module approval form - newcastle university• advanced grammatical awareness in specific contexts...

MODULE APPROVAL FORM

To be completed by the Module Leader and submitted to the School/Programme Administrator/Secretary of the Board of Studies or relevant Committee in the case of proposals for: • Introduction of a new module as part of existing programmes • Introduction of Standalone/Dual modules/modes (Part B must be completed) • Introduction of E-Learning/Distance Learning/Distance E-Learning/Blended Learning

modules/modes (Part C must be completed) • Revision to an existing module • Suspension of a module • Withdrawal of a module

For guidance in the completion of the form contact your Faculty Quality Team – please see the end of the document for contact details. Part A: School INTO Newcastle University Module Status: New Module Code: INU1001 Module Title: Advanced Business English Total Credits Sem 1 Credits Sem 2 Credits Sem 3 Credits 20 Stand Alone Availability

Not available

Delivery Category

Standard

If new module(s) are directly replacing existing module(s) which are to be withdrawn please give the code(s) and title(s) of the module(s) to be withdrawn: Module Code: Module Title: Date to be withdrawn: Rationale for introduction For revisions please specify each change proposed, indicate which fields on the MOF have been changed and provide a clear rationale. The new NUBS degree programme International Business Management requires 40 credits of advanced English in its Language and Cross Cultural Communication pathway in Stage 1 – in the English language route. This 20 credit module is seen as an Advanced English module focussing on business contexts giving students a broad overview of language skills and systems in this context. It will act as a precursor to INU1002 which will sit in semester 2 and develop students’ skills and knowledge still further.

Document I - Cross FLTSEC 13 May 2014

Degree programmes affected (School/codes, or titles for new programmes for which a code has not yet been assigned):

International Business Management

Date from which to be effective: September 2015 Internal consultation: Please list who has been consulted (e.g. BoS, evidence of consultation with the Library, DPDs and School Administrators) and attach email evidence confirming that they support the rationale for this module. NOTE - other programmes taking this module must be consulted and evidence provided. Colleagues from ECLS within the CCC field were consulted as to how the 2 English modules would juxtapose against their own modules offered in stages 2 and 3 of the degree programme. Email thread attached. Thematic content in terms of topics will be aligned in part with the business and economics modules in stage 1. Email thread attached. External consultation: Please list who has been consulted (e.g. External Examiners or representatives of PSBs) External examiner for EAP for INTO Foundation has been emailed and asked to give approval for rationale, content and delivery. Reply still awaited. Part B: Only complete this section if the module is being submitted for initial approval to run in Standalone/Dual Mode. (Do not complete this section if the module is being revised). Module Information/Handbook (see CATS Reg C5). Describe how standalone students will be provided with information about the module, particularly in relation to assessment. Entry Requirements (see CATS Reg C6). Describe how for standalone students educational fitness to study will be determined? What criteria will be applied? Will the decision be made by the Head of School or by a nominee? If the latter, please name and state role in module. Evidence of Demand: Please outline the type of students (target audience) who are likely to be attracted to this module in standalone mode Frequency of delivery of the module. How often will the module be delivered each academic year? If more than once please provide details/dates. Cohort Size: What is the expected student number for the module (per cohort). If dual mode please specify both figures. Financial Information: Provide details of the standalone student fee, the overall cost of


running the module and the net profit. External Examiner (see CATS reg E7). Has an external examiner agreed to consider assessments for this module on a standalone basis? If so please provide name and programme currently examined. Board of Examiners (see CATS Reg E18). Does an existing Board of Examiners meet after the assessment cycle for this module? If not, describe how the requirement to hold a Board after each assessment cycle will be met. Quality Assurance. Describe the mechanisms to ensure the quality assurance and enhancement of the module in standalone mode? Part C: Only complete this section if the module is being submitted for initial approval to be delivered in E-Learning/Distance Learning/Distance E-Learning/Blended Learning mode. (Do not complete this section if the module is being revised). Delivery platform. Describe the VLE or electronic learning environment by which the module will be delivered. Duration of study. What will be the maximum length of time that a student can take to complete the module at first attempt? Resources. What assessment has been made of the resources needed to develop, deliver and update the module materials? Student Experience. What broader resources, facilities, services and support will be available to support the students? Security: What steps have been put in place to verify student identity and ensure the security of assessments?


