Programme Specification
Post Graduate Programmes
The National MBA in Cyber Security
Academic Year 2014-2015
Contents Introduction
Part 1: Programme Specification Page
1- 10 Basic Programme information 5
11 Educational Aims of the Programme 6
12 Intended Learning Outcomes 7
13 Programme Structure and Requirements 10
14 Support for Students and their Learning 13
15 Criteria for Admission 14
16 Methods for Evaluation and Enhancing the Quality and Standards of Teaching
and learning 15
17 Regulation of Assessment 16
18 Indicators of Quality and Standards 17
19 Additional Information 18
20 List of mandatory and core option modules 19
21 Curriculum Map 20
Part 2: Supporting information
Relationship to the national Qualifications Framework, Subject Benchmarks and Professional/Statutory Body requirements.
Teaching and Learning Strategy Assessment Strategy
Programme/Course management
Entry Requirements and Selection Procedures
Introduction The MBA
The Master of Business Administration (MBA) is an internationally recognised business qualification. The MBA is seen by many world-class business organisations as an essential passport that graduate students must acquire in order to enhance their managerial prospects/careers in a world characterised by strong global competition, new technological leaps, continuous change, ethical and sustainable business management and the speed of change and its global nature. Learning to manage in this business context requires new and higher levels of knowledge, business and personal skills. Hence, companies will continue to seek graduate MBA students with a view to renewing and refreshing their organisation and who possess the skills needed to implement change, to turn threats into opportunities and to sustain and improve their organisation’s competitive advantage. The programme fits in extremely well with the University’s strategic plan for innovative programmes and the growth of postgraduate provision.
The National MBA in Cyber Security
Coventry Business School (CBS) is ranked by EDUNIVERSAL in the ‘Excellent Business School’ (3 Palme’s) worldwide category. EDUNIVERSAL provides a ranking and information system for students in order to help decide which Business School to study at (http://eduniversal-ranking.com/).
Coventry University achieved 27thplace in the 2014/15 Guardian university league tables
( http://www.theguardian.com/education/ng-interactive/2014/jun/02/university-league-tables-2015-the-complete-list ) and was ranked 23rd in the Business subject area;
( http://www.theguardian.com/education/ng-interactive/2014/jun/03/university-guide-2015-league-table-for-business-management-and-marketing ). CBS is a member of The Principles for Responsible Management Education (PRME) initiative http://www.unprme.org/. “PRME is a United Nations-supported initiative to promote and inspire responsible management education and research in academic institutions around the globe” (PRME Brochure, 2010 United Nations Global Compact Office). CBS has highly qualified and business experienced academic staff and in conjunction with high calibre visiting lecturers, prominent local and regional industrialists, research active eminent professors and industry experts the National MBA in Cyber Security (NMBACS) is delivered with the utmost professionalism.
The National MBA in Cyber Security is structured so that students are exposed to a common core of key management issues within the fields of Strategy, Finance and Accountancy, Organisational Behaviour and Human Resource Management, Responsible Management and the Economic Environment of Business. Where these differ from a traditional MBA is that each of these areas will be explored from the specific perspective of cyber security because cyber security impacts upon each of the functional areas of all organisations in particular and definite ways. Due to the interconnected nature of contemporary societies, and the extensive use of ITC, cyber security management requires joined up thinking from strategy through to operations and contingency planning. Specialist MSc’s provide scientific education to enable students to develop the specialist knowledge and skills needed for front line engagement with cyber security. What differentiates the National MBA in Cyber Security from MSc’s in this area is that students will be enabled to become the managers of such technical experts, and will have developed the knowledge and expertise to make strategic decisions that involve cyber security risk management from within any traditional functional area.
In order to assist students to make the connections a range of specialist modules are provided as options that both reflect the National MBA in Cyber Security focus and enable students to tailor their own pathway through the degree. Students will thus be able to complement and build on their exiting knowledge, thereby providing an excellent learning experience and real added value. These specialist modules include International Cyber and Digital Law, Enterprise and Big Data Management, and Network Defence Management. Taught materials delivered in these modules has been developed by research active staff as members of the Cyber Security Management Research Group and in association with thought leaders and industry experts. The titles and content of these will be constantly evolved with the help of an Industry Advisory Board, and will look to explore certain
specific sectors e.g Banking, Oil and Gas and Government.
