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Hollings Faculty
Taught Master’s in Food Science
PROGRAMME SPECIFICATIONS
This document provides a concise summary of the main features of the course(s) & associated award(s) offered through this Programme Specification, and includes the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme’s relationship to QAA Subject Benchmark Statements may be found in the dedicated student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education.
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Versioning of Programme Specification
This programme specification is valid for the period of approval confirmed at the time of the approval/last review event and relates to provision approved at that point. Programme specifications are updated on an annual basis to include modifications approved through the University’s quality assurance processes. This version provides a description of the programme as approved for the academic session indicated in section 3 of the following table.
1 Date of initial Approval or last review: 21st June, 2013
2 Effective date of Approved/Reviewed Programme Specification: Sept 2013 – Aug 2019
3 This Version effective from: September 2015
4 Version number: 2013/ Version 3
Modifications to Programme Specification
Modifications to the programme specification since approval/ last review, and the cohort of students affected by the change, are listed in Section H (Log of Modifications) at the back of the document. Cross Referencing of Programme Specifications
The following elements of
provision included in this document is/ are also included in the following
programme specifications
Award Programme Specification
Dissertation with Research
Methods (32DRM001)
•
MSc Occupational Safety, Health and EnvironmentAmendments made to provision listed in this table, must also be reflected in the relevant programme specifications listed above
Programme Specification
SECTION A – ADMINISTRATIVE AND REGULATORY INFORMATION
1
Overarching Programme Specification Title
Taught Master’s Portfolio – Food Science Programmes
2
Brief Summary
MMU presently offers three Master’s courses that will enable students to develop core skills required for a career in the nutrition, food technology, product development and food compliance sectors.
The MSc in Nutrition & Health reflects the current and developing fields of food and nutrition as essential in public health policy and practice. The programme will provide knowledge in this contemporary professional and academic field, giving students the opportunity to work in healthcare settings, food and health industry and consultancy environments. The programme is resourced with current air displacement plethysmography equipment (Bod Pod) and food / nutritional science academic expertise.
The MSc in Food Innovation reflects the present demand for graduates in this field of expertise. The programme delivers the latest information on product development; modern technologies such as nanotechnology, health claim/labelling guidelines and sensory evaluation, underpinned by research activity and development within the department. The programme reflects the demands of a wide range of industry and commercial sectors requiring food technology and product development expertise.
The programme is populated with a range of practical activities where students develop and evaluate the sensory properties of functional foods, develop new products and have the opportunity to be involved with consultancy/research projects through the Manchester Food Research Centre. The programme is resourced with internationally recognised food science academics and expertise.
The MSc in Food Safety is designed to provide graduates with core analytical, interpretative and communication skills required within trading law and food safety and standards compliance within the food industry. This programme integrates the latest HACCP (Hazard Analysis and Critical Control Points) and BRC (British Retail Consortium) developments and guidance, and gives students the opportunity to be involved with short consultancy/research projects through the Manchester Food Research Centre.
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All Master’s programmes have enterprise and employability embedded within the units, enhancing students work prospects. Students will also be asked to undertake a research or consultancy project as part of their Master’s dissertation.
3 Awarding institution Manchester Metropolitan University
4 Home Faculty Hollings Faculty
5 Home Department/ School/ Institute
Department of Food and Tourism Management
6 UCAS/GTTR code(s) N/A
7 Framework for HE Qualifications positionof final award(s)
Master’s (Level 7)
8 Alignment with University Curriculum Framework
Postgraduate
9 Engagement with the University’s Uniwide Language Provision
N/A 10 Compliance with University Assessment
Regulations
Taught Postgraduate
11 Approved Variations/Exemptions from University Assessment Regulations
N/A
12
Relationship with Faculty Foundation Year N/A
Awards
13 Final award title(s)
•
MSc Nutrition and Health•
MSc Food Innovation•
MSc Food Safety 14 Combined HonoursThere is no Combined Honours provision within this programme specification 14a (i) Combined Honours Awards
available
N/A (ii) Single Honours Awards available
through Combined Honours
N/A (iii) Approved Subject Combinations
administered by this Programme Specification
N/A
14b Approved Subject Combination administered by other Programme Specifications
Approved Combination
Home Programme
Specification & Home Dept
N/A N/A
15 Interim exitawards and Subject title(s)
•
Postgraduate Diploma in Nutrition & Health•
Postgraduate Diploma in Food Innovation•
Postgraduate Diploma in Food Safety•
Postgraduate Certificate in Nutrition & Health•
Postgraduate Certificate in Food Innovation•
Postgraduate Certificate in Food SafetyPage 4 of 66 Arrangements with Partners
16 Approved Collaborative partner(s) Partner Name Type of Collaborative Partnership
N/A N/A
17 Articulation and Progression
Arrangements with Partners Partner Name N/A Details of Arrangements N/A
Professional, Statutory and Regulatory Bodies 18 PSRB(s) associated with final award
of any route within the programme specification
N/A
19 Date and outcome of last PSRB approval/accreditation
N/A
Approval Status
20 Date and outcome of most recent MMU review/ approval
(i) Latest review/approval 21st June 2013
(ii) Major Modifications to Programme Specification since last review/approval
•
Changes to Unit titles•
Changes to Unit content•
New Units added to the programme 21 Next Scheduled Review Date: Autumn/Spring term 2018/1922 Programme Specification effective
date: September 2015
SECTION B - OUTCOMES
23 MMU Graduate Outcomes
On successful completion of their course of study MMU graduates will be able to: GO1. apply skills of critical analysis to real world situations within a defined range of contexts;
GO2. demonstrate a high degree of professionalism characterised by initiative, creativity, motivation and self-management;
GO3. express ideas effectively and communicate information appropriately and accurately using a range of media including ICT;
GO4. develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives;
GO5. manage their professional development reflecting on progress and taking appropriate action; GO6. find, evaluate, synthesise and use information from a variety of sources;
GO7. articulate an awareness of the social and community contexts within their disciplinary field. 24 Programme Rationale
The suite of programmes has been designed to reflect the current demands within the community and public health professions, food industry, food product development, and allied compliance industries. The philosophy of the Food Science programmes is to offer a comprehensive coverage of the subjects and issues pertinent to the consumption of food.
