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HOLLINGS FACULTY

DEPARTMENT OF FOOD AND TOURISM MANAGEMENT

BSc (Hons) Trading Standards

DEFINITIVE DOCUMENT

Approved after approval/review/modification on DATE

With effect from intakes in 2009/2010

Document last modified on 29 August, 2012

Programme Title Definitive Document______________________________________________________________________________________________

CONTENTS Page Part One – Programme Specification

Programme Specification 2

Part Two – Programme Regulations

1 Admission Regulations

1.1 Standard Entry Requirements 15 1.2 Admission with Exemption 161.3 Admission with Specific Credit 161.4 Accreditation of Prior (Experiential) Learning (AP(E)L) 161.5 Relationship with University Foundation year 17

2 Curriculum Design and Organisation

2.1 Curriculum Design Overview 172.2 Relationship to Subject Benchmark Statement(s) 212.3 Relationship to Trading Standards Qualifications Framework 212.4 Assessment Criteria for Marking Schemes 262.5 Arrangements for anonymous marking of summative assessments 322.6 Arrangements for the quality management of placement learning 33 2.7 Academic Partnership activity 372.8 Professional, statutory and regulatory body links 372.9 Flexible and distributed learning (including e-learning) 37

3 Assessment Regulations

3.1 Statement on MMU regulation for undergraduate programmes of 38study

3.2 Programme-specific regulations 38

4 Programme Management and Student Support

4.1 Programme Committee 384.2 Board of Examiners 404.3 Programme Leader 424.4 Other Staff Responsibilities 434.5 Student Support Strategy 434.6 Student evaluation 444.7 Engagement with employers 45

Part Three – Curriculum Content

Unit syllabus proformas

Programme Title Definitive Programme Document__________________________________________________________________________________________________________

PART ONE

Programme Specification

0 Brief descriptive summary

Accredited by the Trading Standards Institute Awarding Body (TSIAB), providing exemption from the academic elements of the professional qualifying examination (FCATS, DCATS & HDCATS) for local authority trading standards officers, the consumer protection degree (to become the trading standards degree from September 2009) has been running for over 15 years and the department has an unrivalled reputation for experienced staff and specialist facilities.

Graduates are highly regarded by the profession and can apply for positions as trainee trading standards officers as well as other posts within the trading standards profession. After completing further practical skills assessments, graduates will be eligible to qualify as trading standards officers. Career prospects are good, with the opportunity to progress to the positions of senior or principal trading standards officer. Some graduates move into industry, providing consultancy or advisory services to retailers and manufacturers.

Students are required to complete two short placements in a consumer protection environment – a one-week placement at the end of Year 1 and a four-week placement at the end of Year 2. They may also choose the sandwich degree and undertake a 48 week placement in the third year of the course.

Career prospects are excellent, as there is currently a national shortage of qualified Trading Standards Officers

Basic Programme Details


1 Overarching Programme Network/Title and programme specification

code(s)

BSc (Hons) Trading Standards(3238 FT; 323C SW)

2 Final award(s)/title(s)(including any PSRB final awards conferred as an automatic result of successful completion of the programme)

BSc (Hons) Trading Standards – 3 years BSc (Hons) Trading Standards – 4 years sandwich

3 Combined Honours Subject(s)offered through programme specification together with associated final award(s)(where relevant)

Subject(s): N/A

Final Awards: N/A

4 Interim exit award(s)/title(s)(including Combined Honours interim exit awards)

Cert HE Trading StandardsDip HE Trading Standards

5 Mode(s) and duration Full Time – 3 yearsSandwich – 4 years

6 FHEQ position of final award(s)

Honours (Level 6)*

7 Awarding institution (include PSRBs which confer a joint or additional qualification on successful completion of programme)

MMU

8 Teaching institution(s) MMU

9 Relationship with Foundation Year

It is intended that the current link with foundation year is maintained


Administrative Details

10 Home Department/ School/ Institute

Food and Tourism Management

11 Home Faculty Hollings

12 UCAS code(s) N900 is existing code

Collaborative Arrangements (where relevant)

13 Approved Collaborative partner(s)

N/A

14 Description of type of collaborative provision or academic partnership

N/A

Approval Status

15 Date and outcome of most recent MMU review/ approval

May 2009

16 Next Scheduled Review Date:

2014/2015

17 PS/1 effective date:(ie date from which the outcome of approval or last review is effective OR the date from which amendments to the programme specification are effective)

September 2009


External References/Relationships

18 QAA Benchmark Statement(s)

There are no suitable benchmark statements that apply to this programme. Accordingly the programme is designed to meet the outcomes of the accrediting syllabus of the TSIAB

19 Date/outcome of last QAA engagement (or equivalent)

The last QAA graded the department as 22 – (March 2001):CDC&O 4 TL&A 3SP&A 4 SS&G 4LR 4 QM&E 3There was also a satisfactory QAA institutional audit in June 2004

20 PSRB(s) associated with final award of programme(eg those which offer professional status/membership/license to practise as result of successful completion of the final award.

Trading Standards Institute

21 Date and outcome of last PSRB approval(s)

May 2009

Programme Information

22 University and Programme Educational Aims

University Educational Aims:

To develop flexible approaches to programme delivery and student support which reflect the needs and expectations of our students.

To provide a supportive and inclusive learning environment which will enable success for all learners

To encourage the development of students’ intellectual and imaginative powers, creativity, independence, critical self-awareness, imagination and skills that will enhance global employment opportunities on graduation in all programmes

To establish a culture of constant improvement in learning, teaching and assessment that is anticipatory, enabling, supportive, rewarding and fully aligned with the University’s vision and strategic objectives.

To provide a learning experience that is informed by research, scholarship, reflective practice and engagement with industry and the professions


23 Programme Learning Outcomes

MMU Educational Outcomes :

On successful completion of their programme of study MMU graduates will be able to:

apply skills of critical analysis to real world situations within a defined range of contexts

demonstrate a high degree of professionalism characterised by initiative, creativity, motivation and self management

express ideas effectively and communicate information appropriately and accurately using a range of media including ICT,

develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives

manage their professional development reflecting on progress and taking appropriate action

find, evaluate, synthesise and use information from a variety of sources articulate an awareness of the social and community contexts within their disciplinary

field

Programme Learning Outcomes

Students who have successfully completed this degree programme will be able to:

satisfy the aims, objectives and learning outcomes of the Trading Standards Qualifications Council’s Trading Standards Qualifications Framework;

understand the scientific, legislative, technological and socio-economic principles relevant to the identification and resolution of trading standards issues;

evaluate the developing role of the trading standards profession and the importance of effective collaboration with other agencies, professions and voluntary groups;

analyse the role of consumer protection, and the framework within which it operates, from a social, legal, economic and political perspective;

evaluate the formulation, management and implementation of strategic trading standards policies;

use appropriate research methods, and be able to collate, analyse, evaluate and communicate results effectively – particularly in relation to in-depth studies which focus on an equitable trading environment;

display the personal and problem solving skills necessary for effective practice and on-going professional development in the field of trading standards

Pass Degree Learning Outcomes


Students qualifying for the award of a pass degree will be able to demonstrate:

An understanding of the development of knowledge in relation to consumer protection and trading standards.

An understanding of the need for both a multi-disciplinary and inter-disciplinary approach to study, drawing, as appropriate, from service, research and professional contexts.

An understanding of trading standards through both academic and professional reflective practice.

Research and problem-solving abilities by understanding methods of acquiring, interpreting and analysing information appropriate to their context of study.

Knowledge, understanding and critical awareness of, the moral, ethical, environmental, safety and legal issues which underpin best practice in trading standards

Key transferable skills and also responsibility for their own learning and continuing professional development.

Vocationally relevant management skills and knowledge by exposure to professional practice in broader consumer protection contexts.

Students who are awarded a Pass degree are those students who, in the judgement of the Board of Examiners, have failed to demonstrate the outcomes achieved by an Honours graduate. These students however have, by virtue of the University’s Assessment Regulations for Undergraduate Programmes of Study 2008/09, already demonstrated that they possess those attributes associated with Level 5 studies. In addition, they have completed the whole range of Level 6 studies associated with their award and have demonstrated a sub-set of those associated outcomes.

24 Interim Award Learning Outcomes

Cert HE - Students who have successfully completed Level 4 studies will have demonstrated:

knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to interpret these within the context of that area of study;

an ability to present and interpret qualitative and quantitative data, to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study;

an ability to communicate the results of their study/work accurately and reliably, and with structured and coherent arguments;

the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility.

Dip HE - Students who have successfully completed Level 5 studies will have


demonstrated: an ability to evaluate the established principles of their area(s) of study, and

the way in which those principles have developed;

the ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context;

knowledge of the main methods of enquiry in their subject(s), and an ability to evaluate the appropriateness of different approaches to solving problems in the field of study;

an understanding of the limits of their knowledge, and how this influences interpretations based on that knowledge;

an ability to communicate effectively information, arguments, explanations, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively;


25 Teaching/Learning and Assessment Strategy

MMU Learning and Teaching Strategy: to ensure a high quality of educational experience for all students through the

provision of high quality learning opportunities; to establish a reputation for the provision of excellent varied, innovative and

effective learning and teaching; to ensure that the standards of the resulting qualifications of graduates can be

confidently referenced to appropriate national/international comparators; to capture and disseminate innovatory learning; to promote the concept of lifelong learning by enabling students to develop

the experience and skills necessary to achieve a high order of independent thought and action and to form a basis for future learning needs;

to ensure that its graduates and diplomats are well prepared for their personal futures and are in a position to add value to the organisation for which they work;

to promote within the staff of the University a commitment to imaginative and purposeful engagement with the learning needs of its increasingly diverse student body;

to establish, by means of effectual operational and managerial arrangements, long-term capability in learning and teaching;

Departmental Learning, Teaching and Assessment Strategies

The process by which students acquire the necessary analytical and evaluative skills will be based upon a strategy that ensures that responsibility for learning is accepted by students as their programme of study progresses. Initially, emphasis will be on the learning of principles and techniques alongside raising awareness and understanding through tutor-led delivery. In addition, those professional and transferable skills necessary for the work-place will be developed and students encouraged to build on their intellectual abilities and to cultivate interpersonal skills, self-confidence and independence. The approach will then build on earlier work by promoting more active student participation in learning. The objectives can then be achieved through a student-centred approach in which higher-level skills are needed for the analysis of complex issues and organisations, and also for research on a programme-specific issue.

The strategies and teaching techniques described have been selected to progress ef-fective learning. The active participation of students as individuals and in teams will be a major factor in their development from being a recipient of knowledge at the first level to a pro-active participant by level 6.

To achieve the objectives of level 6 of the degree programme, student learning will be focused on strategic issues, critical analysis and evaluation. Learning manifests itself through demonstration of the ability to argue rationally from a sound basis, a rigorous approach to analysis, and a mature reflective view of information collected during research.


The programme employs a wide range of teaching, learning and assessment approaches. The curriculum is informed and currency maintained by research, scholarly activity and the professional practice of staff. Visiting tutors (often practising trading standards officers) make valuable contributions and facilitate important links to professional practice. Technicians, library and learning resource staff also make valuable contributions to the students’ learning.

Learning and teaching methods employed include the following:

Formal lecturesTutorialsPersonal tutorialsProjectsSeminarsVisiting expertsDemonstrationsWebCTWeb based materialOne-to-one teachingSmall group workPresentationsSelf –directed studyField trips

Assessment is perceived as an integral part of the learning process. The instruments therefore will not only confirm that learning outcomes have been met but also provide an additional challenge to students to demonstrate their range of skills. Demands will increase for degree students with each level as students are tasked to reveal their ability to work independently or in teams. Feedback on student assessments from external and internal examiners and internal moderators will ensure that work is consistently at the right level of challenge and also enables the Section to confirm that outcomes have been achieved.

Assessment practices will vary to provide breadth and depth, but examples include: Formal examinations

Written assignments

Laboratory reports (food and metrology areas)

Assessed tutorials

Case study analyses

Seminar presentations

Seen case studies/publications

Student project submission

Simulated courtroom situations

Placement report and presentation


26 Programme structures, levels, credits, awards and curriculum mapIncluding specific progression arrangements for Foundation Degrees

BSc (Hons) Trading Standards Programme

The Programme is offered on either a 3-year, full-time or 4-year sandwich basis. Students must accumulate 120 credits at each of its three levels. The curriculum units, their credit value and status are shown below:

Level Unit Title Credits Status

4 Trading Standards Framework (Contract and Tort, Legal Systems, Consumer Protection Environment)

60 Mandatory Core

4 Legal Metrology 1 30 Mandatory Core4 Professional Studies 30 Mandatory Core

1-week placement in a Trading Standards environment

120 credits accumulated – Certificate of Higher Education available

5 Food Standards 20 Mandatory Core5 Legal Metrology 2 20 Mandatory Core5 Legal Metrology 3 20 Mandatory Core5 Product Safety 20 Mandatory Core5 Project 1 20 Mandatory Core5 The Regulatory Framework 20 Mandatory Core

4-week placement in a Consumer Protection environment

240 credits accumulated – Diploma of Higher Education available

Placement year for Sandwich award6 Consumer Credit &

Intellectual Property20 Mandatory Core

6 Evidence and Procedure 20 Mandatory Core6 Fair Trading Law 20 Mandatory Core6 Management of Quality 20 Mandatory Core6 Project 2 20 Mandatory Core6 Regulatory Services 20 Mandatory Core

This programme map is closely aligned with the professional body’s qualification


framework (DCATS and HDCATs Diploma in Consumer Affairs and Trading Standards, and Higher Diploma in Consumer Affairs and Trading Standards).

Completion of each of the units provides students with full exemption from the knowledge requirements in those units with the professional body, the Trading Standards Institute. Other units provide essential knowledge and skills for a swift transfer in to the regulatory framework. The exemptions promote students’ expeditious progression into the practical aspects of the qualification on completion of the degree.

In addition, as students on the BSc(Trading Standards) programme are aiming for a career in a Local Authority in England, Wales or Northern Ireland, consequently the necessity for a second language is minimal. Considering the advantages acquired by the fact that students leave the institution with all core skills and maximum exemption in the professional framework, the minimal need for a second language, combined with the fact that there is little scope for accommodating 15 credits at each level, the programme team has taken the decision not to include a language option.

27 Personal Development Planning and Student Support Arrangements

Hollings Faculty operates a scheme whereby personal skills are embedded into the units of study within the programme and assessment is carried out as part of the normal assessment strategy for students.

The Food and Tourism Management Department has developed a matrix approach to PDP which indicates the personal skills which will be developed and assessed within each unit.

The personal skills inherent in this programme are identified and mapped to the units where they will be developed and assessed and the matrix can be seen in Section 2.3.1

A transcript of the personal skills is provided to all students on completion of their programme of study.

28 Placement and Work based Learning

Students are required to complete a placement at the end of their first-year studies with a local authority trading standards service. This one-week placement has proved to be very beneficial in confirming career choices, providing a practical insight into the Trading Standards profession and developing and encouraging professional links with both the student and the university.

Students are also required to complete a four-week placement at the end of their second-year studies with either a local authority trading standards service or another


organisation within the consumer protection framework (this could include private sector organisations, government agencies etc). This placement enables an extended professional experience and sets up the student for their final year studies having placed their academic experience into a practical context.

Contacts made by students during the placement periods have often led to sponsorship during the course and/or employment following graduation.

Students are encouraged to organise their own placements with full support from academic staff as and when needed i.e. before, during and after the placement period.

Students who choose to undertake the sandwich award as part of their programme will be expected to undertake a 48 week period of placement learning. This will take place during their third year of study after they have successfully completed taught units on level 4 and 5. Whilst on placement students will undertake assessments which are linked to their industrial experience (see Section 2.6).

29 Points of Reference

Internal

University Mission and Strategic Aims Regulations for the Academic Awards of the University University Regulations for Undergraduate or Taught Postgraduate Programmes

of Study Academic Regulations and Procedures Handbook Faculty Programme Approval Review/ Report (November 2008) University Learning and Teaching Strategy Staff research Departmental Professional/Industrial Advisory Committee Staff/Student Liaison Committee

External QAA Subject Benchmark statement QAA Framework for HE Qualifications QAA Code of Practice QAA Subject Review report PSRB visit report External examiner reports


PART TWO - REGULATIONS

1 ADMISSION REGULATIONS

Admissions to the programme are carried out within the provisions of the law and of university principles. They demonstrate regard for the University’s Academic Board Principles:

The admission of a student to the programme must be based on the reasonable expectation that the student will be able to fulfil the objectives of the programme and achieve the standard required for the award.