Part D: Authorisation: Assessment Tariff Check Name: Date: Approved by Chair of BoS Name: Date: Approved by BoS in MOFs Name: Date: At this stage if the module does not require FLTSEC approval please upload the module in MOFs and file the documentation in the School. If the module requires FLTSEC approval please forward the signed MAF and PDF version of the MOF to your Faculty Quality Team. Approved by Chair of FLTSEC Name: Date: Approved, uploaded and locked by FLTSEC in MOFs

Name: Date:

If this proposal affects any set of programme regulations, then such regulations should be revised (using track changes) and submitted to your Faculty Quality Team for FLTSEC approval. Deadlines for the submission of such changes are available from your Faculty Quality Team.

FACULTY QUALITY TEAMS: HaSS Karen Samples

([email protected]) Ext.8835 http://www.ncl.ac.uk/hss/internal/teaching/ModuleApproval.htm

MedSci Lynn Oakes ([email protected]) Ext. 5595

http://www.ncl.ac.uk/medical/teaching/index.htm

SAgE Laura Wilde ([email protected]) Ext.8516

http://www.ncl.ac.uk/sage/internal/teaching/admin/modules/

Cross-Faculty

Laura Johnstone ([email protected]) Ext.7407

http://www.ncl.ac.uk/quilt/committees/faculty/


mailto:[email protected]

http://www.ncl.ac.uk/hss/internal/teaching/ModuleApproval.htm







INU1001

Advanced Business English

TBC

Module Outline Form

Module code 2014Academic Year Offered No

Short Title

Module title

Credits Semester 1 Semester 2 Semester 320 0 0 10.0 999ECTS Max Capacity

4FHEQ Level Honours Linear ScaleMarking Scale LinearMode

StandardDelivery

Not AvailableStand alone

56189

Contributors

INTO Newcastle UniversityOwning School

Co-requisite Modules

Code Year Title

INU1002 2014 International Business English

Pre-requisite Comments

N/A

Co-requisite Comments

Both INU1001 and INU1002 are core requisite modules for students on this pathway. 1001 is a semester 1 module and 1002 is semester 2

Programme Relationship None

Availability Every Year

Aims The module’s overall aims are to develop English language proficiency within the specific context of Business. The module will provide the realistic blend of learning related to the real world business environment and the context of the academic study of business. Specific sub aims are:• To develop all four language skills (reading, writing, speaking and listening) within relevant and contemporary business contexts• To provide exposure to an appropriate range of spoken and written text types for undergraduate students of business• To raise awareness of lexical, grammatical, discourse and phonological features of language most relevant to the current business environment• To develop awareness of independent learning strategies • To provide a critical introduction to core topics in the contemporary business context

OutlineofSyllabus

Study Abroad Contact School

Disclaimer: The University will use all reasonable endeavours to deliver modules in accordance with the descriptions set out below. Every effort has been made to ensure the accuracy of the information, however, the University reserves the right to introduce changes to the information given including the addition, withdrawal or restructuring of modules if it considers such action to be necessary.

Teaching Location Newcastle City Campus

Ageing No Social Renewal No Sustainability No

SAP Upload Lock No

Societal Themes

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Synthesise andPresent Materials

PInformation Literacy

PSource Materials

Use of Computer Applications

P

Active Learning PPData Synthesis

Literacy P

P

N/A

Cognitive / Intellectual Skills Numeracy

Critical Thinking

Specific syllabus content is subject to group needs analysis. The following is indicative content:

• An orientation to the key topics within the context of business – globalisation, management and leadership, the international market environment, competition and entrepreneurship, design and innovation, trade, finance and the economy, 21st –century enterprise

• Features of business vocabulary awareness including choice, word sets, formation, collocation, connotation, metaphor and idiom

• Advanced grammatical awareness in specific contexts to cover differences between spoken and written grammar, impact of grammatical choices, grammatical development in discourse

