Admission Criteria

Candidates must be able to satisfy the general admission requirements of the University of the West of Scotland as specified in Chapter 2 of the University Regulatory Framework together with the following programme requirements:

SQA National Qualifications

Year 1 entry: SQA Highers: BBBB including one of English, Maths or Computing/Computer Science plus English and Maths at least at SQA Standard Grade 3 or above, Intermediate 2 or National 4.

Year 2 entry: SQA Advanced Highers - CCC including English, Maths or Computing plus Highers in 2 other subjects at AB plus English and Maths at least at SQA Standard Grade 3 or above, Intermediate 2 or National 4. Appropriate relevant computing qualification or experience may also be required.

or GCE

Year 1 entry: GCE A-Levels: BBC including one of English, Maths or Computing plus 3 GCSEs including English and Maths at C or above

Year 2 entry: GCE A-Levels: BBB in one sitting including English, Maths or Computing plus 3 GCSEs including English and Maths at C or above.

or SQA National Qualifications/Edexcel Foundation

Year 1 entry: SQA HNC: Business or Administration/IT

Year 2 entry: SQA HNC /BTEC Level 4 HNC : Computing or IT related subject; OR BTEC Extended Diploma: DDM.

Year 3 entry: SQA HND : Computing or IT related subject (Grade B in Graded Unit in Year 2 of the HND); OR BTEC Level 5 HND /Foundation Degree: Computing or IT related subject (Grade B).

Other Required Qualifications/Experience

Applicants may also be considered with other academic, vocational or professional qualifications deemed to be equivalent.

Further desirable skills pre-application

General Overview

The Business Technology programme has been designed to reflect the importance of how and why businesses adopt and make use of new approaches and new technologies and to instil graduates with core IT and business skills. The Business sector has a recognised and growing need for such graduates, who can couple sound business knowledge with the necessary technical expertise to maintain a modern business’s technology resource and also to exploit modern software and ICT applications to power the business and drive its growth.

This programme is distinct from traditional computing programmes in that it does not focus on programming or other specialist technical skills. Rather, it recognises that there is a need for good general technical practitioners working in SMEs outwith the technology sector who have been educated in the key aspects of business technology and who can provide organisations with an exemplary technical support and maintenance skillset as well as being able to function in a key business role.

The programme delivers a combination of technology and business related modules in every year, some of which are designed around accredited material from organisations such as Microsoft , Cisco and the British Computer Society, affording students the opportunity to supplement academic studies with professional certification, if they so desire.

Students are provided with an opportunity to undertake a minimum 36 week placement in an organisational setting, with an approved employer either in the UK or abroad. These placements attract a significant salary and can be taken either between Levels 8 and 9, or between levels 9 and 10, but NOT both.

Students who graduate with an honours degree will be eligible to proceed to a variety of business and/or technology focused Masters programmes.

The main teaching instruments are lectures, tutorials and laboratory work. Classes are divided into smaller groups for laboratory work and tutorials. Seminars and group work are used where appropriate. Many of the modules place a focus on interactive student-centred learning using online materials or interactive systems or applications that the students can work through at their own pace. All modules will be delivered through the Moodle VLE which allows for an element of interaction with and among students outwith the normal teaching contact times. Teaching on many of the modules may be supplemented by field trips to and/or guest lectures/seminars from local businesses so as to give students exposure to real businesses and a realistic awareness of the business technology environment. Additional hours are allocated each year to the development of key learning skills and Personal Development Planning (PDP), as outlined in section 28. Between either levels 8 and 9 or levels 9 and 10 of the programme, the students are provided with an opportunity to undertake a minimum of 36 weeks in employment with an approved employer. Further details of this are given in section 29 below. Learning The programme views the student as being the centre of the learning process and students are expected to take responsibility for their own learning and to construct knowledge through active engagement of learning resources. Students are expected to undertake independent study both to supplement and consolidate what is being taught and to broaden their individual knowledge and understanding of the subject. Assessment The assessment methods used are specified in the individual module descriptors and are identified against specific module learning outcomes, the precise split between continuous assessment exercises and examination being dependent on the nature of the individual modules. Testing of the knowledge base is typically through a combination of unseen written examinations, assessed coursework in the form of reports, laboratory-based exercises and presentations. Formal examination will not be used as a method of assessment for level 7 modules on this programme. In addition, where it is felt appropriate and practical to do so, an element of formative assessment will be utilised early in module schedules to provide effective and meaningful feedback to students that can greatly assist in supporting and enhancing their learning and their approach to the assessment process.

