Pay Determination (20 credits)

• Module 7 (HRM-40019): Employee Development and Training (20 credits)

• Module 8 (HRM-40018): Dissertation - HRM (60 credits)

On completion of the taught modules all student marks will be reviewed by the relevant Examination Board to determine progression to the dissertation module (HRM-40018). Where applicable, students are encouraged to undertake research connected with their current or previous HRM or industrial relations experience. Students are required to produce a written research proposal, seek approval of their chosen research topic, and complete an Ethics Pro-forma as part of their research dissertation. Material is supplied on research methods, and all students are allocated a supervisor.

Non-native English speaking students undergo an English Language assessment on entry to the programme. The language test will determine whether students will have to attend additional English Language tuition to improve the fundamental academic reading, writing, speaking and listening skills that will be necessary for academic success. Students may then be placed on an appropriate Academic English for Postgraduate Students module offered by the English Language Unit of the University. For students required to undertake these modules, determination of progression to the dissertation module (as outlined above_{) will include an evaluation of the student’s engagement} and performance on the respective English Language modules.

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______ _________________________________________________________________________________________ Version December 2014 Page 6 of 12 The learning outcomes were formulated with reference to:

a. Current research and advanced scholarship carried out by academic staff in the HRM subject group, and in the wider HRM and industrial relations academic community

b. Policy debates and practical issues facing practitioners in all aspects of the employment relationship, including employers, employees, trade unions and government

Learning Outcome Module in which this is delivered Principal forms of assessment (of the Learning Outcome) used

Systematic knowledge and understanding of the nature of the employment relationship, the labour market and job regulation, and the regulatory and economic role of the state

Foundations of the employment relationship (HRM-40022)

Managing employee relations (HRM-40024)

Pay determination (HRM-40005)

Essay assignment Essay assignment Essay assignment Critical knowledge and

understanding of the main theories and issues in labour management and the management of the labour process

Employers and the management of labour (HRM-40023)

Essay assignment

The origins, scope and main functions of personnel and HR management, including the management of employee resourcing, appraisal and performance, and equal opportunities

Managing Employee Resources (HRM-40025)

Essay assignment

Critical knowledge and understanding of the origins, development, purpose, practice and theory of workers’ organisations, the management of employee relations and the impact of worker voice

Essay assignment

Systematic knowledge and understanding of the coverage, scope, and conduct of collective bargaining and the role of the state in the regulation of bargaining and of the employment relationship

Essay assignment

The market for labour, pay Levels and inequalities and pay determination systems

Foundations of the employment relationship (HRM-40022)

Essay assignment Essay assignment

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______ _________________________________________________________________________________________ Version December 2014 Page 7 of 12 The organisation of vocational and

educational training systems, skills and skill shortages, and the management of employee development

Employee development and training (HRM-40019)

Essay assignment

Comprehensive knowledge and understanding of the range of research methods, and researched based knowledge that informs academic and practical analysis of contemporary issues in the field of study

Understanding & researching the employment relationship (HRM-40026)

Dissertation (HRM-40018)

Essay assignment

Dissertation

Develop the ability to analyse a variety of academic, practitioner and government published materials

All modules of the programme Essay assignment Dissertation Use understanding of theory to

analyse policy and practice in the field of employment

All modules of the programme Essay assignment Dissertation Synthesise information from reading,

lectures and other learning resources

All modules of the programme Essay assignment Dissertation Make informed judgements using

both empirical and theoretical knowledge

All modules of the programme Essay assignment Dissertation Manage and develop their own

learning

All modules of the programme Essay assignment Dissertation

Further skills and other attributes developed through all parts of the course 1. Subject skills

o Integrate theories in the field of study with analysis of practice over a wide range of issues o Understand and reflectively utilise varied aspects of inter-disciplinary approaches to the subject

o Identify and critically evaluate aspects of conflict and cooperation across a wide range of institutions and processes

o Develop insights into the institutions and processes studied, and apply these creatively to an analysis of current practice

2. Intellectual skills

o Critically evaluate research and advanced scholarship

o Evaluate the limits of empirical and theoretical knowledge and apply this to answering complex questions o Develop general skills relevant to advanced academic enquiry and scholarship

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______ _________________________________________________________________________________________ Version December 2014 Page 8 of 12 3. Transferable skills

o Effectively select and present complex empirical data in written form o Evaluate and assess their own assumptions in the light of evidence o Work effectively in large or smaller groups

o Manage time and learning resources effectively

o Be aware of and sensitive to the perspectives and interests of others in a variety of organisational settings o Develop independence in thought and study, and reinforce the ability to direct continuing professional

development

The exit routes from the award are as follows:

Satisfactory completion of at least 60 credits for the taught part of the course, of which at least 40 are at FHEQ Level 7, lead to the award of a Postgraduate Certificate, whilst successful completion of all modules from the taught part of the course (120 credits, of which at least 90 must be at FHEQ Level 7 and 30 at FHEQ Level 6) lead to the award of a Postgraduate Diploma. The addition of a successful completion of a research dissertation leads to the award of a Masters degree (180 credits, of which at least 150 must be at FHEQ Level 7 and 30 at FHEQ Level 6).