• Advanced features of pronunciation for spoken business discourse contexts - at word, sentence and discourse level to include stress patterns, intonation and rhythm

• Listening skill development for range of listening purposes in range of contexts – lectures, seminars, presentations, talks, meetings, media contexts

• Reading skill development for range of reading purposes in range of contexts – reports, case studies, academic textbooks, media contexts, commercial sources

• Speaking skill development for both academic study environment and business contexts; to include interactive speaking contexts, presentation contexts,

• Writing skill development for business writing contexts – reports, business communications

• Independent learning strategies – to foster autonomous language learning skills

IntendedKnowledgeOutcomes

On completion of this module, a student should have:• An awareness of core vocabulary sets related to a range of business contexts• An advanced level of understanding of the formation of complex vocabulary and grammatical structures appropriate for business study and transactional situations • An understanding of the organisation and structure of written and spoken business texts • A growing awareness of the features of written English in business contexts• An awareness of the key pronunciation features of spoken English and how they operate in business situations

IntendedSkillsOutcomes

On completion of this module, a student should be able to:• understand in detail lengthy, complex texts, in business related fields and others of broader interest• understand enough to follow extended speech on abstract or complex topics • recognise a wide range of idiomatic expressions and colloquialisms within business context, appreciating register shifts.• follow extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly.• follow complex interactions between third parties in group discussions, meetings, in business topic areas and on more abstract and complex unfamiliar topics• express him/herself fluently and spontaneously, almost effortlessly with a good command of spoken strategies to allow communication gaps to be readily overcome .• express him/herself in writing with clarity and precision, relating to the addressee flexibly and effectively• manage his/her own language learning with context-specific strategies using appropriate materials and media

Graduate Skills Framework GSF Applicable Yes P - Present, A -Assessed, N/A Not Applicable

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Personal Enterprise

Innovation & Creativity N/A Initiative N/A Independence P

Adaptability N/A Problem Solving P Budgeting N/A

Decision Making PGoal Setting & Action Planning PPlanning & Organisation

Self-awareness & ReflectionSelf Management P

Teaching Activities

Category Activity No. Length Student Hours

Comment

Scheduled Learning And Teaching Activities

Small group teaching

12 0002:00 0024:00 Activity-led interactive small-group seminars


Practical 12 0002:00 0024:00 Interactive small-group seminars

Guided Independent Study

Assessment preparation and completion

1 0050:00 0050:00 Independent reading and research for student essays


Independent study

1 0102:00 0102:00 N/A

Jointly Taught With None

Rationale of Teaching Methods and Relationship to Learning Outcomes

Totals 0200:00

Communication Oral A Foreign Languages

N/A Interpersonal A

Written/Other A

Team Working

Collaboration A Relationship Building P Leadership P

Negotiation P Peer Assessment/Review P

Application Occupational Awareness P

Commercial Acumen

Market Awareness P Governance Awareness N/A

Financial Awareness N/A Business Planning P

Ethical Awareness N/A Social, Cultural & Global Awareness

P

Legal Awareness N/A

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Small-group teaching is used to allow for core input to be presented using problem-solving, enquiry-based techniques. A communicative methodology is assumed to be appropriate for this module and within this there will be a focus on task-based learning. Discussion of topics, controlled analysis and practice of language items and consideration of spoken and written texts are all areas which fit a small-group situation. The practical will allow for focussed development in two areas – listening skills and pronunciation. The business context requires the development of a range of listening sub-skills within a wide spectrum of spoken situations. The vast resources on offer in online digital media mean that media-enabled laboratory space is considered to be the most effective context for this kind of learning. Similarly, students need to work on pronunciation features through a recognition, analysis, imitation and application process, with teacher feedback and advice. Media-enabled laboratory work will facilitate this. Independent study will be used for guided self-study and homework tasks, together with flexibility for self-directed further reading and awareness raising activities. The preparation of the two assessment tasks will also require discrete independent study time. One of the overall aims of the module is to foster an autonomous learning profile in the students and it is felt that sufficient time should be allocated for independent learning.