Graduate Attributes, Employability & Personal Development Planning

Graduates of the programme will be Universal, Work-ready and Successful across the three dimensions - academic, personal, and professional which encapsulate the breadth of the learning experience at University level. The main aim of this degree programme is employability, and, as such, a number of mechanisms will be included to help achieve this aim. In addition to the focus on transferable skills that forms an integral part of the programme, students will be encouraged to attend industry talks, careers seminars, guest lectures, mock interviews and an assortment of employer events that will be organised with external agencies at various points throughout the academic year and at various levels within the programme. Students will also be offered the opportunity to achieve vendor accreditation in specific applications, topics and areas as a self-directed complementary qualification. The costs associated with any vendor examinations or other forms of vendor accreditation must be borne by the student.

The employability skills and attributes which Students will gain experience in developing, applying and reflecting upon during the sandwich placement will be those identified by The Council For Industry and Higher Education (CIHE) as the key competencies which employers value as defined below

• Cognitive skills (attention to detail, analysis and judgment)

1. Demonstrate the use of their knowledge, understanding and skills, in both identifying and analysing problems and issues and formulating, evaluating and applying evidence-based solutions and arguments.
2. Undertake critical analysis, evaluation and/or synthesis of ideas, concepts information and issues.
3. Identify and analyse routine professional problems and issues.
4. Draw on a range of sources in making judgments.

• Generic competencies (planning & organisation, influencing, written communication, questioning, listening, teamworking, interpersonal sensitivity, organisational sensitivity and lifelong learning and development                                                              

1. Well developed skills for the gathering, evaluation, analysis and presentation of information, ideas, concepts and quantitative and/or qualitative data, drawing on a wide range of current sources. This will include the use of ICT as appropriate to the subject(s). 
2. Communication of the results of their own and other work accurately and reliably in a range of different contexts using the main specialist concepts, constructs and techniques of the subject(s).
3. Identifying and addressing their own learning needs including being able to draw on a range of current research, development and professional materials.
4. Interpreting, using and evaluating numerical and graphical data to achieve goals targets. 
5. Making formal and informal presentations on standard/mainstream topics in the subject/discipline to a range of audiences. 
6. Work under guidance with qualified practitioners.
7. Practice in ways which take account of own and others’ roles and responsibilities.
8. Take some responsibility for the work or others and for a range of resources.

• Personal capabilities (creativity, decisiveness, initiative, adaptability/flexibility, achievement orientation, tolerance for stress and leadership)

1. Application of their subject and transferable skills to contexts where criteria for decisions and the scope of the task may be well defined but where personal responsibility, initiative and decision-making is also required.
2. Exercising autonomy and initiative in some activities at a professional level.

• Technical ability (knowledge of key trends in modern technology and experience of using modern technology)

1. Use of a range of IT applications to support and enhance work.

• Practical and professional elements (professional expertise, process operation and image)

1. Show familiarity and competence in the use of routine materials, practices and skills and of a few that are more specialised, advanced and complex. 
2. Practise in a range of professional level contexts which include a degree of unpredictability. 
3. Deal with ethical and professional issues in accordance with current professional and/or ethical codes or practices, seeking guidance where appropriate.

Personal Development Planning (PDP) within the programme

1st year (SCQF 7)

The 1st year (SCQF 7) ‘Professional Development in Computing' module is a core module and covers the development of a number of key transferable skills as well as introducing students to Personal Development Planning (PDP). The support for the PDP elements within this module is also the responsibility of the School’s Personal Tutors. Students are scheduled to have PDP meetings with their Personal Tutor during the first trimester.

