Programme Specification

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Programme

Specification

Final Award and Title FdA Event Management.

Exit Award(s) and Title(s) _{CertHE Event Management.}

Name of Route /

Pathway / Framework Not applicable.

Professional

Qualifications Not applicable.

Programme Accreditation Not applicable.

Modes of Study Full time, Part time.

Delivery Sites Carlisle

Programme Length Full time over 2 calendar years. Part time over 4 calendar years.

Work Based Learning Event management companies and venues in the region.

1. Educational Aims of the Programme

1) To provide a specialist event management degree course that will welcome students from a

variety of backgrounds and provide them with the academic and pastoral support to explore and access the wide variety of opportunities within the growing event industry.

2) To provide a student experience of teaching and learning that is tailored to individual needs

and career aspirations, closely aligned to the event industry in the region to maintain both currency of the curriculum with industry standards and maximise practical opportunities for work based learning and ultimately gaining employment.

3) To develop core theoretical knowledge and understanding through event theory modules

covering subjects including project management, financial and human resource management and marketing and publicity.

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management of event projects within a variety of settings.

5) To develop the ability of students to work effectively both managing teams and as team members.

6) To develop students’ critical faculties and the ability to manage complex tasks and solve

problems

7) To develop students’ transferable key skills required for employment and identify

opportunity for further professional development within the lifelong learning context.

8) To enhance, through increased opportunities for student-centred and independent learning,

the qualities of personal innovation, self-motivation and self-discipline.

2. Programme Features and Requirements

The FdA Event Management course is a two year Foundation Degree which combines academic theory, reading and research into the event management sector with practical projects and work based learning.

The course prepares students for work within the expanding events, tourism and hospitality industries and equips students with the essential information and skills tool kit they need to be successful. Theory modules provide comprehensive coverage of project management, finance, human resources, marketing and publicity. Practical modules enable students to plan and manage events in a supportive environment. As students progress throughout the course they work on practical projects with increased responsibility and autonomy.

The course team includes academics and event management professionals with their own companies, offering a blend of both academic and industry experience. Students benefit from excellent links with event management companies and professionals across the region. Two staff run their own event management companies (CA Events Ltd www.ca-events.co.uk and World Wide

Events Ltd www.wwevents.net). Another member of the team has over 20 years experience of

event management within a local authority context and another lecturer is the director of a regional theatre company (Quondam www.quondam.org.uk). All staff have practical experience and many industry contacts.

The FdA Event Management has been developed with a high level of consultation with employers and industry and has employability as its key feature. The course aims to blend academic and vocational study and address proven internal progression and external market demand. The course team have fostered a range of industry and employer links which benefit students and enrich the curriculum. This is particularly important to an event management course, which needs to be outward facing and provide students with the opportunity to put classroom learning into practice organising hands-on event activities both on campus and externally within the wider community.

The events management industry continues to be robust, even in a difficult economic climate. In the North West the University of Cumbria’s geographic position offers students a unique experience, both of the Lake District landscape and cultural assets and city culture, with a variety of venues and organisations working closely with the course to provide professional project work and experience. Students are encouraged to undertake as much work experience as possible during

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the degree to gain vital employability skills and the course is also flexible in terms of accommodating students with existing professional commitments.

The FdA Event Management course is delivered at the Brampton Road campus in a range of seminar and lecture theatre locations, with modules led by academic staff and professional industry experts. At the Brampton Road campus, students can get involved in the over 250 events a year that take place in 180 seat Stanwix Arts Theatre and 80 seat Studio Theatre. Additional input and support to students is provided from IT training staff, LiSS, Academic Skills staff, Digital Skills staff and Careers and Employability advisors based at Fusehill Street, the other main Carlisle campus site. There students can also access resources such as The Learning Gateway independent study facilities.

The course team recognise the importance of industry links, networking and work experience to students gaining employment. The course has links with industry associations and students are encouraged to attend key industry events such as the British Arts Festivals Association (BAFA) annual conference; the Association of Festival Organisers annual conference; and the National Student Events Conference held every Spring at the University of Derby.

Whilst studying on the course, some student financial contributions may be required to attend events and conferences in addition to the standard purchases of key reading texts. Whilst these are not formal requirements, individuals may appreciate the benefits.

3. Learning Teaching and Assessment

(i) Learning, Teaching and Assessment approaches, pedagogy and values that underpin LTA design throughout the programme

The curriculum is an intensive, skills based and practical in its approach to learning, teaching and assessment. Students are encouraged to experience a simulated working environment whilst planning and delivering events both on and off campus. This focus enhances employability skills and creates a realistically pressured yet highly rewarding environment for learning. The curriculum focuses on skills acquisition at level 4, skills development at Level 5. As is appropriate for a Foundation Degree, skills for employment and entrepreneurship are embedded in each module.

The course team recognise that students are individuals with specific teaching and learning needs and attributes. Each module has varied teaching, learning and assessment methods to optimise every student's potential for learning, with a range of teaching strategies and a balance between theory and practice. Every module has a module handbook giving full details of intended learning outcomes, module content and suggested reading. Students are supported with their progression throughout the course, taking increasing responsibility for their own learning. Self-evaluation is a key learning strategy practised within the course: the recognition, recording and evaluation of personal skills, areas for development, development strategies and particular strengths is a fundamental learning and teaching approach. Directed study tasks are set and completed on an individual or group basis according to the needs of the activity.

