Digital Communications Programmes · Digital Communications Programmes 2 Brief Summary These courses will deliver an exceptional mix of new and best practice in modern digital marketing

Faculty of Business & Law

Digital Communications Programmes

Programme Specification

2018-2019

This document provides a concise summary of the main features of the course(s) & associated award(s) offered through this Programme Specification, and includes the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme’s relationship to QAA Subject Benchmark Statements may be found in the dedicated student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education

Document Date: 20/01/2014

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_________________________________________________________________________________________________________________________________ CASQE Page 1 of 23 Programme Specification

Versioning of Programme Specification This programme specification is valid for the period of approval confirmed at the time of the approval/last review event and relates to provision approved at that point. Programme specifications are updated on an annual basis to include modifications approved through the University’s quality assurance processes. This version provides a description of the programme as approved for the academic session indicated in section 3 of the following table.

1 Date of initial Approval or last review: 10 January 2014 2 Effective date of Approved/Reviewed Programme Specification: 01 February 2014 – 31

August 2020 3 This Version effective from: September 2018 4 Version number: MMC/Feb18/V6

Students who commenced their study on awards within this programme specification prior to 01 February 2014 should refer to the previous version of the programme specification published on the CASQE website.

Cross Referencing of Programme Specifications

The following elements of provision included in this document is/ are also included in the following programme specifications

Award Programme Specification

MSc Multi-Channel Retailing Digital Masters Level Learning 5U7Z8001 Strategy for Integrated Communications 5U7Z0003 Acquisition for Organic & Paid Channels 5U7Z0004

Professional Development MSc Digital Marketing Communications Master of Business Administration

Amendments made to provision listed in this table, must also be reflected in the relevant programme specifications listed above

http://www.mmu.ac.uk/academic/casqe/specs/index.php

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CENTRE FOR ACADEMIC STANDARDS & QUALITY ENHANCEMENT

SECTION A – ADMINISTRATIVE AND REGULATORY INFORMATION 1 Overarching Programme Specification Title Digital Communications Programmes 2 Brief Summary

These courses will deliver an exceptional mix of new and best practice in modern digital marketing and multi channel retailing, together with significant communications and strategic insight specific to the digital and retail sector. This will be gained from direct access to leading digital marketing and retailing industry practitioners, trainers and leaders. These ground-breaking courses, developed in collaborative partnership with MMC Learning, combine best practice in digital marketing and multi channel retailing with cutting edge academic thinking and contemporary training. The Digital Marketing award is designed for marketers who want to move into a more digital role, digital channel specialists who want to take a more strategic leadership position and developers who need to gain a greater understanding context of the marketing communications industry they might reside in. The Multi Channel award is designed for Ecommerce professionals who wish to expand their competence outside of the technical retail arena, existing retailers who wish to develop a greater understanding of the role of digital and other contemporary retail channels, and marketers in retail who need a deeper understanding of the total multi channel retail business. Networking, contemporary industry experience and practice are key features of the programmes as students come into contact with professionals from across their respective sectors, industry trainers and practitioners and leading academics from the Business School. Consequently, students are able to develop links and contacts that extend well beyond the course and build their awareness and insight of digital marketing and multi channel retail in different organisations and marketplaces. 3 Awarding institution

Manchester Metropolitan University

4 Home Faculty

Business and Law

5 Home Department/ School/ Institute

Marketing, Retail & Tourism

6 UCAS/GTTR code(s)

N/a

7 Framework for HE Qualifications position of final award(s) Framework for HE Qualifications

Masters (Level 7)

8 Alignment with University Curriculum Framework Curriculum Frameworks

Flexible Curriculum Framework

9 Engagement with the University-wide provision (eg Uniwide Language, EdLab)

Uniwide is not available for Postgraduate programmes

http://www.qaa.ac.uk/en/Publications/Documents/Framework-Higher-Education-Qualifications-08.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/curriculum-frameworks.php

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10 Compliance with University Assessment Regulations University Assessment Regulations

Assessment Regulations for Taught Postgraduate Programmes of Study

11 Approved Variations/Exemptions from University Assessment Regulations University Assessment Regulations

N/a

12

Relationship with Faculty Foundation Year

N/a

Awards 13 Final award title(s)

PG Cert Digital Communication PG Diploma Digital Marketing 546U MSc Digital Marketing (54C7 distance learning) MSc Digital Marketing (54C0 campus based suspended from September 2018) PG Diploma Multi Channel Retailing 5464V MSc Multi Channel Retailing