Coventry Business School is working in partnership with the Computing Department of the University’s Engineering and Computing Faculty, and the Law School, to deliver the National MBA in Cyber Security, a course that addresses the IT security challenges faced by today’s organisations. The Security Team within the Computing Department, and the Cyber Security Management Research Group within the Business Faculty Research Centre, includes highly qualified academics with considerable practical experience of network and computer systems security and digital forensics from a variety of backgrounds including law enforcement, accounting, business and commerce.
Part 1: Programme Specification for
MBA
1 Available Award(s) and Modes of Study
Title of Award Mode of attendance UCAS Code FHEQ Level
The National MBA in Cyber Security PG Diploma in Cyber Security Management (120 credits)
PG Certificate in Cyber Security
Management (60 credits from specified modules only. See section 13)
PT PT PT n/a n/a n/a M Level M Level M Level 2 Awarding
Institution/Body Coventry University. 3 Collaboration n/a 4 Teaching Institution and Location of delivery Coventry University. 5 Internal Approval/Review Dates
Date of approval: 15th October 2014
Date for next review: 2019 6 Programme
Accredited by n/a 7 Accreditation Date
and Duration None 8 QAA Subject
Benchmark Statement(s) and/or other external factors
This programme of study meets the subject benchmark statements for Masters awards in Business and Management.
Subject Benchmark statements can be found at:
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/Subject-benchmark-statement-Masters-degrees-in-business-and-management.aspx 9 Date of Programme Specification 04/11/2014 10 Programme Manager/Course Tutor
11 Educational Aims of the Programme
To provide an educational experience which enables delegates to achieve an integrated
understanding of the operation and strategy of management and to develop appropriate intellectual and personal skills. The National MBA in Cyber Security also seeks to enable students to understand complex business problems and issues in cyber security and also explore many associated business issues such as globalisation and ethics to ensure successful global trade. There is also the exciting opportunity to apply theoretical knowledge gained in the National MBA in Cyber Security to business organisations by undertaking an appropriate dissertation as an individual research project, or to participate in a group research project based on a real cyber security problem.
The course will provide the opportunity for students to critically examine the nature of cyber security issues and threats that modern businesses and organisations face today. Furthermore students will be able to apply structured operational and strategic solutions to manage and mitigate risks of cyber and information security failure.
Reference can be made regarding the QAA’s Framework for Higher Education Qualifications (FHEQ) Descriptors using the following web link:
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-frameworks-for-higher-education-qualifications-and-credit-how-they-relate-to-academic-standards.aspx
The programme will:
• Develop the capabilities of students to be future generators of sustainable value for business and society at large and to work for a safe and inclusive and sustainable global economy
• Provide the framework within which students can develop an analytical understanding of both the functional nature of cyber security and the holistic nature of cyber security management.
• Provide students with the opportunities to develop a range of skills and the ability to apply a variety of management tools and techniques both generically and within the cyber security sector.
• Stimulate a proactive approach to organisational issues which illustrate an understanding of the impact of a changing cyber environment and the context within which managers and organisations operate.
• Encourage students to demonstrate their capacity to enact the principles of cyber security management and become effective change agents in organisations.
• Support students as they prepare for and carry out a sustained piece of research namely either a) an individual research project dissertation which will focus on a cyber security management issue, or b) a group research project on a cyber security management problem.
• Provide enhancement of lifelong learning skills and personal development so as to be able to work with self-direction and originality and to contribute to business and society at large.
12 Intended Learning Outcomes
After completing the taught modules, students should be able to:
• Demonstrate a systematic understanding of relevant knowledge about organisations, their external context and how they are managed.
• Demonstrate an understanding of the changing cyber threat landscape and the developments in cyberspace.
• Apply relevant knowledge to a range of complex situations to include IT security; finance; accounting, organisational behaviour and people issues, taking account of the inter-relationships of these topics and their interactions with other areas of the business and the industry and external environment.
• Demonstrate an understanding of appropriate techniques sufficient to allow detailed investigation into relevant cyber security management issues.
• Creatively apply knowledge, demonstrating a practical understanding of how established
techniques of research and enquiry are used to develop and interpret knowledge in business and management.