The admissions requirements set out below shall be subject to such policies on entry requirements as the Academic Board may from time to time determine.

All applicants shall be considered having regard for the University’s Equal Opportunities Policy and such anti-discrimination legislation as may be in force.

Candidates must have a sufficient command of the English language to be able to meet the requirements of the programme in every respect.

Application shall normally be made via the University Central Admissions System.

When considering the suitability of an applicant for a place on the programme the Admissions Tutor will usually take the following factors into account: -

The applicant’s qualifications, The information given in a supportive academic reference, The applicant’s personal statement.

Overseas Applicants

Overseas applicants will be assessed using the same factors listed above.

Applicants must have sufficient command of English to meet the requirements of the programme in every respect and are normally expected to have attained either a grade C or above in GCSE English Language or the equivalent. For international students for whom English is not their first language IELTS at grade 6 or TOEFL 550 [or 79 (on-line version) or 213 (computer based)] points on the computer based test is a requirement for admission to the programme.

Note: The admission regulations comply with the University’s policy, regulations and institutional code of practice on recruitment and admissions and the scheme for the admission of students with advanced standing following the accreditation of prior learning.

http://www.mmu.ac.uk/academic/asu/Academic%20Policies%20Regulations%20&%20ICPs/Scheme%20for%20Admission%20of%20Students%20with%20Advanced%20Standing.pdf




1.1 Standard Entry Requirements

1.1.1 Entry to Year 1

The normal minimum age for entry shall be 18 years.

The normal minimum entry requirements are:

GCSE at grade C or above in three subjects normally including English, Maths and Science AND passes in either two subjects at GCE Advanced Level (A2) or Vocational Advanced Level (six unit), or one subject at Vocational Advanced Level (Double Award).

or BTEC Higher National Diploma or Certificateor BTEC National Diploma with a minimum of 50% merits.or The traditional Advanced GNVQ at merit level.or Scottish Certificate of Education with passes in three subjects at

Higher Grade (C or above) and two subjects at Standard Grade (3 or above)

or Irish Leaving Certificate with passes in five subjects at grade C or

above, four of which should be at Higher/Honours Level.or International Baccalaureate with a minimum of 28 points

The Admissions Tutor may accept other qualifications as are deemed to be acceptable in lieu of those specified above.

1.1.2 Entry to Subsequent Years

Students may be considered for entry into Level 5 if they have qualifications which demonstrate a level of achievement comparable to the learning outcomes of Level 4.

Typically they will have already have achieved an equivalent level in a consumer protection related subject at another institution.

Applications are also welcome from those without the general entry requirement listed in 1.1, but who can nevertheless demonstrate their potential to complete the programme satisfactorily.

All such applicants will be interviewed by the admissions team (Programme leader and admissions tutor)


Such applicants must demonstrate that they have the experience, motivation and personal qualities appropriate for the programme.

Applicants will be asked to make a formal submission of evidence identifying the learning experiences that support their case in relation to the aims and learning outcomes of the programme.

Applicants may be asked to provide evidence of their academic ability in the form of a formal assignment prescribed by the Admissions team.

The admissions team will evaluate the validity of the evidence provided in such cases and a recommendation will be made to a member of the Faculty Academic Standards Committee, who is independent of the programme, and who will confirm or reject the recommendation.

1.1.3 Entry to Combined Honours Subjects

Not applicable

1.1.4 Admission Arrangements with Foundation Degrees

Not applicable

1.2 Admission with exemption

Exceptionally, the Admissions Tutors may accept an applicant whose qualifications do not conform to the standard requirements.

Mature students who do not satisfy the standard entry requirements detailed above will be considered on individual merit. Such students will need to provide evidence that they possess the intellectual qualities necessary to complete the programme successfully.

1.3 Admission with specific credit

Not applicable due to the professional nature of the programme

1.4 Accreditation of prior (experiential) learning (AP(E)L)

Applications for admission with prior learning or prior experiential learning will be considered individually by the Admissions Tutor following departmental guidelines and in compliance with the University scheme for the admission of students with advanced standing following accreditation of prior learning.

Applicants will normally be asked to submit a Personal Statement of Learning (PSL). This should not be undertaken lightly. The PSL is expected to be a substantial submission providing evidence of the ways in which the applicant has already acquired the learning outcomes of the parts of the programme they will not be engaging with. It is likely this will draw upon previous qualifications, work experience; attendance on short courses, reports written, publications, conferences attended etc.


The submitted PSL will be assessed by 2 members of the academic admissions staff for the programme. They will assess the evidence provided in relation to its:

Acceptability. Is there an appropriate match between the evidence presented and the learning being demonstrated? Is the evidence valid and reliable?

Sufficiency. Is there sufficient evidence to demonstrate fully the achievement of the learning claimed?

Authenticity. Is the evidence clearly related to the applicant’s own efforts and achievements?

Currency. Does the evidence relate to current learning?

Briefing notes and assistance may be provided to applicants choosing to apply through the AP(E)L route. Because of the time consuming nature of the assessment process a charge may be made to the applicant.

1.5 Relationship with University Foundation Year

The Foundation Year (Year 0) is linked to the BSc (Hons) Trading Standards degree. Students who successfully complete the Year will be accepted and enrolled on to the full degree course in line with University policy.

2 CURRICULUM DESIGN AND ORGANISATION

2.1 Curriculum Design Overview

(i) Flexibility

Throughout the programme students are supported through a variety of learning and teaching strategies, with the emphasis on students learning through practice and teaching by example. Taking responsibility for own learning is positively encouraged however and resources provide for on-line learning opportunities encouraging use of intranet and WebCT. Full time attendance is expected throughout all stages.

Curriculum design allows for students who do not progress from Level 4 to Level 5 but who have 120 Credits at Level 4 to qualify for a Certificate of Higher Education. Likewise students who do not progress to Level 6 from Level 5 but who have 120 Credits at both Level 4 and 5 qualify for a Diploma of Higher Education.

Students may enter the programme at the beginning of any levels providing that they have already achieved the relevant number and level of credits. In practice this opportunity will be limited due to the professional nature of the degree and the need to satisfy TSI’s requirements


(ii) Diversity

The review of the BA (Hons) Consumer Protection degree (from 2009/2010 to be named the BSc Trading Standards degree) permits a clearer, more transparent alignment with the qualifications framework of the TSI Awarding Body which has developed an outcome-based approach and which has mirrored features of this programme over many years. In addition, this review has also been influenced significantly by the need to stimulate entry to the profession in the face of a national decline in applicants. In addition the transparent nature of the programme will enable trading standards employees, pursuing the FCATS, DCATS and HDCATS qualifications whilst in employment, to attend and acquire exemptions form specified knowledge requirements of the TSI Awarding Body’s framework

Whilst embracing the framework’s wide range of knowledge and skills, the programme team recognise the importance of ensuring that all entrants are equipped to be able to benefit from the relevant studies. The degree programme at level four provides a range of units such as law, the consumer protection environment, professional development study skills and science & technology (through legal metrology). These serve to underpin the more applied and focused units that follow. At levels five and six, undergraduates study a mixture of core professional units such as The Regulatory Framework, Food Standards, Evidence and Procedure and a range of units that study areas of consumer protection together with broader generic-type units such as research methods (Project 1) and Management of Quality. These are designed to broaden the undergraduates’ perspective and also facilitate more independence in learning.

The Project has been revised to encourage students to formulate a proposal earlier in their studies and to commence their research. The Project provides an opportunity for the student to develop and focus their studies on a relevant topic, thereby gaining a greater insight into a particular aspect of trading standards activity. By contrast, several of the core professional units are also designed to ensure that a broader holistic viewpoint of the field of study is developed, with such outcomes being tested through the assessments in particular units.

In summary, the curriculum has been designed to ensure a comprehensive, yet focused, underpinning with an over-riding perspective on the efficacy and management of a variety of regulatory mechanisms that seek to ensure equitable trading within a legal framework.

Uniquely on this programme there are two periods of optional placement activity. The first, at the end of the first year is undertaken in a Trading Standards Department and provides the students with an opportunity to view a wide range of examples of Weighing and Measuring instruments in a practical legal metrology environment that would otherwise be infeasible to study within an academic environment.


The second period at the end of the second stage is undertaken by students on the full-time programme and provides them with an opportunity to gain experience of the working environment that they are likely to enter after graduation. The twelve-month placement undertaken by students on the sandwich programme is discussed later in this document.

(iii) Inclusivity

Throughout the programme teaching is placed within the context of social, legal, environmental and economic factors relevant to the field of consumer protection

(iv) Employability

The programme aims to produce high quality professionals who can operate successfully in the field of consumer protection. Career opportunities are mainly to be found within the public sector e.g. with a local authority Trading Standards service but other opportunities exist in the private sector.

(v) Quality Enhancement

The programme meets the University requirements for quality assurance and the policies and procedures comply with the Academic Regulations and Procedures Handbook

(vi) Research, Scholarship, and Reflective Practice

The programme of study has been designed to enable students to firstly develop and then demonstrate their skills in research by carrying out a variety of assessment through levels 4 and 5. The culmination of the students’ development from each level is the production of their Honours Projects at the end of the programme.

Assessment Schedule


Level 4

Core Units

Level Unit Title Credits Coursework Examination

324Z0013Trading Standards Framework

60 Assignment 40%

2 x 2 hours 60%

Legal Metrology 1 30 Logbook 40%

2 hours 60%

324Z0011Professional Studies

30 Assignment 40%

2 hours 60%

LEVEL FIVE 5 Food Standards 20 Assignment 30%

Practicals 30%

2 hours 40%

5 Legal Metrology 2 20 Logbook40%

2 hours 60%

5 Legal Metrology 3 20 Logbook 25%Assignment 25%

2 hours 50%

5 Product Safety 20 Assignment 50%

2 hours 50%

5 Project 1 20 Project proposal 50%Progress report 30%Presentation 20%

5 Regulatory Framework

20 Assignment 50%

Examination 50%

LEVEL SIX

6 Consumer Credit & Intellectual Property

20 Assignment 40% 3 hours 60%

6 Evidence and Procedure

20 Mock trial report 35%Reflective Diary 15%

3 hours 50%

6 Fair Trading Law 20 Assessed Tutorials 15%Assignment 35%

3 hours 50%

6 Management of Quality

20 Assignment 40% 3 hours 60%

6 Project 2 20 Project 90%Presentation 10%

6 Regulatory Services 20 Assignment 20% 3 hours 80%

2.2 Relationship to Subject Benchmark Statement


There are no suitable benchmark statements that apply to this programme. Accordingly the programme is designed to meet the outcomes of the accrediting syllabus of the TSQC

2.3 Relationship to Trading Standards Qualifications Framework

The curriculum for this award has been based on satisfying the requirements of the Trading Standards Qualifications Framework (TSQF). The table below identifies where each unit on the programme matches a TSQF unit. The learning outcomes in the TSI documentation are reflected in the learning outcomes of the matching units

The overall philosophy of progression within the teaching and learning and assessment strategy is explained more fully in Section 22 of the PS1 document.

Graduates from the BA (Hons) Trading Standards full-time route will satisfy the knowledge requirements of the TSI framework in the following areas:

Foundation (FCATS) Matching Unit(s)

Legal Systems Legal SystemsLaw of Contract and Tort Law of Contract & TortConsumer Protection Environment Consumer Protection Environment

Diploma (DCATS)

Consumer Credit Consumer Credit & Intellectual PropertyFair Trading Civil Fair Trading Law Fair Trading Criminal Fair Trading LawFood Standards Food StandardsIntellectual Property Consumer Credit & Intellectual PropertyLegal Metrology Legal Metrology 1

Legal Metrology 2 Legal Metrology 3 Product Safety Product Safety

Higher Diploma (HDCATS)

Management of Quality Management of QualityManagement of Regulatory Services Regulatory Services

Note that MMU units as well as matching TSI requirements may contain additional relevant, supporting material.

The TSQF learning outcomes for each TSQF unit identified above are reflected in the university’s learning outcomes for each matching unit.

http://www.tradingstandards.gov.uk/templates/asset-relay.cfm?frmAssetFileID=461











A graduate will be exempted from TSQF knowledge requirements where he can demonstrate a pass mark of 40% in each matching TSQF component with a restriction on the extent of any internal compensation(e.g. if a unit comprises examination and coursework, the minimum acceptable mark in either component is 35%)

Where a matching unit satisfies more than 1 TSQF unit students who wish to claim exemption from the knowledge requirements of the TSQF will be required to demonstrate a pass mark of 40% in each TSQF component.

Graduates who meet these requirements will not be required to pass any TSI written examinations in the above subject areas. They will, however, after leaving university, need to acquire practical skills in a workplace environment evidenced by completion of subject portfolios together with successful completion of relevant practical and oral examinations.

Those students who fail to meet TSI requirements (but satisfying university regulations on progression etc) will be advised and given the opportunity to repeat the relevant assessment(s) for TSI purposes. This will not affect any marks recorded for university purposes.

Graduates from the BSc (Hons) Trading Standards sandwich route will be encouraged to work on relevant portfolios during their placement year. This will accelerate the time taken to achieve the professional qualification (typically DCATS).


2.3.1 Table mapping degree units against TSQF units at each level

Level University unit TSI unit Knowledge exemption

4 Legal Systems Legal Systems √4 Law of Contract

and TortLaw of Contract and Tort √

4 Consumer Protection Environment

Consumer Protection Environment

√

4 Legal Metrology 1 Legal Metrology4 FCATS √

5 Legal Metrology 2 Legal Metrology5 Legal Metrology 3 Legal Metrology

DCATS Legal Metrology √5 Food Standards DCATS Food Standards √5 Product Safety DCATS Product Safety √


DCATS Consumer Credit √

6 Fair Trading DCATS Fair Trading Civil √6 Fair Trading DCATS Fair Trading

Criminal√


DCATS Intellectual Property

√

6 Management of Quality

HDCATS Management of Quality

√

6 Regulatory Services

HDCATS Management of Regulatory Services

√

Knowledge exemption can be claimed subject to the conditions outlined in 2.3 above

Matrix showing the relationship between the BSc (Hons) Trading Standards programme and TSQF Service Delivery modules











The programme units are numbered as follows:

1. Consumer Protection Environment Level 42. Law of Contract and Tort Level 43. Legal Metrology 1 Level 44. Legal Systems Level 4 5. Professional Development Level 46. Study Skills Level 47. Food Standards Level 58. Legal Metrology 2 Level 59. Legal Metrology 3 Level 510. Product Safety Level 511. Project 1 Level 512. The Regulatory Framework Level 513. Consumer Credit & Intellectual Property Level 614. Evidence & Procedure Level 615. Fair Trading Law Level 616. Management of Quality Level 617. Project 2 Level 618.Regulatory Services Level 6

BA(Hons) Consumer Protection degree programme units1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

TSQ

F U

nits

Legal Systems

Law of Contract & Tort

Consumer Protection Env

Consumer Credit

Fair Trading (Civil)

Fair Trading (Criminal)

Food Standards

Intellectual Property

Legal Metrology

Product Safety

Management of Quality

Management of Regulatory Services


Programme Map for BSc (Hons) TRADING STANDARDS

Level 4 Placement Level 5 Placement Level 6

Consumer Protection Environment

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Food Standards

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Consumer Credit & Intellectual Property

Law of Contract & Tort Product Safety Evidence & Procedure

Legal Metrology 1 Legal Metrology 2 Fair Trading Law

Legal Systems Legal Metrology 3 Management of Quality

Professional Development Project 1 Project 2

Study Skills The Regulatory Framework Regulatory Services

2.3.1 Relationship to Personal Development Planning

The Department of Food and Tourism Management has a matrix approach to PDP which indicates the units through which certain personal development skills are addressed. The following table show the skills which are developed and assessed in each unit of the programme. ( Note that D = Developed and A = Assessed)

Key to Units:

Unit 1 Consumer Protection EnvironmentUnit 2 Law of Contract & TortUnit 3 Legal Metrology 1Unit 4 Legal SystemsUnit 5 Professional Development Unit 6 Study SkillsUnit 7 Food Standards Unit 8 Legal Metrology 2Unit 9 Legal Metrology 3Unit 10 Product SafetyUnit 11 Project 1Unit 12 The Regulatory FrameworkUnit 13 Consumer Credit & & Intellectual PropertyUnit 14 Evidence & ProcedureUnit 15 Fair Trading LawUnit 16 Management of QualityUnit 17 Project 2Unit 18 Regulatory Services

LEVEL 4Units

LEVEL 5Units

LEVEL 6Units

Personal Skills

Uni

t 1

Uni

t 2

Uni

t 3

Uni

t 4

Uni

t 5

Uni

t 6

Uni

t 7

Uni

t 8

Uni

t 9

Uni

t 10

Uni

t 11

Uni

t 12

Uni

t 13

Uni

t 14

Uni

t 15

Uni

t 16

Uni

t 17

Uni

t 18

Demonstrate self-management of learning D D D D

AD

AD D D D D D D D D D D D D

Communicate effectively D D D D

AD

AD D D D D

AD D D

AD D D D D

Participate in team work D D D D D D D

AD

Engage in problem solving D D D A

DAD

AD

AD

AD

Demonstrate appropriate numerical skills

D AD

AD

AD D D

Use information technology competently

AD D D

2.4 Assessment Criteria for Marking Schemes

2.4.1 Generic Criteria

Students who have successfully completed Level 4 studies will have demonstrated:

knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to interpret these within the context of that area of study;

an ability to present and interpret qualitative and quantitative data, to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study;

an ability to communicate the results of their study/work accurately and reliably, and with structured and coherent arguments;

the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility.


an ability to evaluate the established principles of their area(s) of study, and the way in which those principles have developed;

the ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context;

knowledge of the main methods of enquiry in their subject(s), and an ability to evaluate the appropriateness of different approaches to solving problems in the field of study;

an understanding of the limits of their knowledge, and how this influences interpretations based on that knowledge;

an ability to communicate effectively information, arguments, explanations, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively.


a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge of a discipline;

an ability to undertake established techniques of analysis and enquiry within a discipline;

conceptual understanding that enables the student:

- to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline; and

- to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline;

- to evaluate critically arguments, assumptions and data;

the ability to manage their own learning, and to make use of scholarly reviews and primary sources (eg refereed research articles and/or original materials appropriate to the discipline);

the learning ability needed to undertake a career which involves appropriate further training of a professional or equivalent nature.