14 Combined Honours There is no Combined Honours provision within this programme specification

14a (i) Combined Honours Awards

available eg: • BSc/BA (Hons) AB • BSc/BA (Hons) AB and XY • BSc/BA (Hons) AB with XY

(ii) Single Honours Awards available

through Combined Honours (ie Named Awards)

(iii) Approved Subject Combinations

administered by this Programme Specification (ie “home” combinations)

N/a

14b Approved Subject Combination administered by other Programme Specifications

Approved Combination Home Programme Specification & Home Dept

N/a N/a

15 Interim exit awards and Subject title(s)

PG Cert Digital Communication PG Diploma Digital Marketing PG Diploma Multi Channel Retailing

Arrangements with Partners 16 Approved Collaborative partner(s)

Partner Name Type of Collaborative Partnership

MMC Learning

Jointly delivered programme

http://www.mmu.ac.uk/academic/casqe/regulations/assessment.php

http://www.mmu.ac.uk/academic/casqe/regulations/assessment.php

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17 Articulation and Progression Arrangements with Partners

Partner Name Details of Arrangements

N/a

N/a

Professional, Statutory and Regulatory Bodies 18 PSRB(s) associated with final award

of any route within the programme specification

N/a

19 Date, outcome & period of approval of last PSRB approval/accreditation

N/a

Approval Status 20 Date and period of approval of

most recent MMU review/ approval

(i) Latest review/approval 10 January 2014

(ii) Length & Dates of Period of approval given In (i) above: Years: 6 years From: 01 February 2014 To: 31 August 2020

(iii) Major Modifications to Programme Specification since last review/approval None

21 Next Scheduled Review Date:

2019/2020

22

SECTION B - OUTCOMES 23 24 Programme Rationale

This programme has been created specifically for MMC Learning who is the Collaborative Partner. MMC have 25000 subscribers to their content, which changes and evolves regularly. They have had 2500 CIM graduates from existing programmes who are exploring the next stage of their professional development in these specific fields. Both Digital Marketing and Multi Channel Retail are growth sectors in the UK, Europe and Worldwide. Both industries have a need for senior talent that exceeds the current supply. Digital Marketing: predictions regarding the digital marketing employment market have growth figures for the next 3 years at around ¾ million new employees. Multi Channel Retail: trends in this sector show massive growth in areas including online, mobile and mixed purchasing behaviour in customers and retail leaders expect to see this change continue well into the foreseeable future. Recent surveys show around 48% of employees want or need to develop digital and multi-channel

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specific skills in order to meet the needs of organisations. Students attending these courses will receive a thorough grounding in new practice with regard to digital marketing and contemporary retailing. Students will develop approaches to dealing with rapid change through digital innovation whilst maintaining a practical and pragmatic approach to understanding and dealing with daily issues and events in the contemporary digital marketing and multi channel retailing environments. The change to 15 credit units and updating of syllabus is to reflect changing trends in digital marketing practice which has created the need to develop appropriate unit titles. With regard to the addition of a new fully online delivery mode (to run concurrently with the existing mode of delivery) since MMC launched the MSc in Digital Marketing, it has had around 1,400 enquiries but the conversion rates are low. A key factor is the lack of provision by MMU/MMC of a predominantly online delivery mode. The evidence for this is: 1. Direct feedback from the market (speaking to existing enquiries). In the case of over half of the follow-ups to the most recent 100 enquiries, the lack of an online version was the reason cited for interest not being pursued.. 2. Competitors who are delivering Digital Marketing qualifications are aggressively moving towards online delivery. For example, both of MMC’s direct competitors, namely the IDM and the DMI, now offer an on-line version. https://www.theidm.com/marketing-qualifications/postgraduate-diplomas/idm-postgraduate-diploma-in-digital-marketing 3. There is a large untapped international market for the programme which could be accessed via a 100% e-learning delivery mode. MMC receives enquiries from Australia, The Middle East, and Europe which it cannot fulfil with the current MSc mode of delivery. 25 QAA Benchmark Statement(s)

The overall programme curriculum, learning activities, assessment and learning outcomes ensure adherence to the Subject benchmark statement for Master’s degrees in Business and Management (Subject Benchmark Statement: Master's Degrees in Business and Management (2015) 26 Programme Specific Outcomes

(a) Final Award Learning Outcomes

On successful completion of PG Cert Digital Communication, students will be able to: PLO1. Develop critical thinking, research and writing approaches to operate successfully at Masters Level PLO2. Integrate digital and traditional communications into a plan in order to exploit media and technology, review emerging techniques and assess impact with integrated

https://www.theidm.com/marketing-qualifications/postgraduate-diplomas/idm-postgraduate-diploma-in-digital-marketing

https://www.theidm.com/marketing-qualifications/postgraduate-diplomas/idm-postgraduate-diploma-in-digital-marketing

