MSc International Environmental Management - The University ...

blusharmenianManagement

Nov 9, 2013 (3 years and 9 months ago)

72 views


PROGRAMME SPECIFICATION

for a Programme Leading to an Award of


MSc International Environmental Management (India)

MSc International Environmental Management

P
ostgraduate

Diploma

International Environmental Management

P
ostgraduate

Certificate

Internat
ional Environmental Management

P
ostgraduate

Certificate
International
Climate

Change


The University of Northampton


1 Awarding Institution

The University of Northampton

2 Teaching Institution

The University of Northampton and jointly
with The University
of Madras

3 Programme Accreditation


4 Final Award

Postgraduate Certificate / Postgraduate
Diploma / MSc

5 Title of
Programme/Route/Pathway

MSc International Environmental
Management

PG Dip International Environmental
Management

PG Cert International E
nvironmental
Management

PG Cert
International
Climate Change


6 UCAS Code

None

7 Benchmarking Group (QAA or
other) where appropriate

Level 7 Generic QAA Benchmarking


8 Educational aims of Programme

Environmental management issues now feature prominent
ly on national and
international political agendas. Global climate change, sea
-
level rise, and
pollution are threatening the equilibrium of the planet. Against the backdrop of
these environmental concerns, there is increasing demand around the world for
hi
ghly skilled managers of the environment.

In addition, there are close links
between management of the environment and the health, well
-
being and
economic prosperity of a country. Environmental and wastes management have
both been identified as a ‘priority

areas’ by the World Bank.

The Indian Subcontinent for example is a region that is currently experiencing
considerable climatic change. According to the Department for International
Development (DFID), environmental considerations such as climatic variabil
ity
play a key role in humanitarian work, as they can make the environmental
hazards worst and can also impact upon humanitarian operations and long
-
term
recovery. In addition, as the fourth largest emitter of greenhouse gases in the
world, and with close
links between management of the environment and the
health, well
-
being and economic prosperity of the country, environmental
management has been identified as a priority area by the Government of India.

MSc International Environmental Management and associ
ated interim awards
have been specifically designed to meet the needs and ever growing
sustainability demands of both developed and rapidly developing countries
modern India. Delivered in a range of formats (taught, block and distance
learning) it aims to
provide students from a diversity of backgrounds with the
opportunity to develop the skills and knowledge at postgraduate level that will
enable them to become effective environmental managers. The aim is for
students to develop the critical and analytical

skills associated with postgraduate
training as well as acquiring a comprehensive knowledge and understanding of
the principles of environmental management, and be trained to undertake the
research required to tackle environmental issues. In addition to
the acquisition
of subject
-
specific skills and knowledge, the programmes of study will equip its
graduates with a range of transferable skills.

The overall aims are therefore:



to provide an advanced vocational course in environmental management,
suitable
for both graduate students
from a range of first
-
degree
backgrounds and disciplines, and professionals to meet the needs and
demands of developing and/or developed countries;



to enable students to develop an understanding of an integrated approach
to envir
onmental management in accordance with governmental and
international policy statements on sustainability;



to enable students to have a broad understanding of the environmental,
economic, ethical and social implications of environmental management
;



to pro
vide comprehensive knowledge and understanding of the principles
and policies which underpin wastes management in developing and/or
developed countries;



to enable students to develop the skills required to assess, analyse and
offer practicable sustainable

solutions to environmental issues such as
climate change;



to enable active and autonomous learning to be developed through the
use of real problems and case study materials;



to develop key skills including problem
-
solving abilities, practical
competencies
, critical appraisal and communication skills;



to provide the opportunity for students to undertake and report upon an
advanced practical project in a topical area of environmental management
of their choosing (MSc only)




9 Learning outcomes of a prog
ramme and teaching, learning and
assessment strategies

The programme provides opportunities for students to achieve and demonstrate
the following learning outcomes in a variety of frameworks, from Certificate in
Postgraduate Studies to a full MSc.


Program
me outcomes for different exit points

Individual modules / Postgraduate certificate

To achieve a detailed systematic knowledge and critical understanding of one or
more topic areas in the discipline of environmental management.


Postgraduate Diploma

To ac
hieve a detailed systematic knowledge of a broad range of topic areas, and
a comprehensive conceptual understanding of the discipline of environmental
management.


MSc

To achieve a detailed systematic knowledge of a broad range of topic areas, a
comprehens
ive conceptual understanding of the discipline of environmental
management, and the capacity for original self
-
directed work on the
development of appropriate solutions to complex problems.