Demand for practitioners in Food Science is evident due to a diminishing UK skill base and the availability of a range of opportunities within the industry. The Food industry is the largest employer in the UK and product innovation and development is tending to be heavily focused on nutritional food products, and consumer nutrition and health, with this being the fastest growing food product sector globally. Nutrition and health, the management of human nutrition and nutritional status and the impact upon disease trends in the population is the fastest growing area in public health. Synergies between the food industry and production sector and the nutrition and health disciplines are therefore increasingly relevant in terms of new product development and existing food product formulation and design from food companies, and the demands of health practitioners and consumers for innovative and functional food products.
Page 5 of 66 25 QAA Benchmark Statement(s)
Postgraduate Diploma and Master’s level 7 QAA standards to be followed, with particular reference to “specialised/advanced” study Master’s, pp12. Reference: QAA (2010) Master’s Degree Characteristics. www.qaa.ac.uk
26 Programme Specific Outcomes (i) Final Award Learning Outcomes
On successful completion of the MSc in Nutrition and Health; MSc in Food Innovation; MSc in Food Safety students will be able to:
PLO1. Evaluate evidence, methods and technologies within the food, nutrition and health sectors; PLO2. Apply core skills including critical evaluation and effective communication developed during the
programme to their future roles within the food, nutrition and health sectors;
PLO3. Provide a critical overview of the strengths and weaknesses of the food, nutrition and health sectors;
PLO4. Develop, design and implement an independent research or consultancy project that integrates relevant literature and appropriate methodologies within the food, nutrition and health sectors. (ii) Combined Honours Learning Outcomes N/A
(iii) Pass Degree Learning Outcomes N/A 27 Interim Award Learning Outcomes
On successful completion of a Postgraduate Diploma in Nutrition and Health or Food Innovation or Food Safety, students will be able to:
PLO1. Evaluate understanding of the latest evidence, methods and technologies within the food, nutrition & health sectors;
PLO2. Apply core skills including critical evaluation and effective communication developed during the programme to their future roles within the food/nutrition/health sectors;
PLO3. Provide a critical overview of the strengths and weaknesses of the food, nutrition and health sectors;
PLO4. Develop, design and implement an independent research or consultancy project that integrates relevant literature and appropriate methodologies within the food, nutrition and health sectors. On successful completion of a Postgraduate Certificate in Nutrition and Health or Food Innovation or Food Safety, students will be able to:
PLO1. Evaluate literature/media sources and compile evidence-based advice;
PLO2. Demonstrate knowledge of the subject including latest recommendations enabling them to work in community, health, food industry and consultancy environments;
PLO3. Demonstrate skills that will enhance their future employability prospects, such as time management and working under pressure;
PLO4. Demonstrate evaluation and communication skills essential for work in the food science and health sector.
Page 6 of 66 SECTION C – STRUCTURE
28 Structures, modes of delivery (eg FT/PT/DL etc), levels, credits, awards, curriculum map of all units (identifying core/option status, credits, pre or co-requisites) potential
entry/exit points and progression/award requirements POSTGRADUATE
Master of Science in Nutrition and Health, Master of Science in Food Innovation and Master of Science in Food Safety.
There are no electives or optional units. All units assigned to named awards are core mandatory units. MSc Nutrition and Health
Core Units
Code -
Pre/Co-requisites
Unit Title No of
credits
32AMN001 None Advanced Medical Nutrition 20
32NFF001 None Nutraceuticals and Functional Foods 20
32NPH001 None Nutritional Epidemiology and Health Promotion 20
32FNB001 None Food and Nutritional Biochemistry 20
32NSH001 None Nutritional Status and Health Issues 20
32GFS001 None Global Food Security and Sustainability 20
32DRM001 None Dissertation with Research Methods 60
MSc Food Innovation Core Units
Code -
Pre/Co-requisites Unit Title No of credits
32FSM002 None Food Safety and Hygiene Management 20
32FIM001 None Food Innovation and Product Design 20
32FQM001 None Food Quality and Processing 20
32FNB001 None Food and Nutritional Biochemistry 20
32FMM007 None Food Management 20
32GFS001 None Global Food Security and Sustainability 20
32DRM001 None Dissertation with Research Methods 60
MSc Food Safety Core Units
Master of Science in Food Safety/with Internship
Code -
Pre/Co-requisites
Unit Title No of
credits
32FSM002 None Food Safety and Hygiene Management 20
32FME001 None Food Microbiology and Epidemiology 20
32FQM001 None Food Quality and Processing 20
32FLM001 None Food Law and Policy 20
32FMM007 None Food Management 20
32GFS001 None Global Food Security and Sustainability 20
Page 7 of 66 On successful completion of the following Level 7 credits:
60 credits comprising 3 x 20 credit units: Interim exit award Postgraduate Certificate in Nutrition and Health or Food Innovation or Food Safety
120 credits comprising 6 x 20 credit units: Interim exit award Postgraduate Diploma in Nutrition and Health or Food Innovation or Food Safety
180 credits comprising 6 x 20 and 1 x 60 credit unit: Final exit award Master of Science in Nutrition and Health or Master of Science in Food Innovation or Master of Science in Food Safety
SECTION D - TEACHING, LEARNING AND ASSESSMENT 29 Articulation of Graduate Prospects
Within the food science and technology sector, and allied health sectors, which includes food and nutrition, there are excellent graduate prospects for employment. The demand for graduates is high, particularly with diverse practical and theoretical skills. Current and possible future career prospects for graduates include:
MSc in Nutrition & Health – Research assistant posts, nutrition scientist (industry), nutrition consultant, community nutritionist, obesity co-ordinator/weight-loss consultants, sports/performance nutritionist, international health and nutrition officer/advisor, teaching and further study (PhD).
MSc in Food Innovation – Food production officer, food production manager, food marketing,
trend/brand awareness officers, culinary arts/culinologist, project manager roles and roles of increasing interest including intelligent packaging technologist and specifications technologist.