The PDP work and practices introduced in the ‘Professional Development in Computing’ module are further developed in the second trimester with each student, through supported sessions with their Personal Tutors. These sessions are aimed at assisting in the development of the student’s PDP e-portfolio. 

2nd Year (SCQF 8)

In the second year of the programme, the Personal Tutors assist the students with developing their PDP e-portfolio and in constructing their reflective learning and planning logs. Aspects of PDP are included in all of the core modules at this level. In addition, in trimester 2, students must either undertake a short placement in an industrial setting or complete an industry focused group project both of which provide opportunity for further personal and professional development planning anf enhancement.

3rd Year (SCQF 9)

Aspects of PDP are included in all of the core modules at this level and particularly in the ‘Professional Computing Practice’ module. Again Personal Tutors are used to assist students develop their PDP e-portfolio and in constructing their reflective learning and planning logs. 

Most direct entry HN students to Year 3 of the programme have already encountered PDP at their colleges. To assists the direct-entry students in understanding and using the PDP tools at the University there will a number of presentations and workshops at Induction.

4th Year (SCQF 10)

Aspects of PDP are included in all of the core modules at this level. Personal Tutors continue to assist students with developing their PDP e-portfolio and in constructing their reflective learning and planning logs. There are scheduled meetings with Personal Tutors. 
 

Work Based Learning/Placement Details

Many of the modules within this programme encourage, and in some cases demand, involvement with the SME community as an integral part of the module assessment. Optional placement learning modules can be taken by students at levels 8, 9 and 10 of the programme.

In addition, the BSc (Hons) Business Technology with Sandwich programme includes an Industrial (Sandwich) Placement period of 36 weeks which students can take either between level SCQF 8 and 9 or between SCQF levels 9 and 10 of this programme, but NOT both.

The sandwich placement is designed for students to gain and reflect on work experience attained during their time in the workplace. The experience may also contribute towards meeting the membership requirements of a Professional body. Students undertaking a sandwich placement are required to undertake PDP and maintain a portfolio from which they will be required to produce a comprehensive learning log report charting their development during placement. This is assessed on a pass /fail basis only with the majority of ongoing assessment being formative in nature. The student will be required, through reflection, to explore their own role within their placement organisation and to take account of the roles and responsibilities of themselves and others in the context of the structures in which they operate. On successful completion of the placement, the learner will be more employable as a result of having developed their ability to integrate essential generic skills and attributes with subject/discipline related knowledge.

The placement will be governed by a tripartite learning agreement between the student, placement provider and the University which defines the learning outcomes and confirms elements of support and commitment from all parties. The agreement will be signed by each party prior to the start of the placement and it is expected that Schools will continue to use their existing placement systems for the management of such agreements.

Learning Outcomes

At the end of the placement the student will be able to:

• L1.Critically relate elements of the placement work experience to the main themes and issues of academic study of business technology relevant within the workplace and be confident in articulating this to others
• L2. Analyse organisational cultures and structures with particular relevance to the current workplace and exhibit the ability to critically evaluate employee roles in an applied setting.
• L3. Recognise, critically assess and be able to clearly demonstrate to others the personal development and application of essential employability skills and attributes within a real work situation.

Assessment

Assessment will be based on pass/fail only and all assessment elements must be passed for progression as part of the Sandwich programme. Assignments will be open to external examination in accordance with University regulations.

In order to submit for assessment students need to:

• Attend the workplace(s) in which they have been placed for a minimum total of 36 weeks (180 full working days) and have their employer(s) confirm their attendance
• Receive a satisfactory assessment of work performance from their workplace supervisor(s) and academic tutor (based on two interviews and other evidence as required)
• Maintain a PDP portfolio and use this to submit a satisfactory learning log report reflecting on the placement experience (minimum 2,000 words)
• Successfully complete a subject related project (minimum 3,000 words or equivalent)

Where a student’s sandwich placement is made up of two separate planned periods of work experience (i.e. a “Thin Sandwich”), the PDP portfolio report and subject related report will normally be submitted and assessed during the second period of placement. Assessment of the first period of placement will relate to satisfactory performance in the workplace.
Mitigating circumstances will be taken into consideration in accordance with University regulations.