Assessment is an integral part of the learning process. Assessment tasks are designed to reflect the content and delivery style of each of the modules. Event management as a discipline involves a wide variety of contexts and settings and is underpinned by strong theoretical models and

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evidence based practice, this is reflected in the variety of assessment methods used throughout the degree. A range of assessment methods accommodates a diversity of learning styles and encourages the development of new skills. Formative tutor assessment, summative tutor assessment, self-evaluation and peer assessment all develop student's skills in reflection, objectivity and critical analysis, plus enable staff to make judgements about student progress.

Assessment tasks throughout the degree course ensure student progress is continuously graded and monitored, with increasing levels of challenge as appropriate to Levels 4 and 5, whereupon assessments require a more complex range of skills, knowledge and understanding. At Level 4 students receive guidance which offers them strong foundations in these intellectual, practical and key skills and this progresses into Level 5 with specific linkages between modules and the extension and development of theoretical knowledge and practical skills. Students are prepared to then progress to Level 6 where they can increasingly tailor their studies to their specific interests and aptitudes with the focus of their Original Event Project and Extended Essay negotiated with the course team.

Formative assessment is central to teaching and learning on the course, every module has a core formative assessment task or project. Formative assessment is important for both students and staff in evaluating module level and course level progress and allowing for feedback to assist improvement in summative assessment grades.

Practical projects are assessed by considering both the process and outcomes of the work, and students have the opportunity to negotiate the nature of the assessed work that they undertake on some projects.

Across the course there is a balance between individual and group assignments. There may also be both individual assessed work and group projects on a single module. The nature of assessed work on a particular module is made clear in the module handbook and assessment briefs. All assessment tasks relate directly to the intended learning outcomes of the modules. Assessment briefs will also contain assessment criteria which may depend on the nature of the project and/or upon negotiation between student(s), tutor and other stakeholders.The Blackboard VLE is extensively used with the existing modules and specific sites will be developed for new modules on this course. Module sites hold all relevant information about the course and module level study, with handbooks, extensive reading materials, lecture notes and the use of Turnitin for assessment submission, marking and feedback.

Modules at all levels include key skills teaching and learning. Key skills are directly supported throughout the course with input from Academic Skills, Digital Skills, IT training staff, LiSS staff and Careers and Employability Advisors. In addition the Personal Tutor system gives individual support to students with both academic and pastoral issues.

In addition to the above, learning, teaching and assessment methods used include:

 Negotiated learning agreements.

 Work based learning (see Work Based Learning Handbook).

 Preparation of employment and self-employment material i.e. application letters, CVs,

portfolios.

 Supported IT sessions.

 Job shadowing.

 Practice interviews.

 Research into events and external organisations.

 Presentations to industry panels.

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 Discussion and debate in a range of contexts.

 Guest speakers.

 Group tasks.

 Work simulations including tasks which are limited by time and deadline.

 Event production meetings.

 Practical delivery of events both in-house and off campus.

(ii) Contexts For Learning

The University has identified four learning contexts for enactment of our curriculum offer:

 Campus-based learning experience, enhanced through the use of technology

 Connected sites, Gateway and placement settings – providing more support online and

distributed places for learning

 Intensive programme attendance, backed up by online learning – for workplace learning,

placement and professional learning and short course offers

 Online, at-a-distance learning – utilising full range of UoC digital resources and supported

communication through learning technology.

(iii) Learning, Teaching and Assessment Methods

At the heart of the course is the creative, practical experience and all other activity supports and sustains this. The delivery of modules will be a blend of activity consisting of: lectures, seminars, group discussions, tutorials, workshops, group and individual project work, supported independent learning including the use of Blackboard VLE and work based learning.

There is contact with a wide variety of academic practitioners and industry experts, guest speakers and external organisations. The variety of contexts in which students will be expected to learn and organise practical event projects does involve activity after the normal working day, for example on occasion at weekends and in the evening.

There are a variety of approaches taken to assessment of students studying event management. The assessment type has been mapped to the learning outcomes in order to develop both subject and transferable knowledge.

The range of assessment methods accommodates the different learning styles of individual students and facilities their engagement and progression throughout the course. All modules are assessed using both formative and summative assessment methods which vary from module to module in the nature of the tasks.

Summative assessments include the realisation of events in practical projects, essays, portfolios, reports, presentations, professional business pitches, event plans and strategies, evaluations and interviews.

Each module has an element of formative assessment that is a vital part of giving students feedback on their growing academic knowledge and practical skills. Typical formative assessment tasks include research tasks, case studies, seminar presentations, critical debate and reflective analysis.

As students progress throughout Levels 4 and 5, the course caters increasingly for their individual interests and aptitudes in the negotiation of practical project work and the extended essay, which link together to offer students the opportunity to showcase their abilities and engagement with the course as self-directed learners.

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6 (iv) Formative Assessment

Every module has embedded formative assessment, with a variety of tasks set across each Semester and Year, which integrate with the summative assessment and support students in fully exploring the subject and achieving their full potential academically.

Formative assessment is a vital part of the learning process, all students are expected to engage with these assessments and associated activities.

The use of negotiated learning agreements, patchwork assessment and building of professional e-portfolios offers a high degree of choice and flexibility for each participant to pursue what is of individual interest and relevance in meeting both module and programme learning outcomes.