Students who are awarded a Pass degree

Students who are awarded a Pass degree are those students who, in the judgement of the Board of Examiners, have failed to demonstrate the outcomes achieved by an Honours graduate. These students however have, by virtue of the University Regulations for Undergraduate Programmes of Study, already demonstrated that they possess those attributes associated with Level 5 studies. In addition, they have completed the whole range of Level 6 studies associated with their award and have demonstrated a sub-set of those associated outcomes.

Level 4

70% or more

Excellent knowledge and understanding of relevant issues and theories, which shows a capacity to understand and explain interrelationships between concepts and apply them to practice.

Evidence of knowledge gained from a range of literature and other sources. Accurate referencing used to support arguments. Written and oral communication which is clear and coherent. Accomplished use, reporting and evaluation of a range of basic research

methods and data analyses.

60-69%:

Substantial knowledge of relevant issues and theories, which is evidenced in the ability to relate these to practical application in a balanced way.

Accurate referencing of appropriate literature, which generally substantiates arguments.

Written and oral communication is clear and coherent. Proficient use, reporting and evaluation of a range of basic research methods

and data analyses.

50-59%:

Generally appropriate knowledge, with ability to discuss and compare concepts and their relationship to practice.

Evidence of referencing to support argument. Written and oral communication shows evidence of logical structure and

competent expression. Competent use, reporting and evaluation of a range of basic research methods

and data analyses.

40-49%:

Accurate recall of facts with some minor confusions. All unit learning outcomes are achieved at a threshold level Limited ability to relate knowledge to practice or draw on breadth of relevant

theories. Limited referencing and argument. Written and oral communication lack structure and clarity. Ability to use and report on a range of basic research methods and data

analyses.

35-39%: Marginal Fail:

Most unit learning outcomes achieved at a threshold level Limited recall of facts Limited ability to relate knowledge to topic Some referencing and argument acceptable Written and oral communication lack structure and clarity. Limited ability to use and report on a range of basic research methods and data

analyses.

< 35%: Fail:

Limited recall of facts which may contain some confusions. Poor ability to relate knowledge to the topic. Poor referencing and argument. Written and oral communication lacks structure and clarity. Poor ability to use and report on a range of basic research methods and data

analyses.

Level 5

70% or more:

Excellent integration of knowledge and understanding with respect to relevant issues and theories, which shows a capacity to apply concepts in imaginative ways and to apply them in practice.

Evidence of knowledge gained from a wide range of appropriate literature and other sources.

Accurate referencing used to support arguments. Written and oral communication is clear and coherent and synthesises

knowledge in a balanced way. Comprehensive ability to frame and operationalise research questions and to

use, report and evaluate a range of research methods and data analyses.

60-69%

Substantial knowledge of relevant issues and theories, which is evidenced in the ability to accurately explain their interrelationships and to relate these to practical application in a balanced way.

Competent choice and critical use of appropriate material to address the topic from a broad range of literature, which is accurately referenced.

Written and oral communication is clear and coherent. Proficient ability to frame and operationalise research questions and to use,

report and evaluate a range of research methods and data analyses.

50-59%:

Generally appropriate knowledge, with ability to discuss and compare concepts and their relationship to practice.

Appropriate choice and some critical use of material to address the topic from a range of literature, which is generally well referenced.

Written and oral communication shows evidence of logical structure and competent expression.

Competent ability to frame and operationalise research questions and to use, report and evaluate a range of research methods and data analyses.

40-49%:

Largely descriptive discussion of theories with limited ability to critically apply these to the topic.

All unit learning outcomes are achieved at a threshold level Inadequate referencing and development of argument. Written and oral communication lacks cohesive structure and clarity. Adequate ability to frame and operationalise research questions and to use,

report and evaluate a range of research methods and data analyses.

35-39%: Marginal Fail

Descriptive discussion of theories with limited ability to critically apply these to the topic.

Poor referencing and development of argument. Written and oral communication lacking sufficient structure and clarity. Limited ability to frame and operationalise research questions and to use, report

and evaluate a range of research methods and data analyses.

< 35%: Fail:

Limited and descriptive discussion of theories. Little critical analyses of the topic, with limited reference to the literature. Poor integration of knowledge gained from different sources. Written and oral lacks structure and clarity. Limited ability to frame and operationalise research questions and to use, report

and evaluate a range of research methods and data analyses.

Level 6

First class:

Excellent integrated and coherent research – based theoretical knowledge, applied with authority to support critical analysis of the topic, synthesis to produce specific solutions and skilful consideration of application to practice.

Accurate referencing of a wide range of literature, including recent literature, used to select and support arguments.

Written and oral communication is clear and coherent and both synthesises and contextualises knowledge.

Accomplished in the initiation, design, conduction, reporting and evaluation of empirical research under appropriate supervision.

Upper second class:

Detailed and coherent research-based theoretical knowledge, applied with balanced critical analysis of the topic, synthesis to propose specific solutions and consideration of application to practice.

Accurate referencing of a wide range of literature used to select and support arguments

Written and oral communication is clear and coherent and largely synthesises and contextualises knowledge.

Proficient in the initiation design, conduction, reporting and evaluation of empirical research under appropriate supervision.

Lower second class:

Generally detailed and coherent research-based theoretical knowledge, applied with critical analysis of the topic, synthesis to suggest approaches to specific solutions and consideration of application to practice.

Accurate referencing of a range of literature used to support arguments. Written and oral communication is generally clear and logically structured, and

attempts to synthesise and contextualise knowledge. Competent in the initiation, design, conduction, reporting and evaluation of

empirical research under appropriate supervision.

Third class:

Largely explanatory treatment of research-based theoretical knowledge, with some critical analysis of the topic, some evidence of synthesis to produce specific solutions and consideration of application to practice.

All unit learning outcomes are achieved at a threshold level Limited use of relevant literature to support arguments. Written and oral communication is generally clear and shows some structure,

but attempts to synthesise and contextualise knowledge are limited. Can initiate, design, conduct, report and evaluate empirical research under

appropriate supervision.

Marginal Fail:

Descriptive treatment of research-based theoretical knowledge, with limited critical analysis of the topic, limited evidence of synthesis to produce specific solutions and consideration of application to practice.

Limited use of relevant literature Written and oral communication lacking some clarity with some structure, but

limited attempts to synthesise and contextualise knowledge. Can initiate, design, conduct, report and evaluate empirical research under

appropriate supervision and with support

< 35%, Fail:

Largely descriptive account of research-based theoretical knowledge, with limited critical analysis of the topic or synthesis and consideration of application to practice.

Written and oral communication lacks clarity and / or logical structure, with little attempt to synthesise and contextualise knowledge.

Selection of material may be inappropriate. Limited use of relevant literature. Poor ability to initiate, design, conduct, report and evaluate empirical research

despite appropriate supervision.

2.4.2 Programme-Specific Criteria

Certificate Level students will have a sound knowledge of the basic concepts of consumer protection and trading standards and will have learned how to take different approaches to solving problems. They will be able to communicate accurately and will have the qualities needed for employment requiring some exercise of some personal responsibility.

Diploma Level students will have developed a sound understanding of trading standards law and technology and will have learned how to apply the principles more widely. Through this, they will have learned to evaluate the appropriateness of different approaches to problem solving. The programme has a vocational orientation which enables them to perform effectively in the field of practical work.

Honours Level students will have developed an understanding of a complex body of knowledge, some of it at the current boundaries of consumer protection and trading standards. Through this, they will have developed analytical techniques and problem solving skills that can be applied in many types of employment. The graduate will be able to evaluate evidence, arguments and assumptions to reach sound judgements, and communicate effectively. They will have the qualities needed for employment in situations requiring the exercise of personal responsibility, and decision making in complex and unpredictable circumstances.

The following classification would be the measure set against given unit assessment criteria at each / all of the levels of study.

Mark Outcome Descriptor

< 35% Fail Unit learning outcomes not achieved

35 to 39% Marginal Fail Most unit outcomes achieved at threshold level

40 to 49% Pass All unit outcomes achieved at threshold level

50 to 59% Pass All unit outcomes achieved at a good level

60 to 69% Pass All unit outcomes achieved at a very good level

> 70% Pass All unit outcomes achieved at an excellent/outstanding level

2.5 Arrangements for anonymous marking of summative assessments

All summative assessment will be marked anonymously in accordance with University requirements.

The Faculty operates a system whereby the student completes a triplicate Anonymous Receipt Form for each piece of coursework. This form shows only the student’s registration number and is submitted with the coursework to the Student Life Office. One copy of the form is retained by the student, one copy is attached to the work and the final copy is sent to the Tutor. After first marking has taken place a range of work is internally moderated and this also takes place anonymously. All written examination scripts are marked anonymously.

The only exception to anonymous marking is when students are required to give a formal presentation to their peers and tutors. These presentations normally form only a small part of the overall assessment for a unit and are usually in the form of a group presentation where all the members of the group will receive the same mark.

2.6Arrangements for the quality management of placement learning

2.6.1 Short placements

The placements are an important part of the programme and takes place at the end of level 4 and at the end of level 5.

The Department has a long established reputation and many years of working in association with the trading standards profession in the UK. Students are initially encouraged to organise their own placement experience. However key

members of the team will assist in finding suitable placement opportunities.

All students enrolling on this degree programme are expected to fully engage with both placements and to undertake their placement periods with commit-ment and professionalism.

A placement guide is issued both to students and the placement organisation.

2.6.1 Sandwich placements

For sandwich students this will take place between level 5 and level 6. The management, organisation and implementation of the placement experience will be made in accordance with the University's Institutional Code of Practice for Placement Learning. The code of practice stipulates a 36-week minimum period. However, the sandwich placement for the BSc Trading Standards award will be a 48-week minimum period.

The Industrial Placement Student Handbook reflects the University’s general principles, policies and procedures as detailed in the Code of Practice in order to ensure an effective placement learning opportunity occurs.

A copy of the handbook is provided for both student and placement provider prior to commencement of the placement year.

See also the Sandwich Award Placement Unit in Part Three.

2.6.2 Management of the sandwich placement

During the placement year, students will be allocated a Visiting Placement Tutor who will visit them at least once and will oversee the placement experience for the student.

The Placement Officer/Academic will be responsible for overseeing the whole process of placement and duties will include:

providing advice to students with regard to securing placements and liaising with appropriate placement providers.

supporting students through the preparation for placement period (e.g., understanding the academic requirements of the placement period; assisting with CV preparation and interview techniques etc).

providing a programme of opportunities for placement employers to come and present to students and in some cases to recruit on site.

ensuring both student and placement provider understand and have agreed to conform to Health and Safety requirements.

monitoring the quality of the placement process and reporting to the Programmes Committee.

During the placement period the student is under the direct supervision of the industry mentor. In addition, a named member of academic staff is allocated to each student as ‘visiting tutor’ in order to provide support and

guidance. They will usually visit the student on at least one occasion, assess the student’s progress and monitor their welfare. The Visiting Tutor will:

undertake at least one placement visit and will question if Health and Safety requirements have been met by the placement employer

give guidance and advice on the assessment requirements of the placement year

mark the assessments and provide feedback to the students. be the first point of contact for students who may be experiencing

difficulties whilst on placement.

2.6.3: Learning Outcomes:

Placement Learning is not an academic unit in itself and in accordance with MMU regulations the Practice credits (P) awarded to the Placement means that assessments are marked on a pass/fail basis. Learning outcomes will be summatively assessed. At the end of the placement the student will:

have developed an awareness of the social, economic and managerial factors which exist within the working environment.have developed individual competencies and vocationally relevant skills through practical experience within the appropriate organisation.have demonstrated that they are able to contribute to a specific area of the organisation.be able to place the theoretical understanding of their previous studies into the practical application of the working environment.recognise the importance of personal development and have further developed their employability/transferable skills.

The student is required to satisfy the following criteria in order to successfully complete their placement:

complete a minimum of 48 weeks, full-time work obtain a satisfactory Employer report obtain a satisfactory Visiting Tutor report obtain a pass mark for their submitted Industrial Report complete a post-placement student debriefing form

2.6.4: Nature of the placement:

There is a Department requirement for the student to attend a placement for 48 weeks full time in an approved placement location. This is the minimum requirement for a sandwich degree but also fulfils contractual arrangements as agreed between the employer, the Department and the student prior to the start of the placement.

Students will also be required to complete and submit an Industrial Report. During the placement it is also a requirement that students achieve a satisfactory overall review of performance and development. This appraisal will take place during the tutor visit and at the end of the placement period. It will include the student and the placement provider..

Any student who is dismissed from their placement post will be considered through a separate disciplinary procedure.

2.6.5: Securing the placement:

Through the designated Placement Officer/Academic, every assistance will be given to ensure students have the opportunity to secure a suitable placement experience. However it is ultimately the responsibility of the student alone to prepare an appropriate CV and to secure the place at interview. The preparation for placement will begin during the second year of study and mandatory Health and Safety briefings will be held before the end of that academic year.

Due regard will be given to factors that might affect an individual student's ability to undertake the placement. These may include:

special educational needs. Disability.family commitments. religious commitments.

The Disability Discrimination Act (2005) protects disabled students from discrimination in the field of employment. As part of this protection, employers have to make “reasonable adjustments”. The learning support unit at the university will provide help and advice, in conjunction with the Placement Unit. These two parties can discuss and advise with regards to specific students prior to placement commencement. They can also advise if students are not happy with arrangements once placements have commenced.

2.6.6: Monitoring the quality of industrial placement experience:

The standard of the placement is continuously monitored. The systems utilised are many and varied. Performance indicators of experiential learning include:

Codes of practice: (i) University (ii) Employer (iii) Students Visiting tutor reports:

o Reflective Learning diary/ Critical incident pro-formaso Review Learning Contractso Review of Student/Placement provision with industry mentoro Review of Placement/project with studento Review Health & Safety provisiono Comments/action for future placements

Assessment of student assignment from placement

The student will submit an Industrial Report on completion of the placement year.

Employer Reports

The employer is required to give a report on the experiential learning opportunities that the student was exposed to during their placement year. This serves to feedback the qualitative nature of transferable skills being acquired and the appropriateness of the Industrial placement for future use.

Contact made by student and/or employer

Responses to areas of concern will be actioned quickly and an investigation can be started immediately from within the placement office. This may take the form of telephone calls, one-to-one discussions, or personal visits made by the visiting tutor or the placement co-ordinator.

Post-placement de-briefing session

On return from placement the students attend a qualitative de-briefing session organised by the group tutor. The student will be required to give a 10-minute presentation on their “Experiences whilst on placement”. This session is designed to achieve two objectives (i) Give the student a platform for discussion about his/her experiential learning (ii) Facilitate the evaluation of the placement experience for present and for future purposes.

