Learning and Teaching Committee

Subject: Diploma in International Studies

Origin: PDQ Team

The Programme Development & Quality Team at its meeting on 25 October 2004 considered a proposal from the Business School for a Diploma route combining study and work experience in approximately equal proportions. This would be offered to students on the International Business programme. Noted that the AD(T) had explored the proposed assessment requirements with the Business School and was satisfied with these. It was also understood that the requirements for Socrates-Erasmus funding would be satisfied.

The PDQ Team agreed to support the proposal and recommend it to Learning and Teaching Committee.

Note:

Some minor amendments are likely to be required to Regulation XI to make provision for the split placement and these will be brought forward through Ordinances and Regulations Committee in the spring, subject to agreement to the proposal in principle. The intention would be for the ‘split placement’ route to be available to other departments.

Proposal for the award of Diploma in International Studies for International Business students

Dr Alistair Cheyne

Programme Director, BSc International Business

Loughborough University Business School

Background

The issue of the flexibility of our current arrangements for third year International Business students has been highlighted by potential students at visit days, by a recent visit from representatives of one of our current European partner institutions (Viadrina European University, Frankfurt (Oder)), and, to a lesser extent, enquiries from current International Business students. The main issue to arise is the possibility of combining one semester study at one of our partner Socretes/Erasmus universities with a shorter work placement during the third year to effectively provide a 50/50 split of study/work experience.

Current Position

Our European agreements are aimed primarily at International Business students who do not follow the current Diploma in Professional Studies stream, and spend their third year studying at the partner institution (worth 10% of their final degree mark). We currently have agreements for the exchange of 11 students. Typically we accept more students than we send out.

Future Developments

Our partners from Viadrina (Frankfurt (Oder)) suggested that one way of encouraging our students to take up exchange places (particularly in Europe) might be to combine one semester study at a partner university with a shorter work placement, which our partners might be able to help find. Similar questions have been raised at visit days, where prospective students wondered if they could combine one semester abroad (to help with their language) with a work placement (to help with their finances). At present this is not possible, although we could consider it as an option and offer students doing this a Diploma in International Studies effectively providing a third stream for International Business students, which would not count towards their final degree classification.

The existing regulations for the Diploma in International Studies are the same as those for the Diploma in Professional Studies (Regulation XI in the University Calendar) and, as such, require a 45 week placement (except where in an educational establishment). Although not stated explicitly in these regulations this could probably equate to one semester study plus 25 weeks in an industrial placement.

In terms of assessment for the Diploma in International Studies the existing regulations state that assessment should derive from the following (paragraph 4.1 of Regulation XI):

a) an assessment by the External Tutor in co-operation with the Departmental Tutor of the student's professional training or international experience

b) …. in the case of the Diploma in International Studies, a project report, written by the student on a subject or subjects to be given by the Departmental Tutor in consultation with the External Tutor, which will be assessed by the Departmental Tutor in collaboration with the External Tutor and be subject to scrutiny by an External Examiner appointed by the University; students whose professional training or international experience takes place in a non-English speaking environment designed to improve their foreign language proficiency may be required by the Department to submit their dissertation or project report in a language other than English

c) a progress assessment which will be a report or reports by the student on his/her period of professional or international experience and….assessed by the External Tutor and/or his/her Departmental Tutor in collaboration

d) such other exercises as may be decided by the relevant Faculty Board to be appropriate to the professional training or international experience in a designated programme of study.

Where a diploma is split between placement and study at a partner institution, these regulations could be interpreted as requiring all of the following:

1) one appraisal by the employing company,

2) a shorter form of the current (5,000 word) dissertation,

3) one reflective review of work placement, and

4) satisfactory completion of 15 ECTS worth of approved modules studied at the partner university (currently 30 ECTS are required for those studying abroad for a full year).

Obviously there are a number of advantages and disadvantages associated with offering this diploma. The main disadvantage is administering another stream in the third year, however, since it is born from the two currently on offer this would not be a major additional effort.

There are a number of benefits associated with increasing our exchange and collaboration links. The first is simply that any of these possible changes give our students more choice, and may, by extension make us more attractive to potential students. Secondly, pursuing this option might help redress the imbalance between the numbers of students we welcome here and the fewer numbers we send abroad. Finally it might be easier to find shorter placements in those countries where it is historically difficult to place students.