The letter codes in brackets after each outcome refer to the modu
le titles listed
in Section 12

A Knowledge and understanding

A1 Demonstrate an up
-
to
-
date
knowledge of the concepts of
Environmental Management, including
a critical understanding of its
application in a range of sub
-
disciplines
[A, B, C, D, E, F, G, H
, I, J].

A2 Critically evaluate current research
and management strategies, and
demonstrate their appropriate
application to new situations [A, B, C,
D, E, F, G, H, I, J].

A3 Demonstrate a critical awareness
of the role of social and economic
factors in
environmental decision
making [B, C, D, E, G, H, I, J].


A4: Assess the causes of, and evidence
for climate change and critically
Teaching/learning methods


Taught’ Mode of Delivery

䑥癥a潰o敮e 潦o瑨攠eear湩湧 潵o捯c敳e
i猠pr潭潴敤o瑨r潵o栠t桥hf潬o潷i湧
瑥t捨c湧 a湤 l敡en楮g m整e潤猺

1.
Induction
procedures
in the first
few weeks of the programme are
designed to familiarise students with
the important facilities and services
within the University of Madras, as well
as those provided by the University of
Northampton. These procedures
include an intr
oduction to library
resources, and to laboratory facilities.


Valuable information is available also
through Division/Department web and
VLE pages, and in the Student
Handbook for the programme.

examine environmental impacts and
potential management issues arising
from predicted climate changes [B]


A5: Demonstrate a de
tailed systematic
knowledge of legislative frameworks
and policy applicable to environmental
management in developing/developed
countries and be able to assess their
impact on environmental management
practices [C, D, G]


A6: D
emonstrate a comprehensive up
-
to
-
date knowledge and understanding
of waste management concepts
principles across legal, regulatory,
industry, and societal interests [D].


A7: Demonstrate a detailed knowledge
and understanding of the scientific,
environmental, and economic
principles u
nderlying pollution
abatement technologies and be able to
assess both the driving forces behind
their development and barriers to their
implementation [E]


A8: Demonstrate a comprehensive
understanding and critical awareness
of GIS theory / concepts

and be

able to
apply
GIS
-
based technology to provide
feasible solutions to complex
environmental management problems
[F]


A9; Evaluate theoretical concepts upon
which sustainability solutions are based
and critically examine contemporary
barriers to achieving su
stainability
within both developed/developed
country’s urban and rural
environments [G]


A10:
Demonstrate an up
-
to
-
date
knowledge of the concepts of
sustainable water resource
development and management in both
urban and rural environments and be
able of p
roposing realistic solutions to
water resources issues from around
the world [H]



2. Traditional
lectures
are used to
impart essential knowl
edge and
understanding relating to A1
-
A11, and
B1
-
B5.

3.
Seminars
which may be staff
-
led or
student
-
led, are used throughout the
programmes to reinforce material
imparted through lectures by allowing
students to undertake problem
-
solving
exercises, both ah
ead of the class and
during the class, designed to reinforce
understanding and to aid confidence in
discussion. Seminars and workshops
thus contribute both to the attainment
of knowledge and understanding, A1
-
A11 and B1
-
B5 and to the
development of key ski
lls, C1
-
C3.



4.
E
-
Learning

powered by VLE,
containing up
-
to
-
date reading material
(in addition to Module Learning
Materials), notice board, self
-
teach
packages, formative assessments,
message board to compliment the
Module Learning Material, aiding the
p
romotion of ALL learning outcomes.

4. A
tutorial system

to support and
encourage learning.

5.
Practical classes, Fieldwork,
Field Visits and Guest Speakers are

ALL designed to reinforce material
taught in lectures and discussed in
seminars and tutorials.
The specific
learning outcomes addressed are A1
-
A11, B1
-
B5, and C1
-
C3.

6. The individual
research project
is
viewed as a very important contributor
to the learning outcomes of the MSc
programme, contributing to all
elements of knowledge and
understanding,
subject specific/
practical skills and key skills.

7.
Independent study
is essential to
the successful completion of the
programme. New students are
introduced to study skills during the
induction procedures and these are
reinforced through seminar, worksh
op,

A11:

Demonstrate a detailed
knowledge and understanding of the
fundamental concepts and principles of
environmental psychology and to
critically explore micro and macro
inter
active issues.

