1. No category

UNIVERSITY OF KENT
COVER SHEET FOR PROPOSAL FOR NEW PROGRAMME OF STUDY
See the Code of Practice for Quality Assurance for Taught Programmes: Annex C before
completing this template - available on
http://www.ukc.ac.uk/registry/quality/code2001/annexc.
To use this template, save the document to your word processor and insert text in the sections
provided. A completed cover sheet should accompany the proposal through all stages of the
approval process.
Award and Title:
Higher National Diploma, Information Technology
Length of Programme:
2yrs FT, 3yrs PT
Mode/s of Study:
FT day, PT day, PT eve
Proposed Minimum/Maximum Annual Student Intake: Min 8, Max 20
Department responsible for Programme Management:
Computing, Business & Management,
Mid Kent College
Tuition Fees:
(Enter 'standard' or proposed fees if non-standard)
Standard
Proposed Start Date:
Autumn 2004
I recommend that approval be given to a new programme of study as set out in this proposal. I
confirm that the Department has sought advice from the Faculty Director of Learning &
Teaching in preparing the proposal, that the proposal is made with the agreement of all
contributing Departments and that such Departments, the Timetable Office, Information
Services and other central services have confirmed that they can and will provide resources as
indicated in the proposal.
.......................................................................
Signed (Head of Department)
Outline proposal approved by Policy and Planning Group on:
Full Proposal:
Approved by Department Learning & Teaching Committee on:
Approved by Faculty Board on:
Approved by Programme Approval Sub-Committee on:
Approved by Learning & Teaching Board on:
..................................................
Date
UNIVERSITY OF KENT
Annex 2
UKC Programme Specifications Template
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 he/she passes the programme. More detailed
information on the learning outcomes, content and teaching, learning and assessment
methods of each module, a list of interested employers, QAA benchmarking
documents and the E-Skills IT Prof Sector Framework can be found at
http://194.80.113.122/fd/. The accuracy of the information contained in this
specification is reviewed by the University and may be checked by the Quality
Assurance Agency for Higher Education.
Degree and Programme Title
Awarding Institution/Body
Teaching Institution
Teaching Site
Programme accredited by:
Final Award
Programme
UCAS Code (or other code)
Relevant QAA subject
benchmarking group(s)
9. Date of production/revision
10. Applicable cohort(s)
1.
2.
3.
4.
5.
6.
7.
8.
University of Kent
Mid-Kent College
Horsted
University of Kent
HND
Information Technology
Computing, Foundation Degree
Spring 2004
11. Educational Aims of the Programme
The programme aims to:
This programme submission is for a Higher National Diploma in IT. It is based on the
newly submitted Foundation Degree in IT. Its aim is to provide an access route for
those students who are unable to avail themselves of work placement opportunities. In
order to accomplish this the two work-based projects become college based projects
The rest of the programme is the same as the foundation degree.
The programme aims to:
1. Provide a course of study which meets the requirements of the IT industry in
general and local employers in particular.
2. Provide a programme that will attract and meet the needs of those contemplating,
or proposing to advance, a career in Information Technology.
3. Provide a sound knowledge and systematic understanding of the principles of
Information Technology.
4. Provide generally applicable skills which will be of lasting value in the constantly
changing field of Information Technology.
5. Develop general critical, analytical and problem solving skills that can be applied
to the field of Information Technology and in a wide range of other settings.
6. Develop the themes of ‘Systems’, ‘Web’, ‘Programming’ and ‘Architecture’
through the academic and work-based components of the programme.
12. Programme Outcomes
The programme provides opportunities for students to develop and demonstrate
knowledge and understanding, qualities, skills and other attributes in the following
areas. The programme outcomes have references to the subject benchmarking
statement for Computing (CO-SB), Foundation Degree (FD-SB) and E-Skills IT
Professional Sector (IT-SB).
Knowledge and Understanding
Teaching/learning and assessment
methods and strategies used to enable
outcomes to be achieved and
demonstrated
A. Knowledge and Understanding of:
1. Knowledge and critical understanding
of the established principles of an IT
Professional and of the way in which
these principles have developed.
(FD-SB 27) (IT-SB)
2. An ability to apply underlying IT
concepts and principles outside the
context in which they were first
studied, including, where appropriate,
the application of these principles in
an employment context. (FD-SB 27)
(IT-SB)
Knowledge of the main methods of
enquiry and an ability to evaluate
critically the appropriateness of
different approaches to solving
problems in the IT field. (FD-SB 27)
(IT-SB)
4. An understanding of the limits of
their IT knowledge and how this
influences analyses and
interpretations based on that
knowledge. (FD-SB 27) (IT-SB)
5. Hardware: the major functional
components of a computer system.
(CO-SB 2.1)
6. Software: programming languages
and practice; tools and packages;
computer applications; structuring of
data and information. (CO-SB 2.1)
Teaching/Learning
Acquisition is through seminars,
supported in most modules by supervised
tutorials and laboratory exercises.
Self-directed learning is facilitated by
web-based guides and material. A VLE
(Blackboard) and department servers
facilitate access to shared resources and
on-line discussion groups.
Assessment
Assessment is through a combination of
short unseen written examinations, and
individual and group assessed
coursework and projects. Coursework
consists of both written reports and
practical assignments.
Approximately 25% of the assessment of
the course is project-based..
7. Communications and interaction:
basic computer communication
network concepts; communication
between computers and people; the
control and operation of computers.
(CO-SB 2.1)
8. Practice: problem identification and
analysis; design development, testing
and evaluation. (CO-SB 2.1)
Skills and Other Attributes
B. Intellectual Skills:
9. Modelling: knowledge and
understanding in the modelling and
design of computer-based systems in
a way that demonstrates
comprehension of the trade-off
involved in design choices.
(CO-SB 2.2)
10. Requirements: identify and analyse
criteria and specifications appropriate
to specific problems and plan
strategies for their solution.
