Business with Arts Management MSc

Module NX0420 - Postgraduate Induction FT

(0.00 Credits)

SYNOPSIS OF MODULE

The module is designed to facilitate the development of the student learning experience over the course of their academic programme. Induction activities are to be phased in line with student academic development and the need to support the delivery of programme modules The induction is designed on a programme basis to build up and re-enforce programme cohesion, for both programme wide academic and social development. This will facilitate the role of the programme leader with the programme cohort and act as a forum for dissemination of programme wide issues and feedback. Directed induction activities will run through both teaching semesters and will provide students with the necessary support at appropriate time. There is no summative assessment for the module.


INDICATIVE READING LIST OR OTHER LEARNING RESOURCES

The module will use programme specific, NBS and University wide support materials, including the following: Programme handbook Module teaching and learning plans NBS powerpoint induction Student Essentials, IT induction, Northumbria University City Campus Library, Self Guided Tour, Northumbria University Spectrum, Northumbria University Your Guide to Effective Study, Student Services Study Skills Centre, Northumbria University Drew S. and Bingham, R. Critical Analysis, Development Level, Student Skillpack, Gower Drew S. and Bingham, R. Reflecting on your experience, Development Level, Student Skillpack, Gower Drew S. and Bingham, R. Gathering and Using Information, Development Level, Student Skillpack, Gower Blackboard, Student Services modules General academic references Baron, S and Strout-Dapaz, A (2001), Communicating with and empowering International Students with a library skills set. Reference Services Review, Vol 29, No.4, Mazzarol, T. and Soutar, G.N (2002), The Push-Pull factors influencing international student destination choice, The International Journal of Educational Management, Vol 16, No.2


OUTLINE SYLLABUS

Orientation and Enrolment (standard practice, enrolment week) Programme introduction • Overview of programme and programme handbook • Teaching and Learning environment, independent learning and critical thinking • Blackboard introduction • Learning facilities (IT labs etc) • Library self guided information • Phased induction introduction Module content: Phased induction (semester based) Semester 1 induction • IT induction • Programme expectations, teaching and learning plans, Blackboard usage,, peer support, criticality • Library induction • Student Services and support • Student feedback forum, meeting with student representatives • Academic writing and plagiarism, assignment submissions and examination preparation (where applicable) • ARNA regulations Semester 2 • ARNA regulations and student profiles guidance, summative assessment feedback and semester 2 development • Student feedback forum, meeting with student representatives • Careers service (where applicable), employment and continuing academic study • Programme feedback forum for Annual programme review


AIMS OF MODULE

To provide an ongoing programme framework for student orientation and academic skills induction.


LEARNING OUTCOMES

The module is not assessed, and forms an extension to the 180 module credit points on PG programmes. The module is designed for ongoing phased induction and the social and academic development of the programme cohort over the duration of the programme.

1. To support the student in their academic development over the programme.

2. To support and develop programme coherence and feedback, including academic and social integration.



PREREQUISITES

None


COREQUISITE(S)

Masters programme of study



DISTANCE LEARNING DELIVERY

None


LEARNING AND TEACHING STRATEGY

The module is supported by a teaching and learning plan which outlines the formal sessions, together with the tutor-directed study and independent reading. An interactive approach to lecture sessions will draw upon the directed learning undertaken and participants’ own experiences. Throughout, the emphasis will be on high levels of participant participation, both individually and within small groups or teams. Participants can therefore expect the reflective-practitioner approach to learning to be embedded in all workshop/seminar sessions through undertaking activities which facilitate them to apply theory to ‘real-life’ situations, critically analysing and making recommendations for appropriate ways forward for the organization/individual.

Directed learning will centre upon a range of activities including pre-reading, preparation for interactive activities and use of the discussion board on the e-learning platform.

Independent learning will centre upon the participants identifying and pursuing areas of interest in relation to the subject area or by providing deeper/broader knowledge and understanding of the subject through a range of learning activities that might include extended reading, reflection, research etc.

Critical reflection on knowledge, experience and practice underpins the learning and teaching philosophy along with the explicit development of competence.

The module will enable the induction process to support the academic delivery of the programme by timing induction events in line with student needs. Induction can thus be developed as a continuous process supporting the programme (and module) delivery It will facilitate a forum for student/ programme management interaction, discussion and review over the duration of the programme in specified timetabled sessions. A wide variety of teaching methods will be used over the induction process. These will include programme lectures, seminars, workshops and directed learning. The emphasis will be on the transferability of programme induction activities to support the students’ academic development. Thus the induction activities are to support the underlying learning needs from the programme modules. The programme leader will facilitate the induction process for their respective programme and so this also provides a suitable forum for programme wide issues and programme feedback to be addressed over the two semesters. For generic cross programme aspects of induction, standard NBS material will be utilised, although this will be delivered on a programme by programme basis to re-enforce the development of programme identity. There is no summative assessment for the module.



ASSESSMENT STRATEGY

a Formative assessment and rationale for tasks

Formative assessment will be integrated into the academic modules that comprise the programme. This will be achieved by directed learning tasks. For instance the library induction will relate to modules on the programme, IT induction will support module IT needs, plagiarism and academic writing will support module summative assessment by developing good practice for assignment submission. A central module Blackboard site will be support induction activities across the respective programmes of study.

b. Feedback strategy

N/A



IMPLICATIONS FOR CHOICE

None

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