[I]


B Subject specific/practical skills

B1 Demonstrate a critical
comprehension of the physical and
environmental processes, as well as a
critical appreciation of environmental
legislation [A, B, C, D, E, G, H, I, J].

B2 Demonstrate the
ability to devise
specific management strategies based
upon appropriate research of
environmental management and
analysis of data [A, B, D, E, F, G, H, I,
J].

B3 Demonstrate an ability to use a
range of information sources to
describe and analyse a range
of
environmental issues and propose a
variety of appropriate management
issues [A, B, C, D, E, F, G, H, I, J].


B4:
Make informed judgements, give
professional advice, and design
practical solutions to problems in the
field of environmental management [A,
B, C, D, E, F, G, H, I, J].


B5:
Communicate results, information
and ideas in appropriate formats [A, B,
C, D, E, F, G, H, I, J].


C Key skills

C1: Communicate clearly and
effectively using where appropriate,
oral, written and graphical formats,
with cle
ar objectives, coherent
argument development, the use of
appropriate evidence or case studies,
showing independent thinking,
analytical rigor and critical evaluation
tutorial and practical assignments.
Such study is vital to the proper
attainment of all the knowledge,
understanding and skills outcomes.
Students are positively encouraged to
undertake independent study, and are
given feedback on the results of this
s
tudy, particularly through seminars,
but also by tutors during practical/
fieldwork, field visits classes and (for
students on the MSc programme)
during the extended dissertation
research project.

Distance Learning


Mode of
delivery

The mode of delivery r
estricts the
repertoire of teaching methods
employed to promote the development
of the learning outcomes to:

1.
Module Learning Materials

containing comprehensive written
information
are used to impart
essential knowledge and understanding
relating to A1
-
A
11, B1
-
B5 and C1
-
C3.

The Learning Materials also contain self
assessment questions (SAQs) and
model answers as well as up
-
to
-
date
further reading lists to provide stimulus
for further and independent study.

2. Extensive use of
visual materials
(CD ROM)

bot
h to illustrate learning
materials and to promote the
development of apposite critical skills
and discussion (A1
-
A11, B1
-
B5, C1
-
C3)

3.
E
-
Learning

powered by VLEs,
containing up
-
to
-
date reading material
(in addition to Module Learning
Materials), supplied b
y a number of
waste
-
based organisations to the
University, notice board, self
-
teach
packages, formative assessments,
message board to compliments the
Module Learning Material, aiding the
promotion of ALL learning outcomes.

4. A
tutorial system

to support
and
encourage learning.

5. The individual
research project
is
[A, B, C, D, E, F, G, H, I, J].

C2: Identify and define complex
problems and through appro
priate
research, fieldwork and analysis,
devise an appropriate solution [A, B, C,
D, E, F, G, H, I, J].

C3: To be able to work effectively as
part of a group or as an individual in
researching a problem, choosing an
appropriate analytical approach and
pres
enting appropriate solutions based
upon best practice [A, B, C, D, E, F, G,
H, I, J].



viewed as a very important contributor
to the learning outcomes of the MSc
programme, contributing to all
elements of knowledge and
understanding, subject specific/
practical skills and key sk
ills.




6.
Independent study
is essential to
the successful completion of the
programme. New students are
introduced to study skills during the
induction procedures and these are
reinforced through tutorials and the
assessment process. Such study is
vital

to the proper attainment of all the
knowledge, understanding and skills
outcomes. Students are positively
encouraged to undertake independent
study, and are given feedback on the
results of this study, particularly during
tutorials and (for students on th
e MSc
programme) during the extended
dissertation research project.


“Block Teaching” Mode of Delivery

Development of the learning outcomes
is promoted through the following
teaching and learning methods:

Pre
-
Module Preparation

This approach is in essence

a
combination of traditionally taught and
distance learning. Each module
involves an intensive residential
teaching period. It is thus essential
that students are prepared so that they
can gain maximum benefit from the
academic contact during these times.

The basic understanding of core
material for each module (A1
-
A11 and
B1
-
B5) is accomplished by providing
selected reading as a means of
preparation. Time will be assigned to
ensure that any problems encountered
with pre
-
module self
-
study material
can be d
ealt with by personal contact
with the tutors.




Block Teaching Period

During the residential period each
module is taught intensively and
therefore a wide variety of teaching
methods are used to ensure that
student interest is maintained.
Different part
s of the programme lend
themselves to different techniques but
teaching methods include workshops,
role
-
play exercises, group tutorials,
site visits, guest speakers and group
discussion as well as the more
traditional formal lectures.