(CO-SB 2.2)
11. Criteria evaluation and testing:
analyse the extent to which a
computer-based system meets the
criteria defined for its current use and
future development. (CO-SB 2.2)
12. Methods and tools: deploy
appropriate theory, practices and tools
for the specification, design,
implementation, and evaluation of
computer-based systems.
(CO-SB 2.2)
C. Subject-specific Skills:
13. Effectively communicate information,
arguments and analysis, in a variety
of forms, to specialist and nonspecialist audiences and deploy key
IT techniques effectively. (IT-SB)
14. Design and implementation: specify,
design and implement computerbased systems. (CO-SB 2.2)
15. Evaluation: evaluate systems in terms
of general quality attributes and
possible trade-offs presented within
the given problem. (CO-SB 2.2)
Teaching/Learning
Intellectual skills are developed through
the teaching and learning programme
outlined below. Students develop critical
reflection by verbal and written
discussion of key themes introduced in
the core modules. Project work
contributes to the development of these
skills by providing the opportunity to
consider larger practical problems. The
project components provide realistic
opportunities to further develop these
skills.
Assessment
Assessment is through a combination of
short unseen written examinations
covering approximately one fifth of the
outcomes, and individual and group
assessed coursework and projects.
Coursework consists of both written
reports and practical assignments.
Approximately 25% of the assessment of
the course is project-based.
Teaching/Learning
Acquisition of computing specific skills
is through seminars, tutorials and directed
study. From the start of the programme,
students receive guidance and gain
practical experience via supervised
practical classes and directed study. As
the programme progresses, these skills
are further encouraged by the
introduction of larger scale problems and
project work. The project components
provide realistic opportunities to further
16. Information management: apply the
develop these skills.
principles of effective information
management, information
organisation, and information
retrieval skills to information of
various kinds. (CO-SB 2.2)
17. Tools: deploy effectively the tools
used for the construction and
documentation of software, with
particular emphasis on understanding
the whole process involved in using
computers to solve practical
problems. (CO-SB 2.2)
D. Transferable Skills:
18. Use a range of established techniques Teaching/Learning
to initiate and undertake critical
The course in general, with its
seminar/tutorial/practical interactive
analysis of information, and to
propose solutions to problems arising group style of delivery provides an
opportunity for the development of many
from that analysis. (IT-SB)
of these skills.
19. Undertake further training, develop
existing skills and acquire new
competences that will enable them to A major theme is that of ‘Information
Systems’. This appears both in the
assume significant responsibility
academic and project components and
within organisations. (IT-SB)
provides for the development of many of
20. Qualities and transferable skills
the transferable skills.
necessary to enhance on-going
General IT facilities are used throughout
employability, i.e. requiring the
the programme for the preparation of
exercise of personal responsibility
written work as well as in the specialist
and decision-making. (IT-SB)
IT subject practical components.
21. Communication: make succinct
presentations to a range of audiences Browsers, search engines and catalogues
are used for research and self-study
about technical problems and their
material. All students have the
solutions. (CO-SB 2.2)
opportunity
to work within teams and
22. Information Technology: effective
information-retrieval skills (including make presentations of their work to their
peers, work-based colleagues and
the use of browsers, search engines
academic
staff.
and catalogues). Effective use of
Assessment
general IT facilities. (CO-SB 2.2)
These skills are not formally assessed in
23. Numeracy: understanding and
themselves although all have an impact
presenting cases involving a
quantitative dimension. (CO-SB 2.2) on the assessment of coursework and
projects.
24. Self management: managing one’s
own learning and development
including time management and
organisational skills. (CO-SB 2.2)
For more information on which modules provide which skills, see the module
mapping
13. Programme Structures and Requirements, Levels, Modules, Credits and
Awards
The Higher National Diploma in Information Technology is studied over two years
full time. This amounts to the equivalent of three days support in college and flexible
study time as required per week.
The programme of study is divided into four 18 week semesters with three 15 credit
modules being taken in each. A college-based project module carrying 30 credits
spans semesters one and two in the first year and another spans semesters three and
four in the second year.
It is envisaged that during the first two weeks of semester one delivery will be
achieved by integrating the current modules in order to provide an initial induction
and skills programme.
Each 15-credit module represents approximately 150 hours of student learning,
endeavour and assessment, requiring no less than 70 hours of staff support. The two
30-credit modules each represent approximately 300 hours of student learning,
endeavour and assessment, requiring no less than 70 hours of available staff support.
Study is undertaken at two levels, Certificate (C) and Intermediate (I). The first year
modules are at Certificate level and total 120 credits, the second year modules are at
Intermediate level and also total 120 credits, making 240 credits in all for the
completed programme.
At its discretion the University allows for narrow failure in a small proportion of
modules to be compensated by good performance in other modules or, in cases of
documented illness or other mitigating circumstances, condoned. Failure in certain
modules, however, may not be compensated or condoned, as indicated by the symbol
* below.
Details of each module can be found at http://194.80.113.122/fd together with copies
or links for the relevant E-Skills document “IT Prof Sector Framework” (which at the
time of submission is still in draft form), the appropriate QAA benchmarking
documents, and a list of interested employers.
Code
Title
Year 1
Required Modules
CMK001
Introduction to Computer
Architecture *
CMK002
Visual Programming Tools
CMK003
Information Systems & Tools
CMK015
An investigation of an
organisation and its IS
requirements *
CMK004
Systems Analysis & Design
CMK005
Introduction to Object Oriented
Programming *
CMK006
Multimedia on the Web
Year 2
Level
Credits
Semester
C
15
1
C
C
C
15
15
30
1
1
1&2
C
C
15
15
2
2
C
15
2
Required Modules
CMK007
Database Design & Development
*
CMK008
Networks
CMK009
Web Programming
CMK016
Intranet solution project *
CMK010
Operating Systems *
CMK011
Intranet Implementation
CMK012
IT Management
I
15
3
I
I
I
I
I
I
15
15
30
15
15
15
3
3
3&4
4
4
4
14. Support for Students and their Learning
• Department Induction Programme
• Department Handbook
• Department Web Site containing course and module guides, module support
material and general study support.