MSc in Food Safety – Trading law specialist, Food Safety Officer, Environmental Health Practitioner, quality auditing and training consultant, Food Safety technical manager, research and academic posts. 30 Curriculum Design
The curriculum as such has been developed to encompass a diverse range of theoretical and practical knowledge, developing the skills needed to work in a range of sectors, and to keep pace with the changing technological and consumer trends in this sector. This includes valuable transferable analytical and communication skills. The curriculum contains a variety of different approaches, from laboratory and field based practical experiences, to lectures, seminars and tutorials to engage students in the delivery of the subject. The variety of subjects across the curriculum has been included to reflect both diversity for employability and the breadth of expertise within the Department. This is a strength and ensures a depth to the curriculum which addresses many current sector requirements.
31 Learning and Teaching
Learning and Teaching is delivered through a range of accepted practice; lectures, seminars, small group tutorials, personal tutorials, autonomy in learning, group work and field and laboratory practicals. Academic staff are key in leading and guiding the teaching and learning within the programmes, and actively encourage engagement with students as formative method of assessment. Academic staff have a high profile and availability for students, both in person and using Virtual Learning Environment methods such as Moodle and email. The Programme Team operate an open door policy for student accessibility.
1.
Departmental research and commercial activity informs curriculum design and teaching within this subject area. Academic staff integrate the outcomes of conferences, collaborative research projects and papers into teaching and learning, and disseminate their continuing professional development for the benefit of the student body. An example of this includes new upskilling in PCR (Polymerase Chain Reaction) and DNA (deoxyribonucleic acid) testing within the Faculty, research activities into gluten and gluten-based and gluten free products; antioxidants; nanotechnology in Food Innovation; dietaryimprovements and blood cholesterol changes.
The opportunity for students to apply and synthesise their developing knowledge is available through experiential work-based learning within the curriculum design should students elect the internship or short duration work-based projects as and when available.
32 Assessment
Assessment has been compiled to meet the objectives of the MMU Strategy for Learning, Teaching and Assessment. This includes providing students with a range of transferable skills that will enable them to remain effective lifelong, independent learners that are equipped with the right skills to make a significant
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contribution to their employment. Methods used to promote student learning include the use of online materials through Moodle, for example, weekly reading and activities.
Assessment is an integral part of the learning process and both formative and summative forms will be used. The instrument will confirm the learning outcomes have been met and provide an additional challenge to students to demonstrate their range of skills. Different assessment methods will be used across units as students are tasked to reveal their ability to work independently or in groups. Feedback on student assessments from external and internal examiners and internal moderators will ensure that work is consistently at the correct level of challenge and also to enable the course team to confirm that the outcomes have been achieved.
The assessment strategy supports the achievement of learning outcomes through directed learning, topic focused study, practical and laboratory based testing and evaluation along with the use of real-life case studies to demonstrate synthesis and application of knowledge in the field of study. The assessment mix is designed to reflect professional variability in the range of situations likely to be encountered. For example, new product development reflecting current consumer nutritional demands, using nanotechnology in such development, and the legal framework pertaining to such products. The assessment encourages the student to utilise a range of techniques – from verbal synopsis of planning, innovation and strategic decision making for example in Nutraceuticals and Functional Foods, and Food Innovation and Product Design, to the documented guidance for practice and procedures in Food Safety and Hygiene Management.
Examples of summative assessments included within the Food Science Portfolio of programmes are: Literature reviews/discussion papers. Students will be provided with a clear, structured brief and marking scheme and will submit their work with an ID number only (anonymously). Cover sheets will be downloaded from Moodle.
Viva voce assessment is used to demonstrate judgement and professional skills of decision making and rationales for decisions in a verbal and organic context.
Reports are required in order to develop the students’ ability to interpret and evaluate results from practical sessions and compile reports in the conventional format.
Case studies will allow students to demonstrate integration of learning across subjects and apply developing professional skills to real scenarios.
Research Projects will enable students to study one subject-area in depth and develop essential time-management, communication, data analysis and analytical skills.
Examples of formative assessments included within the Food Science Portfolio of programmes: In-class tests, for example mock tests, marked case studies, statistical tests (SPSS) and laboratory experiments.
Student presentations e.g. using Audio Visual means or poster presentation will develop communication skills and build confidence.
Peer and self-assessment will develop critical analysis and evaluation, while group work demands team working skills and a professional attitude.
As mentioned in the MMU guidelines on assessments: “Assessment is a matter of judgement, not simply of computation. Marks, grades and percentages are not absolute values, but symbols used by
examiners to communicate their judgement of different aspects of a student's work in order to provide better information on which the final decision of a student's fulfilment of course objectives may be based. Thus, in determining the final recommendation to be made in respect of a student, the Board of
Examiners shall take into account such matters, as in its judgement, are relevant. The assessment programme, which enables students to demonstrate that they have fulfilled their objectives, also acts as a constraint. Within this constraint, and the course assessment regulations generally, examiners have wide discretion. They are responsible for interpreting the regulations for the programme if any difficulties arise in the light of good practices in Higher Education; and their academic judgements cannot, in themselves, be questioned or overturned”.
Candidates who attain 180 M-level credits and achieve a pass (minimum 50%) in each unit, will be awarded a Master’s Degree in their chosen award title.
The degree of MSc will be awarded as follows: (Modular weighted average according to CATs points) Percentage Classification Award
0%-44% Fail
45%-49% Marginal fail 50%-59% Pass - MSc
60%-69% Merit - MSc with Merit
70% or > Distinction - MSc with Distinction
In accordance with the University’s regulations the award of MSc is dependent on successful completion of the Dissertation by the deadlines given. APL credit is not permitted for the Dissertation.
Page 9 of 66 33 Inclusive Practice
Departmental policies ensure that the various mechanisms are in place to enhance the student experience, in an academic, practical and pastoral way and includes the following:
Part-time students
For students who wish to study the MSc part-time all units are taught on Wednesdays and Thursdays only. Student may select the units they wish to take and build up their credits over time. All lecture notes are also available online through Moodle.
Students with Disabilities
For students with a disability (including dyslexia) the University’s Disability Service offers advice about the support available and help them make the necessary arrangements. Students are encouraged to discuss their requirements as early as possible, so that the support strategies are in place in good time before the start of their programme.
Employability
The Faculty operates two Employability weeks in the academic year with a range of activities, field trips and visits by employers to help students with the employability agenda. The programme team will facilitate short duration placement and project work where applicable.