Exams

Component Lengthmins

Semester When Set

% Comment

Oral Examination 1 20 1 A 50 A small group interactive discussion based assessment

Other Assessment

Component Semester When Set

% Comment

Written exercise 1 1 M 50 2000 word written data response with numeric and narrative data sources in the form of a report

Exam Pairings None

Assessment Rationale and Relationship

Both assessment tasks adopt an integrated approach to the assessment of language skills and systems.1. The written exercise will tie together writing skills with reading skills within a realistic business context.2. The oral examination in the form of a group discussion will provide a realistic real-time assessment event of a student’s ability with interactive listening and speaking with others in a semi-formal business related situation.

NoExempt from Assessment Tariff

N/A

Exemption from Assessment Tariff Comment

HESA Data

School Code

School Name Cost Centre Code

Cost Centre Description Jacs Code

Jacs Subject Description

% Split

D-INTO INTO Newcastle University

137 Modern Languages Q330 English as a second language

100

General notes

N/A

Zero Weighted Pass/fail Assessment None

Formative Assessments None

Exemption date

The format of resits are determined by the Board of Examiners.

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Immunisation / Allergy screening - should be offered

No No No

No

Hepatitis A TetanusHepatitis B

Allergy Screening:

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MODULE APPROVAL FORM

To be completed by the Module Leader and submitted to the School/Programme Administrator/Secretary of the Board of Studies or relevant Committee in the case of proposals for: • Introduction of a new module as part of existing programmes • Introduction of Standalone/Dual modules/modes (Part B must be completed) • Introduction of E-Learning/Distance Learning/Distance E-Learning/Blended Learning

modules/modes (Part C must be completed) • Revision to an existing module • Suspension of a module • Withdrawal of a module

For guidance in the completion of the form contact your Faculty Quality Team – please see the end of the document for contact details. Part A: School INTO Newcastle University Module Status: New Module Code: INU1002 Module Title: International Business English Total Credits Sem 1 Credits Sem 2 Credits Sem 3 Credits 20 Stand Alone Availability

Not available

Delivery Category

Standard

If new module(s) are directly replacing existing module(s) which are to be withdrawn please give the code(s) and title(s) of the module(s) to be withdrawn: Module Code: Module Title: Date to be withdrawn: Rationale for introduction For revisions please specify each change proposed, indicate which fields on the MOF have been changed and provide a clear rationale. The new NUBS degree programme International Business Management requires 40 credits of advanced English in its Language and Cross Cultural Communication pathway in Stage 1 – in the English language route. This 20 credit module is seen as a 20 credit follow on to INU1001 Advanced Business English module from semester 1. This module will focus in greater depth on spoken and written discourse within international business contexts. The aim is to get students to become more aware of the key language features of written and spoken business texts in international settings. Students will develop both their knowledge and awareness, and thus be better informed autonomous learners, as well as their spoken and written language skills – to become more proficient.


Degree programmes affected (School/codes, or titles for new programmes for which a code has not yet been assigned):

International Business Management

Date from which to be effective: September 2015 Internal consultation: Please list who has been consulted (e.g. BoS, evidence of consultation with the Library, DPDs and School Administrators) and attach email evidence confirming that they support the rationale for this module. NOTE - other programmes taking this module must be consulted and evidence provided. Colleagues from ECLS within the CCC field were consulted as to how the 2 English modules would juxtapose against their own modules offered in stages 2 and 3 of the degree programme. Email thread attached. Thematic content in terms of topics will be aligned in part with the business and economics modules in stage 1. Email thread attached. External consultation: Please list who has been consulted (e.g. External Examiners or representatives of PSBs) External examiner for EAP for INTO Foundation has been emailed and asked to give approval for rationale, content and delivery. Reply still awaited. Part B: Only complete this section if the module is being submitted for initial approval to run in Standalone/Dual Mode. (Do not complete this section if the module is being revised). Module Information/Handbook (see CATS Reg C5). Describe how standalone students will be provided with information about the module, particularly in relation to assessment. Entry Requirements (see CATS Reg C6). Describe how for standalone students educational fitness to study will be determined? What criteria will be applied? Will the decision be made by the Head of School or by a nominee? If the latter, please name and state role in module. Evidence of Demand: Please outline the type of students (target audience) who are likely to be attracted to this module in standalone mode Frequency of delivery of the module. How often will the module be delivered each academic year? If more than once please provide details/dates. Cohort Size: What is the expected student number for the module (per cohort). If dual mode please specify both figures. Financial Information: Provide details of the standalone student fee, the overall cost of