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communications. PLO3. Align operations with direction and vision of the digital marketing organisation On successful completion of PG Diploma Digital Marketing, students will be able to: PLO1. Develop critical thinking, research and writing approaches to operate successfully at Masters Level PLO2. Integrate digital and traditional communications into a plan in order to exploit media and technology, review emerging techniques and assess impact with integrated communications. PLO3. Align operations and leadership with direction and vision of the digital marketing organisation PLO4. Use content management to create customer engagement in order to achieve business objectives PLO5. Implement key functional components of a CRM strategy

On successful completion of MSc Digital Marketing, students will be able to:

PLO1. Develop critical thinking, research and writing approaches to operate successfully at Masters Level PLO2. Integrate digital and traditional communications into a plan in order to exploit media and technology, review emerging techniques and assess impact with integrated communications. PLO3. Align operations and leadership with direction and vision of the digital marketing organisation PLO4. Use content management to create customer engagement in order to achieve business objectives PLO5. Implement key functional components of a CRM strategy PLO6. Conduct appropriate research in a digital marketing context

On successful completion of PG Diploma Multi Channel Retailing, students will be able to: PLO1. Develop critical thinking, research and writing approaches to operate successfully at Masters Level PLO2. Integrate digital and traditional retail communications into a plan in order to exploit media and technology, review emerging techniques and assess impact with retail communications. PLO3. Align operations and leadership with direction and vision of the retail organisation PLO4. Exploit multi channel customer behaviour based on a number of measurement and analytical frameworks PLO5. Implement a commercial approach to sourcing, selection and presentation of products and services PLO6. Implement operational underpinnings in complex multi channel retail business

On successful completion of MSc Multi Channel Retailing, students will be able to:

PLO1. Develop critical thinking, research and writing approaches to operate successfully at Masters Level

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PLO2. Integrate digital and traditional retail communications into a plan in order to exploit media and technology, review emerging techniques and assess impact with retail communications. PLO3. Align operations and leadership with direction and vision of the retail organisation PLO4. Exploit multi channel customer behaviour based on a number of measurement and analytical frameworks PLO5. Implement a commercial approach to sourcing, selection and presentation of products and services PLO6. Implement operational underpinnings in complex multi channel retail business PLO7. Conduct appropriate research in a multi-channel retail context

(b) Combined Honours Learning Outcomes

N/A

(c) Pass Degree Learning Outcomes N/A

27 Interim Award Learning Outcomes

On successful completion of PG Cert Digital Communication, students will be able to:

PLO1. Develop critical thinking, research and writing approaches to operate successfully at Masters Level PLO2. Integrate digital and traditional communications into a plan in order to exploit media and technology, review emerging techniques and assess impact with integrated communications. PLO3. Align operations with direction and vision of the digital marketing organisation

On successful completion of PG Dip Digital Marketing, students will be able to:

PLO1. Develop critical thinking, research and writing approaches to operate successfully at Masters Level PLO2. Integrate digital and traditional communications into a plan in order to exploit media and technology, review emerging techniques and assess impact with integrated communications. PLO3. Align operations with direction and vision of the digital marketing organisation PLO4. Use content management to create customer engagement in order to achieve business objectives PLO5. Implement key functional components of a CRM strategy On successful completion of PG Dip Multi Channel Retailing, students will be able to:

PLO1. Develop critical thinking, research and writing approaches to operate successfully at Masters Level PLO2. Integrate digital and traditional retail communications into a plan in order to exploit media and technology, review emerging techniques and assess impact with retail communications. PLO3. Align operations with direction and vision of the retail organisation PLO4. Exploit multi channel customer behaviour based on a number of measurement and

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analytical frameworks PLO5. Implement a commercial approach to sourcing, selection and presentation of products and services PLO6. Implement operational underpinnings in complex multi channel retail business

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SECTION C – STRUCTURE 28 Structures, modes of delivery (eg FT/PT/DL etc), levels, credits, awards, curriculum map of

all units (identifying core/option status, credits, pre or co-requisites) potential entry/exit points and progression/award requirements

OPTION UNITS Option units listed in the following curriculum structures are all approved for delivery but may not all run in any one academic session.