Enrolment
Information for students about enrolment procedures and arrangement for enrolment are communicated directly to the student through central admissions.
Accommodation
Links to Manchester Metropolitan University in-house and agency accommodation services are available on the university website.
Finance
Information for students about obtaining financial advice and support is available on the university website and on campus from Student Life Office.
Manchester
Information about Manchester and useful links to Manchester sites is available on the university website and The Union MMU.
The following support is also available to all students:
•
Access to the Programme Manager who has a duty to ensure students are given all the relevant information about the support available;•
An individual copy of the Student Programme Handbook, which gives each student relevant information about where to get support;•
Induction programmes ensure that students are given information and advice on using the Library, ITCS facilities and details of academic support;•
Students are kept up to date with issues relating to their programme of study via the Programme Leader and/or Unit Leaders;•
Student group representatives are elected to the Programme Committee and are able to voice general concerns regarding learning and teaching;•
Unit Leaders are available with specific advice regarding their part of the syllabus;•
Personal tutors are available at any reasonable time and students meet with their personal tutors on a formal basis, where guidance and appropriate help is offered and confidentiality assured when requested;•
Students are introduced to all the University Student Services and are encouraged to seek the most appropriate help;•
The Faculty Student Support Officer also offers support on personal and academic issues, via individual appointments and by workshops;•
The Department also has a number of Disability Departmental Representatives to support and give guidance to students with a disability;•
On-line and VLE material is available during the summer months, refresher sessions are offered offered during induction week and at the start of the autumn term.Short Duration Work-based experiential learning opportunities
Using the Personal Development Planning strategy, should students wish to undertake any relevant short term work-based opportunities, the programme manager and subject leader will provide support in the student’s endeavours to secure a short duration placement and continue to provide tutorial support whilst the student is off-campus if necessary during the enrolment period.
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The Programme Team meets regularly to discuss programme activity, development of teaching and learning and any issues highlighted by the student body.
In terms of individual learners the Programme Manager and Subject leader will make themselves available for student tutorials, and contact students regularly throughout the year to invite students to attend a personal tutorial to discuss progress and development.
34 Technology Enhanced Learning
The University operates Moodle, which allows students to access all course relevant material where possible via remote technology. This includes documents, presentations, video streaming and podcasting. The Library provides information literacy (IL) training via face to face sessions, online tutorials within Moodle, the provision of IL content within the university-wide Skills Online Moodle resource and through help sheets and podcast content. The relevant subject librarian provides
additional one to one support, on demand, helping students locate information for their research areas. This support is also available to students by phone or email. The University provides comprehensive library, technical and practical facilities as core to programme delivery.
35 Work-related Learning and/or Placement
The portfolio of programmes is designed to provide students with the opportunity to undertake work-based experiential learning to apply their on-campus and student centred learning to enhance
employment prospects. This is an enhancement for students and is not compulsory. Employability and transferable skills are embedded within all units of the programmes and the PDP. A number of
consistently well-received work-based initiatives are core to enhancing experiential learning and employability outcomes. These include real-time projects such as product development for small to medium sized enterprises, field trips to food production settings, consultancy opportunities in community health settings. Short duration work-based experiential learning opportunities are not award bearing but will have an impact on the PDP and provide students with evidence of experiential learning to support application and synthesis of knowledge in seeking employment.
36 Engagement with Employers
Sector specific employer consultation and involvement is maintained and developed by:
•
Employers, practitioners and industry wide alumnus being invited to deliver guest lectures;•
Maintaining relationships with lecturers and research staff in the Manchester Food Research Centre and any Centre within MMU deemed relevant to this field of study;•
Links with employers for student projects;•
Consultation with employers on programme content;•
Short duration work-based learning opportunities with employers such as local authorities, National Health Service and private sector consultancies, food manufacturers, small to medium sized food enterprises, charities and community settings;•
Links with employers through placement / internship opportunities;•
Links with employers through Continuing Professional Development and professional networking events and conferences•
Maintaining links with current employers of placement students at undergraduate level. 37 Personal Development PlanningMaster’s students upon graduation will be equipped to take responsibility for continuing to develop their own knowledge and skills. Within health, food industry and community practice settings there is a professional expectation or requirement where a statutory or professional body is involved, to maintain Continuing Professional Development (CPD). The QAA define Personal Development Planning (PDP) as “a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development”. All students will be allocated personal tutors who will design PDP’s with students to enhance their learning and development. The PDP within the University will align with the professional development and ethics requirements of the professional sector in food technology and manufacturing, health, nutrition and food safety to continually evaluate their personal competence.
Reference to CPD is the professional active process, which identifies and reflects on skills or knowledge gaps and how these gaps are filled. The key skills required by the sectors upon successful completion of the programme will enable graduates to:
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•
Recognise that food science sector is a discipline where it is necessary to keep up to date through personal and professional development activities;•
Appreciate the value and benefits of active professional development as part of lifelong learning and develop a reflective learning approach.The programme manager and deputy programme manager is the primary focus point for the student body. There is an induction event at the beginning of the year to discuss teaching and learning plans for the coming academic year, and to highlight professional opportunities. The programme manager, deputy programme manager and subject leaders act as academic support and professional mentors and guides for students. Students are allocated a tutor with the opportunity for regular one-to-one meetings to discuss personal skills development. Student support issues pertaining to learner development, are also addressed by the Student Support Officer within the Faculty. Liaison between student, programme management and student support provides a comprehensive approach to salient learner development matters.
This service also provides help with written English, CV development and application form guidance, along with the placement officer within the Department. Students are encouraged by the programme leader to engage with these services. In terms of employability and professionalism, the PDP is embedded into the unit specifications and is evidenced in the Employability and Enterprise appendix where assessment outcomes are benchmarked to key employability markers. This is with particular emphasis on judgement making, evidence-based decision-making, effective autonomy, communication skills and demonstrating synthesis and application of knowledge. These skills are evidenced in all the programme units. A transcript of personal skills is provided to all students upon completion of their programme of study. Master’s students upon graduation will be able take responsibility for continuing to develop their own knowledge and skills, and appreciate the value and benefits of active professional development and a reflective learning approach.