2.6.7: Student responsibilities:

Students must be aware of their responsibilities whilst on their placement:

as representatives of the University for maintaining goodwill within the host organisation, fulfilling contracted obligations and demonstrating commitment and appropriate attitude and behaviour.

towards the placement provider and its customers/clients/employees . for recording their progress and achievements. for alerting the placement provider and the University to problems with the

placement that might prevent the progress or satisfactory completion of the placement, including any health and safety or ethical matters.

for undertaking any assessments during the placement which may be required in fulfilment of the programme regulations.

Students unable to complete their period of placement and associated assessments will be referred to the next appropriate Examination Board.

2.7 Academic partnership activity

Not applicable to this programme.

2.8 Professional, statutory and regulatory body links

The programme is accredited by The Trading Standards Institute, the professional body for the trading standards profession. Graduates from the programme may be exempted from all of the knowledge requirements of FCATS, the bulk of the knowledge requirements for DCATS and all of the knowledge requirements of HDCATS.

However, students must demonstrate clear evidence of success in order to satisfy the requirements of the professional body notwithstanding any university regulations permitting compensation or condonement.

The student will be allowed to progress in line with university regulations but would be formally notified in any case where he/she has failed to satisfy TSI requirements. Opportunities to improve marks for professional body purposes will be provided.

TSI require a pass mark of 40% in any unit which matches one in their qualifications framework. Additionally the extent of internal compensation within the unit is restricted. A component part must attract a mark of at least 35% with an overall mark of 40% (i.e. higher marks would be required in the other component parts).

The programme will be subjected to accreditation by the professional body (normally as part of the periodic review programme) and will also undergo periodic professional body audit.

Any modifications to the programme will be notified to the professional body and approval sought (as appropriate).

2.9 Flexible and distributed learning (including e-learning)

The programme is currently seeking to employ more blended learning through its Units. It is envisaged that WebCT will be in full operation at the beginning of the next academic year (09/10).

3 ASSESSMENT REGULATIONS

3.1 Statement on MMU Regulations for Undergraduate Programmes of Study

The University Assessment Regulations for Undergraduate Programmes of Study (2008/09) apply to all Levels of the Programme with regard to assessment.

3.2 Programme-specific regulations

3.2.1 Student attendance and absence

The Manchester Metropolitan University Regulations for Undergraduate Programmes of Study apply to all stages of the programme with regard to student attendance and absence.

Essentially attendance is deemed to be compulsory for all lectures, seminars, tutorials, teaching sessions, laboratory & workshop sessions, presentations and assessments as stipulated on timetables and in the

syllabus.

Attendance is monitored on a regular basis and students with poor levels of attendance are initially counselled. However persistently poor attendance can lead to removal from the programme.

3.2.2 Approved variation or exemption from MMU Regulations

The programme does not apply any variation or exemptions.

4 PROGRAMME MANAGEMENT AND STUDENT SUPPORT

4.1 Programme Committee

4.1.1 Membership

The Programme Committee will consist of the following members:

Programme Leader (Chair) Head of Department of Food and Tourism Management (ex officio) Dean of Faculty (ex officio) Unit Leaders Members of full-time and part-time staff teaching on the Programme One student representative elected from each stage of the

programme Library representative ICTS Representative Faculty student support officer Departmental Administrative Officer who will act as Secretary to the

Committee

4.1.2 Responsibilities

The Committee will meet twice a year, or more frequently if necessary. It will be responsible for:

i the maintenance and enhancement of the academic standards of the Programme

ii the monitoring and evaluation of the Programme and in particular evaluating its operation, its delivery and standard, its teaching methods, its curriculum aims and students' needs

iii ensuring the Programme operates in accordance with the approved Programme scheme

iv agreeing recommendations for changes to the Programme (content and structure) and on any matter affecting the operation of the Programme

v considering and implementing at Programme level such policies as may be determined by the Academic and Faculty Board in relation to:

programmes, teaching and learning, the content of the curriculum; the assessment and examination of students (in conjunction with

Board of Examiners); criteria for the admission of students; research, scholarship and Programme-related staff development; the appointment of internal and external examiners; the retention, support and progression of students.

vi advising the Academic Board on such matters as v above

vii ensuring the academic development of the Programme

viii advising the relevant Head of Department/Dean through the Programme Leader on the resources needed to support the Programme

ix contributing to the formulation of institutional academic policy and considering such other matters as may be appropriate to the operation of the Programme or as may be referred to the committee by Faculty or Academic Board.

4.2 Board of Examiners

4.2.1 Membership

The Board of Examiners shall comprise:

Head of Department of Food and Tourism Management (or equivalent) Dean of Faculty (ex-officio) Programme Leader Unit Leaders Internal Examiners (defined as those staff, both full and part-time

associated with assessment which are the responsibility of the Board) The External Examiner appointed for the programme

4.2.2 Responsibilities

i The Board of Examiners shall be responsible to the Academic Board for all the programme assessments that contribute to the granting of academic awards and for recommending the granting of awards to candidates who it is satisfied have fulfilled the objectives of the programme of study, demonstrated fulfilment of the associated learning outcomes and achieved the required standard.

ii In exercising its responsibilities, the Board of Examiners has the discretion, subject to the provision of the regulations of the University, to reach such a decision in respect of candidate’s assessment(s) and award as it may deem appropriate having regard for the need to ensure that justice is done to individual students and that the standards of the University’s awards are maintained.

4.2.3 Functions

The Board’s functions shall include:

i recommending the conferment of an award upon a student who, in the judgement of the board, has fulfilled the objectives of the approved programmes of studies, demonstrated fulfilment of the associated learning outcomes and achieved the standard required for the award;

ii determining the award, including the level of Honours where applicable, to be recommended under (i) above.

iii applying the University’s examination and assessment regulations to the programme;

Iv considering, moderating and approving examination papers, and marking schemes, if any, for all assessed examinations relating to the programme;

v considering and approving assignments or projects which form part of the scheme of assessment;

vi assessing written or oral examinations;

vii assessing any project or coursework which forms part of the scheme of assessment;

viii receiving and considering any communication relevant to tits functions;

ix reporting matters of policy and significance to the Academic board;

x such other functions as the Academic board shall determine.

4.2.4 Sub-Committees

The Board of Examiners may appoint sub-committees to deal with special aspects of its work other than the final assessment of candidates and may delegate to sub-committees such duties as preparing draft examination papers and assignments, marking scripts, considering and approving the titles and outlines of projects and theses, assessing course work and preparing evidence for presentation to the Board of Examiners, subject to the overriding authority of Board of Examiners and the rights and responsibilities

of individual examiners.

4.2.5 Subsidiary Examination Committees

The Board may appoint subsidiary examination committees which must include at least one approved external examiner in their membership. Such subsidiary examinations committees may not make decision on behalf of the Board of Examiners but shall make such recommendations as they may consider appropriate to the main Board of Examiners.

4.2.6 Duties of Board Members

i The duties of the Chair of the Board of Examiners shall include convening meetings, corresponding and communicating with External examiners between meetings and accepting responsibility for the correct recording of decisions and recommendations of the Board.

ii The duties of the Internal Examiners shall include preparation of draft examination papers, assessment schemes, marking scripts, assessing projects and theses, drawing up and presenting to the Board of Examiners such reports as may be required and attending meetings of the Board.

iii The role, authority, duties and rights of External Examiners shall be defined in the regulations on external examiners made by the Academic Board.

4.2.7 Treatment of Extenuating Circumstances

The Hollings Faculty operates a procedure for the consideration of extenuating circumstances which should be read in conjunction with theRegulations for Undergraduate Programmes of Study, Procedure for Students to Disclose to Boards of Examiners Exceptional Factors Affecting Their Performance During Written Examinations or Other Forms of Assessment and Recommendations for the Operation of Exceptional Circumstances Boards.

If a student believes that their failure to meet a submission date was due to extenuating circumstances they may submit a request to have their position reviewed. This request must be made in writing to their Group Tutor using the Disclosure of Exceptional Factors Affecting Performance in Examinations or other Assessments Form which is available from the Departmental Office. Students should attach appropriate documentary evidence to this form.

The Exceptional Circumstances Board will meet to consider the information and evidence submitted on the disclosure form and will report to the Chair of the Board of Examiners on its recommendations and an audit trail of all decisions made will be held by the Department. The final decision rests with the Board of Examiners or the Chair of the Board acting on its behalf.

Further information on penalties for late submission of work can be found in

the Regulations for Undergraduate Programmes of Study.

4.3 Programme Leader

The appointment and duration of office of a Programme Leader shall be determined by the Head of Department in consultation with the appropriate Dean of Faculty. Programme committee recommendations shall be addressed through the Programme Leader to the Head of Department who in turn shall report to the relevant Dean of Faculty.

The Programme Leader shall be responsible for:

Chairing the Programme Committee, and arranging for such meetings of the Committee and its sub-committees as considered appropriate.

Acting as the Chief Executive Officer to the programme. As such, will be responsible, within the agreed policies of the Programme Committee, Faculty and Academic Boards, for the efficient operation of the programme as approved by the University.

All matters pertinent to the proper day to day operation of the programme.

Advise the Programme Committee on its proper responsibility for the continuing development of the programme.

Liaising on behalf of the Programme Committee with the Dean of Faculty, and other officers as appropriate.

Be empowered to take on behalf of the Programme Committee any reasonable action with respect to the proper functioning of the programme.

The current post holder is Bob Peel.

4.4 Other Staff Responsibilities

The main responsibilities of Unit Leaders are:

Overseeing the unit and co-ordinating with all staff teaching on the unit; Preparing the Unit Handbook, including all the assessments and

ensuring that it is issued to students; Liaising with the External Examiners in relation to assessment and

overall student performance; Carrying out end of unit evaluation in order to promote a quality learning

experience; Ensuring that Unit marks are input on the database; Preparing the Unit Report at the end of the teaching period; Advising the Programme Leader on unit development, review and minor

modifications; Attending and contributing to the meetings of the Programme Committee

and the Board of Examiners; Providing specific academic support relating to the unit.

The Admissions Tutor is responsible for:

Managing the organisation and implementation of the Admissions programme in accordance with Departmental, Faculty and University policies, reporting to the Programme Committee;

Co-ordinate applications, interviews and portfolio assessments and make admission decisions based on this.

The Placement Tutor is responsible for:

Managing the organisation and implementation of the Placement programme in accordance with Departmental, Faculty and University policies, reporting to the Programme Committee

4.5 Student Support Strategy – check student handbook

Departmental Policies ensure that various mechanisms are in place to enhance the student experience, in an academic, practical and pastoral way:

The Programme Leader has a duty to ensure students are given all the relevant information about their teaching programme;

Student Programme handbooks give students relevant information on learning, teaching and assessment;

Induction programmes ensure that students are given information and advice on using the Library, IT facilities and Media Services;

Students are kept up to date with issues relating to their programme of study via the programme Leader and/or unit leaders;

Student group representatives are elected to the Programme Committee and are able to voice any general concerns regarding learning and teaching;

Unit leaders are available with specific advice regarding their part of the syllabus;

Personal tutors are available at any time but also all students meet with their personal tutor on a formal appointment basis and students are ensured confidentiality when requested;

Personal Tutors will guide the student to the most appropriate help; Students are introduced to all the University Student Services and are

encouraged to seek the most appropriate help. The Faculty Student Support Officer (FSSO) is based at Hollings and

provides a first point of contact for students on academic and pastoral matters. The FSSO works in collaboration with personal tutors to provide confidential and impartial support to all students registered on courses within the Faculty. (FSSO: Juliette Leeks, room 307, telephone 0161 247 2500, email [email protected].)

Student feedback is essential to programme development and student comments are used to enhance both the successful management of the programme and the teaching/learning strategies.

Student observations are considered through the tutorial systems and the student voice is heard at both the Staff Student Liaison meetings and the Programme Committee. Questionnaires are also used to elicit students’ views and opinions. The data gathered from all of these mechanisms is used in the annual monitoring and evaluation exercise and forms part of the development of the Programme Quality Action Plan.

4.6 Student Evaluation

Student feedback is essential to programme development and student comments are used to enhance both the successful management of the programme and the teaching/learning strategies. All students are asked to provide feedback at then end of each unit of study as well as at the end of the entire programme.

Student observations are considered through the tutorial systems and through the student voice on Programme Committees. Questionnaires are also used to elicit students’ views and opinions. The data gathered from all of these mechanisms is used in the Annual Monitoring Exercise and forms part of the development of the Programme Quality Action Plan.

As detailed previously Student Representatives are elected each year to act as the student ‘voice’ at Programme Committee meetings. It is the task of the Programme Leader should ensure that student representatives are fully aware of their role and responsibilities, and should support them in the fulfilment of their duties.

The MMU Students’ Union provides training for student representatives. The University strongly supports this initiative and Programme Leaders should encourage student representatives to take the opportunity of the training provided.

The role of student representatives is:

To represent their fellow students; To bring key issues concerning the management of the programme

(including learning, teaching, assessment and learning support) to the attention of the programme team;

To participate in the Annual Monitoring Exercise as members of the Programme Committee; To provide advice to the Programme Team on issues relating to the

quality of the student learning experience; To provide advice to the programme team on the operation of processes

for the polling of student opinion on the learning experience, its analysis, response and publication;

To be consulted about proposals for programme development; To be members of the student/staff liaison committee if such a group has

been established by the programme committee.

4.7 Engagement with Employers

The Programme Team engage with employers on a regular basis. For example, practising Trading Standards Officers (including alumni) are used to provide a practitioner’s perspective on the rapidly changing trading standards service.

PART THREE – CURRICULUM CONTENT

Unit Specification Templates

Arranged by level, alphabetically

BSc (Hons) Trading Standards degree programme

Level 4

1. Consumer Protection Environment 20 credits2. Law of Contract and Tort 20 credits3. Legal Metrology 1 20 credits4. Legal Systems 20 credits5. Professional Development 20 credits6. Study Skills 20 credits

Level 5

1. Food Standards 20 credits2. Legal Metrology 2 20 credits3. Legal Metrology 3 20 credits4. Product Safety 20 credits5. Project 1 20 credits6. The Regulatory Framework 20 credits

7. Sandwich award Placement Unit 120 P credits(sandwich students only)

Level 6

1. Consumer Credit & Intellectual Property 20 credits2. Evidence & Procedure 20 credits3. Fair Trading Law 20 credits4. Management of Quality 20 credits5. Project 2 20 credits6. Regulatory Services 20 credits


Level 4 Unit Descriptors

1. Consumer Protection Environment 20 credits2. Law of Contract and Tort 20 credits3. Legal Metrology 1 20 credits4. Legal Systems 20 credits5. Professional Development 20 credits6. Study Skills 20 credits

1 UNIT TITLE Consumer Protection Environment

2 BRIEF SUMMARY This module will introduce students to the nature, structure and institutions of consumer protection in the UK. The module is not primarily concerned with substantive law, instead it will concentrate on the methods of consumer protection and the workings of the Trading Standards service.

