Computing and Digital Technology Postgraduate Programmes

Transcription

1 Faculty of cience & Engineering chool of Computing, Mathematics and Digital Technology Computing and Digital Technology Postgraduate Programmes Programme pecification This document provides a concise summary of the main features of the course(s) & associated award(s) offered through this Programme pecification, and includes the learning outcomes that a typical student might reasonably be epected to achieve and demonstrate if s/he takes full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme s relationship to QAA ubject Benchmark tatements may be found in the dedicated student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education.

2 Versioning of this Programme pecification This Programme pecification is valid for the period of approval confirmed at the time of the last review event and relates to provision approved at that point. Programme pecifications are updated on an annual basis to include modifications approved through the University s quality assurance processes. This version provides a description of the programme as approved for the academic session indicated in ection 3 of the following table. 1 Date of last review: 18 February Effective date of Reviewed Programme pecification: 1 eptember August This Version effective from: 1 eptember Version number: 2016/Version 3 tudents who commenced their study on awards within this Programme pecification prior to 1 eptember 2016 should refer to the previous version of the programme specification published on the CAQE website at: Modifications to Programme pecification Modifications to the programme specification since last review, and the cohort of students affected by the change, are listed in ection H (Log of Modifications) at the back of the document. Cross Referencing of Programme pecifications The following elements of provision included in this document are also included in the following Programme pecification Award High Performance Computing and Big Data (6G7Z1003) Advanced Computer Networks and Operating ystems (6G7Z1004) Masters Project (6G7Z1015) trategic Information ystems and Technology (5U7Z0047) Emerging Technologies for the Enterprise (5U7Z0048) Business Analytics (5U7Z0049) Programme pecification Computing & Digital Technology Network (11398A) Professional Development Network, Faculty of Business and Law (11384A) Amendments made to provision listed in this table, must also be reflected in the relevant Programme pecification listed above Programme pecification The information in this document is organised into the following sections: ection A Administrative and Regulatory Information ection B Outcomes ection C tructure ection D Teaching, Learning and Assessment ection E Programme Management ection F Mapping ection G Log of Modifications ECTION A ADMINITRATIVE AND REGULATORY INFORMATION 1 Overarching Programme pecification Title Computing and Digital Technology Postgraduate Programmes (11608A) 1

3 2 Brief ummary The Computing and Digital Technology Postgraduate Programmes (formerly known as Mc Computing Network) offers a broad range of computing research-informed, post-graduate awards with a focus on building technical and analytical skills within the contet of business or industry application. The programmes provide computer science or related-degree graduates opportunities to study specialist areas at greater depth than can be achieved at undergraduate level. The programmes also provide conversion opportunities suitable for non-computing graduates and programmes suitable for TEM graduates to support progression into the computing sector. The programmes draw upon the epertise of the Faculty of Business and Law to provide an additional level of business contet where appropriate. 3 Awarding institution Manchester Metropolitan University 4 Home Faculty Faculty of cience & Engineering 5 Home Department/chool/etc. chool of Computing, Mathematics and Digital Technology; Division of Computer cience & Information ystems 6 UCA/GTTR code(s) N/A 7 Framework for HE Qualifications Masters (Level 7) position of final award(s) 8 Alignment with University Curriculum Postgraduate Taught Framework 9 Engagement with University-Wide None Provision 10 Compliance with University Postgraduate Taught Assessment Regulations 11 Approved Variations/Eemptions from None University Assessment Regulations 12 Relationship with Faculty Foundation Year None Awards 13 Final award titles Mc Computing: 630B Mc Advanced Computer cience: 631M/631N Mc Cyber ecurity: 631Y/631Z Mc Information ystems: 631 Mc Data cience:631t Mc software : 630W/631W Mc Computer Games Technology Mc Data Analytics: 630U/631U Mc oftware Engineering631V 14 Combined Honours: N/A 15 Interim eit awards and ubject title(s) PgCert Computing PgCert Advanced Computer cience PgCert Cyber ecurity PgCert by Research in Advanced Computer cience PgCert Data cience PgCert User Eperience PgCert Computer Games Technology PgCert Data Analytics PgCert oftware Engineering PgDip Computing PgDip Advanced Computer cience PgDip Cyber ecurity PgDip by Research in Advanced Computer cience PgDip Data cience 2