Reassessment

• Minimum period in work: It is essential that the student completes at least 36 weeks (180 working days) in employment. If the student does not meet this minimum requirement then they cannot pass the placement.
• Catch up: Where through no fault of their own a student has been unable to attain at least 36 weeks placement experience they will be entitled to secure the additional work experience required through a suitable additional period of work experience provided this is agreed in advance with the Programme Team.
• Retake of Placement: a repeat or alternative placement will only be considered on health or other mitigating grounds or where the placement is terminated due to no fault of the student. In such cases the student will receive counselling from the placement tutor on how best to proceed.
• Satisfactory Performance: The first interview will be used to assess the student’s progress. If it is considered that the student’s performance is less than expected at that stage, the student will be advised of this and of the elements of their performance that need to improve. If the student’s performance is assessed as unsatisfactory at the second interview then the student will be given further advice on the steps they need to take to achieve a satisfactory assessment and will be reassessed through a third interview at the end of their placement period. Interviews will normally be conducted within the workplace unless a suitable alternative method is agreed by all parties.
• Reflective Report from PDP: If the reflective report is unsatisfactory, the student will be given the opportunity to resubmit in line with University regulations
• Subject related report: If the subject related report is unsatisfactory the student will be given the opportunity to resubmit in line with University regulations

Progression/Award

• Placement students will be assigned to a specific Subject and Programme Panel.
• The relevant Programme Panel will consider the performance of each sandwich placement student enrolled on that Programme and decide eligibility for reassessment, progression and awards in accordance with University Regulations, in particular Regulation 7.10.4
• A student who fails the sandwich placement after reassessment will no longer be eligible for a “with sandwich” award. They will either progress to level 9 or 10 (as appropriate) of a non-sandwich equivalent programme or exit with an equivalent non-sandwich award.

Engagement

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time.

Where a programme has Professional, Statutory or Regulatory Body requirements these will be listed here:

The engagement and attendance requirements of individual modules are detailed in the module descriptors.

Equality and Diversity

The University's Equality, Diversity and Human Rights Procedure can be accessed at the following link: UWS Equality and Diversity Policy

Knowledge and Understanding

Practice - Applied Knowledge and Understanding

Communication, ICT and Numeracy Skills

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

Autonomy, Accountability and Working With Others

Knowledge and Understanding

Practice - Applied Knowledge and Understanding

Communication, ICT and Numeracy Skills

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

Autonomy, Accountability and Working With Others

Knowledge and Understanding

Practice - Applied Knowledge and Understanding

Communication, ICT and Numeracy Skills

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

Autonomy, Accountability and Working With Others

Knowledge and Understanding

Practice - Applied Knowledge and Understanding

Communication, ICT and Numeracy Skills

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

Autonomy, Accountability and Working With Others

Regulations of Assessment

Candidates will be bound by the general assessment regulations of the University as specified in the University Regulatory Framework.

An overview of the assessment details is provided in the Student Handbook and the assessment criteria for each module is provided in the module descriptor which forms part of the module pack issued to students. For further details on assessment please refer to Chapter 3 of the Regulatory Framework.

To qualify for an award of the University, students must complete all the programme requirements and must meet the credit minima detailed in Chapter 1 of the Regulatory Framework.

Combined Studies

There may be instances where a student has been unsuccessful in meeting the award criteria for the named award and for other more generic named awards existing within the School. Provided that they have met the credit requirements in line with the SCQF credit minima (please see Regulation 1.21), they will be eligible for an exit award of CertHE / DipHE or BA / BSc in Combined Studies.

For students studying BA, BAcc, or BD awards the award will be BA Combined Studies.

For students studying BEng or BSc awards, the award will be BSc Combined Studies.