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

Standard Entry Requirements: ABBB (114 UCAS Tariff points) including Higher Maths OR Computing Science OR equivalent.

Minimum Entry Requirements: BBBB (108 UCAS Tariff points) including Higher Maths OR Computing Science OR equivalent.

Also including Maths and English at least at Intermediate 2 / National 5.

or GCE

A Levels: BBC (112 UCAS Tariff points) including Maths OR Computing Science OR equivalent (112 UCAS Tariff points). Also Maths and English at least at GCSE.

or SQA National Qualifications/Edexcel Foundation

An appropriate HNC/HND award.

Year 2 entry with an HNC with an 'B' in the Graded Unit.

Year 3 entry with at least a 'B' in the Graded Unit.

The level of entry and/or credit awarded being subject to the content of the HN programme.

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 Computing Science programme provides students with the knowledge, understanding and skills required to be a successful professional in a wide variety of computing careers.

Students who graduate with an honours degree will be eligible to proceed to advanced masters programmes in computing or to undertake research via MPhil/PhD.

The approach adopted within the programme to teaching, learning and assessment incorporates a blended learning style promoting the objectives of the School’s eLearning strategy. Learning is supported by use of the Virtual Learning Environment. As well as allowing staff to provide resources online for students such as lecture notes, online quizzes etc., the VLE is used extensively to communicate with students: via email e.g. to provide individual feedback for both formative and summative assessment purposes; via discussion boards to supplement tutorials; and via an electronic notice board to convey module administration information. Staff also make use of the VLE to allow students to electronically submit assignments, thus allowing both staff and students to make use of software tools such as Turnitin to check for plagiarism. The VLE is also used as the platform to support Personal Development Planning via the creation and maintenance of an ePortfolio (see section 28 below). Formal contact with students is via lectures, tutorials and laboratory work. Classes are divided into smaller groups for laboratory work and tutorials. Seminars and group work are used where appropriate. Throughout the programme these provide the opportunity to demonstrate the application of the theoretical concepts presented in the lectures, and for students to practice such application in given scenarios. At levels 9 and 10, in particular, these also provide the forum where assumptions and issues in the theory and its application are explored. The teaching of programming is largely based on practice, where students learn through problem solving, developing algorithms, and writing and testing code to produce working solutions to problems which become more challenging at each level of the programme.

Most modules have either one or two assessment categories. The development of analytical and problem solving skills and the application of theory to practice are essential features of the programme and so from the very beginning of the programme there is a high emphasis on in-course assessments. Modules in which artefacts are developed often ask for a sequence of assessed deliverables, rather than a single overall submission at the end of the module, to allow for formative feedback on earlier implementation phases before later phases are completed. Class tests are used to allow feedback on the students’ grasp of concepts and principles in the modules during the term.

Students have the opportunity to take a 40 credit Placement Learning module at L9 and/or a Sandwich Placement (minimum 36 weeks), with an approved employer, either between levels 8 and 9 or between levels 9 and 10. The latter option is available if the student commits to returning for the honours year after their placement. Further details of these are given in section 29 below.

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 programme aims to develop the student’s intellectual and imaginative capabilities, professional understanding and judgement, problem-solving and communications skills, and ability to work as an effective team member. The programme offers a thorough grounding in the principles of computer operation, including programming, and associated software engineering approaches and develops the lifelong learning skills that students will need to stay abreast of the rapidly evolving technologies in computing and its related disciplines.

Personal Development Planning within the programme is based on personal tutor support, a number of modules linked to PDP outcomes, support for development of an ePortfolio and a number of events linked to PDP.

Year Leaders are identified as personal tutors for each student and students are expected to meet their personal tutors on a regular basis, at least once per term, to discuss issues relating to PDP, including academic progress, development goals and aspirations.

A number of core modules have been identified as being strongly linked to PDP themes.

1st year (SCQF 7)

The 1st year (SCQF 7) ‘Professional Development in Computing' module 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.

The PDP work and practices introduced in the ‘Professional Development in Computing’ module are further developed in the second term with each student, through 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.

3rd Year (SCQF 9)

Aspects of PDP are included in a number of the core modules at this level, particularly 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.

4th Year (SCQF 10)

Personal Tutors continue to assist students with developing their PDP e-portfolio and in constructing their reflective learning and planning logs.

Sandwich Year (either after 2nd year or after 3rd year)

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) (2006) 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
   

Work Based Learning/Placement Details

The programme provides students with the opportunity to take a 40 credit Placement Learning module in year 3 or a 36 week Sandwich placement between years 2 and 3 or years 3 and 4.

Placement Learning

The School has a policy of supporting short-term work related student placements in relevant computing companies. Consequently, a Placement Learning module is offered as an option within this programme at level 9 offering students the opportunity of a relevant work experience and application of learning and theory in practice. The module takes into account the University’s Regulations on Work-based & Placement Learning and the QAA Code of Practice for the Assurance of Academic Quality and Standards in Higher Education Section 9: Work-based and Placement Learning 2007.

The student works in an environment that involves using computers in a way that is relevant to their programme of study in order to meet the module learning outcomes through applying their acquired, often theoretical, knowledge and skills, whilst learning new, often applied, knowledge and skills. Employment will normally be organised by the School but the student can arrange, in coordination with the lecturer responsible for delivering the module, a work placement of his/her own or, if the student is already working in an area related to their programme of study then, with the approval of the School and in agreement with their employer, they may be able to use that work experience in order to meet the learning outcomes.

Regardless of the method of identification of Placement Learning, the experience must be selected and/or approved based on the University’s criteria for placement setting and will be governed by a tripartite agreement between the student, the employer and the University. This agreement will define the learning outcomes for the experience and confirm elements of support and commitment from all parties. The agreement will be signed by each party prior to commencement of the experience.

The module reflects the School’s commitment to both the Employability and PDP agendas and is directly related to the professional practice skills and transferable skills.

Sandwich Placement

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 computing 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.