4 PgDip User Eperience PgDip Computer Games Technology PgDip Data Analytics PgDip oftware Engineering Arrangements with Partners 16 Approved Collaborative partner(s) Partner Name Type of Collaborative Partnership 17 Articulation and Progression Arrangements with Partners None Partner Name None Professional, tatutory and Regulatory Bodies None Details of Arrangements 18 PRB(s) associated with final awards The British Computing ociety, The Chartered Institute for IT 19 Date, outcome and period of approval of last PRB accreditation eptember 2012: Mc Advanced Computing: Accredited CITP Further Learning for five intakes from eptember 2011 eptember 2017 (FT & PT) Note: Mc Advanced Computing was renamed to Mc Advanced Computer cience in January March 2013: Mc Computing and Mc Information ystems: Accredited partial CITP Further Learning for five intakes from eptember 2011 eptember 2017 (FT & PT) None Approval tatus 20 Date and period of approval of most recent MMU review (i) Latest review: 18 February 2016 (ii) Length & Dates of Period of Approval Given as a Result of Most Recent Review/Approval: Years: i years From: 1 eptember 2016 To: 31 August 2022 (iii) Major Modifications to Programme pecification since last review/approval: None 21 Net cheduled Review Date: Mc Computing Network: 2020/21 (to synchronise with the Computing and Digital Technology Network) Professional Development Network: 2020/ Programme pecification effective date: eptember 2016 ECTION B - OUTCOME 23 MMU Graduate Outcomes MMU Educational Outcomes On successful completion of their course of study MMU graduates will be able to: GO1. Apply skills of critical analysis to real-world situations within a defined range of contets; GO2. Demonstrate a high degree of professionalism characterised by initiative, creativity, motivation and selfmanagement; GO3. Epress ideas effectively and communicate information appropriately and accurately using a range of media, including ICT; GO4. Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives; GO5. Manage their professional development, reflecting on progress and taking appropriate action; GO6. Find, evaluate, synthesise and use information from a variety of sources; and GO7. Articulate an awareness of the social and community contets within their disciplinary field. 3

5 24 Programme Rationale Mc Computing is a conversion course for non-computing graduates, which features two masters level conversion units before progression on to specialist masters units. Mc Information ystems is for non-computing graduates, which features two masters level conversion units before progression on to specialist masters units and is for those who wish to acquire a strong technical background but epand their knowledge to non-technical areas. In 2006, the Mc Computing Network was created and degree titles for students with computing degrees were added: Mc Advanced Computing, a broad advanced programme for good computing graduates; and Mc by Research In Advanced Computing (two-thirds project). In 2013, the Mc Advanced Computing was re-developed to Mc Advanced Computer cience (and Mc by Research in Advanced Computer cience respectively), a title with greater currency in the overseas market and building on our largest undergraduate title, Bc (Hons) Computer cience. Based on Mc market analysis in 2013, Mc Computer and Network ecurity was added as an award within the Network. This title was part of the Faculty of cience & Engineering strategy for masters programme development. To be in line with the market demand and to attract more applicants, the award has been retitled, Mc Cyber ecurity. In 2015, five new award titles were added. Mc Computer Games Technology combines technology and design, development and critical evaluation of game industries and digital platforms. As a rapidly developing sector of the entertainment industry, game and web development is showing rapid growth of products and growing demand for on-line and web-based distributed services. The Mc Computer Games Technology offers skills in developing software for computer/console games and entertainment products that take advantage of advances of mobile, convergence and internet technologies. Mc Data Analytics focuses on the movement and interpretation of data, typically with a focus on the business contet. The Mc Data cience award will equip graduates with a combination of statistics, programming, and machine learning skills in a problem-solving contet. Mc User Eperience (UX) aims to provide all the necessary knowledge required to develop skilled and highly competent UX designers. Graduates will be in high demand by numerous digital companies searching for competent UX designers who, consequently, will not require significant training. The Mc oftware Engineering award is a conversion course targeted at students who have graduated in a science, technology, engineering or mathematics (TEM) discipline and are interested in the integration of computer science, data analysis and their applications in the contet of real-word challenges. The programme content is in line with industry epectations, and has been designed by looking into industry trends and software engineer profiles. 25 QAA Benchmark tatement(s) QAA subject benchmark statement for Master s degrees in computing were published in May The statement is available on-line at 26 Programme-pecific Outcomes (a) Final Award Learning Outcomes These are seen against the background of QAA epectations of masters study 1. Masters degrees are awarded to students who have demonstrated: i. A systematic understanding of knowledge, and a critical awareness of, current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice. ii. A comprehensive understanding of techniques applicable to their own research or advanced scholarship. iii. Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline. iv. Conceptual understanding that enables the student: o To evaluate critically current research and advanced scholarship in the discipline. o To evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses. Typically, holders of the qualification will be able to: 1 For more information, see: 4