Patchwork Assessment is a method of assessment where participants produce a series of short pieces of work – known as patches – throughout the module, and each patch shared is with small peer learning groups for discussion and formative feedback.

By using an electronic version of a personal learning system (PebblePad™) each individual participant will easily be able to upload photos and videos from practice as evidence and cross reference these to required competences. This evidence is central to the Professional E-Portfolio Project module and may include work undertaken as part of the range of learning activities in the course - for example peer observation and review, giving and responding to formative feedback, and contributions to on-line learning activities, in addition to examples from work practice.

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7 4. Programme Outcomes

Types/Methods of Assessment

In assessing skills and qualities, attention is paid to the processes as well as the outcomes of tasks. The demonstration of practical skills is assessed though professional pitches and presentations; assessed workshops; practical project work; mock interviews; log books - as well as through essays and reports.

This programme provides opportunities for students to develop and demonstrate:

(linked throughout to the Hospitality, Leisure, Sport & Tourism Subject Benchmark Statement)

-(i) Knowledge and Understanding

1) Explain, interpret and challenge the fundamental principles of event management - the planning, organisation and management from concept to completion of a variety of events, within given practical parameters (timescale, budget, stakeholders, location) and from a range of critical perspectives. (Linked to Section 6.2 & 6.3 HLST Subject Benchmark Statement 2008)

2) Demonstrate a critical awareness and understanding of core values and contemporary issues within the event management sector, in both the application of knowledge in theory work and autonomous and collaborative practical projects. (Linked to Section 6.2 HLST Subject Benchmark Statement 2008)

3) Design and deliver events through the cycle of planning, management and evaluation, using the successful application of project management principles and processes, including generating professional and creative business pitches, writing event plans, strategies and evaluations. (Linked to Section 6.3 HLST Subject Benchmark Statement 2008)

4) Display confident and accurate use of a range of subject specific terminology when analysing and reflecting upon the different social, economic, political, environmental, cultural, technological dimensions and impacts of events. (Linked to Section 6.3 HLST Subject Benchmark Statement 2008)

5) Display an understanding of the rationale and application of the event management legislative framework, covering licenses and permissions, insurance, duty of care, codes of conduct, health and safety, risk assessment, contracts, cancellation contingencies. (Linked to Section 6.3 HLST Subject Benchmark Statement 2008)

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event managers. (Linked to Section 6.3 HLST Subject Benchmark Statement 2008)

7) Effective event management operations and logistics in response to client and customer demand, including human resource management, the formation and development of an event team of staff, the management of volunteers, plus subcontractors. (Linked to Section 6.3 & 6.4 HLST Subject Benchmark Statement 2008)

8) Knowledge of the opportunities and limitations of new technologies in the context of event management, including the development of practical IT skills that support event organisers (Access, Excel, Photoshop, InDesign, Website Design and social media). (Linked to Section 6.3 & 6.5 HLST Subject Benchmark Statement 2008)

9) Critically reflect upon the nature, scale and scope of the event industry and display an insight into characteristics associated with employment, self-employment, freelance and portfolio working lives. (Linked to Section 6.5 HLST Subject Benchmark Statement 2008).

(ii) Employability Skills

The FdA Event Management course recreates real work environments through live projects and work based learning throughout the modules. The following is a record of the workplace skills embedded into the programme activities and assessments.

 Verbal communication skills including pitching skills, presentation skills, telephone

communication skills, expressing complex information and ideas confidently.

 Written communication skills, clearly expressing complex information and ideas in

writing.

 Numeracy, ability to interpret statistical data and produce accurate budgetary

information etc.

 Computer literacy, word processing, databases, spread sheets, internet and email, web

design, social media.

 Team work skills, working with others democratically and with discretion, integrity,

confidentiality and diplomacy.

 Negotiation and persuasion skills, ability to influence others and reach agreement.

 Leadership skills, ability to motivate and direct others effectively.

 Interpersonal skills, the ability to relate with people at all organisational levels and

exhibit sensitivity and respect for the views of others.

 Stress tolerance, working well under pressure.

 Commercial sensitivity and awareness, demonstrating understanding of the commercial

business environment and realities affecting business operations.

 Flexible approach to working environments, adapting to changing situations and

requirements.

 Creativity and innovation, generating new ideas and solutions.

 Time management of individual workload, prioritising tasks and working to deadlines.

 Professionalism and a good work ethic and high expectations and standards of own

and others work, taking responsibility of actions, adhering to work procedures with an understanding of overall business objectives.

 Decision making, determining the best course of action and evaluating options then

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 Investigation, analysis and problem solving skills, gathering information systematically

to establish facts and principles.

 Initiative and motivation of self and others, taking the lead and working independently,

proactively identifying solutions.

 Ambition and drive to constantly improve and evolve, a level of determination and

persistence to succeed and overcome challenges.

 Planning and organisational skills, taking proposals from concept stage to completion.

 Lifelong learning, a commitment to self-evaluation and continued professional

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10 (iii) Qualities, Skills and Other Attributes

Intellectual Skills

(Linked to Section 5.2 & 5.3 HLST Subject Benchmark Statement 2008)

 Research and critically evaluate paradigms, theories, concepts and factual

information.

 Develop original and creative event concepts.

 Interpret and analyse complex data, both written and numerical (e.g. market research

data, financial information).