• Integrate IT risk management and techniques to mitigate threat to an organisation and its decision making processes
• Critically evaluate the role of a security policy for protecting information assets and demonstrate self-direction in designing security policies to defend those assets within the context of global communication and the web
• Identify vulnerabilities and threats within a current cyberspace context and develop and apply suitable strategies for defence against their exploitation
• Select appropriate information security audit strategies and apply them creatively to complex real-world examples
• Understand risk assessment strategies including identifying and assessing level of risk
• Create an information security management system with documentation in accordance with accepted standards
After completing the Individual Research Project , or the Group Research Project, students should be able to:
• Demonstrate a critical awareness of current issues in cyber security management which are informed by leading edge research and /or practice in the field.
• Extrapolate from existing research, scholarship and/or fieldwork findings to identify new or revised approaches to practice.
• Conduct rigorous research / formal enquiry into cyber security management issues that require familiarity with a range of business data, research sources and appropriate methodologies, and for such to inform the overall learning process.
(Based on QAA Benchmark Statements for Masters awards in Business and Management, 2007). The National MBA in Cyber Security conforms to the QAA benchmark statements for Masters Awards in Business and Management and the University’s Code of Practice for Academic and Professional Skills Development.
Section 21 maps the intended learning outcomes as described in the next section to the programmes mandatory and option modules (as listed in section 20)
Section 22 shows the capabilities that students will be taught, given the opportunity to practise and will be assessed in.
The principal teaching, learning and assessment methods normally used on the programme to achieve these learning outcomes are identified in the next section.
12.1 Knowledge and Understanding
On successful completion of the programme a delegate should be able to demonstrate knowledge and understanding of:
KU1 Organisations- encompassing the internal aspects, functions and processes as influenced and affected by cyber security; their diverse nature, purposes, structures, governance, operations and management, together with the individual and corporate behaviours and cultures which exist within and between organisations and their influence on the external context.
KU2 External Context – encompassing a wide range of factors including economic, environmental ethical, legal, political, sociological and technological, together with their effects at local, national and international levels upon the strategy, cyber security, behaviour and management of organisations and wider society.
KU3 Management- encompassing the various processes, procedures and practices for effective leadership and management of organisations, including theories, models, frameworks, tasks and roles of management that are influenced and affected by cyber security issues. The rational analysis and other processes of decision making within organisations and in relation to the external context. KU4 The critical evaluation and application of theory in relation to management practice, both in general terms and in the context of functional specialisms.
The principal teaching, learning and assessment methods used on the programme to achieve these learning outcomes are identified below.
KU1 Podcasts, online interactive seminars, and critical
review of the literature. Individual and/or group assignments, and/or timed constrained activity KU2 Podcasts, online interactive seminars, and critical
review of the literature. Individual and/or group assignments, and/or timed constrained activity KU3 Podcasts, face-to-face workshops, expert guest
speakers and critical review of the literature. Individual and/or group assignments and/or time-constrained activity. KU4 Critical review of the literature and problem-based
learning. Individual and/or group assignments, and the Individual Research Project/Group Research Project.
12.2 Cognitive (thinking) Skills
On successful completion of the programme a student should be able to: CS1 Critically evaluate ideas and relevant literature.
CS2 Engage in creative problem solving and decision-making. CS3 Evaluate and prioritise information and knowledge. CS4 Research business and management issues.
CS5 Critically reflect on and evaluate practice and experience.
The principal teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated are identified below.
Teaching and Learning Assessment
CS1 Podcasts, online interactive seminars, guest speakers
and directed reading Individual and/or group assignments and the Individual Research Project/Group Research Project
CS2 Podcasts, online interactive seminars, case studies and
problem-based learning Individual and/or group assignments and the Individual Research Project/Group Research Project CS3 Interactive seminars, discussion boards, case studies
and the content of the Knowledge, and Information and Innovation management module
Individual and/or group assignments and the Individual Research
Project/Group Research Project CS4 Case studies and problem-based learning Individual and/or group assignment
and the Individual Research Project/Group Research Project CS5 Seminars and problem-based learning Individual and/or group assignments
and the Individual Research Project/Group Research Project 12.3 Practical Skills
On successful completion of the programme a student should be able to: PS1 Communicate and work effectively to persuade and influence others. PS2 Collect relevant and appropriate data, analyse it and present findings.
PS3 Use ICT effectively to search for, retrieve and communicate relevant information in an appropriate form.
The principal teaching, learning and assessment methods normally used to enable outcomes to be achieved and demonstrated are identified below.
Teaching and Learning Assessment
PS1 Podcasts, online interactive seminars,
discussion boards, and peer feedback. Individual and/or group assignments, time-constrained activity and the Individual Research Project
PS2 Individual research Individual and/or group assignments and the Individual Research Project/Group Research Project PS3 Individual activities Inherent in all assignment activities.
