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)
- 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.
- Undertake critical analysis, evaluation and/or synthesis of ideas, concepts information and issues.
- Identify and analyse routine professional problems and issues.
- 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
- 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).
- 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).
- Identifying and addressing their own learning needs including being able to draw on a range of current research, development and professional materials.
- Interpreting, using and evaluating numerical and graphical data to achieve goals targets.
- Making formal and informal presentations on standard/mainstream topics in the subject/discipline to a range of audiences.
- Work under guidance with qualified practitioners.
- Practice in ways which take account of own and others’ roles and responsibilities.
- 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)
- 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.
- 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)
- Use of a range of IT applications to support and enhance work.
• Practical and professional elements (professional expertise, process operation and image)
- Show familiarity and competence in the use of routine materials, practices and skills and of a few that are more specialised, advanced and complex.
- Practise in a range of professional level contexts which include a degree of unpredictability.
- 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.
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