POSTGRADUATE All awards are for part-time mode only PG Certificate Digital Communication (JD Sport Route Only)

Core Units Code Occ Status

Unit Title No of

credits 5U7Z8017 None Masters Level Thinking 20 5U7Z8014 None Strategy & Planning for Integrated

Digital Communications 20

Option Units Choose from options listed 5U7Z8011 Offered to students who come via

MMC Learning Last intake Sept 2017

Digital Strategy, Thinking and Innovation

20

5U7Z8020 Offered to students who come via JD Sports

Strategy and Planning for Multi-Channel Retail

20

PG Certificate Digital Communication (MMC Route Only) From September 2018


Unit Title No of

credits 5U7Z8001 9 None Digital Masters Level Learning 15 5U7Z0003 9 None Strategy for Integrated Communications 15 Option Units Choose 2 from options listed 5X7Z0011 9 None Digital Value Proposition Design 15 5U7Z0004 None Acquisition for Organic & Paid Channels 15 5X7Z0007 9 None Conversion Strategy 15 5X7Z0006 9 None Content Marketing Strategy 15 5X7Z0025 9 None Retention and Relationships 15 5X7Z0003 9 None Analytics and Evaluation 15

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PG Diploma Digital Marketing From September 2018


Unit Title No of

credits 5U7Z8001 9 None Digital Masters Level Learning 15 5U7Z0003 9 None Strategy for Integrated Communications 15 5X7Z0011 9 None Digital Value Proposition Design 15 5U7Z0004 9 None Acquisition for Organic & Paid Channels 15 5X7Z0007 9 None Conversion Strategy 15 5X7Z0006 9 None Content Marketing Strategy 15 5X7Z0025 9 None Retention and Relationships 15 5X7Z0003 9 None Analytics and Evaluation 15

MSc Digital Marketing From September 2018 – (54C7 distance learning) MSc Digital Marketing From September 2018 – (campus based currently suspended 54C0 suspended)

Core Units Code Occ Status Unit Title No of

credits 5U7Z8001 9Z5L Core Digital Masters Level Learning 15 5U7Z0003 9Z5L Core Strategy for Integrated Communications 15 5X7Z0011 9Z5L Core Digital Value Proposition Design 15 5U7Z0004 9Z5L Core Acquisition for Organic & Paid Channels 15 5X7Z0007 9Z5L Core Conversion Strategy 15 5X7Z0006 9Z5L Core Content Marketing Strategy 15 5X7Z0025 9Z5L Core Retention and Relationships 15 5X7Z0003 9Z5L Core Analytics and Evaluation 15 5X7Z0001 9Z5L Pre-requisite for

5X7Z0010 Advanced Digital Marketing Dissertation Research Proposal

30

5X7Z0010 9Z5L Core Digital Marketing Dissertation 30

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PG Diploma Digital Marketing Last Intake September 2017

Core Units Code Status

Unit Title No of

credits 5U7Z8017 Core Masters Level Thinking 20 5U7Z8014 Core Strategy and Planning for Integrated Digital

Communications 20

5U7Z8011 Core Digital Strategy, Thinking and Innovation 20 5U7Z8012 Core Customer Lifecycle 1: Content Strategy for

Customer Engagement 30

5U7Z8013 Core Customer Lifecycle 2: Performance and Growth Management

30

MSc Digital Marketing Last intake September 2017

Core Units Code Status

Unit Title No of

credits 5U7Z8017 Core Masters Level Thinking 20 5U7Z8014 Core Strategy and Planning for Integrated Digital Communications 20 5U7Z8011 Core Digital Strategy, Thinking and Innovation 20 5U7Z8012 Core Customer Lifecycle 1: Content Strategy for Customer

Engagement 30

5U7Z8013 Core Customer Lifecycle 2: Performance and Growth Management

30

5U7Z8019 Core Digital Marketing Dissertation 60 PG Diploma Multi Channel Retailing


Unit Title No of

credits 5U7Z8017 None Masters Level Thinking 20 5U7Z8014 None Strategy & Planning for Integrated Digital

Communications 20

5U7Z8018 None Marketing and Customer Insight for Multi-Channel Retail

20

5U7Z8010 None Product & Service Development for Multi-Channel Retail

20

5U7Z8015 None Multi-Channel Operations 20 Option Units Choose from options listed 5U7Z8001 Offered to

students who come

Digital Strategy, Thinking and Innovation 20

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via MMC Learning


Strategy and Planning for Multi-Channel Retail 20

MSc Multi Channel Retailing


Unit Title No of

credits 5U7Z8017 None Masters Level Thinking 20 5U7Z8014 None Strategy & Planning for Integrated