6 i. Deal with comple issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences. ii. Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level. iii. Continue to advance their knowledge and understanding, and to develop new skills to a high level. iv. And will have the qualities and transferable skills necessary for employment requiring: o The eercise of initiative and personal responsibility. o Decision-making in comple and unpredictable situations. o The independent learning ability required for continuing professional development. Common learning outcomes The common set of learning outcomes below refers to all degree titles within the Programmes. nowledge and Understanding- tudents successfully completing the degree title will have: PLO1. Detailed knowledge of computing relevant to each student s interests and specialisations. PLO 2. A critical awareness of some of the current problems and/or new insights in computing. PLO 3. An advanced understanding of the principles and techniques of computing. PLO 4. The ability to critically evaluate current developments and emerging trends, utilizing the knowledge to solve problems in computing, and where appropriate displaying plausible originality in solutions and hypotheses. PLO 5. nowledge of a variety of communication approaches to facilitate the sharing of ophisticated concepts and analyses in an appropriate fashion. Intellectual kills- tudents successfully completing the degree title will be able to: PLO 6. Apply the methods and techniques that they have learned to review, consolidate, etend and apply their knowledge and understanding at the forefront of computing. PLO 7. Critically evaluate arguments, assumptions, and abstract concepts to make judgements and to frame appropriate questions to achieve solutions to a problem. PLO 8. Communicate information, ideas, problems and solutions. PLO 9. Match problems to computing tools and techniques most suitable for solving them. PLO10. Employ the skill required to plan and eecute a specific piece of independent research in an agreed specialist field. Professional and Practical kills- tudents successfully completing the degree title will: PLO11. Be able to use a variety of computer tools and techniques. PLO12. Analyse computing and computing-related problems and devise practical solutions. PLO13. Prepare presentations, reports and documentation appropriate to requirements. Transferable/ey kills- tudents successfully completing the degree title will be able to: PLO14. Communicate effectively using a wide variety of means. PLO15. Make decisions and evaluations in comple situations. PLO16. Use problem-solving techniques and analytic skills in a wide range of practical situations. PLO17. Work as effective professionals, eercising, as appropriate, skills such as time management, multi-tasking, co-operation, information seeking and data gathering, analysis, synthesis, reflection, critical appraisal, planning and autonomy. Capabilities- tudents successfully completing the degree title will: PLO18. Have the capability to further their own knowledge and develop new skills via independent tudy. PLO19. Be capable of eercising initiative and personal responsibility. PLO20. Be able to cope with compleity, unpredictability and change. Values- tudents successfully completing the degree title will: PLO21. Have an appreciation of the professional, legal and ethical obligations of a computing professional; and PLO22. Understand the contribution of study, research and discourse to continuing professional development. 5

7 1 For more information, see: Each award has a small set of learning outcomes in addition to the common set. These reflect the distinctiveness of each degree title and are driven by the units studied by the individual student. There is some natural overlap between the award learning outcomes, and for the sake of clarity, the same learning outcome is sometimes repeated here across certain awards. Mc Computing- tudents successfully completing this award will: PLO23. Be able to develop computer programs using object-oriented development techniques. PLO24. Be able to use object-oriented techniques for systems analysis and design. PLO25. Have an understanding of database technology and its eploitation. PLO26. Understand underlying technical concepts of network, internet and multimedia technology for the delivery of application systems. PLO27. Understand concepts and be able to apply appropriate techniques across a small number of specialist computing subjects. PLO28. Be able to carry out a research-informed practical project involving system construction or eperimentation work. Mc Information ystems- tudents successfully completing this award will: PLO29. Be able to develop computer programs using object-oriented development techniques. PLO30. Be able to use object-oriented techniques for systems analysis and design. PLO31. Have an understanding of database technology and its eploitation. PLO32. Understand underlying technical concepts of network, internet and multimedia technology for the delivery of application systems. PLO33. Have detailed knowledge of issues involved in the management of the information systems function and projects, and the strategic planning of I within a business contet. PLO34. Understand concepts and be able to apply appropriate techniques across a small number of specialist computing subject. PLO35. Be able to deploy research skills in order to carry out a non-technical information systems project. Mc Advanced Computer cience- tudents successfully completing this award will: PLO36. Understand concepts and be able to apply appropriate techniques across a broad range of specialist computing subjects. PLO37. Be able to carry out a research-informed, practical project involving system construction or eperimentation work. Mc Cyber ecurity- tudents successfully completing this award will: PLO40. Understand the core security principles that arise in the design, analysis, and implementation of networked and distributed systems. PLO41. Have a systematic understanding of knowledge and a critical awareness of current problems relating to the field of network security and its deployment. PLO42. Evaluate, plan for, and utilise suitable network development tools in the deployment of secure networked systems. PLO43. Demonstrate a detailed knowledge of systematic methodologies for undertaking forensic Investigations. PLO44. Apply digital forensic principles and techniques on the investigation of systems. PLO45. Relate the results of an investigation to security measures that were taken during the design, development and implementation of systems. PLO46. Understand how integrate procedure, practice, and technology to deliver security in networked ystems. PLO47. Perform the high-level design of secure computer networking applications. PLO48. Develop their understanding to cover the security of new and emerging kinds of network. PLO49. Undertake fundamental research and development activity related to network and information security, and implement and evaluate such activity. 6