SECTION E - PROGRAMME MANAGEMENT
38 Programme Specific Admission Requirements
As taken from the QAA (2010) requirements for entry into a specialised/advanced study MSc programme (including the circumstances in which accreditation or prior knowledge, understanding and skills may be used), will be defined by the institution.
Consequently, these have been set to fall in line with QAA recommendations and are as follows:
•
Entrants who have a relevant first undergraduate degree of 2:2 or above, or equivalent qualificationacquired through previous study that is relevant to the specialism. In such cases, previous relevant work experience is not required.
•
Entrants who have acquired experience through work or other means will be assessed rigorously and decisions will be open to scrutiny and will conform to the University Policy for the Accreditation of Prior Learning.Minimum admission points for entry to the University are reviewed on an annual basis. For entry requirements refer to the current University on-line prospectus http://www.mmu.ac.uk/study/ 39 Programme Specific Management Arrangements
General
There is a structured course management arrangement with an identified programme leader, supported by degree level academic staff with an appropriate level and breadth of knowledge and experience of food science, nutritional and health sciences.
Standard Programme Management arrangements are outlined in Management of Programme Delivery. Peer Review of Teaching is undertaken of both internal and external teaching staff to assess the quality of teaching within the Faculty. Arrangements for the professional development of academic staff exist within the University under a formalised process known as the PDR – Professional Development Review which is undertaken annually.
Page 12 of 66 40 Staff Responsibilities
General
Standard staff responsibilities are outlined in Management of Programme Delivery.
Within the Hollings Faculty / Department of Food and Tourism Management the roles and responsibilities as designated by the Head of Department for Food and Tourism Management are as follows:
The Director of Postgraduate Taught Programmes is a Departmental wide role and shall be responsible for:
•
All matters pertinent to the proper strategic operation of the FTM Master’s portfolio, including developing plans for new programme introductions, programme development, programme approval, internal and external validations, etc.•
The development and operation of appropriate and effective promotional strategy to ensure that all programmes realise their market potential;•
The development and operation of a strategic recruitment strategy for all Master’s programmes, including within the international market;•
Strategic approval of new programme developments and the maintenance of associated programme specification documentation;•
Coordination of strategic aspects of those collaborative partnerships with Master’s provision;•
Ensuring the programmes conform to the appropriate University guidelines in terms of qualityassurance;
•
Chairing the Programme Committee, and arranging for such meetings of the Committee and its sub-committees as considered appropriate.The Programme Manager shall be responsible for:
•
All matters pertinent to the proper day to day operation of the programme;•
Managing the organisation and implementation of the Admissions programme in accordance with Departmental, Faculty and University policies, reporting to the Programme Committee;•
Duties within the agreed policies of the Programme Committee, Faculty and Academic Boards, for the efficient operation of the programme as approved by the University;•
Advising the Programme Committee on its proper responsibility for the continuing development of the programme;•
Liaising on behalf of the Programme Committee with the Head of Department and other officers as appropriate;•
Taking any reasonable action on behalf of the Programme Committee with respect to the proper functioning of the programmes;•
Be familiar with and understand the coding used in Assessment Boards to record a student's status;•
Students at risk of failure are counselled;•
Planning field trips for all programmes in line with FTM strategy.The Deputy Programme Manager shall be responsible for:
•
Admissions;•
Co-ordinating applications, interviews and portfolio assessments and make admission decisions based on this;•
Enhancing the student experience. The Subject Leader shall be responsible for:•
The subject development of their programmes;•
Marketing activities agreed by the programme team;•
Outreach activities;Page 13 of 66 41 Programme Specific Academic Student Support
Generic academic student support is provided to all students in line with the guidance outlined in the University’s Student Handbook. The University Student Handbook is available from:
http://www.mmu.ac.uk/studenthandbook/ Programme Specific Support
Short Duration Work-based experiential learning opportunities
Using the PDP strategy, should students wish to undertake any available short term work-based opportunities, the programme leader and subject leader will provide support in their endeavours to secure a short duration placement and continue to provide tutorial support whilst the student is off campus if necessary during the enrolment period.
42 Programme Specific Student Evaluation Programme Specific Evaluation
Student evaluation and feedback is critical to the programme outcomes and is essential to programme, unit and staff development where applicable. Student comments are used to enhance both the
management of the programme and the development and consistency of teaching and learning strategies. Student observations are considered through the tutorial systems and the student voice is heard at both Staff Student Liaison meetings and the Programme Committee. Student representatives are encouraged to attend such meetings and receive training and support from dedicated Student Experience Tutors in Hollings. Each programme with the Food Science Portfolio has a student representative to co-ordinate student opinion. There is no overarching Food Science Portfolio representative.
The MMU Internal Student Survey and the Postgraduate Taught Experience Survey (PTES) is
accessible to all students and is designed to elicit students’ views and opinions about their experience at MMU. In order to maintain closer links with students at other times, a “Postgraduate Café” initiative has been introduced each term within the Food and Tourism Management department, facilitated by the programme team, and aims to provide students with further opportunities to discuss any issues of concern and to assess the on-going student experience. Students will also be able to initiate additional meetings on request, thus issues can be speedily brought to the attention of the programme team and can be addressed promptly.
The MMU Internal Student Survey, information from the PTES, International Student Barometer, and the data collected from the staff / student liaison and committee meetings provide essential information for the Continuous Improvement Plan.
