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
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