8 Mc Computer Games Technology- tudents successfully completing this award will: PLO50. Demonstrate the strategic issues relating to game development in the computer games industry. PLO51. Develop their skills in systematic design processes, involving analysing, design and solving game creation and deployment problems. PLO52. elect and apply a range of techniques used in the creation of game assets with special emphasis on game mathematics and physics. PLO53. Demonstrate knowledge and understanding of appropriate modern techniques required for the analysis and development of networked computer games. PLO54. Eplore business innovation and entrepreneurship principles and techniques that apply in the game industry. PLO55. Understand the advantages and limitations of development tools in the game development process. Mc Data cience- tudents successfully completing this award will: PLO 60. Demonstrate a critical understanding of the challenges and issues arising from taking comple data, and applying data science techniques to gain insight for business, scientific or social innovation. PLO 61. Develop the skills and epertise required for the analysis, interpretation and visualisation of comple, high-volume, high-dimensional and structured/unstructured data from varying sources. PLO 62. Identify, apply, eperiment with and evaluate appropriate machine learning algorithms to mine data and evaluate using statistical methods. PLO 63. Effectively communicate the results of the data science process to a variety of stakeholders in order to tell a story. PLO 64. Articulate their role, including ethical and legal responsibility as data scientists in society. Mc Data Analytics- tudents successfully completing this award will: PLO 70. Articulate knowledge and understanding of relevant facts, concepts, theories and principles of data analytics. PLO 71. Critically evaluate, select and apply techniques and methods used in data analytics. PLO 72. Analyse, interpret and visualisation of comple, high-volume, high-dimensional and structured/unstructured data from varying sources to provide actionable insight in a business environment. PLO 73. Ability to program in at least one statistical language to obtain results and insight from data. PLO 74. Communicate effectively and clearly and interpret the results of the analytics to a business audience to inform decision-making. Mc oftware Engineering- tudents successfully completing this award will: PLO80. Develop general abilities of an intellectual, analytical problem-solving nature related to technology. PLO81. Develop critical skills with regard to literature searching, appraising and evaluating from a variety of sources and synthesising the results. PLO82. Be able critically evaluate software products in order to advise on their use. PLO83. Devise strategic communication plans for software projects. PLO84. Design, implement, test and evaluate software for wide range of applications. PLO85. Communicate effectively in writing, speaking and in other appropriate forms of presentation. Mc User Eperience- tudents successfully completing this award will: PLO90. Demonstrate strategic issues relating to user eperience (UX), user testing, appreciation of the range of techniques and scenarios of research methodologies utilized within industry. PLO91. Understand and apply UX research principles and methodologies to various user-testing contets. PLO92. Demonstrate an understanding of the numerous statistical analysis techniques used to measure quantitative data. PLO93. Understand how to use appropriate statistical package tools and theirs various functions in order to manipulate and analyse raw data. PLO94. Understand, derive and apply modern design guidelines, based on a thorough understanding of the perceptual and cognitive psychology that underpins them. PLO95. Demonstrate an understanding of requirements analysis theories and techniques with regard to UX projects and apply these techniques in order to document project and system requirements. 7

9 PLO96. Demonstrate a systematic understanding of how digital media are managed and embedded in organisational processes, in the contet of rapid technological changes. (b) Combined Honours Learning Outcomes: N/A (c) Pass Degree Learning Outcomes: Not applicable 27 Interim Award Learning Outcomes As there is no progression in a masters programme and all units are Level 7, the difference between interim award learning outcomes is largely a consequence of increased accumulation of knowledge and skills as students progress from a postgraduate certificate to a masters degree. At Postgraduate Certificate (PgCert) level (successful completion of 60 credits), students will have: Developed an understanding of selected aspects of the specialised body of knowledge appropriate to their chosen course of study, some of which may be informed by research and original thinking at current boundaries of theoretical knowledge. Evaluated evidence according to rigorous criteria. Communicated effectively. Gained eperience of a range of scientific, IT, study and transferable skills. At Postgraduate Diploma (PgDip) level (successful completion of 120 credits), students will have: Developed an understanding of all aspects of the specialized body of knowledge appropriate to their chosen course of study, which may be informed by research and original thinking at current boundaries of theoretical knowledge. Evaluated evidence according to rigorous criteria. Communicated effectively. Accumulated a wide knowledge of the subject matter of their particular programme plus the necessary skills (IT, data analysis, research design) for the research project. On successful completion of a PGDip Computing (120 Credits) students will be able to: ipl1: Demonstrate a systematic understanding of the principles of advanced Computing.* ipl2: Critically review the current research, established theories and their own investigations in Computing. ipl3: Contribute to the design, test and evaluation of systems and components in Computing. ipl4: Use current Computing practices, tools and resources. On successful completion of a PGDip Data cience students will be able to: ipl5: Demonstrate a systematic understanding of the principles of advanced Data cience. ipl6: Critically review the current research, established theories and their own investigations in Data cience. ipl7: Contribute to the design, test and evaluation of systems and components in Data cience. ipl8: Use current Data cience practices, tools and resources. On successful completion of a PGDip Cyber ecurity students will be able to: ipl9: Demonstrate a systematic understanding of the principles of advanced Cyber ecurity. ipl10: Critically review the current research, established theories and their own investigations in Cyber ecurity. ipl11: Contribute to the design, test and evaluation of systems and components in Cyber ecurity. ipl12: Use current Cyber ecurity practices, tools and resources. *ipl1 applies to the PGCert award. ipl1-4 applies to the PGDip award. ECTION C TRUCTURE 28 tructures, modes of delivery (eg FT/PT/DL etc.), levels, credits, awards, curriculum map of all units (identifying core/option status, credits, pre or co-requisites) potential entry/eit points and progression/award requirements Very eceptionally, a student may have passed the project, but failed to achieve the required number of taught unit credits (120) to bring her/him up to 180 credits and to the award of Mc. This possibly occurs if a student follows a fairly normal pattern of starting the Mc project (e.g. in May for a full-time student) while one or more referred taught units remain to be passed, and then later ehausts the number of referred credits and/or attempts permitted for 8