12.4 Transferable Skills
On successful completion of the programme a student should be able to:
TS1 Write an evidence-based strategic management report correctly identifying the sources of evidence.
TS2 Work effectively in a group in order to achieve objectives utilising the skills of all the group members.
TS3 Select, justify and apply appropriate research and decision making techniques to business problems.
TS4 Be a reflective practitioner
The wide range of assessment techniques will ensure that students are given every opportunity to demonstrate their skills in these areas.
13 Programme Structure and Requirements, Levels, Modules, Credits and Awards
Modules within the programme, their status (whether mandatory or options), the levels at which they are studied, their credit value and pre/co requisites are identified in section 20.
The awards have been designed to suit a variety of delivery modes:
• Limited face-to-face delivery.
• Blended learning, both at Coventry and overseas ( The term “blended learning” is used to describe a mode of delivery in which some, but not all, of the conventional face-to-face delivery is replaced by structured on-line delivery).
• On-line delivery using Moodle the Coventry University on-line portal
• All modules have an element of self-study (see module guides for more information)
The most important issue however is to determine a mix of teaching and learning strategies which is appropriate to the particular circumstances of the participants on the course, both students and staff. It is imagined that students will take the NMBACS over three years part time study, but a two year version is also available. As a result of the dynamic environment individual modules may be changed over the course of study to ensure students have access to the most up to date information. Any such changes will be communicated to students in advance.
The planned course structure for The National MBA in Cyber Security part time over two years and three years is as follows:
Two Year Study Programme Year One of the Two Year Study Programme
Module Code Module Title Credit Value Mandatory/Optional
M14SAM Cyber Security: Strategic
Thinking and Analysis 15 M
M31COM Cyber Security: Management
and Leadership 15 M
M30COM Network Security 15 M
M29EFA Cyber Security: Financial Accounting and Decision Making
15 M
M15SAM Cyber Security: Human
Resource Management, Trust and People
15 M
M69MKT Cyber Security: Marketing Principles and Crisis Communications
Year Two of the Two Year Study Programme Students would choose three modules from:
M33COM Enterprise and Big Data
Management 10 O
M34COM Digital Security Risk and Audit
Management 10 O
M24CLS International Cyber and Digital
Law 10 O
M16SAM Network Defence Management 10 O
Students would then have to choose between the following:
M18SAM Individual Research Project 60 O*
M17SAM Group Research Project 60 O*
N.B. Both M17SAM and M18SAM has specific bespoke research methods training incorporated into the module. Three Year Study Programme
Year One
Module Code Module Title Credit Value Mandatory/Optional
M14SAM Cyber Security: Strategic
Thinking and Analysis 15 M
M31COM Cyber Security: Management
and Leadership 15 M
M30COM Network Security 15 M
M29EFA Cyber Security: Financial Accounting and Decision Making
15 M
Year Two
M15SAM Cyber Security: Human
Resource Management, Trust and People
15 M
M69MKT Cyber Security: Marketing Principles and Crisis Communications
Students would choose three modules from: M33COM Enterprise and Big Data
Management 10 O
M34COM Digital Security Risk and Audit
Management 10 O
M24CLS International Cyber and Digital
Law 10 O
M16SAM Network Defence Management 10 O
Year Three
M18SAM Individual Research Project 60 O*
M17SAM Group Research Project 60 O*
Here students have to choose between an individual or a group research project. N.B. Both M17SAM and M18SAM has specific bespoke research methods training incorporated into the module.
Key:
M = Mandatory O = Optional
O* = Students have a choice of either one of these two 60 credit modules
Students who do not progress through their studies will be eligible for a Postgraduate Certificate in Cyber Security Management if they pass 60 credits drawn from the Mandatory modules :
Cyber Security Strategy Cyber Security Management Network Security
Cyber Security: Financial Perspectives
Students who do not progress through their studies will be eligible for a Postgraduate Diploma in Cyber Security Management if they pass 120 credits drawn from the Mandatory modules and the optional modules. Students will not be allowed to progress to the research project stage unless they have the required 120 credits.
14 Support for Students and their Learning
Students studying for each of the awards will be supported through the following mechanisms:
• Reasonable adjustments can be made to the teaching, learning, assessment and support of the course(s) to maximise accessibility to students with disabilities.