4. How is the Programme assessed?

The MA programme consists of seven taught modules and a research module (as outlined in Section 3). The first taught module is delivered in two parts over two semesters. The first comprises an induction programme and guest speakers / site visits (subject to availability). The second comprises lectures and seminars on research methods. The module attracts 10 credits at FHEQ Level 7 and is assessed formatively by a 1,500 word essay based upon research design and methods on a pass/fail basis. Students failing the assignment are allowed to re-submit their assignment until it covers the appropriate design, use of methods and assessment of validity, reliability, bias and ethical issues. The remaining six taught modules are assessed by essays of 3,000 words, each attracting 20 credits at FHEQ Level 7 for marks of 50 per cent or above. Where student essays for any module do not meet the required standard for FHEQ Level 7 credits, they will be re-assessed against FHEQ Level 6 learning outcomes, and if they meet these requirements, will be awarded credits al FHEQ Level 6. The table below lists the respective modules at FHEQ Level 6 against which essays not meeting MA Level requirements are re-assessed:

Module Code

(respective MA Level modules in brackets)

Module title

HRM-30013 (HRM-40022) Foundations of the Employment Relationship

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HRM-30015 (HRM-40024) Managing Employee Relations

HRM-30016 (HRM-40025) Managing Employee Resources

HRM-30017 (HRM-40005) Pay Determination

HRM-30018 (HRM-40019) Employee Development and Training

Students are entitled to one re-submission per assignment, a new essay title will be set in those circumstances. The total number of credits available on the taught part of the course ranges from 130 at FHEQ Level 7, to 90 at FHEQ Level 7 and 40 at FHEQ Level 6. If a student achieves more than two FHEQ Level 6 results at their first attempt, then re-submission of one or more of these essays might have to take place.

The dissertation passed at 50 per cent or better, attracts 60 credits at FHEQ Level 7. No FHEQ Level 6 credits are available for this module. The dissertation must be passed in its own right for the MA to be awarded. Students who fail to submit a dissertation within the specified deadline shall be regarded as having failed by non-submission. These students, and those who have attained a mark of less than 50% at FHEQ level 7 for the dissertation, shall be permitted to re-submit a dissertation on one occasion only, not more than ten months from the date of official communication of the result to the student. Attendance at Keele is not required for this period. Please see:

http://www.keele.ac.uk/regulations/regulation2a

The re-assessment of the dissertation module will incur a ‘PGT Dissertation Re-submission Fee’.

Marks are awarded for summative assessment designed to assess students’ achievement of learning outcomes. This summative form of assessment is supported by a variety of formative assessment activities that comprise contributions to class discussions, individual and small-group tutorials, individual feedback on assignments, etc. For a more detailed discussion of formative (i.e. non-mark-bearing) assessments and formative activities, please refer to section 2.

5. What are the typical admission requirements for the programme?

Applicants are normally required to hold at least a second-class honours degree (2.1 or 2.2) or overseas equivalent. Students who have appropriate professional qualifications or relevant work experience may also be considered. Applicants whose first language is not English will be required to show competency in English (IELTS 6.5 with minimum of 6.0 in each of the sub-tests, or equivalent).

It is possible for students to enter the course with advanced standing (or module exemption) based upon the accreditation of prior certificated learning (APCL) or accreditation of prior experiential learning (APEL). Students wishing to apply for entry onto the course with advanced standing should contact the course director and read the university guidelines of the process: http://www.keele.ac.uk/qa/accreditationofpriorlearning/

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______ _________________________________________________________________________________________ Version December 2014 Page 10 of 12 Each student is allocated a member of the programme team as an Academic Tutor. Students are allocated a tutorial group and hold weekly tutorials with their Academic Tutor. The tutor's role is to help and advise his/her students on all aspects of the modules, and he/she will comment on essay plans, and provide feedback for assignments. Both Academic Tutors and the Course Director will maintain an overview of progress on the course, and provide feedback on course progress. Research supervisors are allocated to guide students during their work on the research dissertation.