 Ability to think critically and creatively and to solve increasingly complex problems

with considerable autonomy.

 Apply event management theory in practical work, from fundamental planning and

management principles to sophisticated finance, marketing, human resources and project management frameworks and good practice models.

 Evaluate and apply managerial skills and knowledge by exposure to professional

event management practice.

 Enable progression to Level 6 study where students will then develop a sustained

piece of independent intellectual work (Original Event Project and Extended Essay) with developed critical thinking and original argument.

 Undertake independent study demonstrating the ability to source, assess and

evaluate evidence and apply appropriate research methodologies.

Practical Skills

 Ability to work practically on event projects which allow the exploration and

development of creative and interdisciplinary working practices, including working to real project briefs, timescales and budgets.

 An ability to contribute effectively to the planning, development and realisation of

practical projects using appropriate techniques and procedures whilst demonstrating high levels of relevant skills.

 Understand and accommodate moral, ethical, sustainability and safety issues in

event management particularly with regard to legislation, duty of care and codes of conduct.

 Complete practical site/venue visits with professional regard for safety and risk

assessment.

Key Skills

 Ability to work in a team, accepting personal responsibility and demonstrating

professional attitudes and behaviours.

 Ability to work independently, with qualities of self-motivation and discipline.

 Record and reflect on all aspects of learning, with the ability to reflect and evaluate

their own progress in a focused way.

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of audiences using both written and verbal forms of communication.

 Plan their continued professional development as a lifelong learner and make critical

decisions about career choices.

 Apply a range of IT skills as appropriate to tasks, including Access, Excel,

Photoshop, In Design and Website Design.

Intellectual and Personal Learning

As noted above, the FdA Event Management degree promotes student centred learning and each student is encouraged from the outset of the course to take responsibility for their own learning and development. The course team appreciate each student's individual experiences and differences and value the contribution made by the diversity of student's backgrounds, skills and ages. Module content and delivery values this diversity and utilises a range of teaching and learning methodologies to optimise opportunities for all. Employability is embedded throughout the course and engagement with employers and industry is a key feature. Students have many work based learning opportunities, with industry professionals a central part of the course team, bringing decades of practical expertise which enhances teaching and learning. The strong industry links have resulted in many students securing internships and employment to date and this provides an excellent platform for their entry to full time employment after completion of their BA (Hons) Event Management degree.

The FdA Event Management course makes full use of the University Blackboard VLE, every module has a content rich online site which features lecture notes, reading resources, tasks and the use of Turnitin for online assessment, which is both formative and summative. This blended learning approach supports all students in maximising their potential for success and is particularly useful in supporting part time students as it supports distance and flexible working.

Personal Development Planning

Personal Development Planning is integrated into all modules of the programme from the start. Indeed its value underpins the programme aim and intended learning outcomes, the student will be able to recognise how learning has enhanced their professional development in tangible ways. For example, students will compare their learning and changing practice to model professional standards; they will be in constant dialogue with their peers and mentors, about how new knowledge and skills impact on the individuals practice and through reflection set targets for their own personal practice.

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12 5. Level Descriptors

At HE Level 4: (Year 1 undergraduate), students will be able to demonstrate that they have the ability: to apply a systematic approach to the acquisition of knowledge, underpinning concepts and principles and deploy a range of subject specific, cognitive and transferable skills; evaluate the appropriateness of different approaches to solving well defined problems and communicate outcomes in a structured and clear manner; identify and discuss the relationship between personal and work place experience and findings from books and journals and other data drawn from the field of study.

At HE Level 5: (Year 2 undergraduate), students will be able to demonstrate that they have the ability: to apply & evaluate key concepts and theories within and outside the context in which they were first studied; select appropriately from and deploy a range of subject-specific, cognitive & transferable skills & problem solving strategies to problems in the field of study and in the generation of ideas effectively communicate information and arguments in a variety of forms; accept responsibility for determining & achieving personal outcomes; reflect on personal and work place experience in the light of recent scholarship and current statutory regulations.

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13 6. Curriculum Map

Programme Structure

Level Module

Code

Module Title (emboldened) and

Module Aims (added under each title)

Credit Points Core/ Compulsory/ Optional/ Qualificatory * Notes (eg pre/co-requisites,’core optional’ etc)

4 FPFE4010 Principles of Event Management

This module provides an overview of events management methods and processes, with the aim to equip students with a thorough knowledge and understanding of the necessary practical skills and

their varied applications in different contexts and circumstances. 20 Compulsory

4 EVMA4010 Event Marketing Strategies

Marketing is fundamental to event management and this module aims to provide students with a solid foundation of the principles, definitions, history, management and practice of marketing, including promotion, publicity and public relations. Marketing is core to any business and central to marketing is exceeding customer expectations better than the competition and retaining existing clients and growing new custom. Practical skill applications include the design of a

publicity campaign, including corporate identity, media

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4 EVMA4030 Event Finance

This module covers the sourcing of finance via fundraising and sponsorship strategies, plus the principles of good financial management. Aims include to develop a practical understanding of the purchasing, costing and control techniques used to support the event manager; plus models of good financial practice within this fast

paced service based industry. 20 Compulsory

4 FPFE4020 Event Planning & Management

To develop an understanding of the range of different approaches used in performance, festivals and events planning, management and delivery. Including the integration of theory and practice through the