• This is an on-line programme and students will have specific course and module issues that need to be resolved quickly and hence there will be dedicated student support from the NMBACS Director regarding programme issues
• Module teams will provide support to NMBACS on-line students to ensure swift correspondence and enquiry resolution
• The MBA administrative team will aim to deal with all on-line NMBACS administrative enquiries in a professional and speedy manner via email and phone
An initial one day face-to-face workshop will provide an induction to the course, and will include details of course administration and management, course ethos, learning styles, how to use CU Online, reflective and problem-based learning, assignment preparation, and social time to aid cohort bonding.
• Professional Mentor Scheme; each MBA student will be assigned an industrial mentor, or mentor group. Each MBA student will be allocated a professional mentor who will be available to give advice and support to students by email/Skype.
• Students experiencing or diagnosed as having difficulties in statistics will be referred to the Mathematics Support Centre which offers extra help to students experiencing difficulties in this area via the Statistics Advisory Service.
• Students experiencing or diagnosed as having English language or project writing difficulties will be referred to the Schools English Language unit for additional tuition.
• If English is not the first language prospective students need to also draw on help from the Centre for Academic Writing for individualised advice on writing essays, reports, dissertations, theses, exams and other assignments.
• Provision of a student handbook and module guides. The National MBA in Cyber Security Director will issue each student a course handbook with provision for electronic download. Module guides will be available to download from each respective module web.
• Online support via the course, subject and module webs.( see the supporting documentation for more information)
• The National MBA in Cyber Security Director will offer support and advice to all students.
• Workshops as appropriate. Professional Leadership Lectures are held regularly and all students are invited to attend these sessions.
• Peer support.
• Allocation of a project supervisor and normally an in-company mentor.
• The National MBA in Cyber Security programme administrator.
• Postgraduate Support Office.
• Students will be expected to have access to the internet, a printer, a PC and a browser capable of utilising the course, subject and module web materials.
• Support for students with specific learning difficulties by the Welfare and Disabilities Team
• mailto:[email protected]
Further support will include a Student Centre which has been designed as a ‘one stop shop’ to deal with the vast majority of non-academic issues that might arise. The main services located in the centre, or providing consultation sessions there, are listed below. Full information with contact details on these services can be found on the University’s web site
at;http://wwwm.coventry.ac.uk/accommodation/support/Pages/studentservices.aspx
• Academic Registry
• Careers and Employability
• Counselling
• International Office
• Medical Centre
• Mental Health
• Nursery
• Recruitment and Admissions
• Residences and Accommodation
• Spirituality and Faith
• Sport and Recreation
• Student Funding
• Students' Union Advice Centre
• Welfare and Disability
Students will be able to physically access these student support facilities whilst on campus, and via the Internet/phone (according to availability) whilst off-campus.
15 Criteria for Admission
The entry criteria for the programme corresponds to the QAA Benchmark Statements (2007). To commence The National MBA in Cyber Security programme applicants must:
• Be an honours graduate of any discipline, obtained from a recognised university/HE institution, or hold an equivalent qualification acceptable to Coventry Business School
• Have a minimum of two years post-degree full-time work experience in a management/administrative/professional capacity
• Without an honours degree BUT with substantial work experience of at least TEN years since leaving secondary school
•
• Hold IELTS 6.5 or TOEFL 600 or equivalent if English is not the applicant’s first language. Students who do not fit with the above entry requirements can gain entry but their degrees and experience will be assessed for appropriate content by The National MBA in Cyber Security Director.
AP(E)L will be assessed by The National MBA in Cyber Security Director.
All non-standard admissions as detailed above are taken to the Faculty’s Accreditation Committee for approval.
16 Method for Evaluating and Enhancing the Quality and Standards of Teaching and Learning
The Programme is managed by the MBA Board of Study (BOS) of the Coventry University Business School, within the Faculty of Business, Environment and Society.
The MBA Programme Assessment Board (PAB) is responsible for considering the progress of all students and making awards in accordance with both the University and course-specific regulations. The quality of the course will be assessed by a Course Quality Enhancement Monitoring review and will produce a Course Quality Enhancement Monitoring report (CQEM) periodically throughout the year.
The assurance of the quality of modules is the responsibility of the Boards of Study of the departments which contribute modules to the programme.
External Examiners report annually on the programme and their views are considered as part of the annual quality monitoring process (CQEM). Details of the CQEM process can be found on the Registry’s web site.