10 taught units. In such a case, the student is entitled to be awarded a PgDip, as long as s/he has passed at least 120 credits. All units are Level 7 units. To avoid any problems concerning pre-requisite knowledge and skills, the Programmes Leader, where necessary in conjunction with relevant unit lecturers, counsels the student about an appropriate sequence of study, so that the student is always adequately underpinned (sometimes through elements of her/his practical employment eperience if already working in IT) before starting a particular specialist unit. The aim is to offer part-time students as much fleibility as possible in what they study and when they study it, while ensuring through personal counselling that they do not set themselves up for likely failure by studying units in an inappropriate sequence. This counselling is in addition to a special December advice session to which all students are invited, prior to their finalising term two unit choices. For part-time students on Mc Advanced Computer cience, their computing honours degree is regarded as adequate underpinning for all the units on the programme, and so sequence of study is not normally important. The Mc Cyber ecurity, Mc Data cience, Mc Computer Games Technology, Mc oftware Engineering and Mc User Eperience are all specialised study routes, which feature no optional units. The Mc Data Analytics provides students with the ability to solve business problems and obtain actionable business insight using analytics. This award features two, 30-credit core units, one 30-credit optional unit in semester one and one 30-credit optional unit in semester two. To obtain the master award, each student has to complete a 60-credit individual project dissertation unit. One general project unit has been designed for the: Mc Computing, Mc Advanced Computer cience, Mc Advanced Computer cience Mc Computer Network ecurity, Mc Computer Games Technology and Mc User Eperience awards. eparate project units have been designed for the: Mc Information ystems, Mc Data cience, Mc Data Analytics and Mc oftware Engineering awards. OPTION UNIT Optional units listed in the following curriculum structures are all approved for delivery, but may not all run/be available in any one academic session. Mc Computing Core Units Code tatus: - Pre-requisites (P) - Co-requisites (C) Unit Title 6G7Z1001 None Object Oriented and Web Programming 30 6G7Z1002 None Information and Digital Media ystems 30 6G7Z1015 None Masters Project 60 Option Units In addition, students must take 60 credits from: 6G7Z1026 None Data Management and Machine Learning 30 6G7Z1006 None Enterprise Programming 30 6G7Z1007 None Information ystems Management and trategy 30 6G7Z1008 None Mobile and Ubiquitous Computing 30 6G7Z1026 None Data Management and Machine Learning 30 Where appropriate students may take: 6G7Z1012 None elf-managed tudy G7Z1013 None elf-managed tudy G7Z2014 None elf-managed tudy 3 30 On successful completion of the following Level 7 credits: 60 credits: interim eit award - PgCertificate Computing 120 credits: interim eit award - PgDiploma Computing 180 credits: Final eit award - Mc Computing Mc Advanced Computer cience Core Units Code tatus: - Pre-requisites (P) - Co-requisites (C) Unit Title 6G7Z1003 None High Performance Computing and Big Data 30 No of credits No of credits 9

11 6G7Z1004 None Advanced Computer Networks and Operating ystems 30 6G7Z1015 None Masters Project 60 Option Units In addition, students must take 60 credits from: 6G7Z1018 None Introduction to Data cience 30 6G7Z1006 None Enterprise Programming 30 6G7Z1008 None Mobile and Ubiquitous Computing 30 6G7Z1011 None Cryptography and Encryption 30 6G7Z1019 None C++ Programming for Games 30 6G7Z1026 None Data Management and Machine Learning 30 Where appropriate students may take: 6G7Z1012 None elf-managed tudy G7Z1013 None elf-managed tudy G7Z2014 None elf-managed tudy 3 30 On successful completion of the following Level 7 credits: 60 credits: interim eit award - PgCertificate Advanced Computer cience 120 credits: interim eit award - PgDiploma Advanced Computer cience 180 credits: Final eit award - Mc Advanced Computer cience Mc Information ystems Core Units Code tatus: - Pre-requisites (P) - Co-requisites (C) Unit Title 6G7Z1001 None Object Oriented and Web Programming 30 6G7Z1002 None Information and Digital Media ystems 30 6G7Z1007 None Information ystems Management and trategy 30 6G7Z1016 None Mc Information ystems Project 60 Option Units In addition, students must take 30 credits from: 6G7Z1026 None Data Management and Machine Learning 30 6G7Z1006 None Enterprise Programming 30 6G7Z1008 None Mobile and Ubiquitous Computing 30 5U7Z0048 None Emerging Technologies for the Enterprise 2 30 Where appropriate students may take: 6G7Z1012 None elf-managed tudy G7Z1013 None elf-managed tudy G7Z2014 None elf-managed tudy 3 30 On successful completion of the following Level 7 credits: 60 credits: interim eit award - PgCertificate Information ystems 120 credits: interim eit award - PgDiploma Information ystems 180 credits: Final eit award - Mc by Information ystems No of credits Mc Cyber ecurity Core Units Code tatus: - Pre-requisites (P) - Co-requisites (C) Unit Title 6G7Z1004 None Advanced Computer Networks and Operating ystems 30 6G7Z1009 None Introduction to Computer Forensics and ecurity 30 6G7Z1010 6G7Z1004(P) and Advanced Network ecurity 30 6G7Z1009(P) 6G7Z1011 None Cryptography and Encryption 30 6G7Z1015 None Masters Project 60 Where appropriate students may take: 6G7Z1014 None elf-managed tudy 3 30 On successful completion of the following Level 7 credits: No of credits 10