running the module and the net profit. External Examiner (see CATS reg E7). Has an external examiner agreed to consider assessments for this module on a standalone basis? If so please provide name and programme currently examined. Board of Examiners (see CATS Reg E18). Does an existing Board of Examiners meet after the assessment cycle for this module? If not, describe how the requirement to hold a Board after each assessment cycle will be met. Quality Assurance. Describe the mechanisms to ensure the quality assurance and enhancement of the module in standalone mode? Part C: Only complete this section if the module is being submitted for initial approval to be delivered in E-Learning/Distance Learning/Distance E-Learning/Blended Learning mode. (Do not complete this section if the module is being revised). Delivery platform. Describe the VLE or electronic learning environment by which the module will be delivered. Duration of study. What will be the maximum length of time that a student can take to complete the module at first attempt? Resources. What assessment has been made of the resources needed to develop, deliver and update the module materials? Student Experience. What broader resources, facilities, services and support will be available to support the students? Security: What steps have been put in place to verify student identity and ensure the security of assessments?


Part D: Authorisation: Assessment Tariff Check Name: Date: Approved by Chair of BoS Name: Date: Approved by BoS in MOFs Name: Date: At this stage if the module does not require FLTSEC approval please upload the module in MOFs and file the documentation in the School. If the module requires FLTSEC approval please forward the signed MAF and PDF version of the MOF to your Faculty Quality Team. Approved by Chair of FLTSEC Name: Date: Approved, uploaded and locked by FLTSEC in MOFs

Name: Date:

If this proposal affects any set of programme regulations, then such regulations should be revised (using track changes) and submitted to your Faculty Quality Team for FLTSEC approval. Deadlines for the submission of such changes are available from your Faculty Quality Team.

FACULTY QUALITY TEAMS: HaSS Karen Samples

([email protected]) Ext.8835 http://www.ncl.ac.uk/hss/internal/teaching/ModuleApproval.htm

MedSci Lynn Oakes ([email protected]) Ext. 5595


SAgE Laura Wilde ([email protected]) Ext.8516


Cross-Faculty

Laura Johnstone ([email protected]) Ext.7407




http://www.ncl.ac.uk/hss/internal/teaching/ModuleApproval.htm







INU1002

International Business English

International Business English

Module Outline Form

Module code 2014Academic Year Offered No

Short Title

Module title

Credits Semester 1 Semester 2 Semester 30 20 0 10.0 999ECTS Max Capacity

4FHEQ Level Honours Linear ScaleMarking Scale LinearMode

StandardDelivery

Not AvailableStand alone

56190

Contributors

INTO Newcastle UniversityOwning School

Pre-requisite Modules

Code Year Title

INU1001 2014 Advanced Business English

Pre-requisite Comments

INU1001 provides a broad linguistic overview to the context of Business English. The more discourse focussed aims of INU1002 require that a student has sufficient lexical and grammatical knowledge as well as language skill competencies to access the concepts and skills presented and practised in this module.

Co-requisite Comments

N/A

Programme Relationship None

Availability Every Year

Aims This module’s overall aim is to further raise English language knowledge and competency by providing a more in depth exploration of language in business contexts. The module’s other overall aim is to provide a transitional stage towards the stage 2 and 3 modules in the degree programme looking at intercultural communication and professional communication. Specific sub-aims are:• To consider language use from a discourse perspective, and especially in an international business context • To consider the issues of international English, and the variation with forms and meanings within formal and semi-formal registers• To raise awareness of the discourse features of effective spoken communication in both professional and some academic business settings.• To raise awareness of the discourse features of written communication in both professional and some academic business settings.• To provide advanced opportunities for students to develop their spoken and written communication in controlled practice environments• To further develop strategies for self-study and autonomous learning, fostering an awareness of self-reflection and action planning processes

Study Abroad Contact School

Disclaimer: The University will use all reasonable endeavours to deliver modules in accordance with the descriptions set out below. Every effort has been made to ensure the accuracy of the information, however, the University reserves the right to introduce changes to the information given including the addition, withdrawal or restructuring of modules if it considers such action to be necessary.

