Course Summary

This postgraduate course explores the theory and application of the concepts of community, social capital, equity and sustainability in relation to promoting and managing sport and active recreation participation in communities. The course draws on research using interpretive models and develops an active position which is distinctive from the planning approach of policy makers.

In offering both full-time and part-time study options, the course has been designed to accommodate your needs, whether you are a sport graduate interested in management, or a coach, manager or community leader already working in the field and keen to develop your practice while continuing with your employment.

Sport is one of the most important industries in the UK in terms of interest, participating and consumer spending. Demand for well-rounded graduates in the community sport-related professions and industries has increased. This course has been designed to fill this gap and help you increase your knowledge and understanding of how to promote and manage community sport from the grass roots up.

Why choose this course?

Career opportunities include a wide range of roles in sport and lesiure management, sport development, community sport organisation, active lifestyles and the promotion of healthy living.

During the course you will:

• Be able to choose either full-time or part-time study
• Benefit from access to state-of-the-art facilities, including the £8m Physical Education and Sport Science Centre based on the Bedford campus which is one of the London 2012 Olympics training bases
• Enjoy research-informed teaching and learning - for example a recent research project includes: Who makes the best games?

Areas of study you may cover on this course include:

• Research methods
• Sport amd deveopment management
• Community sport
• Sport development in a global context
• The sport manager; funding for sport
• Sporting enterprise and strategy
• Community sport leadership

MACSMABF

Assessment

The programmes assessment strategy underscores the course teams concern with the sorts of critical investigations which are increasingly required to understand sport. It places a premium upon research competency and upon independent critical thinking. It also helps register the fact that a trans disciplinary programme like this one obliges you to undertake a significant amount of reading in order to come to terms with the myriad of different stakeholders that are routinely active on or in connection with community sport ventures and projects. You are therefore expected to have strong reading, writing and presentation skills in English and the ability to understand community sport in its very wide social, political, and philosophical multidimensionality.

There will be a range of summative assessment methods on the course that permit you to reflect your strengths and address your weaknesses. Each unit will be assessed separately, using different mixes of assessment and modes of learning including: individual and group presentations and reports, essays, and projects. Assessment will be carried out using a mixture of approaches including written essay, group work, time constrained written tests, oral presentation, project design, and written dissertation. The details of these assessments are given in the individual Unit Information Forms where the connections to the Course Learning Outcomes are made clear.

To help you meet the summative assessment demands, and as part of the teaching and learning strategy which is set out to achieve the course learning outcomes, a series of formative and diagnostic assessment methods are used across the course, including oral and written presentations and inclass tests such as case study investigation, media analyses, writing reports, planning and review exercises, research and reflections on work experience in community sport. Assessment methods have been selected to support the development of community sport management and research skills and knowledge, whilst satisfying unit and course learning outcomes.

The written assignments and group reports contribute to the learning outcomes which generally focus upon the tensions involved between the competing interests of community groups (who broadly seek to making rewarding personal use of their free time) and the interests of all sorts of locally involved bodies / at distance agencies in taking a range of economic and non economic benefits from the development of sport (or otherwise in minimising the spectrum of costs and drawbacks) at that community setting.

The relatively important weighting given to individual written assignments and to individual presentations stresses the primacy of effective communication skills which are required in community sport management today: working with diversity (especially in terms of social stratification) is central to becoming an effective community sport manager.

Group work will help you to develop transferrable skills such as taking initiative, communication, team working and decision making. Students oral communication will be assessed through presentations. Group work is essential in management and hence, there are group assessments. Where group work is used all students will achieve an individual grade for their contribution to the final assessed piece of work.

Formative assessment will be used to provide you with the opportunity for feedback, to enable you to review and improve your work, before summative assessment wherever possible. Community Sport Management involves significant team working and hence, there is a significant amount of group work required on the course. It is important that an individuals contribution to group work is recognised. Hence, a range of techniques will be used to identify individual work, for example, by contribution to presentations / reports, self/peer assessment and identification of online contribution to discussion boards.

Take home tests tend to ask you to critique contemporary sport practice in terms of the power of sport to not only project or promote place and space but to help creatively perform and produce those places and spaces.

Dissertation:Your ability to carry out independent research will be assessed through design, literature review and independent dissertation. The dissertation provides you with the opportunity to use the culmination of your knowledge and skills, researching and managing a larger scale project, experiencing the role of the community sport manager and reflecting on the process.