Digital Communications 20

5U7Z8018 None Marketing and Customer Insight for Multi-Channel Retail

20

5U7Z8010 None Product & Service Development for Multi-Channel Retail

20

5U7Z8015 None Multi-Channel Operations 20 5U7Z8016 None Multi-Channel Dissertation 60 Option Units Choose from options listed 5U7Z8001 Offered to students

who come via MMC Learning

Digital Strategy, Thinking and Innovation

20


Strategy and Planning for Multi-Channel Retail

20

On successful completion of the following Level 7 credits: 60 credits: interim/final exit award – PG Certificate Digital Communication 120 credits interim/final exit award – PG Diploma Digital Marketing / PG Diploma Multi Channel Retailing 180 credits Final exit award - MSc Digital Marketing / MSc Multi Channel Retailing

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SECTION D - TEACHING, LEARNING AND ASSESSMENT 29 Articulation of Graduate Prospects

This is a collaborative partnership. Students on the MMC awards are in full time employment or are freelancers. The collaborative programmes with MMC are designed to support their professional development enabling career progression within the digital marketing and retail industry. Depth of specialist knowledge along with evidenced academic capability provides the graduates from these programmes with an edge in the employment market. The previous similarly named collaborative partner programmes with Econsultancy demonstrated that graduates achieved significant career progression and enhanced job prospects as a result of their studies. The partner has conducted extensive research work with key influencers in both sectors to derive the needs of the programme. Both sectors say they require a talent pool of senior marketing and retail professionals ready and able to manage and lead within the digital marketing and multi channel retail contexts. These awards provide solutions to those needs. Globally, there are currently over 900,000 (and rising) jobs with digital marketing in the job title. There is evidence that current demand is not being met by the existence of sufficient graduates. (Graduate fairs, exhibitions). Expansion of provision via an e-leaning mode would produce more graduates but still not fulfil anticipated demand from employers. This award provides solutions to those needs. The digital marketing and retail sectors sector are rapidly evolving industries that continue to expand. There is a need for professionals who both understand the ‘trades’ and have the higher level skills to step-up and lead effective digital marketing and retail teams and businesses. The type of roles we expect graduates from these courses to progress to are: Marketing Director, Digital Director, CMO, CIO, CEO, Ecommerce Director. 30 Curriculum Design

The collaborative partner has conducted extensive research with the digital marketing and multi channel retail community to articulate the precise design of the programme and the specified units for the award have been tightly defined to encompass the views of the sectors. The team developing the programme, at MMU and MMC, have significant links into the national and global digital marketing and retail community and have been able to combine practitioner insight with employer demand to create the curriculums for the programmes. The previous programmes’ experience with Econsultancy has highlighted specific new developments and concepts that have been incorporated into the new design of these awards, and have taken particular notice of key informants who have come from the graduate community from these previous awards.

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MMU’s approach to this degree was to establish the coverage of the core content using modified existing provision wherever possible and then to develop new units in order to fill gaps or provide better integrated coverage of the content. We are using one existing 15 credit unit from the MSc Digital Marketing Communications award (Digital Masters Level Learning) and two existing 15 credit units from the MBA (Strategy for Integrated Communications and Acquisition for Organic & Paid Channels – these units were intended to be used on the MSc Digital Marketing alone, however a need arose in the MBA for these two units and so these units have been validated on that programme first) We are creating five new 15-credit units. We are replacing the existing 60-credit Digital Marketing Dissertation unit with two new 30-credit research units to bring this programme into alignment with other postgraduate programmes in this department which are changing research units accordingly. Option Units Option units listed in the curriculum structures (section C28 above) are all approved for delivery, but may not all run in any one academic session. Consideration of the Face-to-Face Students’ and E-Learners’ Experiences in the MSc Digital Marketing The student experience was considered in terms of workload (assignment design, use of work-based assessment and attendance pattern):

• F2F: Block release through the year with one block of three days for each 15-credit unit and live online support through a webinar service towards the submission of the assessment.

• F2F: Each 30-credit research unit in stage 3 has a block of two days of delivery at the start of the unit plus up to three hour-long 1-2-1 supervisory experiences with a project supervisor face-to-face, via phone, video conference or webinar service

• E-Learner: Weekly e-learning content for each 15-credit unit throughout the course and live online support through a webinar service throughout

• E-Learner: Each 30-credit research unit in stage 3 has two weeks of delivery at the start of the unit plus up to three hour-long 1-2-1 supervisory experiences with a project supervisor via phone, video conference or webinar service

31 Learning and Teaching

As MSc awards the emphasis on the programmes is to develop specialised knowledge appropriate to a Level 7 award and to support students in critically applying this knowledge in digital marketing and multi channel retail practice respectively. As such the learning and teaching approach will involve the dissemination of concepts within the teaching environment, require students to