Teaching Location Newcastle City Campus

Ageing No Social Renewal No Sustainability No

SAP Upload Lock No

Societal Themes

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Personal Enterprise

Innovation & Creativity P Initiative P Independence P

Adaptability P Problem Solving P Budgeting N/A

Synthesise andPresent Materials

N/AInformation Literacy

ASource Materials

Use of Computer Applications

A

Active Learning PPData Synthesis

Literacy P

P

N/A

Cognitive / Intellectual Skills Numeracy

Critical Thinking

Decision Making PGoal Setting & Action Planning PPlanning & Organisation

Self-awareness & ReflectionSelf Management A

OutlineofSyllabus

Specific syllabus content is subject to group needs analysis. The following is indicative content:• Overview of key features of spoken communication in business contexts• Exposure to and analysis of the range of spoken communication situations in the international business environment including goal-oriented meetings, presentations, negotiations, video/Skype conference communication, social interaction.• Evaluation of the functional and pragmatic features of these situations and extensive task-based practice.• Overview of key features of written communication in business contexts• Exposure to and analysis of the range of written communication situations in international business environment including e-correspondence, business and financial reports, data-directed summaries, presentation visual support• Evaluation of the functional and pragmatic features of these types of writing and extensive task-based formative practice • Encouragement to develop autonomous and reflective learning strategies as preparation for future academic and professional learning

IntendedKnowledgeOutcomes

On completion of this module, a student should have:• A growing awareness of how spoken and written English is organised and developed and how the context is the key determining factor.• An awareness of the key features of spoken and written discourse in the context of business.• An understanding of vocabulary and grammatical variations within international communication contexts.• An understanding of the importance of autonomy and self-reflection in language development in professional and academic business contexts.

IntendedSkillsOutcomes

On completion of the module, a student will be able to:• Analyse and evaluate spoken English in communicative business situations to understand how the goals, language choices and language functions interact. • Demonstrate spoken language skills at such a level to achieve defined communicative goals in formal and semi-formal business English situations.• Reflect and evaluate critically on their performance in both spoken and written goal-oriented tasks.• Analyse and evaluate written English in communicative business contexts to understand how the goals, language choices and language functions interact. • Demonstrate written language skills at such a level to achieve defined goals in a range of business contexts.• To plan and implement an effective independent learning strategy to support overall language development.

Graduate Skills Framework GSF Applicable Yes P - Present, A -Assessed, N/A Not Applicable

Communication Oral A Foreign Languages

N/A Interpersonal A

Written/Other A

Team Working

Collaboration A Relationship Building A Leadership N/A

Negotiation A Peer Assessment/Review P

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Teaching Activities

Category Activity No. Length Student Hours

Comment


Small group teaching

12 0002:00 0024:00 Activity-led interactive small-group seminars,


Lecture 12 0001:00 0012:00 Include a range of interactive elements to enable students to engage in discussions with their peers


Student-led group activity

1 0050:00 0050:00 Research, create & develop product innovation proposal for assessed Lion’s Den group presentation


Assessment preparation and completion

1 0050:00 0050:00 Independent reading and research for student assessments


Directed research and reading

1 0064:00 0064:00 Independent reading and self-study to complement formal learning tasks

Jointly Taught With None

Rationale of Teaching Methods and Relationship to Learning Outcomes

Lectures will provide an overview of the key aspects of the communicative situation to be focussed on each week. There will be some interactive features to these sessions and there will be a use of media-driven teaching. Themes and concepts covered in the lecture will be developed and practised in the Small-group teaching.Small-group teaching is used to allow for core input to be presented using problem-solving, enquiry-based techniques. A communicative methodology is assumed to be appropriate for these sessions and within this there will be a focus on task-based learning. Discussion of topics, controlled analysis and practice of language items and consideration of spoken and written texts are all areas which fit a small-group situation. Student-led activity – the students will need to work together in small mixed nationality groups in order to prepare their assessed professional presentation. There will be some guidance initially about how this group work should be structures but after that students will have to develop their own strategies.