• External access to coursework.
• A dedicated Curriculum Access Support Team
• Academic support system providing advice on module choice and programme
structure, academic difficulties, progression routes and individual progress.
• Central support services, including a learning resources centre, Students' Union, a
Careers Advisory Service and Counselling Service.
15. Entry Profile
Entry Route
For fuller information, please refer to the University prospectus
• One A Level and three GCSE passes at grade C or above (including maths or
technology subjects)
• BTEC National Diploma or Certificate
• GNVQ Advanced or an AVCE Single award in IT or a related subject
• Successful completion of an Access Course.
• Mature applicants without the above qualifications but with relevant industrial
experience may be accepted subject to interview with the Course Tutor.
What does this programme have to offer?
• A way in which to acquire the knowledge and skills necessary for a professional
career in IT.
• A firm grounding in the basic principles of IT as well as some of the latest
developments.
• The opportunity to develop valuable personal skills in, for example, giving
presentations and working with others.
• The opportunity to develop qualities and transferable skills necessary to enhance
on-going employability
Personal Profile
• An interest in Computing and IT
• A positive approach to problem solving.
• Suitable levels of numeracy and/or a willingness to develop them.
• A commitment to develop the skills required to analyse real-life problems.
• A willingness to work with others.
• An interest in developing a professional IT career.
16. Methods for Evaluating and Enhancing the Quality and Standards of
Teaching and Learning
Mechanisms for review and evaluation of teaching, learning, assessment, the
curriculum and outcome standards
• A departmental quality plan.
• Annual course review conducted at end of academic year, to which student and
employer representatives are invited, contributing to the departmental self
assessment report and development plan.
• Frequent course board meeting with student representation invited, to respond to
student needs.
• Assessment board meetings to review student achievement conducted three times
a year.
• A programme of external verification of assessments.
• Periodic programme reviews and updates conducted to ensure appropriateness of
curriculum content.
• Staff appraised annually.
• A schedule of frequent lesson observations with feedback and staff encouraged to
peer observe to aid development of teaching quality.
Committees with responsibility for monitoring and evaluating quality and
standards
• Divisional Boards of study meet 3 times a year to review self assessment of
academic departments
• Course and Assessment Board Meetings review student achievement and quality
of programme delivery.
Mechanisms for gaining student feedback on the quality of teaching and their
learning experience
• Students may provide feedback through their course tutor at any time.
• Student surveys are conducted at twice year to assess appropriateness of teaching
and learning.
• End of year survey (University of Kent template) conducted for each student in
June.
• Student consultative committee meetings held annually with Head of Division
• Students attend Course Board and Review board meetings.
Staff Development priorities include:
• All full time staff are qualified to a minimum of Certificate of Education standard
• All part time or sessional staff are required to hold City & Guilds Stage 1 & 2 of
7407 and Stage 1 of 7407 respectively
• All full time staff are qualified to honours degree level or equivalent
• All staff required to undertake internal professional development training annually
and encouraged to undertake external professional development training
17. Indicators of Quality and Standards
• Programme validation by University of Kent in 2004
• Review of the quality of educational provision by Helen Herrington Associates in
November 2003, overall grade 3 (from Common Inspection framework) awarded
and department teaching profile showing 70% of lessons rated good or better
The following reference points were used in creating these specifications:
• Mid Kent College’s Quality policies and procedures
• Department Quality Plan
Programme Specification Template
Annex 2
18 May 2001
Reformatted 11 April 2002
UNIVERSITY OF KENT
COVER SHEET FOR PROPOSAL FOR NEW PROGRAMME OF STUDY
See the Code of Practice for Quality Assurance for Taught Programmes: Annex C before
completing this template - available on
http://www.ukc.ac.uk/registry/quality/code2001/annexc.
To use this template, save the document to your word processor and insert text in the sections
provided. A completed cover sheet should accompany the proposal through all stages of the
approval process.
Award and Title:
Higher National Certificate, Information Technology
Length of Programme:
1yrs FT, 2yrs PT
Mode/s of Study:
FT day, PT day, PT eve
Proposed Minimum/Maximum Annual Student Intake: Min 8, Max 20
Department responsible for Programme Management:
Computing, Business & Management,
Mid Kent College
Tuition Fees:
(Enter 'standard' or proposed fees if non-standard)
Standard
Proposed Start Date:
Autumn 2004
I recommend that approval be given to a new programme of study as set out in this proposal. I
confirm that the Department has sought advice from the Faculty Director of Learning &
Teaching in preparing the proposal, that the proposal is made with the agreement of all
contributing Departments and that such Departments, the Timetable Office, Information
Services and other central services have confirmed that they can and will provide resources as
indicated in the proposal.
.......................................................................
Signed (Head of Department)
Outline proposal approved by Policy and Planning Group on:
Full Proposal:
Approved by Department Learning & Teaching Committee on:
Approved by Faculty Board on:
Approved by Programme Approval Sub-Committee on:
Approved by Learning & Teaching Board on:
..................................................
Date
UNIVERSITY OF KENT
Annex 2
UKC Programme Specifications Template
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 he/she passes the programme. More detailed
information on the learning outcomes, content and teaching, learning and assessment
methods of each module, a list of interested employers, QAA benchmarking
documents and the E-Skills IT Prof Sector Framework can be found at
http://194.80.113.122/fd/. The accuracy of the information contained in this
specification is reviewed by the University and may be checked by the Quality
Assurance Agency for Higher Education.