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independently apply these concepts in the workplace and critically reflect on their personal practice. Within the programme, students will be provided with the tools to undertake this process. The programme will combine expert content delivery from the MMC deliverers (which are drawn from the national and international practitioner community) in a workshop environment, providing new and best practice insight into the digital marketing and multi channel retail contexts. The general approach is predicated on providing an MSc that:

• Reflects current professional practice and values that help candidates to continually develop as world-class professionals

• Provides a professional approach to the delivery of learning and teaching that is built upon staff professional skills, research informed subjects, practice informed trainers and continuous professional development

The learning, teaching and assessment on these degrees provide:

• An emphasis on professional skills development within the workplace and on the programme that is embedded in the learning, teaching and assessment process

• A clear structure for Course Leadership Tutoring (PT). This provides a course leader inside the University that is complimented by a link tutor. By establishing a single point of contact for student support in both organisations, we ensure a simple model for support that removes barriers and enables all parties to be aware of the other’s point of view

• Alternative modes of study on the MSc Digital Marketing to support the needs, preferences and abilities of all of our learners, with the opportunity to switch between F2F and e-learning if a students’ circumstances change. A mix of alternative approaches such as lectures, seminars, workshop classes, simulations, videos, webinars and self-directed study will be used

• Using research and practice informed teaching as a bridge between research and practice into the learning environment

• The consistent use of a wide range of digital resources including state of the art laboratories and IT equipment, imaginative use of the MMC e-learning environment and digital library resources

• Working in partnership with learners to enhance their experience, including online staff-student liaison meetings and regular student surveys of learning, teaching and assessment at a unit and course level by the collaborative partner

The F2F programme combines expert content delivery and from MMC deliverers (which are drawn

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from the national and international practitioner community) in a workshop environment, providing new and best practice insight into the digital marketing context. The e-learning programme combines expert e-learning content from MMC deliverers (which are drawn from the national and international practitioner community) in a content-based and live synchronous environment, providing new and best practice insight into the digital marketing context. 32 Assessment

Assessments for all units are based wholly in the workplace, whether at the employer or at a client. Skills of analysis, report writing, presentation and the production of digital media artefacts are all explored, along with field research skills, gist creation, leadership and critical thinking. All units are assessed through work-based assignment, which will include the creation of a research plan, digital communications strategy, leadership and business innovation strategy. Digital Marketing students will develop content marketing strategies and procedures for customer, service and data management. Multi Channel Retailing students will create a customer insight strategy, product or service approach and an operational plan. All students will conduct a significant professional research exercise based on an empirical study or consultancy brief. Although it is understood that not all assessment can be based on work undertaken in the work place, where possible this will be the preferred mode of assessment. In some cases students will not be working in the right environment to be assessed in the work place, e.g. if the assessment is based on analytics and they are managing a social media team. Additionally, unit leaders might designate that a unit will be assessed using traditional assessments because of the need for a digital marketing technology that is not widely standardised or to ensure coverage that is not commercial. There is a strong emphasis on individual assessment to avoid placing a requirement for students to work collaboratively when they cannot easily meet outside of the days they attend university, whether F2F or e-learning. However, there are occasions when collaborative thinking and development of ideas is useful. All units are assessed through work-based assignment. All Masters candidates will conduct a significant professional research exercise based on an empirical study or consultancy brief. Students will be encouraged and expected to share their insights during the production of their assignment work with other students on the programme and a strong peer group of support will develop as a result. Formative assessment will be used throughout and takes a wide variety of forms e.g. interaction in class or in webinars; peer feedback on in-class or webinar presentations; workshop or webinar activity with feedback and tutor feedback on developing work. Whilst the assessment strategy for the units often indicates a single “report” as the approach to be used, this approach actually permits a range of assessment techniques and delivery methods to be applied. New platforms and delivery methods for students in these 2 industries will inevitably emerge so the assessment team will want the flexibility to introduce new and innovative ways of managing assessment rather than be locked into a specific report format or platform. The content,

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and consequently the learning outcomes and methods of assessment vary considerably between units. 2000 words of report on a business need and its solution is quite different from the development of an infographic, or a design for a value proposition. We have therefore not tried to harmonise the style or size of assessment, instead relying on Unit tutor’s experience in their own field (as well as experience in delivering the previous versions of this programme) to decide what is appropriate for a level 7 assessment. MMU and MMC recognise that students have varying learning needs and a range of learning styles. F2F Programmes

• Units will provide didactic teaching, practical work in workshops, online resources and class-based discussion

• Units normally have slightly fewer classroom contact hours than full-time classes but additional use is made of online facilities to support learning outside of the classroom and to link learning with practice in the work environment