The Programme complies with current institutional evaluation policies. University information on Student Evaluation is available from:
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SECTION F – MAPPING
MAP I RELATIONSHIP TO SUBJECT BENCHMARK STATEMENT(S)
BENCHMARKS
MSc Food Safety LEVEL 7
Knowledge and Understanding
Mapping (K) Fo od S afe ty & H ygi en e M an ag emen t Food Micr ob iol og y & E pi de m iol og y Fo od Q ua lit y & P roce ssi ng Fo od La w & P ol icy Food Man ag emen t G lob al Fo od S ecu rit y & S ustai na bi lit y D issert atio n & R ese arch M ethods Skills (S)
An in depth knowledge and understanding of the discipline informed by current scholarship and research, including a critical
awareness of current issues and developments in the subject
K S K S K S K S K S K S K S
Cognitive skills of critical thinking, analysis and synthesis. This includes the capability to identify
assumptions, evaluate statements in terms of evidence, to detect false logic or reasoning, to identify implicit values, to define terms adequately and to generalise appropriately The ability to complete a research
project in the subject, which may include a critical review of existing literature in the subject or other scholarly outputs K K K S K K S K S K S
Effective problem solving and decision making using appropriate quantitative and qualitative skills including identifying, formulating and solving complex problems. The ability to create assess and evaluate a range of options together with the capacity to apply ideas and
knowledge to a range of situations. Use initiative and take responsibility K
S K S S K S K S S K S
Effective communication, oral and in writing, using a range of media which are used in the food science, nutrition, health and food technology sectors
Solve problems in creative and innovative ways K S S K S S K S K S K S
Numeracy and quantitative skills including data analysis,
Page 15 of 66 BENCHMARKS
MSc Food Safety LEVEL 7
Knowledge and Understanding
Mapping (K) Fo od S afe ty & H ygi en e M an ag emen t Food Micr ob iol og y & E pi de m iol og y Food Q ua lit y & P roce ssi ng Fo od La w & P ol icy Food Man ag emen t G lob al Fo od S ecu rit y & S ustai na bi lit y D issert atio n & R ese arch M ethods Skills (S)
Make decisions in challenging situations K S K S K S K S K S K K S
The ability to think critically and creatively and develop
proposals/strategies to take ideas forward
Continue to learn independently and develop professionally K S K S K S K S K S K S K S
Effective self- management in terms of time, planning, behaviour,
motivation, self-starting, individual initiative and enterprise
Communicate effectively with colleagues and a wider audience in
a variety of media S S K S K S K S
Effective performance within a team environment, including leadership, team building, influencing and project management.
BENCHMARKS
MSc Nutrition and Health LEVEL 7
Knowledge and Understanding
Mapping (K) A dva nce d M ed ical N utr iti on N utr ace ut ical s & Fu nctio na l Foods Nutr iti on al E pi de m iol og y & H ea lth P romo tion N utr iti on al S tatus & H ea lth Issue s Fo od & N utr iti on al B ioch emistr y G lob al Fo od S ecu rit y & S ustai na bi lit y D issert atio n & R ese arch M ethods Skills (S)
An in depth knowledge and understanding of the discipline informed by current scholarship and research, including a critical
awareness of current issues and developments in the subject
K S K S K S K S K S K S K S 1 .
Cognitive skills of critical thinking, analysis and synthesis. This includes the capability to identify
assumptions, evaluate statements in terms of evidence, to detect false logic or reasoning, to identify implicit values, to define terms adequately and to generalise appropriately
Page 16 of 66 BENCHMARKS
MSc Nutrition and Health LEVEL 7
Knowledge and Understanding
Mapping (K) A dva nce d M ed ical N utr iti on N utr ace ut ical s & Fu nctio na l Foods Nutr iti on al E pi de m iol og y & H ea lth P romo tion N utr iti on al S tatus & H ea lth Issue s Fo od & N utr iti on al B ioch emistr y G lob al Fo od S ecu rit y & S ustai na bi lit y D issert atio n & R ese arch M ethods Skills (S)
The ability to complete a research project in the subject, which may include a critical review of existing literature in the subject or other scholarly outputs K S K S K S S K S K S
Effective problem solving and decision making using appropriate quantitative and qualitative skills including identifying, formulating and solving complex problems. The ability to create assess and evaluate a range of options together with the capacity to apply ideas and
knowledge to a range of situations. Use initiative and take responsibility K
S K S S K S K S S K S 3 .
Effective communication, oral and in writing, using a range of media which are used in the food science,
nutrition, health and food technology sectors
Solve problems in creative and innovative ways S K S K S K S K S K S 4 .
Numeracy and quantitative skills including data analysis, interpretation and extrapolation
Make decisions in challenging situations S K S K S K S S K S K S 5 .
The ability to think critically and creatively and develop
proposals/strategies to take ideas forward
Continue to learn independently and develop professionally K K S K K S K S K S 6 .
Effective self- management in terms of time, planning, behaviour,
motivation, self-starting, individual initiative and enterprise
Communicate effectively with
colleagues and a wider audience in a variety of media K S K S K S K S K 7 .
Effective performance within a team environment, including leadership, team building, influencing and project management.
Page 17 of 66 BENCHMARKS
MSc Food Innovation
LEVEL 7
Knowledge and Understanding Mapping (K) Fo od Q ua lit y & P roce ssi ng Food Inn ova tion & P rod uct D esi gn Fo od & N utr iti on al B ioch emistr y Fo od S afe ty & H ygi en e M an ag emen t Food Man ag emen t G lob al Fo od S ecu rit y & S ustai na bi lit y D issert atio n an d R ese arch M an ag emen t Skills (S)
An in depth knowledge and understanding of the discipline informed by current scholarship and research, including a critical
awareness of current issues and developments in the subject
K S K S K S K S K S K S K S
Cognitive skills of critical thinking, analysis and synthesis. This includes the capability to identify assumptions, evaluate statements in terms of evidence, to detect false logic or reasoning, to identify implicit values, to define terms adequately and to
generalise appropriately The ability to complete a research
project in the subject, which may include a critical review of existing literature in the subject or other scholarly outputs K S K S K S K S K S K S K S
Effective problem solving and decision making using appropriate quantitative and qualitative skills including
identifying, formulating and solving complex problems. The ability to create assess and evaluate a range of options together with the capacity to apply ideas and knowledge to a range of situations.
Use initiative and take responsibility S K S S K S K S S K S
Effective communication, oral and in writing, using a range of media which are used in the food science, nutrition, health and food technology sectors Solve problems in creative and
innovative ways K S K S K S K S K S K S K S
Numeracy and quantitative skills including data analysis, interpretation and extrapolation
Make decisions in challenging situations K S K S S K S K S K K S
The ability to think critically and creatively and develop
proposals/strategies to take ideas forward
Page 18 of 66 BENCHMARKS
MSc Food Innovation
LEVEL 7
Knowledge and Understanding Mapping (K) Fo od Q ua lit y & P roce ssi ng Fo od I nn ova tion & P rod uct D esi gn Fo od & N utr iti on al B ioch emistr y Fo od S afe ty & H ygi en e M an ag emen t Food Man ag emen t G lob al Fo od S ecu rit y & S ustai na bi lit y D issert atio n an d R ese arch M an ag emen t Skills (S)
Continue to learn independently and develop professionally K S K S K S S S S K S
Effective self- management in terms of time, planning, behaviour, motivation, self-starting, individual initiative and enterprise
Communicate effectively with colleagues and a wider audience in a variety of media K S S K S K K S K S
Effective performance within a team environment, including leadership, team building, influencing and project management.