study of professional practice. 20 Compulsory

4 EVMA4020 Practical Project 1

The events management industry is very diverse encompassing corporate events and conferences, commercial product launches, sporting events, leisure events and festivals, plus the wedding industry. Given the variety of event management practical applications, this module will aim to provide students with a practical

experience in events management within a local context. 20 Compulsory

EVMA4020 is a pre-requisite for EVMA5020

4 EVMA4040 Event Human Resources

The events industry is about service delivery and customer experience, which relies upon event staff both managing teams and working effectively within teams. This module aims to develop student's understanding of the key skills and competencies of event front line and support staff. Students will analyse various human resource management (HRM) issues and processes in the context of

the provision of event management services. 20 Compulsory

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5 FPFE5110 Site Design and Delivery

To explore a range of more advanced skills and processes and implement prior learning of event management theory and practice in the realisation of an original performance, festival or event. This module will focus on the business planning process and the development of a professional pitch, ultimately presented for

consideration by an independent panel of industry experts. 20 Compulsory

5 EVMA5040 Event Health and Safety

The identification and assessment of unique venue specific health and safety issues is crucial to any event. This module aims to provide students with a health and safety framework within which to plan and manage events successfully, covering duty of care to the public and events staff plus compliance with a range of legislation. Students undertake practical activities regarding risk assessment, health and safety requirements, site and venue design, energy sources, technical needs, crowd capacity and dynamics, licensing, contracting, liaison

with emergency services, plus safe ingress and egress. 20 Compulsory

5 EVMA5020 Practical Project 2

This module consolidates and develops the learning in module EVMA4020 'Practical Project 1.' Students manage an event from concept to completion with increased responsibility and autonomy. Students will work as a team with specific roles negotiated as a group, monitoring and measuring individual and group performance via self and peer evaluation and against original event specification and

objectives. 20 Compulsory

EVMA4020 is a pre-requisite for EVMA5020

5 FPFE5020 Developing Practice - Event Management

To manage an original performance, festival or event from concept to completion, practising a range of project management techniques and processes. The module will also focus on learning and improving

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5 EVMA5030 Professional E-Portfolio Project

This module provides an opportunity for students to reflect upon how their academic knowledge relates to the work environment and to evaluate their development - enabling the consolidation of learning and supporting the parallel EVMA5010 'Work Based Learning' module. Students will produce an online portfolio, a collection of purposefully organised evidence of achievement that supports reflection, focusing on the transformation of individual experience into a developmental record that has educational, vocational, social and

personal meaning. 20 Compulsory

5 EVMA5010 Work Based Learning

This Work Based Learning module provides students with the opportunity to engage practically with the growing event management industry, by offering student-initiated and student centred work experience and continuing professional development opportunities that are practice focused. The course has established links with employers and industry which offer job shadowing and work experience. Students will be assessed upon their ability to arrange and complete a period of work experience, with ongoing support from staff, and reflect critically and analytically upon their progress and

achievements 20 Compulsory

Students exiting at this point with 120 credits at Level 4 and 120 at Level 5 would receive a Dip HE

Progression / Award requirements

Module pass mark: 40% (Undergraduate)

(*) Note: Core Modules – must be taken and successfully passed.

Compulsory Modules – must be taken but can be carried as fails (if the award permits).

Optional Modules – students would be required to take an appropriate number of optional modules

Qualificatory Unit of study – Non-credit bearing pass/fail components that are used to satisfy relevant professional, statutory or regulatory bodies professional components that are not credit bearing and are pass/fail.

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17 7. Programme Assessment Map

This map charts the assessment of the Programme Learning Outcomes across the different modules. It is designed to ensure that assessment tasks are focused on demonstrating achievement of the Programme Learning Outcomes including knowledge, understanding, academic and vocational skills, and other qualities.

Complete the table below, adding rows as needed. List all modules and any placements/ work-based learning which are not part of a module. Use the following letters to denote the contribution of each module:

D = programme outcome is developed in this module

F = programme outcome, or aspects of the programme outcome, are formatively assessed on this module S = programme outcome, or aspects of the programme outcome, are summatively assessed on this module

Knowledge and Understanding Programme Outcomes

Module

Code Module Name

1. Pri n c ip le s o f Ev e n t M g t – p la n n in g , o rg a n is a tio n e tc 2. Con te m p o ra ry is s u e s o f E v e n t M g t 3. M a n a g e m e n t a n d Ev a lu a ti o n o f E v e n t M g t 4. Su b je c t Sp e c ifi c Te rm in o lo g y 5. R a ti o n a le & a p p lic a tio n o f E v e n t M g t 6. Fi n a n c ia l Pra c ti c e 7. Ev e n t M g t o p e ra tio n s , lo g is ti c s & Cli e n t d e m a n d 8. O p p o rtu n iti e s & lim ita ti o n s o f n e w te c h n o lo g ie s 9. Ref le c ti o n o f s c a le & s c o p e o f t h e e v e n t in d u s try

FPFE4010 Principles of Event Management DFS DFS DFS DFS DFS DFS DFS DFS DFS

EVMA4010 Event Marketing Strategies DFS DFS DFS D DFS D

EVMA4030 Event Finance DFS DFS DFS D DFS DFS D

FPFE4020 Event Planning & Management DFS DFS DFS DFS DFS DFS DFS DFS D

EVMA4020 Practical Project 1 DFS DFS DFS DFS DFS DFS D DFS DFS

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18 7. Programme Assessment Map

This map charts the assessment of the Programme Learning Outcomes across the different modules. It is designed to ensure that assessment tasks are focused on demonstrating achievement of the Programme Learning Outcomes including knowledge, understanding, academic and vocational skills, and other qualities.