Exams

Component Lengthmins

Semester When Set

% Comment

Oral Presentation 1 30 2 A 40 Group presentation in simulated professional business context

Exam Pairings None

Totals 0200:00

Application Occupational Awareness P

Commercial Acumen

Market Awareness P Governance Awareness N/A

Financial Awareness P Business Planning P

Ethical Awareness P Social, Cultural & Global Awareness

P

Legal Awareness N/A

The format of resits are determined by the Board of Examiners.

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Other Assessment

Component Semester When Set

% Comment

Reflective log 1 2 A 20 1000 words - reflextive log critically evaluating the group presentation learning process

Written exercise 1 2 M 40 1500 words - written task to reflect contemporary international business communication

Assessment Rationale and Relationship

Oral presentation – this group task will provide a realistic setting for students to demonstrate their understanding and competencies in spoken business English discourse. The preparation process will also be a valuable learning opportunity for students from different nationality backgrounds to work together and overcome some of the inevitable linguistic and cultural challenges.Reflective log – students of business in international contexts need to be continuously learning and developing their language awareness and skills. Reflection is a critical skill in all learning environments and this task will allow students to record and chart their feelings, attitudes and responses through the interactions associated with the preparation of the presentation.Written exercise – this will be a written task in a professional business context. The organisation, development and associated linguistic choices in professional writing is a further indication of advanced language skill.

NoExempt from Assessment Tariff

N/A

Exemption from Assessment Tariff Comment

HESA Data

School Code

School Name Cost Centre Code

Cost Centre Description Jacs Code

Jacs Subject Description

% Split

D-INTO INTO Newcastle University

137 Modern Languages Q330 English as a second language

100

General notes

N/A

Immunisation / Allergy screening - should be offered

No No No

No

Hepatitis A TetanusHepatitis B

Allergy Screening:

Zero Weighted Pass/fail Assessment None

Formative Assessments None

Exemption date

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1

Katie Twomey

From: Tony YoungSent: 05 February 2014 14:36To: Christine O'HaraCc: sue robson; Dawn Knight; Karen Samples; Christine Stafford; Stephen Hughes; Simon

Pallett; Alina Schartner; Chris HeadySubject: RE: International Management Programme (IMP)Attachments: mof_advanced_ICC_UG.docx; mof_CCC8077_UG.docx; mof_CCC8086_UG.docx;

mof_working_IC_settings_UG.docx

Hi Christine, Please find attached 4 modules which could form the basis for an ECLS‐CCC contribution to ‘Language and CCC’ element of the new IMP degree. Alina Schartner and I have populated MOFs as far as we can, so you can see the details of what we’re proposing. We ran these draft MOFs past Chris H today and we’re all happy that they would form a natural follow‐up to INTO are planning for stage 1 and for their preparatory programme. You’ll see there is a natural follow through from ‘Professional Communication Skills’ (stage 2) to ‘Living and working in IC settings’ (stage 3), and from ’Language and CCC’ (2) to ‘Advanced Intercultural Communication’ (3) but could design things so that the Stage 2 modules are not necessarily pre‐requisites for the 3s, to allow more flexibility of choice. On reflection, we decided that a module based around ‘International Business Talk and Interaction’ http://www.ncl.ac.uk/ecls/study/postgrad/module/ccc8043, which in its current PG manifestation is very technical and conversational‐analytical, might be too much of a stretch for even very able UGs who would necessarily be new to the lingua‐cultural field, so have put the ‘Advanced IC’ module forward instead. I hope this works for everyone, am of course happy to respond to queries or suggestions, and look forward very much to taking this forward. The IMP programme as a whole looks really interesting. With all very best wishes, Tony Dr Tony Young Senior Lecturer Head of Applied Linguistics School of Education, Communication and Language Sciences Room 2.10 King George VI Building Newcastle University Newcastle Upon Tyne NE1 7RU t. (+44) (0)191 222 7515 e. [email protected]