12 60 credits: interim eit award - PgCertificate Cyber ecurity 120 credits: interim eit award - PgDiploma Cyber ecurity 180 credits: Final eit award - Mc Cyber ecurity Mc Computer Games Technology Core Units Code tatus: - Pre-requisites (P) - Co-requisites (C) Unit Title 6G7Z1019 None C++ Programming for Games 30 6G7Z1022 None Agile oftware Development 30 6G7Z1021 None Advanced Computer Graphics 30 6G7Z1024 None Advanced Game Development and Practice 30 6G7Z1015 None Masters Project 60 On successful completion of the following Level 7 credits: 60 credits: interim eit award - PgCertificate Computer Games Technology 120 credits: interim eit award - PgDiploma Computer Games Technology 180 credits: Final eit award - Mc Computer Games Technology Mc Data cience Core Units Code tatus: - Pre-requisites (P) - Co-requisites (C) Unit Title 6G7Z1018 None Introduction to Data cience 30 6G7Z1020 None Computational tatistics and Visualisation 30 6G7Z1003 None High Performance Computing and Big Data 30 6G7Z1026 None Data Management and Machine Learning 30 6G7Z1029 None Mc Data cience Project 60 On successful completion of the following Level 7 credits: 60 credits: interim eit award - PgCertificate Data cience 120 credits: interim eit award - PgDiploma Data cience 180 credits: Final eit award - Mc Data cience No of credits No of credits Mc Data Analytics 2 offered in collaboration with the Faculty of Business & Law Core Units Code Unit Title tatus: - Pre-requisites (P) - Co-requisites (C) 6G7Z1025 None Business Intelligence 30 6G7Z1020 None Computational tatistics and Visualisation 30 6G7Z1030 None Mc Data Analytics Project 60 Option Units In addition, students must take 60 credits from: 6G7Z1026 None Data Management and Machine Learning 30 5U7Z0049 None Business Analytics U7Z0047 None trategic Information ystems and Technology U7Z0048 None Emerging Technologies for the Enterprise 2 30 On successful completion of the following Level 7 credits: 60 credits: interim eit award - PgCertificate Data Analytics 120 credits: interim eit award - PgDiploma Data Analytics 180 credits: Final eit award - Mc Data Analytics No of credits Mc oftware Engineering Core Units Code tatus: - Pre-requisites (P) Unit Title No of credits 2 The diet of units associated with Mc Data Analytics and Mc User Eperience is subject to change from year to year, depending on the portfolio of units delivered by the Faculty of Business and Law. 11

13 - Co-requisites (C) 6G7Z1001 None Object Oriented and Web Programming 30 6G7Z1022 None Agile oftware Development 30 6G7Z1006 None Enterprise Programming 30 6G7Z1008 None Mobile and Ubiquitous Computing 30 6G7Z1031 None Mc oftware Engineering Project 60 On successful completion of the following Level 7 credits: 60 credits: interim eit award - PgCertificate oftware Engineering 120 credits: interim eit award - PgDiploma oftware Engineering 180 credits: Final eit award - Mc oftware Engineering Mc User Eperience 3 offered in collaboration with the Faculty of Business & Law Core Units Code Unit Title tatus: - Pre-requisites (P) - Co-requisites (C) 6G7Z1023 None UX and Psychology 30 6G7Z1028 None Requirements and Prototyping Methodology 30 6G7Z1027 None UX Research and Data Analysis 30 5U7Z0048 None Emerging Technologies for the Enterprise G7Z1015 None Masters Project 60 On successful completion of the following Level 7 credits: 60 credits: interim eit award - PgCertificate User Eperience 120 credits: interim eit award - PgDiploma User Eperience 180 credits: Final eit award - Mc User Eperience No of credits ECTION D - TEACHING, LEARNING AND AEMENT 29 Articulation of Graduate Prospects The Programmes are concerned with vocational education, and it is anticipated that, as in the past, the majority of Mc graduates will either enter employment as IT professionals, or (especially for part-time students) continue to work in IT, or progress to doctoral work with a probable view to pursuing academic or research careers. The MMU Careers ervice is introduced to students within the first few weeks of their studies. As well as teaching computingcentred employment skills and knowledge, the Programmes give students the opportunity to develop transferable skills through, for eample, writing reports, giving presentations, managing time, working with others, learning independently, documenting activities and systems, etc. Nonetheless, as befits a postgraduate programme recruiting individuals who have already had some success in their academic and working lives, most if not all, students will possess many of these attributes to some etent at the point of entry. The Network treats personal development planning in this contet, and focuses on aspects (e.g. the project), which make demands that are considerably different from those on an undergraduate programme. Possible careers for graduates include, but are not limited to: Advanced Computer cience: software developer, programmer, app developer, web and multimedia developer, software testing. oftware Engineering: as above and software engineer. Computer Games Technology: as above and games programmer, games developer or producer. Cyber ecurity: ethical hacking, network security, computer security, security analyst, security designer, security tester. Data cience: data warehouse analyst, data architect/modeller, database developer, data governor, big data analyst, decision sciences analyst. Data Analytics: data analyst, QL data analyst, data quality analyst, insight data analyst, business intelligence analyst, data applications management, statistical data analyst. 3 The diet of units associated with Mc User Eperience is subject to change from year to year, depending on the portfolio of units delivered by the Faculty of Business and Law. 12