Page 19 of 66
MAP II
PARM Assessment Mapping Exercise
A dva nce d M ed ical N utr iti on Fo od an d N utr iti on al B ioch emistr y Fo od I nn ova tion and P rod uc t D esi gn Fo od La w an d P ol icy Food Man ag emen t Food Micr ob iol og y an d E pi de m iol og y Fo od Q ua lit y an d P roce ssi ng Fo od S afe ty an d H ygi en e M an ag emen t G lob al Fo od S ecu rit y an d S ustai na bi lit y N utr ace ut ical s an d Functio na l Foods Nutr iti on al E pi de m iol og y an d He al th Pro m otio n N utr iti on al S ta tus an d He al th Issue s D issert atio n w ith R ese arch M ethods Report Examination Assessment Presentation Practical Coursework Group Presentation Proposal Dissertation Project Essay
Page 20 of 66
Employability Outcomes in Unit Specifications
Unit Title
Employability & Sustainability
Level 7 A pp ly ski lls of cr iti cal an al ysi s to rea l w orld si tua tion s w ithi n a de fine d ran ge o f con tex ts D emonst rate a hi gh de gree of p rofes si on al ism E xpress ide as ef fec tivel y & com m un icate infor m at ion ap pr op riatel y & accu ra tel y usi ng r an ge of m ed ia in cl ud ing I C T D eve lop w orkin g rel atio nsh ip t ea m w ork & lea de rshi p skil ls reco gn isi ng & r esp ectin g di ff eren t pe rspe ct ives M an ag e the ir pr ofe ssi on al de vel op m en t r ef lectin g o n progress & taki ng ap propria te actio n Fi nd , eva lua te , synthesi se & use info rm at ion fr om a varie ty of sou rce s A rt icul ate an aw arenes s of the so ci al & comm un ity con tex ts w ithi n t he ir di sci pl ina ry fiel d U se sy st em s & scen ar io thi nki ng E ng ag e wi th st ake ho lde r/ di sci pl ina ry pe rspe ct ives Advanced Medical Nutrition Food and Nutritional Biochemistry Food Innovation and Product Design
Food Law and
Policy
Food Management
Food Microbiology
and Epidemiology
Food Quality and
Processing
Page 21 of 66 Unit Title
Employability & Sustainability
Level 7 A pp ly ski lls of cr iti cal an al ysi s to rea l w orld si tua tion s w ithi n a de fine d ran ge o f con tex ts D emonst rate a hi gh de gr ee of pr ofessi on al ism E xpress ide as ef fec tivel y an d comm un ica te in for m atio n ap propria tes & ac cura tel y usi ng a r an ge o f m ed ia incl ud ing I C T D eve lop w orkin g r el atio nshi p usi ng t ea m w ork & lea de rshi p skil ls, r ecog ni si ng & r esp ec ting di fferen t pe rspe ct ives M an ag e the ir pr ofe ssi on al de vel op m en t r ef lectin g o n progress & taki n g ap propria te actio n Fi nd , eva lua te , synthesi se & use infor m at ion fr om a varie ty of sou rce s A rt icul ate an aw arenes s of the soci al & com m un ity con text w ithi n the ir di sci pl ina ry fiel d U se sys tems & s cen ario thi nki ng E ng ag e wi thi n st ak eh ol de r/ inter di sci pl ina ry pe rspe ct ives
Food Safety and Hygiene Management Global Food Security and Sustainability Nutraceuticals and Functional Foods Nutritional Epidemiology and Health Promotion Nutritional Status
and Health Issues
Dissertation with
Research Methods
Page 22 of 66 SECTION G – POINTS OF REFERENCE
Internal
•
Corporate Strategyhttp://www.mmu.ac.uk/about/corporate-strategy/•
Institutional Code of Practice for the Assessment of Studentshttp://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_icp.pdf
•
Programme Approval, Review and Modification Procedures outlined on the Centre for Academic Standards & Quality Enhancement websitehttp://www.mmu.ac.uk/academic/casqe/event/
•
MMU Curriculum Framework for Taught Postgraduate Programmes of Studyhttp://www.mmu.ac.uk/academic/casqe/regulations/docs/pg_curriculum_framework.pdf
•
Assessment Regulations for Taught Postgraduate Programmes of Studyhttp://www.mmu.ac.uk/academic/casqe/regulations/assessment-taught-pg.php
•
Previous Programme Review Report (21st June 2013)•
MMU Strategy for Learning Teaching and Assessment http://www.celt.mmu.ac.uk/ltastrategy/•
Policies and Procedures for the Management of Assessment, Assessment Grading, Criteria andMarking http://www.mmu.ac.uk/academic/casqe/regulations/docs/assessment_procedures.pdf
•
MMU Equality and Diversity Policyhttp://www2.mmu.ac.uk/humanresources/a-z/policies/equality-and-diversity-policy/
•
Staff research•
Departmental Professional/Industrial Advisory Committees•
Staff/Student Liaison CommitteesExternal
•
QAA Subject Benchmark statement Master’s Degree Characteristicshttp://www.qaa.ac.uk/en/Publications/Documents/Masters-degree-characteristics.pdf
•
QAA Frameworks for Higher Education Qualifications in England Wales and Northern Ireland http://www.qaa.ac.uk/publications/information-and-guidance/publication?PubID=2718•
The UK Quality Code for Higher Education http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-codePage 23 of 66 Unit Specification (Postgraduate)
Unit Details & Outline
Unit Title Advanced Medical Nutrition
Unit Code 32AMN001
Unit Abbreviation AMN
Level of Study 7
Credit Value 20 ECTS Value 10
Home Department Department of Food & Tourism Management
Home Faculty Hollings
Unit Co-ordinator Helen Collett
Key Words
Clinical,Medical,Therapeutic Nutrition
Unit Description
Brief Summary This unit aims to develop a thorough knowledge and understanding of the evidence linking clinical nutrition, health and disease.