Degree and Programme Title
Awarding Institution/Body
Teaching Institution
Teaching Site
Programme accredited by:
Final Award
Programme
UCAS Code (or other code)
Relevant QAA subject
benchmarking group(s)
9. Date of production/revision
10. Applicable cohort(s)
1.
2.
3.
4.
5.
6.
7.
8.
University of Kent
Mid-Kent College
Horsted
University of Kent
HNC
Information Technology
Computing, Foundation Degree
Spring 2004
11. Educational Aims of the Programme
The programme aims to:
This programme submission is for a Higher National Certificate in IT. It is based
mainly on the ‘certificate’ modules of the newly submitted Foundation Degree in IT.
Two intermediate modules are included to give a taste of the higher standard and also
to smooth the path for those wishing to progress beyond this qualification. Its aim is
to provide a part time access route for those students who are unable to avail
themselves of work placement opportunities. In order to accomplish this, the workbased project becomes a college based project.
The rest of the programme is a subset of the foundation degree.
The programme aims to:
1. Provide a course of study which meets the requirements of the IT industry in
general and local employers in particular.
2. Provide a programme that will attract and meet the needs of those contemplating,
or proposing to advance, a career in Information Technology.
3. Provide a sound knowledge and systematic understanding of the principles of
Information Technology.
4. Provide generally applicable skills which will be of lasting value in the constantly
changing field of Information Technology.
5. Develop general critical, analytical and problem solving skills that can be applied
to the field of Information Technology and in a wide range of other settings.
6. Develop the themes of ‘Systems’, ‘Web’, ‘Programming’ and ‘Architecture’
through the academic and work-based components of the programme.
12. Programme Outcomes
The programme provides opportunities for students to develop and demonstrate
knowledge and understanding, qualities, skills and other attributes in the following
areas. The programme outcomes have references to the subject benchmarking
statement for Computing (CO-SB), Foundation Degree (FD-SB) and E-Skills IT
Professional Sector (IT-SB).
Knowledge and Understanding
Teaching/learning and assessment
methods and strategies used to enable
outcomes to be achieved and
demonstrated
A. Knowledge and Understanding of:
1. Knowledge and critical understanding
of the established principles of an IT
Professional and of the way in which
these principles have developed.
(FD-SB 27) (IT-SB)
2. An ability to apply underlying IT
concepts and principles outside the
context in which they were first
studied, including, where appropriate,
the application of these principles in
an employment context. (FD-SB 27)
(IT-SB)
Knowledge of the main methods of
enquiry and an ability to evaluate
critically the appropriateness of
different approaches to solving
problems in the IT field. (FD-SB 27)
(IT-SB)
4. An understanding of the limits of
their IT knowledge and how this
influences analyses and
interpretations based on that
knowledge. (FD-SB 27) (IT-SB)
5. Hardware: the major functional
components of a computer system.
(CO-SB 2.1)
6. Software: programming languages
and practice; tools and packages;
computer applications; structuring of
data and information. (CO-SB 2.1)
Teaching/Learning
Acquisition is through seminars,
supported in most modules by supervised
tutorials and laboratory exercises.
Self-directed learning is facilitated by
web-based guides and material. A VLE
(Blackboard) and department servers
facilitate access to shared resources and
on-line discussion groups.
Assessment
Assessment is through a combination of
short unseen written examinations, and
individual and group assessed
coursework and projects. Coursework
consists of both written reports and
practical assignments.
Approximately 25% of the assessment of
the course is project-based..
7. Communications and interaction:
basic computer communication
network concepts; communication
between computers and people; the
control and operation of computers.
(CO-SB 2.1)
8. Practice: problem identification and
analysis; design development, testing
and evaluation. (CO-SB 2.1)
Skills and Other Attributes
B. Intellectual Skills:
9. Modelling: knowledge and
understanding in the modelling and
design of computer-based systems in
a way that demonstrates
comprehension of the trade-off
involved in design choices.
(CO-SB 2.2)
10. Requirements: identify and analyse
criteria and specifications appropriate
to specific problems and plan
strategies for their solution.
(CO-SB 2.2)
11. Criteria evaluation and testing:
analyse the extent to which a
computer-based system meets the
criteria defined for its current use and
future development. (CO-SB 2.2)
12. Methods and tools: deploy
appropriate theory, practices and tools
for the specification, design,
implementation, and evaluation of
computer-based systems.
(CO-SB 2.2)
C. Subject-specific Skills:
13. Effectively communicate information,
arguments and analysis, in a variety
of forms, to specialist and nonspecialist audiences and deploy key
IT techniques effectively. (IT-SB)
14. Design and implementation: specify,
design and implement computerbased systems. (CO-SB 2.2)
15. Evaluation: evaluate systems in terms
of general quality attributes and
possible trade-offs presented within
the given problem. (CO-SB 2.2)
Teaching/Learning
Intellectual skills are developed through
the teaching and learning programme
outlined below. Students develop critical
reflection by verbal and written
discussion of key themes introduced in
the core modules. Project work
contributes to the development of these
skills by providing the opportunity to
consider larger practical problems. The
project components provide realistic
opportunities to further develop these
skills.
Assessment
Assessment is through a combination of
short unseen written examinations
covering approximately one fifth of the
outcomes, and individual and group
assessed coursework and projects.
Coursework consists of both written
reports and practical assignments.
Approximately 25% of the assessment of
the course is project-based.