• A blended learning approach is used in all units, with appropriate use of dedicated e-learning in specific areas, such as access to Lynda.com which has recently been purchased by MMU

• Use of MMU’s extensive online Library facilities is encouraged throughout the programme

• The Programme teams are committed to continually exploring the potential of new approaches to learning, teaching and assessment

• Individuals with personal learning plans will be accommodated through tailored assessments

The E-Learning Programme

• Units will provide didactic teaching and practical work through e-learning content and on webinar services

• Units have no classroom contact hours but use predeveloped content and extensive use of webinar services to support learning away from the content itself and to link learning with practice in the work environment

• Use of MMU’s extensive online facilities is encouraged throughout the programme • The Programme teams are committed to continually exploring the potential of new

approaches to learning, teaching and assessment • Individuals with personal learning plans will be accommodated through tailored

assessments 33 Inclusive Practice

The programme complies fully with the University’s Equality and Diversity Policy University's Equality and Diversity Policy. Students will have full access to the support services of

http://www2.mmu.ac.uk/humanresources/a-z/policies/equality-and-diversity-policy/

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the University whether F2F or e-learning. They will be directed to Learner Development if there is evidence of a specific learning disability and that department will advise them about testing, financial support and develop PLPs for learning skills. The University will not disclose learning disabilities to employers although students will be advised to share this information if it is relevant to the work/learning they undertake in the workplace or if it might have implications for the health and safety of others. If students lose their position with the employer then they can either: 1. Transfer to a similar full time F2F course in the Marketing, Retail & Tourism network of degrees. OR 2. Find an alternative employer that can provide the right environment to develop the assessments 34 Technology Enhanced Learning

The programme will be supported using the MMC’s VLE but will be enhanced with the use of contemporary digital and social media platforms – these are likely to evolve over time in line with the changing nature of the sector’s industry. Differing digital and social media platforms will be used to deliver example content, share course material, encourage dialogue between students and staff and provide a platform for delivering assessment materials. These are live and dynamic activities that evolve with the course as students and staff engage with each other. Digital marketing technology underpins this degree and part of the experience involves direct, hands-on experience with digital marketing technology. F2F programmes: The use of technology enabled learning materials, allows flexibility in the delivery of the programme, supports independent learning, and aids inclusivity. All F2F units will make extensive use of the MMC’s virtual learning environment (VLE), Moodle™. The VLE is used, not only as a repository for course notes, examples and exercises and a mechanism for making announcements, but also to provide additional learning resources such as videos, podcasts, screencasts, links to journal articles, formative quizzes, and a mechanism to submit assessments and return feedback. Students using the VLE will be able to take their learning beyond the classroom. As part of the introduction to their unit, unit leaders will introduce students to the Moodle site, and how to navigate their way round it and how it will be used on that particular unit. MMC support staff in the use of the VLE. To facilitate remote meetings and 1:1 or 1:many tutoring, staff and students may make use of screen sharing technologies and video conferencing software.

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Students conduct their assessment work based on experiences within their own organisations or that of a client or prospective client. This exposes them to critical thinking inside the work context. Interaction with peer learners may well also give rise to the opportunity for students to conduct study work within each other’s work contexts. Students will review and reflect on teaching and learning course materials and activity through the lens of their daily normal working environment. Assessment is developed, where possible, to reflect real world work activity. The E-Learning Programme: The use of e-learning materials, allows flexibility in the delivery of the programme, supports independent learning, and aids inclusivity. All e-learning units will make extensive use of the MMC’s virtual learning environment (VLE), Moodle™. The VLE is used, not only as a repository for e-learning materials, examples and exercises and a mechanism for making announcements, but also to provide additional learning resources such as videos, podcasts, screencasts, links to journal articles, formative quizzes, and a mechanism to submit assessments and return feedback. As part of the introduction to their unit, MMC will introduce students to the e-learning collateral and environment, and how to navigate their way round it and how it will be used on particular units. MMC support staff in the use of the VLE. To facilitate remote meetings and 1:1 or 1:many tutoring, staff and students will make use of webinar services. All students Students will review and reflect on teaching and learning course materials and activity through the lens of their daily normal working environment. Assessment is developed, where possible, to reflect real world work activity. 35 Placement and/or Work-based Learning Activities

Students conduct their assessment work based on the experiences within their own organisations or that of a client or prospective client. This exposes them to critical thinking inside the work context. Interaction with peer learners may well also give rise to the opportunity for students to conduct study work within each other’s work contexts. Students will review and reflect on teaching and learning course materials and activity through the lens of their daily normal working environment. Assessment is developed, where possible, to reflect real world work activity. 36 Engagement with Employers

A broad array of employers have been involved in the design of the programme. In many cases, employers that place a student into the programme will be providing an environment that will allow students to go back to try out and implement specific practices discovered through the

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programme. The collaborative partner has conducted significant research with a wide variety of partners who have committed to placing students on the programme. Many of the collaborative partner’s trainers work closely with many of the actual and potential employers of the student body. 37 Personal Development Planning

Students use the opportunity of the assessments to develop their capability within the broader digital marketing and multi channel retail fields. They are expected to be engaged in their own organisational personal development planning process in order for them to have identified with their management that one of these programme is the most suitable destination for them.