14 User Eperience: UI/UX designer, UI/UX engineer, UI/UX developer, user eperience architect, user acceptance tester, UI/UX consultant. 30 Curriculum Design The Programme s teaching, learning and assessment strategy reflects a range of influences including, but not necessarily limited to the: MMU trategy for Learning, Teaching and Assessment; Higher Education Academy ubject Centre for Information and Computer ciences; development activities and initiatives delivered by MMU s Centre for Ecellence in Learning & Teaching; University and Faculty training/information events; and relevant legislation (e.g. Equality Act 2010). Taught units are delivered through an appropriate mi of lectures, tutorials, laboratories, directed learning, eercises and seminars. For every hour spent in class on a taught unit, there is an epectation that students will spend at least two in private/directed study. A third of the Programmes are occupied by solo projects, for which there is a series of support seminars/workshops, but otherwise the only class contact for projects is individual project supervision. This emphasis on student-centred learning recognises epectations about student autonomy, typical of postgraduate level and also is part of the strategy to enhance student employability through the development of confidence, self-awareness and self-sufficiency. The academic team builds upon several years of eperience of virtual learning environment (VLE) usage, based on various products, and also of formal training to adopt a blended-learning strategy. This VLE presence facilitates fleibility, both for full-time students who need to do paid work, and for part-time students who study while continuing to undertake, frequently onerous, obligations for their employer. Blended learning is viewed as complimentary to regular attendance, and not a substitute for it. OPTION UNIT Optional units listed in the following curriculum structures are all approved for delivery, but may not all run/be available in any one academic session. 31 Learning and Teaching tudents will get short formative feedback on a weekly basis during the labs using the one-to-one consultations with the tutors. More detailed feedback will be given to students after they complete and submit the coursework/assignment. tudents will receive the tutors response no longer than 28 days later as per The MMU Commitment. tudents will learn theoretical and practical knowledge of broad, and also very focused and specialised, materials depending on selected topics and study routes. All the material presented during the lectures is closely linked with practical lab eercises or tutorial work and it is a baseline for coursework/assignments and eam papers. Material used during the lectures has been prepared by very eperienced academics. Most of the staff have a rich eperience with their own research and they often have working links with industry. That eperience is incorporated into the lectures and lab materials to make them more interesting and more practical, according to the employability and industry requirements. Tutors are offered educational teaching and coaching workshops (e.g. dealing with difficult students, using the voice as a tool during the lectures, etc.) to make their teaching eperience stronger and richer. ome of the coursework requires group work to achieve the main aim and goals of the unit. tudents are required to work together in groups and collaborate. It is especially important to gain a practical eperience of being a team player. Once per term, the Programmes Leader visits/observes lectures or labs in progress. After the visits, s/he has a discussion with the students about the particular lecture/lab they attended. According to their opinions, the Programmes Leader develops an action plan for the net term to keep the high standards of the students learning eperience. 32 Assessment Assessment is both summative and formative. ummative assessment in the specialist units will consist of an eamination and the equivalent of one substantial assignment. The balance between the two may vary across units, with the eamination worth a minimum of 50%. For the generic (conversion) units, in recognition of the steeper learning curve faced by non-computing graduates, summative assessment will be wholly coursework-based, but 13