Students are represented on the Student Forum, Board of Study and Faculty/School Board, all of which normally meet two or three times per year.
Student views are also sought through module and course evaluation questionnaires.
An Industry Advisory Board consisting of members from different sectors will continually assess and feedback the suitability of the course material that relates to Cyber aspects.
17 Regulation of Assessment
University policy requires the internal moderation of all assessments.
External Examiners are appointed for all named University awards. The role of the External Examiner at module level is to ensure that academic standards are in line with national norms for the subject. External Examiners undertake the moderation of examination papers and assessment tasks, and view representative samples of work for the modules for which they have responsibility. At programme level, External Examiners help to ensure fairness in the consideration of student progression and awards. They have the right to comment on all aspects of the assessment system and participate as full members of the assessment boards.
The Pass mark for all modules is 40%. This overall module mark may comprise more than one component. The individual module descriptors give the precise pass criteria and the weighting of the component marks that contribute to the overall module mark.
Awards for Taught Master programmes may be made with Distinction or Merit (i.e. achievement of an average mark of at least 70% or 60% respectively) based on an average of 150 credits (see
Academic Regulation 7.10.3).
All programmes are subject to a major review involving subject experts external to the University, normally on a five or six year cycle. At these reviews the views of current and former participants and employers are sought where appropriate.
Quality Assurance of all on-line teaching material used in any blended learning delivery is the responsibility of the Faculty Teaching and Learning Committee. This body draws on expertise within the University and an outside independent assessor to examine the suitability of the materials for online delivery. An annual report from the Faculty Teaching and Learning Committee will form part of the CQEM report.
Lectures, guest speakers, case studies and internet based materials are used when appropriate to bring contemporary issues into the curriculum. Members of the Programme team will use their research interests and relevant scholarly and consultancy activities as key inputs to the NMBACS programme. Staff research areas include: inter-organizational relationships; the securities markets, relationship marketing, cyber security, computing, ethical hacking, information security, industrial espionage, international legal frameworks, lean management, international pedagogies, educational technology , HRM, strategic management, international business and economics, organisational survival, responsible management and CSR issues.
18 Indicators of Quality and Standards
The following are key indicators of quality and standards:
• The programme has been designed in accordance with the QAA benchmark statements for Master's degrees in business and management
https://www.qaa.ac.uk/academicinfrastructure/benchmark/statements/BusinessManagementMasters .asp
• Coventry Business School is ranked by EDUNIVERSAL in the ‘Excellent Business School’ (3 Palme’s) worldwide category. EDUNIVERSAL provides a ranking and information system for students in order to help decide which Business School to study at (http://eduniversal-ranking.com/).
• Coventry Business School is a member of The Principles for Responsible Management Education (PRME) initiative http://www.unprme.org/. PRME has 6 principles, including; Purpose, Values, Method, Research, Partnership and Dialogue. All 6 principles of PRME are practiced in the course.
• The Department has a strong portfolio of industry-related research (e.g. through links with the university research centres, the internship module, and employers engaging with students via the Leadership Lecture Series)
• The Department has excellent links with employers; regular meetings to discuss requirements, provide input to course management and development
• Coventry University achieved 27thplace in the 2014/15 Guardian university league tables
( http://www.theguardian.com/education/ng-interactive/2014/jun/02/university-league-tables-2015-the-complete-list ) and was ranked 23rd in the Business subject area;
( http://www.theguardian.com/education/ng-interactive/2014/jun/03/university-guide-2015-league-table-for-business-management-and-marketing )
• RAE ratings and or Research Centre/Units within the subject area.
The report of QAA’s Institutional Audit undertaken in November 2008 confirmed that
• Confidence can be placed in the soundness of the institutions current and likely future management of the academic standards of its awards
• Confidence can be placed in the soundness of the institutions current and likely future management of the quality of the learning opportunities.
19 Additional Information
Key sources of information about the course and student support can be found in:
• Course Web which will contain: o Student handbook.
o Postgraduate Student Handbook
o Teaching Learning and Assessment philosophy
• Module Webs will contain:
o Detailed teaching and learning information o Coursework marks
o Assessment briefs
• Module Information Directory (http://mid.coventry.ac.uk/)
• Student Services http://www.coventry.ac.uk/postgraduate
• Study Support http://wwwm.coventry.ac.uk/postgrad/studysupport/Pages/Studysupport.aspx
• Health and Welfare
http://wwwm.coventry.ac.uk/londoncampus/Campuslife/supportandwelfare/Pages/SupportandWelfare. aspx
Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities that are provided.