Teaching/Learning
Acquisition of computing specific skills
is through seminars, tutorials and directed
study. From the start of the programme,
students receive guidance and gain
practical experience via supervised
practical classes and directed study. As
the programme progresses, these skills
are further encouraged by the
introduction of larger scale problems and
project work. The project components
provide realistic opportunities to further
16. Information management: apply the
develop these skills.
principles of effective information
management, information
organisation, and information
retrieval skills to information of
various kinds. (CO-SB 2.2)
17. Tools: deploy effectively the tools
used for the construction and
documentation of software, with
particular emphasis on understanding
the whole process involved in using
computers to solve practical
problems. (CO-SB 2.2)
D. Transferable Skills:
18. Use a range of established techniques Teaching/Learning
to initiate and undertake critical
The course in general, with its
seminar/tutorial/practical interactive
analysis of information, and to
propose solutions to problems arising group style of delivery provides an
opportunity for the development of many
from that analysis. (IT-SB)
of these skills.
19. Undertake further training, develop
existing skills and acquire new
competences that will enable them to A major theme is that of ‘Information
Systems’. This appears both in the
assume significant responsibility
academic and project components and
within organisations. (IT-SB)
provides for the development of many of
20. Qualities and transferable skills
the transferable skills.
necessary to enhance on-going
General IT facilities are used throughout
employability, i.e. requiring the
the programme for the preparation of
exercise of personal responsibility
written work as well as in the specialist
and decision-making. (IT-SB)
IT subject practical components.
21. Communication: make succinct
presentations to a range of audiences Browsers, search engines and catalogues
are used for research and self-study
about technical problems and their
material. All students have the
solutions. (CO-SB 2.2)
opportunity
to work within teams and
22. Information Technology: effective
information-retrieval skills (including make presentations of their work to their
peers, work-based colleagues and
the use of browsers, search engines
academic
staff.
and catalogues). Effective use of
Assessment
general IT facilities. (CO-SB 2.2)
These skills are not formally assessed in
23. Numeracy: understanding and
themselves although all have an impact
presenting cases involving a
quantitative dimension. (CO-SB 2.2) on the assessment of coursework and
projects.
24. Self management: managing one’s
own learning and development
including time management and
organisational skills. (CO-SB 2.2)
For more information on which modules provide which skills, see the module
mapping
13. Programme Structures and Requirements, Levels, Modules, Credits and
Awards
The Higher National Certificate in Information Technology is studied over two years
part time. This amounts to the equivalent of one day and evening support in college
and flexible study time as required per week.
The programme of study is divided into four 18 week semesters with two 15 credit
modules being taken in each semester of both years. A college-based project module
carrying 30 credits spans both years.
It is envisaged that during the first two weeks of semester one delivery will be
achieved by integrating the current modules in order to provide an initial induction
and skills programme.
Each 15-credit module represents approximately 150 hours of student learning,
endeavour and assessment, requiring no less than 70 hours of staff support. The 30credit module represents approximately 300 hours of student learning, endeavour and
assessment, requiring no less than 70 hours of available staff support.
Study is undertaken at Certificate (C) and Intermediate (I) level and totals 150 credits
over the two years.
At its discretion the University allows for narrow failure in a small proportion of
modules to be compensated by good performance in other modules or, in cases of
documented illness or other mitigating circumstances, condoned. Failure in certain
modules, however, may not be compensated or condoned, as indicated by the symbol
* below.
Details of each module can be found at http://194.80.113.122/fd together with copies
or links for the relevant E-Skills document “IT Prof Sector Framework” (which at the
time of submission is still in draft form), the appropriate QAA benchmarking
documents, and a list of interested employers.
Code
Title
Year 1
Required Modules
CMK003
Information Systems & Tools
CMK002
Visual Programming Tools
CMK004
Systems Analysis & Design
CMK005
Introduction to Object Oriented
Programming *
CMK015
An investigation of an
organisation and its IS
Requirements *
Year 2
Required Modules
CMK001
Introduction to Computer
Architecture *
CMK007
Database Design & Development
*
CMK006
Multimedia on the Web
CMK012
IT Management
Level
Credits
Semester
C
C
C
C
15
15
15
15
1
1
2
2
C
30
1,2,3,4
C
15
1
I
15
1
C
I
15
15
2
2
14. Support for Students and their Learning
• Department Induction Programme
• Department Handbook
• Department Web Site containing course and module guides, module support
material and general study support.
• External access to coursework.
• A dedicated Curriculum Access Support Team
• Academic support system providing advice on module choice and programme
structure, academic difficulties, progression routes and individual progress.
• Central support services, including a learning resources centre, Students' Union, a
Careers Advisory Service and Counselling Service.
15. Entry Profile
Entry Route
For fuller information, please refer to the University prospectus
• One A Level and three GCSE passes at grade C or above (including maths or
technology subjects)
• BTEC National Diploma or Certificate
• GNVQ Advanced or an AVCE Single award in IT or a related subject
• Successful completion of an Access Course.
• Mature applicants without the above qualifications but with relevant industrial
experience may be accepted subject to interview with the Course Tutor.
What does this programme have to offer?
• A way in which to acquire the knowledge and skills necessary for a professional
career in IT.
• A firm grounding in the basic principles of IT as well as some of the latest
developments.
• The opportunity to develop valuable personal skills in, for example, giving
presentations and working with others.
• The opportunity to develop qualities and transferable skills necessary to enhance
on-going employability
Personal Profile
• An interest in Computing and IT
• A positive approach to problem solving.
• Suitable levels of numeracy and/or a willingness to develop them.
• A commitment to develop the skills required to analyse real-life problems.
• A willingness to work with others.
• An interest in developing a professional IT career.
16. Methods for Evaluating and Enhancing the Quality and Standards of
Teaching and Learning
Mechanisms for review and evaluation of teaching, learning, assessment, the
curriculum and outcome standards
• A departmental quality plan.
• Annual course review conducted at end of academic year, to which student and
employer representatives are invited, contributing to the departmental self
assessment report and development plan.
•
Frequent course board meeting with student representation invited, to respond to
student needs.
• Assessment board meetings to review student achievement conducted three times
a year.
• A programme of external verification of assessments.
• Periodic programme reviews and updates conducted to ensure appropriateness of
curriculum content.
• Staff appraised annually.