3 UNIT CODE NUMBER4 HOME PROGRAMME BSc (Hons) Trading Standards

5 HOME DEPARTMENT Department of Food and Tourism Management

6 SUBJECT AREA7 UNIT LEADER(S) Ajay Patel

8 CREDIT VALUE 20 CREDITS AT LEVEL:

4

9 TOTAL AMOUNT OF STUDENT LEARNING (NOTIONAL HOURS OF LEARNING)

200

10 UNIT STATUS Mandatory Core

11 PRE-REQUISITES None

12 CO-REQUISITES None

13 UNIT LEARNING OUTCOMES On successful completion of this unit students will be able to

have attained or demonstrated:1. The ability to identify and explain the role of UK

consumer protection institutions at local, central and self-regulatory levels

2. The ability to describe the relationship between different consumer protection agencies

3. The ability to explain the ways in which an equitable Trading Standards environment is achieved

4. The ability to understand and assess the role and impact of marketing techniques.

All of above learning outcomes contribute to the self-management of learning - PDP

14 CURRICULUM OUTLINE The historical, current and likely future role of Trading

Standards in the UK The institutional structure of Trading Standards The methods by which trading standards services are

delivered and measured

Methods of regulation: criminal, administrative, injunctive and self-regulation

Regional and national co-ordination of trading standards

services The role of LACORS The Home Authority Principle The consumer role of the Office of Fair Trading The concept of and rationale for self-regulation The concept of and rationale for consumer education The spectrum of consumer advice agencies; national

and local; regulatory, private sector and voluntary Enforcement powers The Enforcement Concordat Enterprise Act 2002 part 8 The consumer role of the Department for Business,

Enterprise and Regulatory Reform The work of the Advertising Standards Authority The regulation of distance selling The role of codes of practice and the OFT approvals

regime The concept of consumer protection through regulatory

offences The concept of consumer protection through civil law

provisions The key areas of legislation enforced by trading

standards in safety, fair trading, quality and metrology The role of Ombudsmen in consumer protection The advisory role of Citizens’ Advice Bureaux Small claims procedure Means of alternative dispute resolution Self regulatory bodies Forms of business organisation: sole trader, partnerships

and incorporated The marketing concept and marketing mix Segmentation and pricing policy

15 LEARNING & TEACHING ACTIVITIES 24 x 1 hour lectures, 24 x 1 hour tutorials and 152 hours

independent study.The lectures will provide the core material with the tutorials exploring the issues raised and allowing reinforcement. These will also provide a forum for feedback and discussion concerning relevant contemporary issues in this area.The tutorials will also encourage the development of effective communication ( PDP)

16 ASSESSMENT STRATEGIES 2 hour examination (50%) Learning outcomes 1-4

Assignment (50%) Learning outcomes 2-3

17 ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT

See the programme assessment criteria contained in the definitive document

18 INDICATIVE STUDENT LEARNING RESOURCES

Howells G and Weatherill S. Consumer Protection Law (2nd Edition) Ashgate (2005)Woodroffe and Lowe’s Consumer Law and Practice (7th

Edition) Sweet & Maxwell (2007)Scott C. and Black J. Cranston’s Consumer and the Law Butterworth’s (2000)Hill L & O’Sullivan T Foundation Marketing Prentice Hall (2004)Butterworth’s Trading and Consumer Law Butterworth TS Today Trading Standards InstituteConsumer Policy Review Which? PublicationsConsumer Law Today Informa Professional

www.which.co.ukwww.berr.gov.ukwww.consumerfocus.org.uk www.consumerdirect.gov.ukwww.tradingstandards.gov.uk

19 ANY ADDITIONAL NOTES AND COMMENTS

20 DATE OF APPROVAL21 DATE OF MOST

RECENT CONSIDERATION:

1 UNIT TITLE Law of Contract & Tort

2 BRIEF SUMMARY This Unit provides an overview of the Law of Obligations,

http://www.tradingstandards.gov.uk/

http://www.consumerdirect.gov.uk/

http://www.consumerfocus.org.uk/

http://www.berr.gov.uk/

http://www.which.co.uk/

concentrating on the Law of Contract (Term 1) and the Tort of Negligence (Term 2).

3 UNIT CODE NUMBER4 HOME PROGRAMME BSc. Honours Trading Standards


6 SUBJECT AREA7 UNIT LEADER(S) Julie Wood

8 CREDIT VALUE 20 Credits CREDITS AT LEVEL:

4


200 hours

10 UNIT STATUS Mandatory core



13 UNIT LEARNING OUTCOMES

On successful completion of this Unit students will be able to have attained or demonstrated:

1. An understanding of the principles of Contract Law2. An understanding of those elements which must be proved in order to successfully establish a claim in NegligenceThe above learning outcomes contribute to the self-management of learning (PDP)

CURRICULUM OUTLINE

Term 1

Setting the scene – What is a Contract? Elements of a Contract – Offer, Acceptance, Consideration, Intention; Terms of a Contract; Points to consider – Capacity to Contract, Privity; Vitiating factors – Mistake, Misrepresentation, Duress, Undue Influence; Remedies for Breach of Contract; Law in Action – Sale of Goods, Supply of Goods & Services; Exclusion Clauses.

Term 2

Introduction – Difference between contractual liability and tortious liability; Concepts – Duty of Care including economic loss and particular classes of defendant; Breach of Duty, Proving Breach; Causation; Damages; Defences.

15 LEARNING & TEACHING ACTIVITIES

A class-contact based approach to deliver the factual information required for the study of Contract and Tort.

A combination of Lectures and Seminars supports this approach.Lectures = 36 hours

Seminars = 12 hoursStudent Centred Learning = 152 hours

16 ASSESSMENT STRATEGIES

AssignmentsOne written assignment to test students’ understanding of the principles of contract law. Weighting 40%. Learning outcomes tested – 1.The assignment also helps to develop effective written communication (PDP)ExaminationA two hour examination to test knowledge and understanding across the syllabus. Weighting – 60%. Learning outcomes tested – 1. and 2.Seminars form the basis of student preparation in relation to the above assessments, supported by private study as indicated. Participation in seminars encourages the development of effective verbal communication and problem solving skills (PDP)Written assessment of the work submitted is provided in the case of assignments, and is accompanied by an assignment de-brief.


See the Programme Level assessment criteria contained within the Definitive Document.


Smith & Thomas – A Casebook on Contract, 12th Edition, Sweet & Maxwell, (2009)Robert Duxbury – Contract Law, 1st Edition, Sweet & Maxwell, (2008)Robert Upex & Geoffrey Bennett – Davies on Contract, 10th Edition, Sweet & Maxwell, (2008)John Adams & Roger Brownsword – Understanding Contract Law, 5th Edition, Sweet & Maxwell, (2007)Chris Turner – Unlocking Contract Law, 2nd Edition, Oxford University Press, (2007)Treitel on the Law of Contract , 12th Edition, Sweet & Maxwell, (2007)Geoffrey Samuel – Contract Law: Cases & Materials, Sweet & Maxwell, (2007)Ewan McKendrick – Contract Law – Text, Cases & Materials, 3rd Edition, Oxford University Press, (2008)Jill Poole – Textbook on Contract Law, 9th Edition, Oxford University Press, (2008)Paula Giliker & Silas Beckwith – Tort, 3rd Edition, Sweet & Maxwell, (2008)Geoffrey Samuel – Tort, Cases & Materials, 2nd Edition, Sweet & Maxwell, (2008)Winfield & Jolowicz – Tort, 17th Edition, Sweet & Maxwell (2006)Tony Weir – A Casebook on Tort, 10th Edition, Sweet & Maxwell, (2004)Carol Harlow – Understanding Tort Law, 3rd Edition, Sweet & Maxwell, (2005)

Lunney & Oliphant – Tort Law Text & Materials, 3rd Edition, Oxford University Press, (2007)Steve Hedley – Tort, 6th Edition, Oxford University Press, (2006)

Online Resources:

www.tradingstandards.gov.ukwww.legalservices.gov.ukwww.hmcourts-service.gov.uk




1 UNIT TITLE Legal Metrology 1 2 BRIEF SUMMARY An introduction to the legal metrology infrastructure and

frameworks for its provision (national, European and international) together with principles and concepts of measurement

3 UNIT CODE NUMBER

http://www.legalservices.gov.uk/


4 HOME PROGRAMME Bs (Hons) Trading Standards

5 HOME DEPARTMENT Food and Tourism Management

6 SUBJECT AREA7 UNIT LEADER(S) Bob Peel


4


200 hours


11 PRE-REQUISITES

12 CO-REQUISITES13 UNIT LEARNING

OUTCOMESOn successful completion of this unit students will be able to have attained or demonstrated:

1. a knowledge and understanding of the legal metrology infrastructure including national, EU and International frameworks for its provision 2. an understanding of the basic measurement principles relating to mass, length, volume, flow and density3. an awareness of the care, maintenance, calibration and use of Inspector’s equipment4. an appreciation of the influences and factors which affect the operation of weighing and measuring equipment5. practical skills in the application of measurement principles and science Additionally all of the above learning outcomes contribute to the self-management of learning and effective communication ( PDP)

14 CURRICULUM OUTLINE

key organisations: NWML, NPL, OIML,WELMEC, Euramet, Metre Convention, BIPM

fundamental principles of measurement relating to mass, length, volume, flow and density

the principles of S.I units, national and international standards

the processes of calibration and traceability of standards

the construction, maintenance, handling and testing of standards and equipment used in legal metrology as outlined in NWML specifications and relevant legislation

the concepts of accuracy and uncertainty in measurement

an introduction to electricity and electronics influence factors that can affect standards and

weighing and measuring equipment (including temperature, vibration, humidity, pressure, air buoyancy and electromagnetic influence); techniques

and corrections that can be applied to reduce their effects

the principle and form of type approval documents Measuring Instruments Directive: essential

requirements, conformity assessment routes, role of notified bodies, marking

simple weights and material measures batch testing verification and inspection activities practical activities relevant to the unit

15 LEARNING &

TEACHING ACTIVITIESDelivery will be blended learning via 1-hour lectures and a number of 2-hour practical sessions Practical sessions will include some opportunity for on-line learning but also help to develop team work skills, problem solving & numerical skills ( PDP)

54 hours lectures, 18 hours practical work, 128 hours student centred learning


1. practical logbook (40%) – outcome 52. 2-hour examination (60%) – outcomes 1-4


See the Programme level assessment criteria contained within the Definitive Document


Texts:

Alder K, The Measure of All Things Little, Brown (2002)Bell S, A Beginner’s Guide to Uncertainty of Measurement NPL (2001)Bell S A, Guide to the Measurement of Humidity NPL (1996)BIPM The International System of Units (SI) 8th ed BIPM (2006)Davidson, Perkin & Buckley The Measurement of Mass and Weight NPL (2004)Duncan T, GCSE Physics (4th ed) Hodder Murray, (2001)Elgar P, Sensors for Measurement and Control Addison Wesley Longman (1998)Flack & Hannaford, Fundamental Good Practice in Dimensional Metrology NPL (2005)Institute of Measurement & Control, Guide to Measurement of Mass and Weight IMC (1998)Institute of Measurement & Control, Guide to the Measurement of Pressure and Vacuum IMC (1998)Institute of Measurement & Control, Guide to the Measurement of Humidity (1996)Kochsiek M, Fundamentals of Mass Determination Mettler Toledo (1991)Kochsiek M, Glossary of Weighing Terms, A Practical Guide to the Technology of Weighing Mettler Toledo (1992)O'Keefe, The Law of Weights and Measures Butterworths (accessible via the library’s electronic resources)Reeves & Heathcote, Newnes Electrical Pocket Book 23rd

edition Newnes ( 2002)South Yorkshire Trading Standards Service, Measurement (1983)South Yorkshire Trading Standards Unit, Weighing 2000 & 2003: International Conference Papers SYTSU 2000 & 2003Thomas et al, Measurement Good Practice Guide: Human Factors in Measurement and Calibration NPL (1998)Weyhe S, Weighing Technology in the Laboratory : Technology and Applications , Sartorius (1997)Whitelaw I, A Measure of All Things: The Story of Man and Measurement, David & Charles, (2007)Mike Tooley, Engineering GCSE, Newnes (2002)

The library’s electronic resources include:

British Standards OnlineLexisNexis Butterworths (O’Keefe: The Law of Weights and Measures)PADS (UK pattern/type approvals database)

The internet – various relevant sites including the following:

npl.co.uk The National Physical Laboratory nmo.bis.gov.uk The National Weights and Measures Laboratory (National Measurement Office)oiml.org The International Organisation for Legal Metrologybipm.org Bureau International des Poids et Mesures welmec.org European Cooperation in Legal Metrology ukas.com United Kingdom Accreditation Service




1 UNIT TITLE Legal Systems

2 BRIEF SUMMARY This Unit provides an overview of the operation of the English Legal System and an introduction to the role and function of the European Union and its impact on the English Legal System.

3 UNIT CODE NUMBER4 HOME PROGRAMME BSc Honours Trading Standards


6 SUBJECT AREA7 UNIT LEADER(S) Julie Wood

8 CREDIT VALUE 20 Credits CREDITS AT LEVEL:

4


200 hours





On successful completion of this Unit students will be able to have attained or demonstrated:

1. An understanding of the operation of the English Legal System and 2. An appreciation of the role and function of the European Union and its impact on the English Legal SystemThe above learning outcomes contribute to the self-management of learning (PDP)


Term 1Setting the scene – What is Law?; The Constitution; Sovereignty; Criminal and Civil Law distinction; Court Structure; Alternative Dispute Resolution (ADR); Precedent; Statutory Interpretation; Introduction to Evidence; Introduction to the form and role of Central and Local Government; Law in Action; Law Update.

Term 2Introduction to the EU; EU Institutions; Sources of EU Law; Supremacy of EU Law, EU Legislative Proceedings; Human Rights.


A class-contact based approach to deliver the factual information required for the study of the English Legal System and European Law.A combination of Lectures and Seminars supports this approach.Lectures = 36 hoursSeminars = 12 hoursStudent Centred Learning = 152 hours


AssignmentsOne written assignment to test students’ understanding of the operation of the English Legal System. Weighting 40%. Learning outcomes tested – 1. The assignment also helps to develop effective written communication (PDP)

Examination

A two hour examination to test knowledge and understanding across the syllabus. Weighting – 60%. Learning outcomes tested 1. and 2. Seminars form the basis of student preparation in relation to the above assessments, supported by private study as indicated.Written assessment of the work submitted is provided in the case of assignments, and is accompanied by an assignment de-brief.Participation in seminars encourages the development of effective verbal communication and problem solving skills (PDP)


See the Programme Level assessment criteria contained within the Definitive Document.


Smith, Bailey & Gunn – The Modern English Legal System, 5th Edition, Sweet & Maxwell, (2007)Darbyshire on the English Legal System, 9th Edition, Sweet & Maxwell, (2008)John Adams & Roger Brownsword – Understanding Law, 4th Edition, Sweet & Maxwell, (2006)Richard Ward et al – Walker & Walker’s English Legal System, 10th Edition, Oxford University Press, (2008)Gary Slapper et al – The English Legal System, 10th Edition, Routledge Cavendish, (2009)Michael Zander – Cases & Materials on the English Legal System – 10th Edition, Cambridge University Press, (2007)Phil Harris – An Introduction to Law, 7th Edition, Cambridge University Press, (2006)Erika Szyszczak & Dr. Adam Cygan – Understanding EU Law, 2nd Edition, Sweet & Maxwell, (2008)Dr. PSRF Mathijsen – A Guide to European Union Law, 9th Edition, Sweet & Maxwell, (2007)Nigel Foster – EU Law Blackstone’s Q & A, 7th Edition, Oxford University Press, (2009)Penelope Kent – Law of the European Union, 4th Edition, Longman Publishing, (2008)Wyatt & Dashwood’s European Union Law, 5th Edition, Sweet & Maxwell, (2006)

Online Resources:www.tradingstandards.gov.ukwww.legalservices.gov.ukwww.hmcourts-service.gov.ukeuropa.eu


http://www.hmcourts-service.gov.uk/

http://www.legalservices.gov.uk/


1 UNIT TITLE Professional Development2 BRIEF SUMMARY This unit focuses on the development of interpersonal skills

in order that the student can operate effectively in a trading standards environment. It also provides a number of fundamental aspects of legal research and assignment writing techniques.

3 UNIT CODE NUMBER

4 HOME PROGRAMME BSc Trading Standards


6 SUBJECT AREA

7 UNIT LEADER(S) Jill Gavin-Pitt


4


200 hours


11 PRE-REQUISITES

12 CO-REQUISITES Study Skills


On successful completion of this unit students will be able to have attained or demonstrated:

1. Ability to research using a range of facilities (library resources, electronic resources, the internet etc) and an understanding of how to structure and reference law assignments. An understanding of strict liability and the concept of statutory defences

2. Employability skills in regulatory services3. Display an awareness of self and others and the

development of interpersonal and communication competence required to achieve an identified outcome.

Additionally all of the above learning outcomes contribute to the self-management of learning and effective communication ( PDP)


The various potential resources available to enable students to research relevant materials.Range of Interpersonal skills – development of personality and self awareness, verbal and non verbal communication, questioning type and style, mechanics of conversation, listening skillsAssignment writing, with particular emphasis on the numeric system of referencing.How to prepare for and approach examinations.Strict liabilityStatutory defencesEmployability skills – development and deployment of assets, knowledge and skills e.g. time management, organisation and planning, prioritising and initiative etc


9 x 1 hour lectures, 3 x 1 hour tutorials,6 x 2 hour lectures, 12 hours practical sessions

There will be a combination of lectures and practical tasks that the students are required to carry out. Activities will include development of team working skills (PDP)

External speakers from the trading standards profession and the professional body will provide background and context.

The research and assignment/examination elements of the module will be student-centred. Library staff will provide input to certain aspects of the module.