Complete the table below, adding rows as needed. List all modules and any placements/ work-based learning which are not part of a module. Use the following letters to denote the contribution of each module:

D = programme outcome is developed in this module

F = programme outcome, or aspects of the programme outcome, are formatively assessed on this module S = programme outcome, or aspects of the programme outcome, are summatively assessed on this module

Knowledge and Understanding Programme Outcomes

Module

Code Module Name

1. Pri n c ip le s o f Ev e n t M g t – p la n n in g , o rg a n is a tio n e tc 2. Con te m p o ra ry is s u e s o f E v e n t M g t 3. M a n a g e m e n t a n d Ev a lu a ti o n o f E v e n t M g t 4. Su b je c t Sp e c ifi c Te rm in o lo g y 5. R a ti o n a le & a p p lic a tio n o f E v e n t M g t 6. Fi n a n c ia l Pra c ti c e 7. Ev e n t M g t o p e ra tio n s , lo g is ti c s & Cli e n t d e m a n d 8. O p p o rtu n iti e s & lim ita ti o n s o f n e w te c h n o lo g ie s 9. Ref le c ti o n o f s c a le & s c o p e o f t h e e v e n t in d u s try

FPFE5110 Site Design and Delivery DFS DFS DFS DFS DFS DFS DFS DFS D

EVMA5040 Event Health and Safety DFS DFS DFS D DFS D D D

EVMA5020 Practical Project 2 DFS DFS DFS DFS DFS DFS DFS DFS DFS

FPFE5020 Developing Practice - Event

Management

DFS DFS DFS DFS DFS DFS DFS DFS D

EVMA5030 Professional E-Portfolio Project DFS DFS DFS DFS DFS DFS DFS DFS DFS

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19 8. Indicative Assessment Calendar

Provide an indicative assessment calendar to show the spread of assessment items across the programme and within modules. Amend the table below to fit the programme and curriculum

Module

Code Module Title Method(s) of Assessment Weighting

Approx assessment deadline (eg mid

semester)

FPFE4010 Principles of Event Management Summative: Presentation; Evaluative

Report

Formative: Class discussion, group tasks, peer and self-evaluation, tutor feedback

70%; 30% Middle S1; End

S1

EVMA4010 Event Marketing Strategies Summative: Presentation; Essay

Formative: Group marketing campaign task

S1

EVMA4030 Event Finance Summative: Presentation; Essay

Formative: Finance research task

S1

FPFE4020 Event Planning & Management Summative: Planning Process; Practical

Delivery Evidenced by Event Management Record

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20 Module

semester)

EVMA4020 Practical Project 1 Summative: Presentation; Practical Skills

Assessment

Formative: Professional event pitch presentation

S2

EVMA4040 Event Human Resources Summative: Essay; Set Exercise

Formative: Seminar group presentation

S2

FPFE5110 Site Design and Delivery Summative: Business Plan; Professional

Pitch

S1

EVMA5040 Event Health and Safety Summative: Essay

Formative: Seminar individual presentation

100% Middle S1; End

S1

EVMA5020 Practical Project 2 Summative: Essay; Practical Skills

Assessment

Formative: Professional Event Pitch Presentation

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21 Module

semester)

FPFE5020 Developing Practice - Event Management Summative: Event Practical; Evaluative

Report

S2

EVMA5030 Professional E-Portfolio Project Summative: E-Portfolio

Formative: Scheduled VLE tasks

100% Middle S2; End

S2

EVMA5010 Work Based Learning Summative: Negotiated Portfolio

Formative: Negotiated learning agreement, reference from work experience host organisation

100% Middle S2; End

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9. Support for Students and their Learning

As a student of University of Cumbria, you will have access to Library and Student Services (LiSS) facilities; careers and employability, financial help, counselling, health and wellbeing, support for disabled students and those with specific learning requirements and taught sessions to develop a high level of information fluency, digital skills and academic skills.

You will have embedded skills interventions from LiSS as part of your induction experience and beyond. Typically the interventions have taken the form of workshops but equivalent online input could be chosen through liaison. Embedded induction input will cover IT network passwords, basic intro to Blackboard and webmail, library services and electronic resources (ebooks, ejournals, image collections etc). Later input will cover more advanced (including level 7) information fluency and critical reading and writing skills.

LiSS will provide quantitative and qualitative feedback to the faculty on the impact of the skills support offered to participants on an annual basis.

You can access individual support from LiSS via email guidance and by face to face advice throughout your student journey. Further LiSS Learning and skills development workshops may be requested by tutors or directly by you. These sessions focus on a range of skills including; preparing for the online TDA skills tests, using smartboards, planning for dissertations and introducing the requirements of academic research and writing at Masters level.

In addition, you will have access to online tutorials and the skills@cumbria support area on Blackboard and on the LiSS website: http://www.cumbria.ac.uk/SkillsatCumbria/.