• A schedule of frequent lesson observations with feedback and staff encouraged to
peer observe to aid development of teaching quality.
Committees with responsibility for monitoring and evaluating quality and
standards
• Divisional Boards of study meet 3 times a year to review self assessment of
academic departments
• Course and Assessment Board Meetings review student achievement and quality
of programme delivery.
Mechanisms for gaining student feedback on the quality of teaching and their
learning experience
• Students may provide feedback through their course tutor at any time.
• Student surveys are conducted at twice year to assess appropriateness of teaching
and learning.
• End of year survey (University of Kent template) conducted for each student in
June.
• Student consultative committee meetings held annually with Head of Division
• Students attend Course Board and Review board meetings.
Staff Development priorities include:
• All full time staff are qualified to a minimum of Certificate of Education standard
• All part time or sessional staff are required to hold City & Guilds Stage 1 & 2 of
7407 and Stage 1 of 7407 respectively
• All full time staff are qualified to honours degree level or equivalent
• All staff required to undertake internal professional development training annually
and encouraged to undertake external professional development training
17. Indicators of Quality and Standards
• Programme validation by University of Kent in 2004
• Review of the quality of educational provision by Helen Herrington Associates in
November 2003, overall grade 3 (from Common Inspection framework) awarded
and department teaching profile showing 70% of lessons rated good or better
The following reference points were used in creating these specifications:
• Mid Kent College’s Quality policies and procedures
• Department Quality Plan
Programme Specification Template
Annex 2
18 May 2001
Reformatted 11 April 2002
Computing Business and Management
Higher National Diploma/Certificate in Information Technology
Learning Outcome Mapping
Module
Intro to Computer
Architecture
Visual Programming
Tools
Information Systems
and Tools
Systems Analysis and
Design
Introduction to Object
Oriented Programming
Multimedia on the Web
Database Design and
Development
Networks
Web Programming
Operating Systems
Intranet
Implementation
IT Management
An Investigation of an
Organisation and its IS
Requirements
Intranet Solution
Project
Code
ICA
CMK001
VPT
CMK002
IST
CMK003
SAD
CMK004
OOP
CMK005
MW
DDD
CMK006
CMK007
NW
WP
OS
II
CMK008
CMK009
CMK010
CMK011
ITM
IOIS
CMK012
CMK015
ISP
CMK016
A
1
2
3
4
5
6
7
8
B
9
10
11
12
C
13
14
15
16
17
D
18
19
20
21
22
23
24
Computing Business and Management
HND and HNC Module Specifications
The modules are drawn from the Foundation Degree in IT except for the two projects
CMK015 and CMK016.
* Modules included with this submission.
Unit Code
CMK001
Unit Title
Introduction to
Computer
Architecture
CMK002 Visual
Programming
Tools
CMK003 Information
Systems & Tools
CMK004 Systems Analysis
& Design
CMK005 Introduction to
Object Oriented
Programming
CMK006 Multimedia on the
Web
CMK007 Database Design
& Development
CMK008 Networks
CMK009 Web
Programming
CMK010 Operating Systems
CMK011 Intranet
Implementation
CMK012 IT Management
*CMK015 An Investigation
of an Organisation
and its IS
Requirements
*CMK016 Intranet Solution
Project
Source
FD in IT
FD in IT
FD in IT
FD in IT
FD in IT
FD in IT
FD in IT
FD in IT
FD in IT
FD in IT
FD in IT
HN in IT
HN in IT
UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
MODULE SPECIFICATION TEMPLATE
1
2
3
4
5
6
7
8
9
10
11
Title: An investigation of an organisation and its IS requirements (CMK015)
Department:
Computing, Business & Management at Mid-Kent College
Start Date: September 2004 (Semester 1 of 4)
Number of Students: 15-20
Modules to be withdrawn: None
Level: Level C
Credits: 30 credits
Semester: Semesters 1 & 2 of 4 (Year 1)
Prerequisites: None
Programmes of Study: Higher National in Information Technology
Subject-specific learning outcomes: students who successfully complete this module will be able to:
- Apply underlying IT concepts and principles outside the context in which they were first studied,
including, where appropriate, the application of these principles in an employment context (A2)
- Demonstrate a knowledge of the main methods of enquiry and an ability to evaluate critically the
appropriateness of different approaches to solving problems in the IT field (A3)
- Show an understanding of the limits of their IT knowledge and how this influences analyses and
interpretations based on that knowledge (A4)
- Structure data and information (A6)
- Demonstrate an understanding of basic computer communication, network concepts,
communication between computers and people and the control and operation of computers (A7)
- Effectively communicate information, arguments and analysis, in a variety of forms, to specialist
and non-specialist audiences and deploy key IT techniques effectively (C13)
- Evaluate systems in terms of general quality attributes and possible trade-offs presented within the
given problem (C15)
- Apply the principles of effective information management, information organisation, and
information retrieval skills to information of various kinds (C16)
12
Generic learning outcomes: students who successfully complete this module will be able to:
- Analyse the extent to which a computer-based system meets the criteria defined for its current use
and future development (B11)
- Deploy appropriate theory, practices and tools for the evaluation of computer-based systems
(B12)
- Undertake further training, develop existing skills and acquire new competences that will enable
them to assume significant responsibility within organisations(D19)
- Demonstrate effective information-retrieval skills including the use of browsers and search
engines, use of general IT facilities (D22)
- Managing their own learning and development including time management and organisational
skills (D24)
13
Synopsis:
It is expected, but not mandatory that this unit will delivered concurrently with Information Systems
and Tools (CMK003) and Systems Analysis and Design (CMK004)
This module, which is expected to be delivered over two semesters, provides the opportunity for the
investigation of a real organisation. The student is encouraged to propose a real project from their own
contacts (family, friends, part-time employer etc), for approval by the project supervisor (lecturer). If
this cannot be achieved, then a realistic case study will be provided for them to investigate.