16 ASSESSMENT STRATEGIES Assignment (50%); includes assessing effective written

communication (PDP); Learning Outcomes 1, 2, Reflective assignment (includes assessing self-management of learning- PDP) (25%); Learning Outcome 4Assessed exercises (25%); Learning Outcomes 4

The Law is a dynamic and ever-evolving subject. Legislative developments, Government initiatives, proposals and judicial precedent will all impact on the content of the Unit. As such, the relationship between the assessment elements and the learning outcomes may change in the light of such developments




Holland J. and Webb Gleaning Legal Rules (6th Edition) Blackstone 2006Clinch P. Using a Law Library (2nd Edition) Blackstone 2001Bradney, Cownie et al How to Study Law (5th Edition) Sweet & Maxwell 2005Hayes J Interpersonal Skills at Work Routledge (2004)Hargie O Saunders C Dickinson D Social Skills in Interpersonal Communication Routledge (2003)


20 DATE OF APPROVAL

21 DATE OF MOST RECENT CONSIDERATION:

1 UNIT TITLE Study Skills2 BRIEF SUMMARY This unit enable students to develop effective learning

techniques and strategies and the use of mathematics and statistics in their studies.



6 SUBJECT AREA7 UNIT LEADER(S) Steve Turner


4


200 hours



12 CO-REQUISITES Professional Development



1. Confidence in the use of maths and basic statistical techniques applicable to trading standards. (demonstrate appropriate numerical skills -PDP)

2. An ability to use various computer software packages in a variety of applications. (use information technology competently – PDP)

3. An ability to identify and practice a number of problem solving techniques. (engage in problem solving – PDP)

4. An ability to communicate effectively using a variety of communication media. (participate in team work, communicate effectively –PDP)

Additionally all of the above learning outcomes contribute to the self-management of learning ( PDP)


equations, units, logarithms, graphs, construction and uses.

introduction to statistics, measures of central tendency, measures of dispersion, the normal distribution, correlation coefficients.

word processing software and techniques, spreadsheets and data processing for a variety of tasks.

explore time management, team working, information retrieval techniques, problem solving, review of evidence and evaluation, task prioritisation and, implementation.

active and passive listening, verbal and non-verbal communication. Oral and written presentations. Applications and CVs. Interviews, roles and expectations.


Certain elements of this unit will be teacher led and some will be predominantly student centred. At times students will work alone or in groups. Students will be able to develop essential skills including problem solving, essay writing, referencing, time management, team working and delivering presentations.

Students will be guided on the job application process and introduced to interviews by role playing exercises.

Practical sessions in computer labs will help students develop confidence in the use of information technology to solve problems and enhance the communication process.

24 hours lectures, 12 hours tutorials, 12 hours computer workshops


Report and presentation (40%) – outcomes 3 and 4, Computer based examination (60%) – outcomes 1 and 2

17 ASSESSMENT CRITERIA FOR See the Programme level assessment criteria contained

within the Definitive Document

UNIT/ELEMENTS OF ASSESSMENT


Booth, D.J. (1992) A First Course in Statistics. 2nd ed. Guernsey Press. Guernsey

Burton, Graeme - Between ourselves : an introduction to interpersonal communication / Graeme 3rd ed. London : H. Arnold; New York : Distributed in the U.S.A. by Oxford University, (2006 )

Diamantopoulos, Adamantios - Taking the fear out of data analysis : a step-by-step approach Adamantios London : [International Thomson Business], (1997)

Harris, Stuart, Human communication and information systems 4th ed Oxford : NCC Blackwell, (1996)

Hind, David W. G. Transferable personal skills : [a student guide]/ David W. G. Hind - 2nd ed Sunderland : Business Education Publishers, (1994)

Rowe, R. N- Refresher in basic mathematics 3rd ed. London : Continuum, (2002) - Smith, Ewart - Basic maths Macmillan, (1996)

WebCT


None




Level 5 unit descriptors

1. Food Standards 20 credits2. Legal Metrology 2 20 credits3. Legal Metrology 3 20 credits4. Product Safety 20 credits5. Project 1 20 credits6. The Regulatory Framework 20 credits

7. Sandwich Award Placement Unit 120 P credits(sandwich students only)

1 UNIT TITLE Food Standards2 BRIEF SUMMARY Examines the main food manufacturing methods and relevant

legal controls that apply to them. Enables students to effectively inspect, determine and control food standards

3 UNIT CODE NUMBER4 HOME PROGRAMME BSc in Trading Standards

5 HOME DEPARTMENT Department of Food & Tourism Management

6 SUBJECT AREA7 UNIT LEADER(S) S. Eddy


5


200





On successful completion of this unit students will be able to have attained or demonstrated:1. An ability to identify the principal food production

methods.2. The application and examination of the law relating to

the composition, labelling and advertising of food.3. The application and examination of the law relating to

food safety and hygiene.4. An ability to identify and evaluate the responsibilities

and liabilities of those involved at each stage of the food production chain including the role of the

enforcement and other agencies.5. An understanding, assessment and examination of

relevant offences and defences available within food law (and how such defences may be achieved in practice).

6. An understanding of food hygiene principles as they relate to the effective inspection and control of food premises.

7. An understanding of the appropriate techniques for the collection of samples for microbiological examination and compositional analysis.

8. An ability to undertake the practical inspection of food and decide upon and justify the most appropriate intervention strategy.

Additionally all of the above learning outcomes contribute to the self-management of learning and effective communication ( PDP)

14 CURRICULUM OUTLINE The role, responsibilities and powers of central and local government and other agencies involved in control, advice and guidance relating to food and food products.

Production and manufacturing methods for the principal food types and the common causes of spoilage.

Relevant statutes, delegated legislation and EC legislation. Relevant codes of practice requirements relating to the work of enforcement officers.

HACCP principles in relation to food hygiene inspections and interventions.

Food inspection techniques and food premises inspection techniques including risk assessment and assessment of hygiene standards.

Legal principles relating to food and food products supplied for consumer use.

Offences and defences. Food labels and their contents. Sampling techniques including undertaking aseptic sampling and the collection of formal samples for analysis in accordance with the law

Determination of fitness of food for human consumption and reasons for unfitness in fish, meat, poultry and game sold at retail including relevant pathological conditions.

Role of the public analyst.


30 1-hour lectures, 14 1-hour tutorials, 10 2-hour practicalsLectures will deliver the core material relating to the specific principles of food inspection, management controls, manufacturing methods of food production, and the legal obligations.Tutorials will explore the issues raised and allow reinforcement and clarification.Practicals will deliver the food production and manufacturing material in order that students have an appreciation of the safety and quality issues in food production. They will enable students to develop their skills in relation to the inspection and control of a wide a range of foods. Red meat and poultry anatomy, pathology and inspection will be taught within a defined set of practical sessions that will enable students to

apply their knowledge and skills within a retail context.


Assignment (30%); outcomes 1 to 6Practicals (30%); outcomes 3, 5, 7 & 8Examination (40%); outcomes 1, 4, 5 & 6

The Law is a dynamic and ever-evolving subject. Legislative developments, Government initiatives proposals and judicial precedent will all impact on the content of the Unit. As such, the relationship between the assessment elements and the learning outcomes may change in the light of such developments.


See Programme level assessment criteria contained within the Definitive Document.


Armstrong R A colour guide to exotic fruits and vegetables Chadwick House (1987) Atwood, B. Butterworths Food Law Butterworths (2000)Bremner A Poultry meat hygiene and inspection Saunders (1996)Butterworths Law of Food & Drugs (ed. Rowell) accessed via the University library’s LexisNexis electronic databaseChilled Food Assoc. Guidelines for good hygienic practice in the manufacture of chilled foods (3rd ed.) CFA (1997)Dillon M & Griffiths C How to audit: verifying food control systems Grimsby : M.D. Associates (1997) Ranken M, Kill R and Baker C Food industries manual (24th ed.) Blackie Academic & Professional (1997) Frandson R. D. Anatomy and physiology of farm animals (5th ed.) Lea & Febiger (1992)Gracey J. F. Meat plant operations Chalcombe (1998)Gracey J. F. Meat hygiene (10th ed.) W.B. Saunders (1999) Hitchcock, T. Food Safety: A Practical Guide to the 1990 Act Fourmat (1990)Howells G., Bradgate R. & Griffiths M. Blackstone’s Guide to the Food Safety Act 1990 Blackstone (1990)Imholte T. Engineering for food safety and sanitation: a guide to the sanitary design (2nd ed.) Wash: Technical Institute of Food Safety (1999)Lister C. Regulation of Food Products by the European Community Butterworths (1992)Pearson's composition and analysis of foods (9th ed.) Longman (1991)Potter N. Food science (5th ed.) Chapman & Hall (1995)Mead G. (ed.) Processing of poultry Elsevier App. Sc. (1989)Oughton, D. & Lowry, J. Textbook on Consumer Law (2nd ed.) Blackstone (2000) Rai H. Food Emergencies: A Practical Approach to Prevention and Control Chadwick House (2003)Sprenger R. Hygiene for Management : a text for food hygiene courses Highfield (2007)Thompson The Law of Food & Drink (Shaw & Sons)

JournalsBritish Food Journal

Food and Drink Law MonthlyFood Law MonthlyJournal of Food ProtectionJournal Food ControlJournal of Food microbiology


20 DATE OF APPROVAL21 DATE OF MOST RECENT

CONSIDERATION:1 UNIT TITLE Legal Metrology 22 BRIEF SUMMARY An in-depth study of the concepts of uncertainty and its

practical application together with an exploration of the more complex forms of trade weighing and measuring instruments





5


200 hours


11 PRE-REQUISITES Legal Metrology 1

12 CO-REQUISITES Legal Metrology 3



1. An understanding of the concepts, processes, calculations and applications relating to measurement uncertainty

2. An ability to apply basic measurement principles to more complex forms of trade weighing and measuring equipment and determine its compliance with relevant secondary legislation

3. Practical skills in relation to uncertainty budgets, use of calibration certificates and examination and testing of trade equipment (including numerical skills – PDP)

Additionally all of the above learning outcomes contribute to the self-management of learning and effective

communication ( PDP)


Basic electronic technology and related influence factors applied to trade equipment

the concepts of accuracy and uncertainty in measurement and the ability to perform uncertainty calculations

the process of preparing an uncertainty budget principles of operation, metrological requirements and

conformity assessment of non-automatic weighing instruments as outlined in BS EN 45501 and the implications of OIML recommendations

principles of operation, metrological requirements and conformity assessment of a range of measuring equipment: (including material measures, fuel dispensers, road tankers, intoxicating liquor measuring instruments, and cold water meters)

influence factors that can affect standards and weighing and measuring equipment (including temperature, vibration, humidity, air buoyancy and electromagnetic influence); techniques and corrections that can be applied to reduce their effects

Basic knowledge of: the principle and form of type approval documents, the principle and form of conformity assessment certificates


Delivery will be blended learning via 1-hour lectures and a number of 2-hour practical sessions Practical sessions will also include some opportunity for on-line learning as well as encouraging the development of team work skills, problem solving and numerical skills – (PDP)

54 hours lectures, 16 hours practical work, 130 hours student centred learning


1. Practical logbook (40%) – outcome 3, includes assessment of numerical skills (PDP)

2. 2-hour examination (60%) – outcomes 1 & 2




Texts:

Bell S, NPL, Measurement Good Practice Guide no 11: A Beginner’s Guide to Uncertainty of Measurement NPL (2001)( 2nd edition)Bentley J P Principles of Measurement Systems 4th edition Prentice Hall 2004Davidson, Perkin & Buckley Measurement Good Practice Guide no. 71 – The Measurement of Mass and Weight NPL (2004)Doebelin E O Measurement Systems Application and Design 5th edition McGraw Hill (2004)

Elgar P, Sensors for Measurement and Control Prentice Hall 1998Griffiths E H Weighing Machines Vol 3 Griffin (1970)Metcalfe T J Weighing Machines Vols 1 & 2 Griffin (1970)Morris A S Measurement and Instrumentation Principles (3rd

edition) Butterworth-Heinemann (2001)Norden K E Electronic Weighing Handbook John Wiley 1998

Reeves & Heathcote, Newnes Electrical Pocket Book 23rd edition Newnes 2002O’Keefe The Law of Weights and Measures Butterworths – accessible via library’s electronic resourcesSouth Yorkshire Trading Standards Unit, Weighing 2000: International Conference Papers SYTSU 2000 & 2003




npl.co.uk The National Physical Laboratory lacors.gov.uk Local Authorities Coordinators of Regulatory Servicesnmo.bis.gov.uk The National Weights and Laboratory (National Measurement Office) oiml.org The International Organisation for Legal Metrologyukas.com United Kingdom Accreditation Servicewelmec.org European Cooperation in Legal Metrology




1 UNIT TITLE Legal Metrology 32 BRIEF SUMMARY An in-depth study of the Weights and Measures Act and

associated secondary legislation together with a focus on average quantity legislation and its practical application





5


200 hours


11 PRE-REQUISITES Legal Metrology 1

12 CO-REQUISITES Legal Metrology 2

13 UNIT LEARNING OUTCOMES On successful completion of this unit students will be able to

have attained or demonstrated:1. An ability to understand and apply the law relating to weights and measures (goods and equipment) (including application of problem solving skills – PDP)2. An ability to understand and apply the provisions of the Packaged Goods Regulations 2006 including an understanding of both packers and inspectors associated equipment3. Practical skills in relation to average quantity legislation (including numerical skills – PDP)Additionally all of the above learning outcomes contribute to the self-management of learning and effective communication ( PDP)

CURRICULUM OUTLINE

The Weights and Measures Act 1985 as it applies to weighing and measuring equipment and goods.

Appropriate secondary legislation including relevant

pricing legislation Relevant case law. The enforcement and administration of weights and

measures law. The reference test: theory and practice Principles of operation, metrological

requirements and conformity assessment of a range of automatic weighing instruments encountered in legal metrology Principles of operation and metrological

requirements of instruments used for packaged goods (including automatic gravimetric filling instruments, catchweighing instruments and measuring container bottles with template) the average quantity system and associated

calculations


Delivery will be blended learning via 1-hour lectures, some supporting seminars and practical sessions Practical sessions will include some opportunity for on-line learning48 hours lectures, 6 hours seminars, 8 hours practical work, 128 hours student centred learning


1. practical logbook and test (25%) – outcomes 2 and 3, includes assessment of numerical skills (PDP)

2. written assignment (25%) – outcome 1 and 2, includes assessment of problem solving skills (PDP)

3. 2-hour examination (50%) – outcomes 1 and 2, includes assessment of problem solving skills (PDP)

17

ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT



Texts:

Bentley J P Principles of Measurement Systems 4th edition Prentice Hall (2004)Morris A S Measurement and Instrumentation Principles (3rd

edition) Butterworth-Heinemann ( 2001)




lacors.gov.uk Local Authorities Coordinators of Regulatory Servicesnwml.gov.uk The National Weights and Measures Laboratory (National Measurement Office)oiml.org The International organisation for Legal

Legal Metrologywelmec.org European Cooperation in Legal Metrology




1 UNIT TITLE Product Safety2 BRIEF SUMMARY To provide students with a knowledge and understanding of

product safety law (primarily criminal law) and aspects of product design.

3 UNIT CODE NUMBER4 HOME PROGRAMME BSc in Trading Standards




5


200






1. An awareness of the concept of safety in relation to products and an ability to identify the rationale behind regulation of product safety.

2. A thorough application and examination of the main criminal controls that attempt to regulate product safety including age-restricted products, including ability to apply problem solving skills (PDP)

3. The ability to evaluate and assess enforcement mechanisms.

4. An ability to identify and assess European-based safety legislation.

5. Recognition of the roles of different agencies in promoting the safe design and use of consumer products.

6. An understanding of design concepts and ideas, hazard identification and assessment, product evaluation, ergonomics in product design and evaluation.

All of the above contribute to the self-management of learning and effective communication with seminars encouraging development of problem solving and team working skills (PDP)


Historical background, political perspective, social context and current issues relating to product safety.

Parts II, IV and V of the Consumer Protection Act 1987;

Central and Local Government powers, offences and defences.

Information, marking and documentation provisions. Relevant delegated legislation. The impact of case law. New approach directives; themes and concepts. General Product Safety Regulations 2005; obligations,

offences and defences, enforcement action and related requirements.

Standards, standard-making bodies, marking. Organisations involved in aspects of product safety e.g.

RoSPA, BSI, BTHA. Product, the design process and product evaluation. Concepts of hazard and risk; identification and assessment.