Indicative Content • Macro/micronutrients • Dietary reference values • Malnutrition
• Impact of nutrition/lifestyle of healthy ageing/disease prevention • Role of nutrition in high risk and vulnerable groups
• Role of diet and other lifestyle factors in the aetiology of specific health disorders
• Role of scientific advisory committees and regulatory agencies • Emerging concerns in nutrition, health and lifestyle
Learning Outcomes Unit Learning Outcomes
On successful completion of this unit students will be able to:
1.
Critically evaluate the scientific principles behind nutrition and lifestyle recommendations for healthy individuals2.
Interpret and critically discuss the advancing role of nutrition in the area of clinical medicine3.
Evaluate and appraise the impact of nutrition on the treatment of specific clinical conditions4.
Synthesise the scientific literature in order to proposerecommendations for the nutritional management of chronic disorders and diseases. Assessment Summative Assessment Element
Type Weighting Learning
outcomes assessed CW1 News Report 25% 4 CW2 Examination 75% 1,2,3 Employability and Sustainability Outcomes Outcomes Element of Assessment Apply skills of critical analysis to real world situations
within a defined range of contexts.
CW1
Page 24 of 66
Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT.
CW1
Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives.
N/A
Manage their professional development reflecting on progress and taking appropriate action.
Find, evaluate, synthesise and use information from a variety of sources.
CW2 Articulate an awareness of the social and community
contexts within their disciplinary field.
N/A
Use systems and scenario thinking. CW2
Engage with stakeholder/interdisciplinary perspectives. N/A Description of each
element of Assessment
Examination: 3 hr (75%)
One 3hr examination whereby students will answer three out of five questions. Questions will examine the student’s ability to analyse common clinical conditions and recommend the appropriate nutritional therapy to alleviate patient symptoms and minimise the risk of long term complications Assignment: (25%)
A 1000 word news report on the deleterious effects of grapefruit juice on prescription drugs taken by patients.
This news article should be a summary of the main concerns that the general public should be aware of in relation to prescription medicines and their interaction with grapefruit juice
Mandatory Learning & Teaching Requirements
N/A
Minimum Pass Mark 50% Learning Activities
Breakdown of Student Learning Activity Type of Activity % Summative Assessment 25 Directed Study 25 Student-centred Learning 50 Learning Resources
Books recommended for purchase by students
See relevant panel on moodle
Essential Reading/
Resources o Human nutrition - Catherine Geissler, Hilary J. Powers 2011 (electronic resource)
o Clinical nutrition - Michael J. Gibney, Nutrition Society 20050632056266
o Manual of dietetic practice 20149780470656228 Further
Reading/ Resources
o A dictionary of food and nutrition - David A. Bender o Scientific nutrition simplified - Goodwin Brown
Page 25 of 66
o Healthy ageing: the role of nutrition and lifestyle : the report of a British Nutrition Foundation task force - John C. Mathers, Sara Stanner, Rachel Thompson, Judith Buttriss
o Medical nutrition therapy: a case study approach - Marcia Nahikian-Nelms, Sara Long Roth 2014 (electronic resource)
o Understanding normal and clinical nutrition - Sharon Rady Rolfes, Kathryn Pinna, Eleanor Noss Whitney 2015 (electronic resource) o Digestion and nutrition - Robert J. Sullivan c2009 (electronic
resource)
o Oxford handbook of nutrition and dietetics - Joan Webster-Gandy, Angela Madden, Michelle Holdsworth
20060198567251,9780198567257 Journals: not an exhaustive list
American Journal of Clinical Nutrition
British Journal of Nutrition
International Journal of Epidemiology
Journal of Human Nutrition and Dietetics
Lancet
Maternal and Child Nutrition
Nutrition & Food Science
Nutrition Bulletin
Nutrition Research Reviews
See links below:
American journal of clinical nutrition British Journal of Nutrition
International Journal of Epidemiology Journal of Human Nutrition and Dietetics The Lancet
Maternal & Child Nutrition Nutrition & Food Science Nutrition Bulletin
Nutrition Research Reviews
Proceedings of the Nutrition Society Public Health Nutrition
Specialist ICTS Resources
N/A Additional Requirements N/A
Administration
JACS Code B400
HESA Academic Cost Centre
134 Date of Approval
Date of Most Recent
Consideration
25
th
September 2015
Page 26 of 66 Unit Assessment Board
PG Assessment Board
Page 27 of 66 Unit Specification (Postgraduate)
Unit Details & Outline
Unit Title Dissertation and Research Methods
Unit Code 32DRM001
Unit Abbreviation DRM Level of Study Level 7
Credit Value 60 ECTS Value 30
Home Department Department of Food and Tourism Management Home Faculty Hollings Faculty
Unit Co-ordinator Dr Dinah-Ann Rogers Dr Haruna Musa
Key Words Analytical, reflective, feasible, original, methodology, communications, research, academic writing
Unit Description
Brief Summary This self-directed unit encompasses the learning and reflective analysis required to undertake a significant research project (qualitative /
quantitative) related to a discipline area. Indicative Content
•
Conducting a literature review•
Retrieval of data•
Designing of a qualitative and / or quantitative primary research programme Construction of a research proposal•
Primary data collection•
Analysis of data retrieved•
Critical evaluation and interpretation of data and data sources Presentation and dissemination of findingsLearning Outcomes Unit Learning Outcomes
On successful completion of this unit students will be able to:
1. Undertake a self-initiated and self-motivated investigation into a current issue within the students’ field of study;
2. Develop a research proposal identifying clear aims and objectives; 3. Critically review appropriate techniques in identification, analysis
and evaluation of a research question;
4. Critically appraise a rigorous academic methodology and a critical, constructive and creative approach to the issue under
consideration;
5. Communicate the results and conclusions of their investigation clearly to both specialists and non-specialists.
Assessment Summative Assessment Element
Type Weighting Learning
outcomes assessed 1 Research Proposal 10% 2 2 Dissertation 90% 1,3,4,5 Employability and Sustainability Outcomes Outcomes Element of Assessment Apply skills of critical analysis to real world situations within
a defined range of contexts. 2