It can be seen as broadly consisting of three stages.
The student starts by building a structure chart of the chosen organisation showing its key attributes
players and communications, providing support for module CMK003.
This is then followed by an information systems investigation considering the flow of information and
its processing which will benefit from module CMK003 (now nearing completion), and will support
module CMK004 (which is just starting).
UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
The third stage is an evaluation where the student is asked to identify the most critical and the most
vulnerable aspects of the systems. The findings are to be presented by way of a report and
presentation to the academic team.
14
Indicative Reading List:
Business Information Systems, Technology, development and management for the e-business; 2nd
Edition 2002;Paul Bocij, Dave Chaffey, Andrew Greasley, Simon Hickie; Pearson Education
Essentials of Management Information Systems; 6th Edition Apr 2004; Kenneth Laudon, Jane
Laudon; Pearson Education (Online Study Guide)
Database Systems A Practical Approach to Design Implementation and Management; 3rd Edition
2002; Connolly, T.M., Begg, C.E. and Strachan, A.D.; Addison Wesley
15
16
17
18
Learning and Teaching Methods:
Acquisition is through supported activities in college, supported by reading and web based material.
This is expected to occupy one day or its equivalent per week. It is estimated that this will require
approximately 70 staff contact hours and a total study time of 300 hours per student.
Assessment Methods:
Assessment is through individual assessed coursework and projects. Coursework consists of both
written reports and practical assignments. In general the Subject-specific and Generic learning
outcomes will be assessed via the written report and presentation.
Implications for learning resources, including staff, library, IT and space:
Staff and employers will be required to support this module, through guidance, supervision and
assessing. Time and resources must be made available the student so that they can complete this
module. Materials from the reading list should be available through the library and additional
materials via the web. IT resources will be required to support practical activities in the work place.
SENDA statement:
As far as can be reasonably anticipated, the curriculum, learning and teaching methods and forms of
assessment do not present any non-justifiable disadvantage to students with disabilities.
Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the above
module proposal and have given advice on the correct procedures and required content of module proposals"
................................................................
Director of Learning and Teaching
..............................................
Date
Statement by the Head of Department: "I confirm that the Department has approved the introduction of
the module and will be responsible for its resourcing"
.................................................................
Head of Department
Revised August 2002; Revision 2 in 2003.
..............................................
Date
UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
Code of Practice for Quality Assurance for Taught Programmes of Study
effective from 1 September 2001 and incorporating all revisions up to including 31 August 2003
Annex B: Approval of New Modules
1.
This section of the Code of Practice sets out the requirements which must be met by proposals for new
modules and the procedures for consideration and approval of such proposals.
2.
Proposals for new modules should include a module specification in the approved format, available at:
http://www.ukc.ac.uk/registry/quality/code2001/pdf/AnnexBTemplate.doc.
The module specification will subsequently be used as a source of basic information about the module by
students, potential students and internal and external reviewers.
3.
The formal procedure for approval of new modules is as follows:
1.
Preparation of proposal.
2.
Consideration of proposal by Board of Studies and Department Learning & Teaching Committee;
recommendation to Faculty Learning and Teaching Committee.
3.
Consideration of proposal and recommendation by Faculty Learning and Teaching Committee;
recommendation to Faculty Board.
4.
Consideration of recommendation by Faculty Board.
Note: Faculty Boards are authorised to approve proposals for new modules and may authorise their Learning
and Teaching Committees to approve proposals for new modules on their behalf. As a condition of approval,
the Faculty Board or Faculty Learning and Teaching Committee should be assured that the proposed new
curriculum, as far as can be reasonably anticipated, does not present any non-justifiable disadvantage to
students with disabilities. The Faculty Disability Advisor is required to attend the Faculty Learning and
Teaching Committee with a specific brief to advise the Committee on these matters.
4.
Departments are authorised to approve minor changes to existing modules. Such changes should not be
approved unless a revised module specification has been submitted. Where substantial changes to a module
are proposed, a revised module specification must be submitted for approval by the Faculty Board. Advice on
whether proposed changes constitute minor or substantial change may be obtained from Faculty Officers.
Other interested Departments should be consulted as appropriate with regard to changes to modules.
UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
MODULE SPECIFICATION
1
2
3
4
5
6
7
8
9
10
11
12
13
Title: Intranet solution project (CMK016)
Department:
Computing, Business & Management at Mid-Kent College
Start Date: February 2005 (Semester 3 of 4)
Number of Students: 15-20
Modules to be withdrawn: None
Level: Level I
Credits: 30 credits
Semester: Semesters 3 & 4 of 4 (Year 2)
Prerequisites: CMK0115 An investigation of an organisation and its IS requirements
Programmes of Study: Higher National in Information Technology
Subject-specific learning outcomes: students who successfully complete this module will be able to:
- Demonstrate an ability to apply underlying IT concepts and principles outside the context in
which they were first studied, including, where appropriate, the application of these principles in
an employment context (A2)
- Demonstrate a knowledge of the main methods of enquiry and an ability to evaluate critically the
appropriateness of different approaches to solving problems in the IT field (A3)
- Show an understanding of the limits of their IT knowledge and how this influences analyses and
interpretations based on that knowledge (A4)
Use programming languages tools and packages, computer applications and structure data and
information. (A6)
- Effectively communicate information, arguments and analysis, in a variety of forms, to specialist
and non-specialist audiences and deploy key IT techniques effectively (C13)
- Evaluate systems in terms of general quality attributes and possible trade-offs presented within the
given problem (C15)
- Apply the principles of effective information management, information organisation, and
information retrieval skills to information of various kinds (C16)
Generic Learning Outcomes: students who successfully complete this module will be able to:
- Identify and analyse criteria and specifications appropriate to specific problems and plan
strategies for their solution (B10)
- Analyse the extent to which a computer-based system meets the criteria defined for its current use
and future development (B11)
- Deploy appropriate practices and tools for the specification, design, implementation, and
evaluation of computer-based systems (B12)
- Undertake further training, develop existing skills and acquire new competences that will enable
them to assume significant responsibility within organisations(D19)
- Show effective information-retrieval skills including the use of browsers and search engines, and
the use of general IT facilities (D22)
- Managing their own learning and development including time management and organisation
(D24)
Synopsis:
It is expected, but not mandatory that this unit will delivered concurrently with Database Design and
Development (CMK007), Web Programming (CMK009) and Intranet Implementation (CMK011).