Module leaders will collaborate with LiSS learning advisers to ensure reading lists are current and that ebooks and electronic journal titles have been considered. Reading lists will be made available to LiSS Learning advisers who will transform them into interactive electronic lists using the Talislist tool. The finished lists will be made available on an open access basis (for prospective students) from the LiSS website (and other appropriate platforms).

All the course team work closely to provide students with an environment where they feel supported and tutors are familiar with individual student's level of achievement, learning styles and circumstances. FdA Event Management students can access a wide range of university support services, including:

Personal Tutors

On arrival at University all students are allocated a Personal Tutor, who has a major role in providing them with help and advice on all academic and non-academic matters relevant to their period of undergraduate study. Students compile a developmental record throughout their degree within their 'Professional E-Portfolio Project' module, which will be discussed on a regular basis with their Personal Tutor.

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Induction Week

Induction week at the beginning of the course introduces students to their specialist course delivery team, staff and peers within the wider Performing Arts Quality Group, plus other key support staff and services. Students will be set some initial tasks to begin working as a team and to identify strengths and areas of development.

Professional E-Portfolio Project

As part of the course students will assemble a professional online portfolio documenting their skills development, successful event projects and key achievements. This e-portfolio will be referenced throughout the course by staff and a valuable method of documentation, self-evaluation and critical reflection.

Tutorials

Students will have regular individual tutorials for one-to-one advice and support with both their module leaders, Personal Tutor and course leader.

Blackboard VLE

The FdA Event Management degree utitlises the University Blackboard VLE to support students and their learning throughout the course. All modules have detailed online sites with reading resources and regular tasks plus details of work based learning opportunities.

Library Services

The University of Cumbria provides excellent learning resources to support students in their studies, with a range of libraries and study spaces. In Induction Week students are introduced to various methods for gaining access to all these resources, with orientation tours and seminars organised for in the first trimester. E-books and resources are available and can be accessed off campus.

Information Technology Services

Students have open access to excellent IT facilities both at Brampton Road campus and Fusehill Street campus, which provides free laptop computer access and wireless internet at The Learning Gateway and 24 hour IT access available in its computer suites. In addition to this general IT provision, FdA Event Management students have specialist IT sessions covering Access, Excel, Photoshop, InDesign and Website Design.

Key Skills and Study Skills Development

The programme embeds key skills and study skills development into the curriculum and draws upon central university staff and support services. Central student support services will play an integral role in every student’s journey, from induction through to completion and beyond. Staff can assist with advice and guidance on issues impacting upon student's study, whether they be related to academic challenges, career and personal development aspirations, childcare, disability, international student support, financial hardship, or other more personal circumstances.

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Examples of central support services include:

 Learning, Information and Students Services (LiSS) staff in the provision of library

orientation tours, instruction in how to access the library catalogue system and resources, plus information fluency sessions.

 LiSS staff also provide student counselling and wellbeing advice and support. The

range of advisory services includes health, well-being and disability advice and guidance with student finances and University procedures.

 There are also specialist LiSS careers and employability advisors who offer careers

guidance, work placement opportunities and extensive information about CV preparation, part-time and vacation work, employers and job search techniques.

 Plus LiSS specialist academic skills advisors offer students group and individual

advice sessions tailored to needs in terms of assisting students to achieve the highest grades, such as developing study and learning skills, essay writing, literacy and numeracy.

 Student Information Point (SIP) staff help students in the submission of assessed

work and the collection and return of library texts at the Brampton Road campus.

Students with Disabilities and/or Learning Difficulties

The University has a Disability Equality Strategy which details its commitment to disabled people and how it will build upon and improve on its facilities for disabled students. Students with specific needs are fully included in the learning process that is facilitated by the above mechanisms and particularly through the Personal Tutor scheme and support from the University Disability and Learning Support staff. The University of Cumbria has a range of learning and student support services and staff are happy to discuss any necessary adjustments that could be made to allow students with disabilities and/or learning difficulties to participate effectively in all areas of university life.

Adjustments can include:

• Adapted accommodation

• Additional examination arrangements

• Alternative formats of University publications

• Assistance with applying for the Disabled Student’s Allowance

• Support technology.

Non-Academic Regulations

The University has a number of non-academic regulations to which students may need to refer at some time during their time at the University. These include the Student Code of Conduct; Student Support Sessions; Harassment and Bullying Policy; and the Student Complaints Policy.

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Other Useful Information

The University has a range of additional support mechanisms in place to help students.

These include:

 The Student's Union, who can offer a range of advice and assistance relating to your

study or otherwise.

 Chaplaincy, which has a presence at all campuses and can offer a confidential

listening ear to students of all faiths and none.

 Childcare, with a preschool centre located at the Lancaster campus and contact LiSS

staff for provision options at other campuses.

10. Criteria for Admission

Standard entry criteria as indicated in the University Admissions Policy. Standard University practice will be followed with respect to applicants without traditional entry requirements. Non-standard entrants are required to demonstrate ability to benefit from and successfully complete the course. All non-standard entrants are interviewed.

Advanced standing on the course will be considered in line with the University’s APL Regulations and Procedures.

Entry onto the University of Cumbria award FdA Event Management will be available from September 2013. In order to join the programme, students must demonstrate academic aptitude; personal commitment and motivation; and a serious interest in the subject. Generally applicants need to have passed the equivalent of 100 UCAS points or equivalent qualification at a suitable level for entry onto Level 4 study. Applications are welcome from applicants with a wide range of backgrounds and prior qualifications are considered in line with the university accreditation of prior learning policy.