More detailed information on the learning outcomes, content, and teaching, learning and assessment methods of each module can be found in the Module Information Directory (MID), student module guide(s) and the course handbook.
The accuracy of the information contained in this document is reviewed by the University and may be verified by the Quality Assurance Agency for Higher Education.
20 Mandatory and Option Modules
Module Code Module Title Credit Value Mandatory/Optional
M14SAM Cyber Security: Strategic
Thinking and Analysis 15 M
M31COM Cyber Security:
Management and Leadership
15 M
M30COM Network Security 15 M
M29EFA Cyber Security: Financial
Accounting and Decision Making
15 M
M15SAM Cyber Security: Human
Resource Management, Trust and People
15 M
M69MKT Cyber Security: Marketing
Principles and Crisis Communications
15 M
M33COM Enterprise and Big Data
Management 10 O
M34COM Digital Security Risk and
Audit Management 10 O
M24CLS International Cyber and
Digital Law 10 O
M16SAM Network Defence
Management 10 O
M18SAM Individual Research
Project 60 O*
M17SAM Group Research Project 60 O*
Key:
M = Mandatory O = Optional
21 Curriculum Map
Intended Learning Outcomes Knowledge and
understanding Cognitive (Thinking) Skills Practical Skills Transferable Skills Module codes KU1 KU2 KU3 KU4 CS1 CS2 CS3 CS4 CS5 PS1 PS2 PS3 TS1 TS2 TS3 TS4
M14SAM X X X X X X X X X X X X X M31COM X X X X X X X X X X X X M30COM X X X X X X X X X X M29EFA X X X X X X X X X X X X X X M15SAM X X X X X X X X X X X M69MKT X X X X X X X X X X M33COM X X X X X X X X X X X X X M34COM X X X X X X X X X X X X X M24CLS X X X X X X X X X X X X X M16SAM X X X X X X X X X X X X X M18SAM X X X X X X X X X X X X X X X M17SAM X X X X X X X X X X X X X X X
Part 2: Supporting Information for The National MBA in Cyber Security
1 Relationship to the National Qualifications Framework, Subject Benchmarks and Professional/Statutory Body requirements
In this course special attention has been given to the Descriptor for Masters (M Level)) qualifications set out in the framework for higher education qualifications (FHEQ) provided by the QAA
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf. The course learning outcomes are directly in line with the guidance and satisfy the broad categories of a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of management and organisations, the effects of globalisation on business organisations including private sector business organisations, not-for-profit organisations and public organisations. Students will also be exposed to key management issues within the fields of Strategy, Marketing, Finance and Accountancy, Human Resource
Management, Organisational Behaviour, Responsible Management, the Economic Environment of Business, Information Security Audit and Assurance, Big Data and Security, Information Security Management and Cyber Security.
The QAA published a guidance document in 2007 for Master's degrees in business and management: http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/Subject-benchmark-statement-Masters-degrees-in-business-and-management.aspx The document identifies generic skills that students undertaking any Master’s programme should be able to demonstrate such skills as: thinking critically and to be creative, solve complex problems and make decisions, conduct critical research into business and management issues and effective performance within team environments. These and the other QAA defined skills are all met with clearly defined learning outcomes for all modules. 2 Teaching and Learning Strategy
The delivery of the curriculum will be informed by University and Faculty/School developments in teaching and learning, including the University’s Teaching and Learning Strategy, the role of Teaching Development Fellows, and influences including staff research.
The general and specific course learning outcomes of underpinning business, strategic management, marketing, finance, accounting, management of change and research have all been assimilated into the specific module learning outcomes.
On-line lectures, on-line seminar activities, on-line discussion forums, web-based learning, problem solving, classes and tutorials, face to face workshops, research design tutorials, dissertation supervision and guided and self-directed study will be employed to give the student a variety of learning experiences. Students will be required to attend face to face workshops throughout their period of study, and these will be arranged at weekends to avoid clashing with work commitments where possible. These will normally be held on campus but provision may be made to deliver workshops elsewhere in the case of sponsored students. Here if an organisation sponsors more than 5 students, and can provide suitable resources, the Director of the NMBACS may agree to the delivery of workshops at other locations. This would be subject to prior approval by the University.