SECTION E - PROGRAMME MANAGEMENT 38 Programme Specific Admission Requirements

This is a collaborative partnership programme. It is expected that students will be in current employment or acting in a freelance capacity. Standard admission requirements for all awards listed. It is a requirement that the candidates can demonstrate that they have access to specific work environments that will enable them to complete the work-based assessment. The collaborative partner accepts applications for the course from prospective students and the University programme leader evaluates these applications with the partner’s Link Tutor. Normal admissions requirements are for a good honours degree or equivalent professional qualification from an appropriate professional body. Students without either can demonstrate through a formal APEL if they have enough professional experience to show they meet the relevant outcomes. Each application is considered on its individual merit. The programme complies with the University’s APL policy. APL Policy NB Minimum admission points for entry to the University are reviewed on an annual basis. For entry requirements refer to the current University on-line prospectus

39 Programme Specific Management Arrangements

Standard programme management arrangements for a collaborative partnership. The specific arrangements for the MMC collaborative partnership include: Programme leader at MMU Link tutor at MMU Link tutor at MMC Learning In F2F delivery terms, MMC is responsible for the management of relationships with students (such as fees and so on) whilst MMU is responsible for the academic progress of students. In delivery terms, MMC trainers deliver specific set delivery days in accordance with the outline curriculum and MMU tutors provide workshop support and assessment where the units combine MMC and MMU staff. One taught unit (MLT) and the dissertation units involve only MMU staff in the

http://www.mmu.ac.uk/academic/casqe/regulations/docs/APL_policy.pdf

http://www2.mmu.ac.uk/study/

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delivery. MMC also provide value-added activities, which change and evolve over the life of the partnership and are covered in the Collaborative Partnership agreement.

In E-Learning delivery terms, MMC is responsible for the management of relationships with students (such as fees and so on) whilst MMU is responsible for the academic progress of students. In delivery terms, MMC trainers develop specific E-Learning materials and webinar sessions in accordance with the outline curriculum and MMU tutors provide develop specific E-Learning materials, webinar sessions and assessment where the units combine MMC and MMU staff. One taught unit (DMLL) and the dissertation units involve only MMU staff in the delivery. MMC also provide value-added activities, which change and evolve over the life of the partnership and are covered in the Collaborative Partnership agreement.

NB: the University’s Management of Programme Delivery is available from: NB: see guidance on University’s Management of Programme Delivery

40 Staff Responsibilities

Standard staff responsibilities for a collaborative partnership. MMC staff deliver the core content in all units (except MLT and dissertation units) and MMU staff provide workshop and assessment support. NB: the University’s Management of programme Delivery is available from the CASQE website

41 Programme Specific Academic Student Support

Generic academic student support is provided to all students in line with the guidance outlined in the University’s Student Handbook. For collaborative partners only: The Collaborative Partner Student Handbook is available from the CASQE website) Academic student support is provided to all students in line with the guidance for standard programmes. In the first run of the F2F programme, the programme leader and partner Link Tutor will meet regularly with students to manage any short-term issues that arise. As such the programme leader will be on hand at timetabled sessions to observe delivery. In the first run of the e-Learning programme with MMC, the programme leader and partner Link Tutor will meet regularly with students through the webinar service to manage any short-term issues that arise. As such the programme leader will be on hand at webinar sessions to observe delivery. 42 Programme Specific Student Evaluation

The Programme complies with current institutional evaluation guidance. The programme leader will also work with the collaborative partner to create an early, short evaluation form in all units to gauge progress and success of the programme. NB University guidance on Evaluation of Student Opinion is available from the CASQE

http://www.mmu.ac.uk/academic/casqe/regulations/docs/programme-management.pdf



http://www.mmu.ac.uk/students/

http://www.mmu.ac.uk/academic/casqe/collaborative/docs/CP_Student_Handbook.pdf

http://www.mmu.ac.uk/academic/casqe/experience/voice/docs/evaluation_of_opinion.pdf

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