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11. Methods for Evaluating and Improving the Quality and Standards of Learning and Teaching

Mechanisms for review and evaluation of LTA, the curriculum and outcome

standards

The provision of a good student experience is central to the course and the university. Modules are evaluated by both staff and students and feedback is continuously utilised to develop teaching and learning strategies. Feedback from formal and informal student and staff meetings is fed into the Programme Quality Committee. Other methods of obtaining feedback include: Module Evaluation Questionnaires, Student Representative Feedback Meetings, Annual Evaluation Report, Peer Observation, Programme Quality Committee, External Examiner reports.

Committees with responsibility for monitoring and evaluating quality and standards

Module Assessment Boards meet to ratify marks and External Examiners are involved in these. The Programme Quality Committee reviews programme wide provision. Annual Evaluation Reviews of the programme are undertaken and report to the Performing Arts Quality Group and relevant issues are referred to FLTQEC which has an overview of academic work.

Mechanisms for gaining (and responding to) student feedback on the quality of teaching and their learning experience

Quality Group staff-student meetings are

held every two weeks in term-time.

Quarterly Programme Quality Committee

meetings have formal student

representation. Students evaluate modules and their feedback is incorporated into the programme AER. Student feedback is

gathered in an internal institutional

penultimate year survey and in the National Student Survey. Student feedback is

discussed at the aforementioned

committees, together with the AER and staff feedback. Minutes are circulated to student

representatives, tutors and Faculty

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Staff development priorities for staff teaching this programme

A key feature of this FdA Event Management is the development of a complementary and highly skilled course team which represents many aspects of the event industry and

possesses decades of professional

experience. Industry experts are honorary lecturers bringing a wealth of first-hand knowledge and understanding. Staff are supported in their role as module tutors and

are encouraged to pursue continuing

professional development opportunities. The University peer review and appraisal system supports staff development. Staff will receive ongoing training in the University VLE, Blackboard. Ongoing collaboration will also continue with existing and potential industry partnerships and links to enhance the curriculum and embed work based learning.

12. Additional Information

Employability, Industry Links and Employment Opportunities

Career opportunities in the event management industry are many and varied, even in a challenging economic environment. There are well over 30 industry sector networks and associations. The course itself fosters links for work based learning opportunities with over 50 organisations. The key skills required for event management employability are embedded across the modules and the level of challenge and accomplishment increases throughout student’s progression on the course, preparing them for employment upon graduation.

In addition to jobs in the creative sector there are many opportunities in the large leisure, hospitality and tourism sector and the world of corporate events, product launches, conferences, sales, marketing and public relations. The course provides students with the skills and experience they need to be flexible, with a variety of transferable skills, and ready for employment.

Students on the preceding FdA Performance, Festivals and Events and BA (Hons) Event Management top-up year have secured internships whilst at university and graduate destinations have included business start-ups as event management companies, event co-ordinators at various venues, conference officers and wedding co-co-ordinators at hotels, plus event assistants within business organisations and specialist event management companies. Students have also progressed to Masters level study and on to other professional training schemes.

Work Based Learning

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hours of student negotiated work experience in the module 'Work Based Learning' in the second year of study. Before this module commences, in tutorials from the first semester in the first year of study, students will complete a negotiated learning agreement regarding the location, duration and nature of their work experience and will be supported in making the necessary arrangements. Work experience handbooks will be provided and the work experience discussed in detail with individuals.

Data Protection

The University of Cumbria is registered under the Data Protection Act 1998 to collect and process student's personal data. The University may be required to disclose student data, but will only do so within the terms of this Act. Please see the University of Cumbria website for more information.

13. Administrative and Supporting Information

Key sources of information about this programme and its development can be found in the following:

QAA Subject Benchmark Statement: Hospitality, Leisure, Sport and Tourism 2008, as appropriate to level 5.

Quality Group: Performing Arts

Faculty Arts Business and Science

Teaching Institution University of Cumbria

Collaborative

Partners Not Applicable

Description of type of

Collaboration Not Applicable

JACS code: N820

Programme code

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UCAS code: (where applicable)

N821

Date of last engagement with external bodies (eg QAA, Ofsted, etc)

April 2011 Date of Programme Specification validation March 2013 Validated period of programme: 5 years

The University of Cumbria is registered under the Data Protection Act 1998 to collect and process your personal data. The University may be required to disclose student data, but will only do so within the terms of this Act. Please see the University of Cumbria website for more information.

About Programme Specifications

This programme 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 is provided in the Programme Handbook and associated Module Guides.

Programme Specifications are written with the student audience in mind and are available to students. In addition, they are used in a number of ways:

 As a source of information for students and prospective students seeking an

understanding of the programme.

 For the teaching team to ensure there is a common understanding about the aims

and learning outcomes for a programme.

 As a reference point for audit, review and monitoring purposes

 As a source of information for employers, and professional bodies to provide

evidence that required skills or abilities are developed by the programme.

For more details about Programme Specifications, refer to the QAA Quality Code, Chapter

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DEFINITIVE DOCUMENT Date: August 2013 Record of Changes:

Date Section(s) affected Actioned

by

SITS updated (Y/N/NA)