15 may include an element of controlled condition assessment such as one-to-one demonstration to the tutor. Feedback on assignments can take a variety of forms; it is always fundamentally individual, but this may be supplemented by class-wide or group-wide feedback; it is usually written but may be verbal, and may take advantage of the facilities offered by the VLE. Formative assessment plays a key role in the support of learning. Its precise form can differ from unit to unit and can be heavily influenced by the nature of the subject being studied. Thus, in some units there may be an emphasis on practical eercise sheets with feedback issued the following week or at the end of class. In some cases, where correct answers are close-ended, automation can be eploited usefully for feedback purposes. For other units, formative assessment may be more associated with class discussions, where ideas are put forward and tested by the group. For projects, the discussions between student and supervisor, and the submission of interim deliverables and draft chapters, are part of formative assessment. Assessment feedback plays a key role in learning. For formative assessment, feedback is given in a structured fashion in order to promote development and improvement. For this reason, it often involves swift class-wide feedback, where each student may learn from the eperiences of themselves and of others. tudent involvement in assessment is more likely to be found in formative assessment with its particular focus on reflection leading to improved performance. taff moderation of this involvement can be less intrusive than with summative assessment, and students are likely to be more open and honest when marks are not at stake. Dates for return of marked summative assessment work are an integral part of each term s assignment schedule, which is published at the start of the year. For individual summative work, feedback will always be wholly or partly individual-specific. For group work, feedback will always be wholly or partly group-specific. Additionally, there may be class-wide feedback. Usually, summative assessment feedback will be written. In certain cases, it may be verbal. For instance, feedback can take the form of a reflective discussion on performance. Principles informing the giving of feedback are: Focusing on learning outcomes. Indicating how work is judged against given criteria. Identifying areas, and making suggestions, for improvement. Where appropriate, showing how the work is linked to future assessments. Being timely. Programmes Marking cale Mark Outcome Descriptor 80%-100% Pass with Distinction (at award classification level) 70%-79% Pass with Distinction (at award classification level) 65%-69% Pass with Merit (at award classification level) 60%-64% Pass with Merit (at award classification level) 50%-59% Pass (at award classification level) All unit or assignment learning outcomes achieved at an outstanding level. All unit or assignment learning outcomes achieved at an ecellent level. All unit or assignment learning outcomes achieved at a very good level. All unit or assignment learning outcomes achieved at a good level. Threshold achieved in all unit or assignment learning outcomes. 45%-49% Marginal Fail Below threshold; most, but not all, unit or assignment learning objectives achieved. Unit may be eligible for condonement if all programme learning outcomes can still be achieved. 20%-44% Fail Most unit or assignment learning outcomes not achieved. Comprehensive failure. Unit ineligible for condonement. 10%-19% Fail No unit or assignment learning outcomes achieved. Little evidence of engagement with assessment requirements or barely started work. Unit ineligible for condonement. 0%-9% Fail No unit or assignment learning outcomes achieved. No evidence of engagement with assessment requirements. Unit ineligible for condonement. 14

16 33 Inclusive Practice The chool has developed an inclusive approach to learning, so that all students, including those with a disability, can become part of an integrated learning community within the University. The chool has a member of academic staff who acts as a Disability Officer and the Faculty has identified a enior Learning and Teaching Fellow to coordinate support to students with disabilities. The University s Learner Development ervice (LD) is responsible for giving information and advice to students with disabilities. Individually tailored personal learning plans (PLPs) are produced for students with disabilities and/or illnesses, which are then disseminated throughout the academic team, in order that appropriate assistance can be provided and any necessary and practicable modifications to assessments can be made. Team members will advise on support available, from pre-application to graduation. This may involve: Meeting potential students on the campus where they will be studying. Discussing needs over the telephone. Liaising with other University staff, such as course tutors and staff with responsibility for residential accommodation and buildings. The chool follows the University s procedures for students with disability-related additional needs. The LD will assist in making applications for funding for additional support through the Disabled tudents Allowance and will liaise with other agencies in arranging support. A package of support will normally be arranged to suit each individual student. For some, there may be a comple set of arrangements involving different agencies. For most students, the emphasis will be on ensuring that learning needs are met. LD works closely with Access ummit the Disability Resource Centre in organising: A full assessment of study/support needs. Liaison with relevant funding agencies to secure support. upport for study needs, for eample, through the employment of a non-medical helper, attendance at study support groups, access to specialist equipment such as a computer and appropriate software. 34 Technology-Enhanced Learning tudents have routine access to computer laboratories with state-of-the-art software, studios and motion-capture devices. The academic team builds upon several years of eperience of virtual learning environment (VLE) usage, based on various products, and of formal training in the VLE to adopt a blended-learning strategy. This VLE presence facilitates fleibility, both for full-time students who need to do paid work, and for part-time students who study while continuing to undertake, frequently onerous, obligations for their employer. Blended learning is viewed as complimentary to regular attendance, and not a substitute for it. 35 Placement and/or Work-Based Learning Activities The chool has strong links with industry through its undergraduate placements programme, and where appropriate, the postgraduate programmes have the option of the implementation or eperimentation component of the project to be work-based. Organisations can also approach the chool offering the opportunity for postgraduate students to work on a project for them. In such cases, and for the work-based project component, the chool always takes great care that the type and amount of work is suitable and is likely to lead to the timely production of a dissertation at masters level, based on the activities carried out. chool staff are involved in nowledge Transfer Partnerships, and this can feed directly into teaching on the Programmes, and well as strengthening industrial links. Those part-time students who already work in IT can further enrich the learning environment by referring to and sharing their professional eperiences and practices. Any work-based component of study will adhere to the MMU Institutional Code of Practice for Work-Based and Placement Learning. 36 Engagement with Employers The Programmes benefit from strong links with industry, which the chool has forged principally via undergraduate sandwich placements but also from aspects such as nowledge Transfer Partnerships and research collaboration. In addition, some links with industry are Programmes-specific, e.g. the Programmes part-time students already working in IT. tudent dissertations, which are based on work, are carried out substantially at an eternal organisation. This range of links with industry contributes to the quality and on-going development of the Programmes, with continued relevance and currency represented most clearly by new award titles and units introduced both between and during periodic reviews. 37 Personal Development Planning 15