1
. Induction Progra
mme,
designed
to familiarise students with the
important facilities and services within
the University. These procedures
include an introduction to library
resources, and to laboratory facilities.
Valuable information is available also
through the relevant

Division web and
VLE pages and in the Student
Handbook for the programme.

2. Traditional
lectures
supported by

Module Learning Materials

containing comprehensive written
information
are used to impart
essential knowledge and understanding
relating to A1
-
A
11, B1
-
B5 and C1
-
C3.

The Learning Materials also contain self
assessment questions (SAQs) and
model answers as well as up
-
to
-
date
further reading lists to provide stimulus
for further and independent study.

3.
Seminars
which may be staff
-
led or
student
-
led
, are used throughout the
programmes to reinforce material
imparted through lectures by allowing
students to undertake problem
-
solving
exercises, both ahead of the class and
during the class, designed to reinforce
understanding and to aid confidence in
dis
cussion. Seminars and workshops
thus contribute both to the attainment
of knowledge and understanding, A1
-
A10 and B1
-
B5 and to the
development of key skills, C1
-
C3.

4.
A
tutorial system

to support and
encourage learning.

5.
Practical classes, Fieldwork,
Field Visits and Guest Speakers are

ALL designed to reinforce material
taught in lectures and discussed in
seminars and tutorials. The specific
learning outcomes addressed are A1
-
A11, B1
-
B5, and C1
-
C3.

6. The individual
research project
(MSc only)
is viewe
d as a very
important contributor to the learning
outcomes of the MSc programme,
contributing to all elements of
knowledge and understanding, subject
specific/practical skills and key skills.

7.
Independent study
is essential to
the successful completion o
f the
programme. New students are
introduced to study skills during the
induction procedures and these are
reinforced through seminar, workshop,
tutorial and practical assignments.
Such study is vital to the proper
attainment of all the knowledge,
understa
nding and skills outcomes.
Students are positively encouraged to
undertake independent study, and are
given feedback on the results of this
study, particularly through seminars,
but also by tutors during
practical/fieldwork, field visits classes
and (for s
tudents on the MSc
programme) during the extended
dissertation research project.



Post
-
Block Teaching Period

Each residential module will be
followed by an in
-
depth assignment
designed to show that students can
rationally use the taught material and
have
a fundamental understanding of
the subject matter. Students will be
supported during this period and
encouraged to utilise all the facilities
available to them, including Module
Learning Material, VLEs, peer group
support (via message boards, email),
tutor
s ..etc


Assessment

Opportunities to demonstrate
achievement of the learning outcomes
are provided through the following
assessment methods:


Regular formative assessment, in the
form of on
-
line tests, written exercises
prepared for discussion in seminars
(taught/intensive residential), SAQs
(intensive residential, DL) and tutorials
(taught, intensive residential, DL), to
identify and rectify areas of potential
weakness, especially with regard to
A1
-
A11 and B1
-
B5.


In general, formal assessment of the
modul
es uses a combination of:

1. Time Constrained Assignments,
which will allow students to
demonstrate core and specialist
subject knowledge (A1
-
A10, B1
-
B5).

2. Essays, numerical exercises, other
written and oral presentations,
designed to test not only knowl
edge
(A1
-
A11), but also important subject
-
specific (B1
-
B5) and key skills (C1
-
C3).

3. The assessment of the extended
research project is via a dissertation.
Students will be able, through this, to
demonstrate specialist knowledge and
a wide range of skills
. Project

supervisors (for students on MSc
programme) are able to monitor
student performance during the
research project and to provide
feedback to students and to arrange
additional, remedial tuition if this
proves necessary.


Note:
1
Time Constrained Assi
gnment is
a generic term and includes a wide
range of activities including:
-

reports,
data analysis/interpretation, case
studies, abstract writing, critical
analysis, literature surveys etc






10 Key skills strategy

Skills are best learned in context

where they can be taught, developed and
assessed; hence key skills are embedded within each module and contextualised
within these programmes of study. The overall approach to the teaching,
learning and assessment of key skills within the programmes are c
onsidered
above in Section 9. The use of Personal Academic Tutors and NUPAD processes
reinforce key skills development throughout the programme.