From: Christine O'Hara Sent: 31 January 2014 13:19 To: Tony Young


2

Cc: sue robson; Dawn Knight; Karen Samples; Christine Stafford; Stephen Hughes; Simon Pallett Subject: RE: International Management Programme (IMP) Hi Tony, I have attached the module outlines in PDF form for you to annotate with your changes or if preferred I can export the existing MOFs to a spreadsheet for you to work on. Once I have received the annotated MOFs, I can set the new MOFs up on the system. The content of the undergraduate MOFs should be:

Similar to the existing MOF.

At an appropriate level for students who are one or two years junior to the postgraduates.

More of an introduction to the subject matter

Take into account the fact that there is a mixed cohort of students who could benefit greatly from working

with students from other nationalities.

Take the mixed cohort into account when considering appropriate assessments (this is probably the main

area of concern).

Simon Pallett has indicated that he is happy to meet with you to discuss this matter. If you would find it beneficial I will set up a meeting? We are meeting with Charles Harvey next Monday 10th Feb to discuss the programme structure. Before that meeting can you confirm the titles of your modules? We need modules titles for 4 x 20 credit modules. Two modules are required for both Stage 2 and 3. Many thanks Christine

From: Tony Young Sent: 29 January 2014 11:27 AM To: Christine O'Hara Cc: sue robson; Dawn Knight; Karen Samples; Christine Stafford; Stephen Hughes; Simon Pallett Subject: RE: International Management Programme (IMP) Thanks Christine. Exactly what format would you need these reworkings in – could you supply a form/link please? I’m already meeting Chris Heady @11 on Feb 5th , but could make another meeting with notice too. All best wishes, tony

From: Christine O'Hara Sent: 28 January 2014 5:19 PM To: Tony Young Cc: sue robson; Dawn Knight; Karen Samples; Christine Stafford; Stephen Hughes; Simon Pallett Subject: International Management Programme (IMP) Hi Tony, I just wanted to give you an update on the IMP. We have recently found out that the university is making a submission to the Ministry of Education on 1 April for the entire strategic partnership with Xiamen and needs to


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include relevant information about the new IMP programme. We are waiting to find out what format the Chinese will need programme documentation (Module outlines/programme specification/ staff CV's)and checking whether they will accept our formats or have their own format. Unfortunately this of course means we have less time than initially thought to put all the documentation together and will certainly need module codes and titles asap. Fortunately Simon Pallett and Steve Hughes have now had an opportunity to look at the postgraduate modules you suggested could be tailored for the IMP and both think they would be suitable if reworked as undergraduate modules. So could you go ahead as proposed for these modules? CCC8077‐Professional Communication http://www.ncl.ac.uk/module‐catalogue/module.php?code=CCC8077 CCC8086‐Language and Cross‐Cultural Communication http://www.ncl.ac.uk/module‐catalogue/module.php?code=CCC8086 I have also recently had a meeting with Elizabeth Andersen and Andrea Wilczynski from the SML and they felt it might be helpful to get together with you and your colleagues to discuss the IMP. I am happy to arrange such a meeting and suspect it might also be useful to include Chris Heady and Steve Hughes so we can get everyone around the table to address any issues. If your happy with the suggestion I will set up the meeting as soon as possible. Best wishes Christine

Christine O’Hara ‐ HASS Programme Development Administrator/Institute Administrator for NISR Please note I am currently undertaking two roles. My contact details are as follows: HASS Programme Development Administrator Humanities & Social Sciences (HaSS) Faculty Quality Team (Mornings only) Ph: 0191 208 3942 Email: christine.o’[email protected] Institute Administrator for NISR Newcastle Instititute for Social Renewal (NISR) (Afternoons only) Ph: 0191 208 6805 Email: christine.o’[email protected]


module approval form - newcastle university• advanced grammatical awareness in specific contexts...

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