The pedagogical approach of the programme is problem-based learning (PBL), based on a ‘flipped classroom’ approach to delivery. This means that the students have to produce a written report or presentation relating to a specific problem within the academic frame of the programme. According to the design and focus on the particular module these reports or presentations are produced jointly by student groups, as in the Group Research Project, or as an individual project.
The delivery of material to students follows the logic of a ‘flipped classroom’, which means that the student’s learning is problem orientated, facilitated by the provision of learning materials and
designed learning experiences. As students will be employed and experienced managers this student-centred pedagogy is the most appropriate for the development of knowledge, skills, and decision making in the field of cyber security management.
PBL originated in medical schools as an active learning approach that emphasises the development of flexible and interconnected knowledge, effective problem solving skills, self-directed learning,
effective collaboration skills and intrinsic motivation (cf Barrows, 1996; Cindy, 2004). It has now been successfully adopted by leading Universities worldwide. Barrows (1996) captures the key elements of the Problem-Based Learning Model as:
1. Student Centred Learning
2. Learning is done in Small Student Groups, ideally 6-10 people 3. Facilitators or Tutors guide the students rather than teach
4. A Problem forms the basis for the organised focus of the group, and stimulates learning
5. The problem is a vehicle for the development of problem solving skills. It stimulates the cognitive process.
6. New knowledge is obtained through Self-Directed Learning (SDL).
Numerous studies demonstrate the positive benefits of PBL and the flipped classroom (cf Hmelo-Silver et. al., 2007; Koh et. a., 2008). This innovative approach is perhaps best known through the work of Aalborg University in Denmark which was created to develop programmes according to this approach, and which currently holds the UNESCO Chair in PBL. It is used here on the NMBACS as part of our commitment to providing the best possible learning environment for our students.
3 Assessment Strategy
Practical and written assessments, examinations, presentations, oral examinations and formal reports provide the course with a variety of assessment methods. Both formative and summative assessment will be used. There is a departmental assessment strategy that is used for UG and PG provision, and all assessment follows the University Assessment Strategy. Each module MID provides details of the assessment.
4 Programme/Course Management
The Programme is managed by the Director of the NMBACS with the assistance of a dedicated Course Administrator. The programme is modular and so module leaders take the responsibility for
managing, delivering and assessing students. All module leaders report directly to the Director of the NMBACS. In addition to this each student is assigned a mentor to assist with pastoral and academic support for the duration of their studies. All mentors report directly to the Director of the NMBACS. Currently the NMBACS Director also acts as a personal tutor and is easily accessible. The NMBACS Director, module leaders, and the dedicated Course Administrator, use the programme web to communicate with students on a regular basis. An announcement link on the programme web is used to announce any timetable or course changes and this information is also automatically sent to each students email. The student forum is also an extremely important conduit for students to attain answers for course or module issues and the forums are chaired by a student representative but also attended by the NMBACS Director. The NMBACS Director, module leaders, and mentors are all aware of possible issues that may arise with both International and local students and hence there is very good pastoral support for all students.
5 Entry Requirements and Selection Procedures
Be an honours graduate of any discipline, obtained from a recognised university/HE institution, or hold an equivalent qualification acceptable to Coventry Business School in a business related area Have a minimum of two years post-degree full-time work experience in a
Without an honours degree BUT with substantial work experience of at least TEN years since leaving secondary school
Hold IELTS 6.5 or TOEFL 600 or equivalent if English is not the applicant’s first language. Students who do not fit with the above entry requirements can gain entry but their degrees and experience will be assessed for appropriate content by the NMBACS Director.
AP(E)L will be assessed by the NMBACS Director through interview.
6 Compliance with the University’s Academic Regulations and current legislation The proposal complies with the University’s Academic Regulations.
Students with a disability are not likely to be prevented from achieving any of the intended learning outcomes.
7 References
Cindy E. (2004). "Problem-Based Learning: What and How Do Students Learn?", Educational Psychology Review, 16 (3): 235
Barrows, H.S. (1996). "Problem-based learning in medicine and beyond: A brief overview". New Directions for Teaching and Learning, (68): 3.
Hmelo-Silver, Cindy E.; Duncan, Ravit Golan; Chinn, Clark A. (2007). "Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006)".
Educational Psychologist, 42 (2): 99.
Koh, G. C.-H.; Khoo, H. E.; Wong, M. L.; Koh, D. (2008). "The effects of problem-based learning during medical school on physician competency: A systematic review". Canadian Medical Association Journal, 178 (1): 34–41.