11 Assessment strategy

All modules are assessed by coursework alone, with no examinations. The
coursework i
tself takes a variety of forms, and there are between two and three
items of assessment for each module. Assessment methods include: reports,
data analysis/interpretation, case studies, audits and essay, research
dissertation (MSc only) and time constrai
ned tasks. The module assessments are
designed so that students can demonstrate achievement of learning outcomes.

See Assessment map (Appendix 3)

12 Programme structure

The Modules available for study are as follows:

A

Research & Analytical Methods
[ENV
M002]

B

Climate Change and Risk Management
[ENVM028]

C

Environmental Management Policy and Control (India)

[ENVM029] OR


International Environmental Policy and Control [ENVM037]

D

Wastes Management in India
[ENVM030] OR International Wastes


Management
[ENVM038]

E

Pollution Abatement

Technologies
[ENVM031]

F

Geo
-
informatics for Environmental Management [ENVM032]

G

Sustainable

Development

[ENVM033]

H
Water Resource Management [ENVM008]

I

Environmental
Psychology

[ENVM03
4]

J

International Research Thesis
[ENVM011]

(MSc only)

The Award Maps outlining the structure for the Postgraduate Certificates,
Diploma and MSc International Environmental Management are given in
Appendix 1

All Modules will be available to study in a ra
nge or formats i.e. traditionally
taught, block and distance learning.



13 Admissions Policy and criteria

The University of Northampton admissions policy applies.


14 Assessment Regulations

UMF regulations apply.


15 Support for learning




Suppor
t for students and their learning includes:


Traditionally Taught



One week induction programme for orientation and reviewing study skills;



Student handbook and module guides;



Study Skills Guide;



Personal tutorial system and NUPAD / MyPad;



Student email and

open personal access to all teaching staff on the course
(including course leader);



Remote access to

-

UoN library

-

SITA Trust Waste Management Library

-

CfAP



Virtual Learning Environments (i.e. BlackBoard).


Distance Learning



Introductory sessions (by telepho
ne/E
-
Mail/CD ROM) to outline the
parameters of the subject area, and library induction specific to requisite
provision;



Student handbook and module guides;



Study Skills Guide for Distance Learning Students;



Personal tutorial and NUPAD/ MyPad;



Telephone, em
ail access to tutors;



Email, telephone, web
-
based discussion board contact (subject to personal
approval) access to peer group;



Module Learning Materials containing SAQs, formative assessments,
further reading



Extensive use of visual materials (CD ROM) bot
h to illustrate learning
materials and to promote the development of apposite critical skills and
discussion;



Remote access to

-

UoN library

-

SITA Trust Waste Management Library

-

CfAP



Remote access to the SITA Trust Waste Management Library



Virtual Learning En
vironments (i.e. BlackBoard).


Block Teaching



One week induction programme for orientation and reviewing study skills;



Pre
-
Module Learning Material supplied prior to the Residential Teaching
period to provide essential information / reading for a given Mod
ule so
that students gain maximum benefit from the academic contact during the
residential teaching period;



Induction session to take place at the beginning of the residential period
for orientation and reviewing study skills;



Student handbook and module g
uides;



Study Skills Guide;



Personal tutorial system and NUPAD / MyPad;



Student email and open personal access to all teaching staff on the course
(including course leader);



Remote access to

-

UoN library

-

SITA Trust Waste Management Library

-

CfAP



Virtual Learn
ing Environments (i.e. BlackBoard).

Student learning and skills development are supported by The University of
Northampton’s Personal Academic Development process (NUPAD).

At institutional level support includes those services offered by
Library and
Learn
ing

Services and Student Services (please refer to The University of
Northampton’s website:
http://www.northampton.ac.uk/

and click on current
students). In addition, the Centre for Academic Practice provides su
pport for
study skills.


16 Evaluation and quality enhancement


The University of Northampton has several methods of monitoring and
enhancing academic quality and standards, these include:

External Examiners;

Boards of Study with student representation;

Boards of Examiners;

Annual Review at Field and School level;

Periodic Subject Review;

Student Evaluation;

Moderation Policies.


17 Indicators of quality

and standards



䕸瑥t湡氠數ami湥n r数潲瑳t



卣桯潬 ☠&敲e潤i挠卵pj散琠剥癩敷e



剥o敡e捨c䕸捥cl敮捥

䙲cm敷潲e ⡒䕆⤮


18 Date of approval or revision


April 2010. Reviewed at PSR


November 2012




19 Appendices

Appendix 1

Award Map

Appendix 2

Key Skills Map

Appendix 3

Assessment Map