36 x 1 hour lectures12 x 1 hour tutorials

This unit is delivered via a combination of lectures, tutorials and student-centred research. This will enable broad principles to be covered during lecture sessions allowing tutorials to deal with the application and assessment of such principles. The tutorials will be delivered separately to the undergraduate module, reflecting the higher level cognitive approach in this module).


Assignment (50%); outcomes 1, 2 and 6.3 hour examination (50%); outcomes 2-5, includes assessment of problem solving skills e.g. via scenario questions (PDP).

The Law is a dynamic and ever-evolving subject. Legislative developments, Government initiatives proposals and judicial precedent will all impact on the content of the Unit. As such, the relationship between the assessment elements and the learning outcomes may change in the light of such developments.


See the Programme level assessment criteria contained within the Definitive Document.


Miller’s Product Liability and Safety Encyclopaedia accessed via the University library’s LexisNexis electronic database.Askham and Stoneham EC Consumer Safety Butterworths (1994)Bridger R. Introduction to Ergonomics Taylor and Francis (2003)Harvey B. and Parry D. The Law of Consumer Protection and Fair Trading (6th Edition) Butterworths (2000)Hodges, Tyler and Abbott Product Safety Sweet & Maxwell (1996)Howells G. and Weatherill S. Consumer Protection Law Dartmouth (2005)Howells and Wilhelmsson EC Consumer Law Ashgate (1997)Howells G. Product Safety Ashgate (1998)Jordan P.W. Designing Pleasurable Products. Taylor and Francis (2002)Lowe and Woodroffe Consumer Law and Practice(7th ed.) Sweet and Maxwell (2007)

Oughton D. and Lowry J. Textbook on Consumer Law (2nd ed.) Blackstones (2000)Pheasant S. Bodyspace: Anthropometrics, Ergonomics and Design. Taylor and FrancisScott and Black Cranston’s Consumers and the Law Butterworths (2000)Stapleton J Product Liability Butterworths 1994Which? magazine

Students will also be directed to appropriate journals

Useful websites:www.bsi.org.ukwww.btha.co.ukwww.ergonomics.org.ukwww.designcouncil.orgwww.rospa.com




http://www.rospa.com/

http://www.designcouncil.org/

http://www.ergonomics.org.uk/

http://www.btha.co.uk/

http://www.bsi.org.uk/

1 UNIT TITLE Project 12 BRIEF SUMMARY To provide students with the opportunity to initiate and

develop a process of independent research in an area related to consumer protection and trading standards. It involves the study of research methods and the development of their chosen field of study for the project. This will further evolve during Project 2 (level 6).

3 UNIT CODE NUMBER4 HOME PROGRAMME BSc (Hons)Trading Standards




5


200





On successful completion of this unit students will be able to have attained or demonstrated the following outcomes:

1. The use of appropriate research techniques.2. An ability to evaluate such techniques.3. Identification of the most appropriate methods in the

context of their chosen area of research.4. Demonstrate a competent and accurate use of

English language.5. Collate and analyse an appropriate range of relevant

information and data.6. Plan and manage coursework under appropriate

supervision and guidance.7. Display effective and appropriate interpersonal and

communication skills.(effective communication - PDP)

All of the above outcomes contribute to self management of learning and effective communication - PDP


Primary and secondary research Literature search. Quantitative and qualitative research Questionnaire design. Focus groups and in-depth interviews

Action research. Sampling Case studies. Statistical tests. SPSS. Satisfaction and value concept Attitudes and measurement Piloting Gap analysis Competition analysis Preparation of proposal, resources required, action plan.


The delivery will be by a series of lectures and tutorials allowing the students to develop research techniques. Lectures will be supported by reading and the evaluation of published works.

As the project develops, the activities will involve student-centred learning and research. The students will attend tutorials with their supervisors on a regular basis in order that the progression of the project can be monitored. The chosen study may be collaborative with an external organisation or agency, providing the student is still able to meet the unit’s learning outcomes within the required time scale.


Project proposal (50%) (term 1); outcomes 1-6.Progress report (30%) (term 2); outcomes 1-6.Individual presentation relating to project progress (20%) (term 2); outcomes 1-7, includes assessment of verbal communication skills (PDP)




Bell J Doing your research project OUP (1999)Bell J & Opie C Learning from research OUP (2002)Blaxter L, Hughes C, Tight M How to research OUP (2001)Brown S. Consumer Research Routledge (1997)BSI British Standard recommendations for the presentation of theses and dissertations (BS 4821) BSI (1990)BSI (1989) British Standard recommendations for references to published materials (BS 1629) BSI (1989)Corston R Colman A A crash course in SPSS for Windows Blackwell (2000)Denscmboe M Ground rules for good research OUP (2002)Gash S. (2000) Effective literature searching for students Holbrook M Stern B. Representing Consumer values Rout ledge (1998)Jankowicz, J. Business Research Projects Thomson (1995)Montgomery D.C. Design and analysis of experiments, John Wiley & Sons (2001)Norušis MJ SPSS 12.0 Statistical Procedures Companion Prentice Hal (2004)

Preece R. Starting Research Pinter (1994)Salant P, Dillman D.A. How to conduct your own survey John Wiley & Sons (1994)Smith C. Consumer Values Routledge (1999)Wright L. & Crimp L. The Marketing Research Process Prentice Hall (2000)

The Journal of Consumer ResearchThe Journal of Consumer MarketingThe British Food JournalThe International Journal of Management Cases.

Students will be issued with an Honours Project handbook and supported by a dedicated webct website.




1 UNIT TITLE The Regulatory Framework2 BRIEF SUMMARY This unit focuses on practical areas of trading standards

work with an emphasis on how the legislation is enforced. The material here concerns the different mechanisms that exist when attempting to ensure a fair trading environment and protect consumers. It also involves an in-depth study of the range of inspection and investigation methods available to those enforcing consumer legislation.





5


200






1. An understanding of trader and consumer identity within consumer legislation.

2. Appraisal and examination of the general regulatory framework and the role of other regulatory services that provide consumer protection.

3. Explain the concept of self-regulation.4. Identify different techniques of inspection and

investigation and courses of action available to deal with situations (including an the ability to apply the wide range of powers available to enforcement officers).

5. An examination and evaluation of the relevant legal framework that affects methods of investigation including the impact of developments since the Hampton Report (2005).

All of the above learning outcomes contribute to self management of learning ( PDP)


Available mechanisms that attempt to provide consumer protection

The role of other regulatory services that impact on the TS Service

Self-regulation through trade's codes of practice

Data gathering, collection and preparation Workloads, statutory & non-statutory functions,

prioritisation techniques, risk assessment applied to premises and trading practices, reactive and pro-active approaches.

Powers of inspection, entry, seizure, use of warrants, sampling, notices, Police and Criminal Evidence Act 1984 (PACE) Code B.

Obtaining witness statements. Formal interviews and compliance with PACE Codes C

and E. Regulation of Investigatory Powers Act 2000. Criminal Procedures and Investigations Act 1996. Informations, summonses and procedural requirements. Regulatory Enforcement and Sanctions Act 2008; LBRO,

Primary Authority Scheme, Compliance Code.


36 x 1 hour lectures12 x 1hour tutorials

The lectures will provide the core material with the tutorials exploring the issues raised and allowing reinforcement. These will also provide a forum for feedback and discussion concerning relevant contemporary issues in this area.

Practical exercises in groups centring on gathering witness statements and also practical mock PACE interviews, encouraging development of team working skills (PDP)

Where appropriate, guest speakers will be invited to talk on their specialist area.


Assignment (50%); outcomes 1-3.2 hour examination (50%); outcomes 4-5.

The Law is a dynamic and ever-evolving subject. Legislative developments, Government initiatives, proposals and judicial precedent will all impact on the content of the Unit. As such, the relationship between the assessment elements and the learning outcomes may change in the light of such developments.




Butterworth’s Trading and Consumer Law and Miller’s Product Liability and Safety Encyclopaedia accessed via the University library’s LexisNexis electronic database.

Ashworth A. and Redmayne M. The Criminal Process OUP (2005)BVC Manual Advanced Criminal Litigation in Practice OUP (2008)Hannibal M and Mountford L Criminal Litigation OUP (2008)Hutton G. et al Blackstone’s Police Manual on Evidence and Procedure OUP (2009)

Leng R. and Taylor R. Blackstone’s guide to the Criminal Procedure and Investigations Act 1996 Blackstone (1996)McConville M. and Wilson G. Handbook of the Criminal Justice Process OUP (2002)Osborne C. Criminal Litigation (LPC) Blackstone (2004)Padfield N. Text and Materials on the Criminal Justice Process LexisNexis Butterworths (2003)Ryan et al A guide to the Criminal Procedure andInvestigations Act 1996 Butterworths (1996)Sanders A. & Young R. Criminal Justice Butterworths (2000)Seabrooke and Sprack Criminal Evidence & Procedure TheEssential Framework Blackstone (1999)Sprack J. A Practical Approach to Criminal Procedure OUP (2008)Zander M. Cases and Materials on the English Legal System (7th ed.) Butterworths (1996)Stone’s Justices’ Manual accessed via the University library’s LexisNexis electronic database.




1 UNIT TITLE Sandwich Award Placement Unit2 BRIEF SUMMARY Students are required to undertake a 48-week industrial

placement (consumer protection or trading standards

environment) which take place between level 5 and level 6 of their studies. The work experience gained will place their level 4 and 5 studies into context and enhance their final year studies.

3 UNIT CODE NUMBER4 HOME PROGRAMME BSc (Hons) Trading Standards – sandwich award


6 SUBJECT AREA7 UNIT LEADER(S) R.Peel

8 CREDIT VALUE 120 Practice Credits CREDITS AT LEVEL:

Between levels 5 and 6


Nominally 48-week placement experience – working conditions as per placement provider’s norm


11 PRE-REQUISITES Placement preparation sessions




1. An awareness of the social, economic and managerial factors which exist within the working environment;

2. Individual competencies and vocationally relevant skills through practical experience within the appropriate organisation;

3. An ability to contribute to a specific area of the organisation;

4. An ability to place the theoretical understanding of their previous studies into the practical application of the working environment;

5. A recognition of the importance of personal development and have further developed their employability/transferable skills.


The placement will enable the student to develop their skills in an consumer protection or trading standards professional environment.

In order to produce the industrial report (see assessment strategy) the student should:

become familiar with the profile of the organisation; understand its organisational structure; show that they have applied knowledge to resolve

practical problems within the organisation. have undergone personal development as evidenced

by making effective personal contributions to the operation of the organisation, planning and managing own learning performance and achieving a range of practical performance skills, becoming more culturally aware and developing effective interpersonal communication skills and demonstrating personal and professional development in respect of their future career path.


Formal preparation session prior to commencement of placement and as detailed in the placement handbook


Students must :

undertake 48 weeks full time work in an approved placement location. This is the minimum requirement for a sandwich degree but also fulfils contractual arrangements as agreed between the employer, the Department and the student prior to the start of the placement.

complete a student industrial report (approximately 5 000 words) showing the student’s understanding of the nature, type, size, structure of the organisation they are placed in together with identification of work undertaken, discussion of personal development and identification of projects where a major contribution has been made.

achieve a satisfactory overall review of performance and development. This appraisal will take place at the visiting tutor visit and at the end of the placement period. A satisfactory report from both visiting tutor and placement provider is required.


Outcomes will be assessed on a Pass / Fail basis by the Placement Tutor and/or Visiting Tutor.Learning Outcome 1 will be assessed by the student industrial report.Learning Outcome 2 will be assessed through the student industrial report and the appraisal process (visiting tutor and placement provider)Learning Outcome 3 will be assessed through the student industrial report and the appraisal process.Learning Outcome 4 will be assessed through the appraisal process.Learning Outcome 5 will be assessed through the student industrial report, the appraisal process and the satisfactory completion of the agreed period of time within the organisation.


Industrial Placement Student HandbookInstitutional Code of Practice for Placement Learning (MMU, March 2003)

19 ANY ADDITIONAL This unit is intended to place subsequent Level 6 studies within a professional context.

NOTES AND COMMENTS

Placement regulations, procedures, assessment regulation and Institutional Code of Practice are published in a separate Student Industrial Placement Handbook

All placements must have prior departmental approval.

Placement may be in the UK or overseas, unless otherwise specified by the relevant programme definitive document.

Normally all placements carry a salary.




Level 6 unit descriptors

1. Consumer Credit & Intellectual Property 20 credits2. Evidence & Procedure 20 credits3. Fair Trading Law 20 credits4. Management of Quality 20 credits5. Project 2 20 credits6. Regulatory Services 20 credits

1 UNIT TITLE Consumer Credit and Intellectual Property2 BRIEF SUMMARY This module is intended to give candidates a detailed

knowledge of the law relating to consumer credit, and the statutory controls in relation to intellectual property.

3 UNIT CODE NUMBER

4 HOME PROGRAMME BA (Hons) Trading Standards


6 SUBJECT AREA



6


200 hours

10 UNIT STATUSMandatory core

11 PRE-REQUISITES

12 CO-REQUISITES


Upon completion of this unit, students will have attained or demonstrated:1. An understanding of the need and justification for laws

relating to the protection of intellectual property.2. A knowledge and critical application of the civil and

criminal law provisions that attempt to protect copyright and trade marks.

3. An detailed understanding of and the ability to assess the main civil and criminal regulation of the consumer credit sector, including ability to apply problem solving skills (PDP).

4. An ability to examine and discuss enforcement of provisions covered by the Consumer Credit Act 1974

5. An understanding of developments in the law and any proposals for change.

All of the above outcomes contribute to self management of learning and effective communication (PDP).


Overview, historical background, political perspective, social context, current issues.

Relevant civil and criminal provisions of the Copyright, Designs and Patents Act 1988.

Relevant civil and criminal provisions of the Trade Marks Act 1994.

European and international dimension. Passing off Anti-counterfeiting organisations. Enforcement mechanisms in relation to counterfeiting. Historical background and political perspective. Social context, current issues. Identification of regulated and non-regulated agreements

subject to the requirements of the legislation The application of legal principles relating to consumer

credit regulated agreements Knowledge of matters affecting and influencing

consumers to enter into agreements Matters arising during the currency of agreements

including default and termination Consumer Credit Licensing Judicial control and the powers exercisable by the courts

in respect of regulated agreements Unfair Credit Relationships and the powers that the

Courts have to examine them. Criminal offences within the Act 1974.as amended by the

Consumer Credit Act 2005 Civil provisions of the Act. Relevant delegated legislation. Licensing, Judicial control, Default etc, Cancellation etc,

Joint liability, exempt agreements.


44 x 1 hour lectures, 8 x 1 hour tutorials.

A combination of lectures, tutorials and directed study. The development of numerical skills is encouraged through study of the mathematical aspects of the Consumer Credit Act

The lectures will provide the core material with the tutorials exploring the issues raised and allowing reinforcement. These will also provide a forum for feedback and discussion concerning relevant contemporary issues in this area.

16 ASSESSMENT STRATEGIES 3 hour Examination – 60% (Learning Outcomes 1-5),

including assessment of problem solving skillsWritten Assignment – 40% (Learning Outcomes 2,3)



See Programme level assessment criteria contained within the Definitive Document


Butterworth’s Trading and Consumer Law (Butterworth) accessed via Local Government Direct electronic databaseMiller’s Product Liability and Safety Encyclopaedia (Butterworth) accessed via Local Government Direct electronic database

Dobson and Stokes, Commercial law, 7th Edition, Sweet & Maxwell (2008)Lowe and Woodroffe Consumer Law and Practice (7h Edition) Sweet and Maxwell (2007)Harvey and Parry The Law of Consumer Protection and Fair Trading (6th Edition) Butterworths (2000)Oughton and Lowry Textbook on Consumer Law (2nd Edition) Blackstones (2000)

Scott and Black Cranston’s Consumers and the Law Butterworths (2000)Annand & Norman Blackstone’s Guide to the Trade Marks Act 1994 Blackstone (1994)Bainbridge D. Intellectual Property (7th Edition) Pitman Publishing (2008)Davis J Intellectual Property Law, 3rd edition, Butterworth (2008)Edenborough M. Intellectual Property Law, Cavendish (1995)Hollyoak and Torremans Intellectual Property Law (1998) ButterworthPhillips and Firth Introduction to Intellectual Property Law, Butterworth (1995)Worsdall and Clark Anti-counterfeiting A Practical Guide Jordans (1998)Intellectual Property Review (Elizabeth Gaskell)


20 DATE OF APPROVAL


1 UNIT TITLE Evidence and Procedure2 BRIEF SUMMARY This unit is designed to provide a working knowledge of the

law of evidence and criminal procedure for consumer protection professionals. A crucial component of this unit involves preparation for and taking part in a mock trial.