Named members of staff will be available to provide pastoral and non-academic support for students registered on the programme. There will be two sources available to students who wish to seek this support. These are:

a) A Personal Tutor who will tend to deal with most cases where a student requires support.

b) An independent adviser who will be available for those students who do not wish to discuss certain personal circumstances, or issues with the programme.

Finally, the Course Director is available to discuss any academic or pastoral issues.

Non-native English speakers are also supported by the English Language Unit of the University, who provides additional language tuition.

7. Learning Resources Learning resources include

• Purpose written module outlines for Modules 2-7 of the course

• Purpose written tutor notes and supplementary material is supplied on research methods (Module 1, Part B)

• Purpose written dissertation guidance notes (Module 8)

• Selected digitised material available through the Keele Learning Environment

• Visiting academic and practitioner speakers (where available)

• Site visits (where available)

Each module has a dedicated entry on the Keele Learning Environment (KLE). Students are able to access module outlines, lecture slides, additional resources and a variety of guidance notes, and are required to submit copies of their assignments via Turnitin.

During the induction week, the School or Faculty Learning Technologist provide sessions on learning technology utilised by the programme, including an introduction to the virtual Keele Learning Environment and assessment submission via Turnitin. Students on the PG Diploma/MA in HRM programme also have access to a range of comprehensive video guides provided by Keele Management School, covering issues such as how to access Keele University Library Services, how to perform basic searches, and how to submit a Turnitin assignment, etc.

Students have access to the University’s library facilities, including the loan of books and remote access to electronic resources such as online databases and journals from any PC with an Internet connection. See

http://www.keele.ac.uk/library/. The library building also houses computing services. Students have access to a large number of open-access PCs as well as printing facilities. The library and computing services operate 24hrs facilities for substantial parts of the year.

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______ _________________________________________________________________________________________ Version December 2014 Page 11 of 12 In either or both semesters there might be the opportunity to hear visiting speakers or to attend visits to organisations (subject to availability). Where these are designated as a component of Module One (HRM-40026) attendance is compulsory. There is no cost commitment required from the students for such visits.

This is a one year, full-time taught Masters programme; individual units are not available for continuing professional development.

9. Quality management and enhancement

The Programme Board, which comprises the academic staff who are responsible for the course, is responsible for the day to day management of the programme; the Course Director chairs this body. The Course Director of the programme also reports to the school’s Postgraduate Course Directors Group and the School Learning and Teaching Committee.

To ensure that the MA Human Resource Management maintains the highest possible standards and ensures the effective management and continuous enhancement of the quality of learning and teaching, the programme employs the following procedures.

• Staff Student Liaison Committee: This is an integral part of the monitoring and review procedures and provides a valuable source of information for the programme team. Student-Staff Liaison Meetings provide constructive feedback through student representatives.

• Student evaluation of teaching: Students have the opportunity to evaluate the programme through evaluation questionnaires. Data from the evaluations is reported at regular programme staff meetings and the Staff Student Liaison Committee meetings.

• We also monitor student feedback through various other means, including feedback sessions, ad-hoc discussions with students in tutorials and lectures throughout the year, and individual discussions with student representatives.

• Annual Programme Review: A range of data is used to inform the annual programme review through the University’s Curriculum Annual Review and Development (CARD) process. It comprises data such as student evaluations, external examiners report, and internal programme review and monitoring data.

• The Programme is run in accordance with the standards set out in the University’s Academic Quality and Standards Policy and is subject to regular audits of its compliance with these standards.

• A senior member of academic staff from another university is appointed to act as external examiner on the programme. Further information can be found at: http://www.keele.ac.uk/qa/externalexaminers/

10. The principles of programme design

The Programme described in this document has been drawn up with reference to, and in accordance with the guidance set out in the following documents:

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Guidelines for preparing Programme Specifications, Keele University, 2014

The framework for higher education qualifications in England, Wales and Northern Ireland, Quality Assurance Agency for Higher Education, 2008

Keele Learning and Teaching Strategy, 2011-15, Keele University, 2011

Academic Quality and Enhancement at Keele Website, 2014 (http://www.keele.ac.uk/qa/) 11. Version history

First created: Version 1: June 2012 Last reviewed/revised: Version 4: December 2014 Last reviewed by: Dr Carola Weissmeyer,

Course Director Date approved by School: Minor revisions only Date approved by Faculty