This second project module, which is expected to be delivered over two semesters, follows on from
CMK015 ‘An investigation of an organisations and its IS requirements’ by developing, in a simulated
work environment, an intranet solution appropriate to the chosen organisation. It can be seen as
broadly consisting of three stages.
Initially the ‘need’ is to be investigated and a solution proposed. This is to include multimedia
considerations for the user interface. Use will be made of the research carried out in CMK013
together with the theory from the modules following the systems theme, to identify an appropriate
intranet solution.
In the second stage the modules CMK007 and CMK009 will provide support for the development of a
suitable user interface and the design of an appropriate database.
UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
In the final stage the module CMK011 will provide support for the development of a programmed
server side solution.
The solution is to be presented by way of a report and presentation to the academic tutors.
Indicative Reading List:
Business Information Systems, Technology, development and management for the e-business; 2nd
Edition 2002
Paul Bocij, Dave Chaffey, Andrew Greasley, Simon Hickie; Pearson Education
Essentials of Management Information Systems; 6th Edition Apr 2004; Kenneth Laudon, Jane
Laudon; Pearson Education (Online Study Guide)
Database Systems A Practical Approach to Design Implementation and Management; 3rd Edition
2002; Connolly, T.M., Begg, C.E. and Strachan, A.D.; Addison Wesley
Web Design in a Nutshell; 2nd Edition September 2001; Jennifer Niederst; O’Reilly
Multimedia Communications; 1996; Sloane, Andy; McGraw Hill
Webmaster in a Nutshell; 3rd Edition December 2002; Stephen Spainhour, Robert Eckstein; O’Reilly
Linux Pocket Guide; March 2004; Daniel J. Barrett; O’Reilly
PHP Cookbook; November 2002 ; David Sklar, Adam Trachtenberg; O’Reilly
Apache: The Definitive Guide, 3rd Edition December 2002; Ben Laurie, Peter Laurie; O’Reilly
Managing & Using MySQL; 2nd Edition, April 2002; George Reese, Randy Jay Yarger, Tim King
with Hugh E. Williams; O’Reilly
15
Learning and Teaching Methods:
Acquisition is through supported activities in college. This is supported by reading and web based
material. This is expected to occupy one day or its equivalent per week. It is estimated that this will
require approximately 70 staff contact hours and a total study time of 300 hours per student.
16
Assessment Methods:
Assessment is through individual assessed coursework and projects. Coursework consists of both
written reports and practical assignments. In general the Subject-specific and Generic learning
outcomes’ will be assessed via the written report and presentation.
17
Implications for learning resources, including staff, library, IT and space:
Staff will be required to support this module, through guidance, supervision and assessing. Time and
resources must be made available the student so that they can complete this module. Materials from
the reading list should be available through the library and additional materials via the web. IT
resources will be required to support practical activities in the work place.
18
SENDA statement:
As far as can be reasonably anticipated, the curriculum, learning and teaching methods and forms of
assessment do not present any non-justifiable disadvantage to students with disabilities.
Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the above
module proposal and have given advice on the correct procedures and required content of module proposals"
14
................................................................
Director of Learning and Teaching
..............................................
Date
Statement by the Head of Department: "I confirm that the Department has approved the introduction of
the module and will be responsible for its resourcing"
.................................................................
Head of Department
Revised August 2002; Revision 2 in 2003.
..............................................
Date
UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
Code of Practice for Quality Assurance for Taught Programmes of Study
effective from 1 September 2001 and incorporating all revisions up to including 31 August 2003
Annex B: Approval of New Modules
1.
This section of the Code of Practice sets out the requirements which must be met by proposals for new
modules and the procedures for consideration and approval of such proposals.
2.
Proposals for new modules should include a module specification in the approved format, available at:
http://www.ukc.ac.uk/registry/quality/code2001/pdf/AnnexBTemplate.doc.
The module specification will subsequently be used as a source of basic information about the module by
students, potential students and internal and external reviewers.
3.
The formal procedure for approval of new modules is as follows:
1.
Preparation of proposal.
2.
Consideration of proposal by Board of Studies and Department Learning & Teaching Committee;
recommendation to Faculty Learning and Teaching Committee.
3.
Consideration of proposal and recommendation by Faculty Learning and Teaching Committee;
recommendation to Faculty Board.
4.
Consideration of recommendation by Faculty Board.
Note: Faculty Boards are authorised to approve proposals for new modules and may authorise their Learning
and Teaching Committees to approve proposals for new modules on their behalf. As a condition of approval,
the Faculty Board or Faculty Learning and Teaching Committee should be assured that the proposed new
curriculum, as far as can be reasonably anticipated, does not present any non-justifiable disadvantage to
students with disabilities. The Faculty Disability Advisor is required to attend the Faculty Learning and
Teaching Committee with a specific brief to advise the Committee on these matters.
4.
Departments are authorised to approve minor changes to existing modules. Such changes should not be
approved unless a revised module specification has been submitted. Where substantial changes to a module
are proposed, a revised module specification must be submitted for approval by the Faculty Board. Advice on
whether proposed changes constitute minor or substantial change may be obtained from Faculty Officers.
Other interested Departments should be consulted as appropriate with regard to changes to modules.