6 SUBJECT AREA7 UNIT LEADER(S) Ajay Patel


6


200


11 PRE-REQUISITES Professional Perspectives


13 UNIT LEARNING OUTCOMES On successful completion of this unit, students will be able

to have attained or demonstrated:

1. An understanding of the procedural and evidential requirements in English law

2. An ability to appreciate the rules relating to the admissibility of evidence

3. An ability to identify and apply the procedures involved in a criminal trial and in civil proceedings

4. An ability to evaluate the roles of the parties in legal proceedings

These learning outcomes contribute to self-management of learning, effective communication (verbal and written via seminars, assessments, mock trial), team working (mock trial) and problem solving (seminar) (PDP)

14 CURRICULUM OUTLINE Rationale behind the rules; the concept of a fair trial

The impact of the Human Rights Act 1998 Burden and standard of proof in criminal and civil cases Nature of hearsay evidence; justification for the rule;

exceptions; the differences between the requirements in criminal and civil law

The role of character evidence Relevant provisions of the Police and Criminal Evidence

Act 1984 Plea; mode of trial; committals; magistrates’ court

procedure; statement of facts procedure; trial on indictment

Crown court procedure Rules of civil evidence Use of civil procedure to obtain interim orders,

injunctions and enforcement orders Witness competence and compellability Case management by judges Expert and ordinary witnesses

The Criminal Procedure Rules 2005 Disclosure of unused material

15 LEARNING & TEACHING ACTIVITIES 24 x 1 hour lectures

24 x 1 hour seminars152 hours independent study

The seminars will explore the issues raised and allow reinforcement of the related lecture materials. The compulsory workshops will allow the students themselves to prepare towards the court proceedings.

16 ASSESSMENT STRATEGIES 3 hr examination (50%) – Learning outcomes 1-4, including

assessment of problem solving skills (PDP)Written report of the mock trial (35%) – Learning outcomes 2-3, including assessment of written communication skills (PDP)Reflective diary (15%) – Learning outcome 4, including assessment of team work participation and written communication skills (PDP)


See programme assessment criteria contained in the definitive document.


Murphy on Evidence (Tenth Edition) by Peter Murphy – Oxford University Press (2007)The Modern Law of Evidence (Seventh Edition) by Adrian Keane – Oxford University Press (2008)Blackstone’s Statutes on Evidence (Seventh Edition) by P.Huxley and M.O’Connell – Oxford University Press (2006)Evidence – Bar Manual 2008/9 – OUP (reissued annually)Archbold Criminal Pleading Evidence and Practice 2009 – Archbold (reissued annually)LPC Criminal Litigation 2008/9 by M. Hannibal and L. Mount-ford – OUP (reissued annually)LPC Civil Litigation 2008/9 by C. Osborne – OUP (reissued annually)Bar Manual: Evidence 2008/9 by ICSL – OUP (reissued annually)The Civil Court Practice 2009 – Butterworth’s (reissued annually)Crown Prosecution Service www.cps.gov.ukMinistry of Justice www.justice.gov.ukJudicial Studies Board www.jsboard.co.ukCriminal Justice System Online www.cjsonline.org


http://www.cjsonline.org/

http://www.jsboard.co.uk/

http://www.justice.gov.uk/

http://www.cps.gov.uk/



1 UNIT TITLE Fair Trading Law2 BRIEF SUMMARY The aim of this unit is to provide candidates with a detailed

knowledge of key consumer protection legislation and an appreciation of the mechanisms and framework for securing compliance.

3 UNIT CODE NUMBER

4 HOME PROGRAMME BSc (Hons) Trading Standards


6 SUBJECT AREA



6



11 PRE-REQUISITES

12 CO-REQUISITES


Upon completion of this unit, students will have attained or demonstrated: -1. A clear awareness of the relationship between the

criminal and civil law concepts and provisions of relevant legislation.

2. An ability to critically appraise the effectiveness of relevant mechanisms in protecting consumers

3. An ability to critically examine the effectiveness of relevant legislation and apply problem solving skills (PDP)

4. A detailed understanding of, and ability to compare methods for securing compliance with trading legislation including proactive and reactive activities

5. An understanding and ability to apply and critically examine the common law and statutory provisions that regulate contracts for the supply of consumer goods and services.

6. An understanding of the responsibilities, precautions and diligence requirements applicable to those involved in businesses selling goods and services to consumers, knowledge of offences, powers and sanctions available for the control of trade practices and maintenance of a fair trading environment

All of the above outcomes contribute to self management of learning and effective communication (PDP). Tutorial activity develops problem solving skills (PDP)


Overview, historical background, political perspective, social context, current issues.

Sale of Goods Act 1979 (as amended) Sale and Supply of Goods to Consumers Regulations

2002 Supply of Goods (Implied Terms) Act 1973 Supply of Goods & Services Act 1982 Unfair Contract Terms Act 1977 Unfair Terms in Consumer Contracts Regulations 1999 Consumer Protection (Distance Selling) Regulations

2000 Enterprise Act 2002 Part 8 Cancellation of Contracts Made in a Consumer’s Home

or Place of Work etc Regulations 2008 Part I of the Consumer Protection Act 1987 Consumer Credit Act 1974 s.19, 56 and 75 “ Package Travel, Package Holidays and Package Tour

Regulations 1992

Consumer Protection from Unfair Trading Regulations 2008

Price Marking Order 2004 Enterprise Act 2002 Part 8 Property Misdescriptions Act 1991 and related legislation Hallmarking Act 1973 Estate Agents Act 1979 Theft Act 1968, 1978 The Fraud Act 2006 Business Names Act 1985 Business Protection from Misleading Marketing

Regulations 2008 Timeshare Act 1992 Price Indications (Bureaux de Change)(No.2)

Regulations 1992 Video Recordings Act 1993 Housing Act 2004 Consumers, Estate Agents and Redress Act 2008 Trading Schemes Act 1996 relevant road traffic legislation

15 LEARNING & TEACHING ACTIVITIES 48 x 1 hour lectures, and 16 x 1 hour tutorials.

A combination of lectures, tutorials and directed studyDelivery is in two hour sessions providing an opportunity for discussion and exploration of the relevant issues. External speakers are also invited to present to candidates allowing for an insight into the practical aspects of the topics covered.

16 ASSESSMENT STRATEGIES Written Assignment (35%) (Learning Outcomes 2,5)

including assessment of problem solving skills (PDP)3 hr examination (50%) (Learning Outcomes 1-6)Assessed tutorials (15%) (Learning Outcome 1,4,6)



See Programme level assessment criteria contained within the Definitive Document


Butterworth’s Trading and Consumer Law (Butterworth) accessed via Local Government Direct electronic databaseMiller’s Product Liability and Safety Encyclopaedia (Butterworth) accessed via Local Government Direct electronic database

Paul Dobson and Rob Stokes Commercial Law, 7th Edition, Sweet & Maxwell. (2008)McLeod, Consumer Sales Law, 2nd Edition, Routledge

Cavendish (2007)Lowe and Woodroffe Consumer Law and Practice (7th

Edition) Sweet and Maxwell (2007)Howells & Weatherill, Consumer Protection Law, 2nd Edition, 2005, AshgateHarvey and Parry The Law of Consumer Protection and Fair Trading (6th Edition) Butterworths (2000)MacIntyre E. Consumer Law (Blackstone’s LLB Cases and Materials) Blackstone Press Ltd (1999)MacIntyre E. Consumer Law (Blackstone’s LLB Learning Texts) Blackstone Press Ltd (1999)Oughton and Lowry Textbook on Consumer Law (2nd Edition) Blackstones (2000)Scott and Black Cranston’s Consumers and the Law Butterworths (2000)Consumer Law TodayTrading Law & Trading Law ReportsTS Today


20 DATE OF APPROVAL


UNIT TITLE Management of Quality2 BRIEF SUMMARY To provide the candidate with an understanding and

knowledge of Quality Management and its application with particular reference to the public sector.





6

9 TOTAL AMOUNT OF STUDENT LEARNING (NOTIONAL HOURS

200 hours

OF LEARNING)10 UNIT STATUS Mandatory Core


12 CO-REQUISITES Management of Regulatory Service



1. an ability to analyse the impact of quality philosophy in terms of culture, costs and benefits, definitions, terminology, importance of customers and people;

2. an ability to evaluate the roles, hierarchies and inter-relationships of the various organisations involved in quality management and assurance, and the merits of quality management system standards;

3. an understanding of the role of quality as a means of ensuring compliance with legislative requirements;

4. an ability to evaluate the application of statistical techniques to quality control systems;

5. an appreciation of the role of audit e.g. in evaluating quality management systems;

6. an ability to critically evaluate the development of quality management systems and other relevant initiatives and their role in continuous improvementAll of the above outcomes contribute to self management of learning and effective communication (PDP). Outcome 4 encourages development of numerical skills

14 CURRICULUM OUTLINE Introduction to philosophy and concepts of quality,

quality gurus Quality control, quality assurance, quality management Organisations concerned with quality assurance and

management: standards bodies, accreditation bodies, certification bodies: roles, hierarchies, inter-relationships

Quality management systems & related management systems

ISO 9000 family of standards ISO 9001 : requirements of quality management systems Achieving and maintaining certification to ISO 9001

including relevance of ISO 19011, EN 45000 series Auditing principles and procedures including use of ISO

19011 Due diligence & quality systems evaluation Quality in the public sector – e.g. use of ISO 17025,

notified body status, Customer Service Excellence, Beacon status & other relevant quality awards

Statistical Techniques: probability, statistical process control, control charts, sampling, statistical sampling plans, sample integrity

The importance of people in the delivery of quality. TQM, European Excellence models, benchmarking ,

peer review, the balanced scorecard; Continuous improvement and problem solving


Delivery will be blended learning via one 1-hour lectures supported by one 1-hour tutorials Preparation for tutorials will include some opportunity for on-line learning24 hours lectures, 18 hours seminars, 158 hours student centred learning


1. Written assignment (40%) – outcome 62. 2-hour examination (60%) – outcomes 1-5




Texts:

British Standards Institution (2000- 2008) ISO 9000 family of standards relating to quality management systems: British Standards InstitutionBeckford J (2002) Quality RoutledgeDale, B G (2007) (Ed. 5th ed) Managing Quality BlackwellHoyle D (2002) ISO 9000:2000 Auditing using the Process Approach Butterworth-HeinemannHoyle D (2005) Quality Systems Handbook 5th ed Butterworth-HeinemannHoyle D (2007) Quality Management Essentials Butterworth-HeinemannOakland, J S (2007) Statistical process control (6th ed.) Butterworth-HeinemannOakland, J S (2003) TQM: Text with Cases (3rd ed.) Butterworth-Heinemann Tricker R & Sherring-Lucas B (2005) ISO 9001:2000 in Brief Butterworth-HeinemannTricker R ISO 9001: 2000 The Quality Management Process (2006) Van Haren


British Standards OnlineAccess to e-journals which include:

- Accreditation & Quality Assurance- Environmental Quality Management- Journal of Quality management- Quality- The TQM Magazine- Total Quality Management- TQM and Business Excellence- TQM -


bsigroup.co.uk British Standards Institution bsi-global.com cen.org European Committee for Standardisation Iso.org The International Standards Organisation thecqi.org The Chartered Quality Institute ukas.com United Kingdom Accreditation Service




UNIT TITLE Project 22 BRIEF SUMMARY To allow students to develop and expand upon their initial

studies and research in Project 1( level 5).





6


200


11 PRE-REQUISITES Project 1




1. The ability to design and complete an in-depth independent study of their choice, directly related to their course aims.

2. The ability to identify, use and evaluate appropriate research methods.

3. Expertise in research methods by investigating a relevant topic in depth.

4. The ability to prepare a critical review of the relevant literature.

5. The ability to analyse and evaluate the resulting data.All of the above outcomes contribute to self management of learning and effective communication (PDP).

CURRICULUM OUTLINE

Preparation of proposal, resources required, action plan. Literature searches, use of CD-Rom, Internet. Sampling, experimentation, questionnaires, interviews,

case studies, design of methodology for the application of appropriate statistical tests.

Presentation of data, use of appropriate statistical methods for results evaluation.

Project presentation, summary, introduction, critical evaluation of publications pertinent to the topic, critical evaluation of the methods, presentation, interpretation and evaluation of the results, suggestions for further development of the work, referencing/bibliography.


This unit is primarily student centred in that it seeks to develop independence in project management and delivery. The students will attend tutorials with their supervisors on a regular basis throughout the unit in order that the progression of the project can be monitored.

The chosen study may be collaborative with an external organisation or agency, providing the student is still able to meet the unit’s learning outcomes within the required time scale.


6,500 word project (90%); outcomes 1-5.Presentation relating to their project and placement (10%); outcomes 1-3. The presentation will also develop verbal communication skillsThe research project develops numerical skills (analysis of data) and use of IT (production of written project) (PDP)




Bell J Doing your research project OUP (1999)Bell J Opie C Learning from research OUP (2002)Blaxter L Hughes C Tight M How to research OUP (2001)BSI British Standard recommendations for the presentation of theses and dissertations (BS 4821) BSI (1990)BSI British Standard recommendations for references to published materials (BS 1629) BSI (1989)Corston R Colman A A crash course in SPSS for Windows

Blackwell (2000)Denscmboe M Ground rules for good research OUP (2002)Gash S. Effective literature searching for students, Gower (2000)Montgomery D. Design and analysis of experiments, John Wiley & Sons (2001)Preece R. Starting Research Pinter (1994)Salant P Dillman D.A. How to conduct your own survey, John Wiley & Sons (1994)

Students will be issued with an Honours Project handbook and supported by a dedicated Web ct website.




1 UNIT TITLE Regulatory Services2 BRIEF SUMMARY To provide candidates with an overall understanding of the

environment in which a Regulatory Service operates, and the knowledge required for successful service delivery.

3 UNIT CODE NUMBER

4 HOME PROGRAMME BSc (Hons) Trading Standards


6 SUBJECT AREA



6


200 hours


11 PRE-REQUISITES

12 CO-REQUISITES13 UNIT LEARNING

OUTCOMESOn successful completion of this unit students will be able to have attained or demonstrated:

1. Knowledge of legal framework of local government structure.

2. An ability to identify the priorities and main constraints upon local authorities..

3. An understanding of planning service strategies, objectives and targets, and performance management

4. An ability to identify contemporary issues and compare the appropriate techniques for securing compliance.

5. An ability to compare and contrast the activities of trading standards services with other agencies and bodies, partnership development, evaluation and maintenance.

All of the above outcomes contribute to self management of learning and effective communication (PDP).

14 CURRICULUM OUTLINE Background, structure and role of local government.

Political, financial and resource constraints that affect local authorities and, in particular, the trading standards function.

Relationship between local government priorities and the consumer protection function

Relevant Local Government Legislation. Best value, Comprehensive Performance Assessment

and Comprehensive Area Assessment. Methods of securing compliance with trading legislation

including proactive and reactive activities Other organisations that are involved in consumer

protection and trading standards. The role of the Primary Authority Principle, Enforcement

Concordat, Regulatory Compliance Code and other bodies in consumer protection


24 hours (12 x 2hour sessions) Lectures and independent and directed study.

These (predominantly) two-hour sessions will consist of a lecture element and a tutorial element. The sessions will also provide a forum for feedback and discussion concerning relevant contemporary issues in this area. The varied nature of the subject matter will reflect whether the format will be lecture-based or tutorial-based.The module has a guest-speaker input, reflecting the strategic approach and practical focus to many of the issues.The two-hour blocks will allow more in-depth exploration of the areas and group exercises. This will also facilitate more effective use of guest speakers.

16 ASSESSMENT STRATEGIES 3 hour examination (100%) (Learning Outcomes 1-5)



18 INDICATIVE STUDENT Butterworth’s Trading and Consumer Law (Butterworth)

LEARNING RESOURCES

accessed via Local Government Direct electronic databaseJoyce Strategic Management for Public Services OUP (1999)Lester and Moss Local Government Governance Butterworths (2001)Wilson & Game Local Government in the United Kingdom Palgrave (2002)TS TodayConsumer Policy ReviewConsumer Law TodayMunicipal JournalLocal Government CompanionLocal Government StudiesThe students will also be guided to appropriate web-sites such as the Local Government Association, Office of the Deputy Prime Minister and the Office of Fair Trading.


20 DATE OF APPROVAL


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