Course Learning Outcomes

Upon successful completion of this course, you should be able to:

1. Demonstrate an extensive and up to date critically informed knowledge of theoretical concepts relating to the management of community sport.

2. Critically evaluate how community sport is shaped by the economy, society, culture and the environment.

3. Apply appropriate management techniques in a range of community sport settings.

4. Identify research strategies in the corporate sector / service sector / public sector for community sport and be able to implement them within a management context.

5. Identify the stakeholders which are routinely involved in local / regional / national community sport such as government / competitor / reciprocal / sanctioning / special interest / media / general publics.

6. Demonstrate specific abilities in the assessment of the value of the cultural / the environmental / the political / the symbolic / the local resources which are ordinarily utilised in the community sport management / sport development of community places and spaces.

7. Communicate orally and in writing a critical awareness of cutting edge questions of cohesion, equity and sustainability which arise in the local / national / international contexts of community sport management.

8. Conduct a number of field studies of and work experience in current management / marketing / development / sport practice in community sport, thereby producing critical appraisals of, for instance: urban communities; sub urban communities; rural communities; culturally bounded communities etc.

9. Produce a number of critical reviews of the established / state-of-the-art literature on key issues in community sport such as: sport and age; sport and gender; patterns of sport participation; sport and active recreations.

10. Demonstrate a capacity to critically reflect on your own performance as managers and leaders in community sport.

External Benchmarking

This degree, MA Sport and Community Management, uses the base line benchmarking from Business Management (BM07) and Hospitality, Leisure, Sport & Tourism (HLST08, see below) together with the University of Bedfordshires level M descriptors.

University of Bedfordshire Level Descriptors: Level M.

The University of Bedfordshire has adopted the governments Quality and Curriculum Authority (QCA) skills descriptors for all levels of studies, but the skills listed in the Quality Assurance Agency for Higher Education (QAA) subject benchmarks and the student employability profile template created by the Higher Education Academy Hospitality, Leisure, Sport and Tourism Subject Centre are also relevant.

Management Based Master's Degrees:

Masters Benchmarks from

http://www.qaa.ac.uk/academicinfrastructure/benchmark/statements/BusinessManagementMasters.pdf

Sport Based Masters Degrees:

Masters Benchmarks from

http://www.qaa.ac.uk/academicinfrastructre/benchmark/statements/HLST08

The degree expects you, as a student, to be able to demonstrate relevant knowledge and understanding of organisations, the external context in which they operate and how they are managed. The degree will be a challenging learning experience and an integration between theory and practice. As a student you will reflect on your knowledge, experience and practice, using peer and tutor interaction as one of the key processes.

Further details of these benchmarks can also be obtained by accessing http://www.qaa.ac.uk/academicinfrastructure/benchmark/masters/MBAintro.asp

The course needs to meet the QAA subject benchmarking for M-level courses. The assessment criteria for the degree address the QAA descriptors of the attributes of a graduate at Masters level. Thus the Postgraduate Certificate will be awarded to students who have demonstrated:

• A systematic understanding of knowledge, and a critical awareness of current problems and / or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice


• Comprehensive understanding of techniques applicable to their own research or advanced scholarship


• Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline



• Conceptual understanding that enables the student:

- To evaluate critically current research and advanced scholarship in the discipline; and

- To evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses

• The ability to:

- Deal with complex issues both systematically and creatively, make sound judgments in the absence of complete data, and communicate their conclusions clearly to specialist and non specialist audiences

- Demonstrate self direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level

- Continue to advance their knowledge and understanding, and to develop new skills to a high level

- Learn independently

• Once they are in professional practice, master's graduates should be able to:

- Consistently apply their knowledge and subject specific and wider intellectual skills

- Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to a range of audiences

- Be proactive in recognising the need for change and have the ability to manage change

- Be adaptable, and show originality, insight, and critical and reflective abilities which can all be brought to bear upon problem situations

- Make decisions in complex and unpredictable situations

- Evaluate and integrate theory and practice in a wide range of situations

- Be self directed and able to act autonomously in planning and implementing projects at professional levels

- Take responsibility for continuing to develop your own knowledge and skills

QAA subject benchmarks can be found at http://www.qaa.ac.uk/academicinfrastructure/benchmark/default.asp .

Benchmark standards:

Master's degrees in the business and management and HLST fields are awarded to students who have demonstrated during their programme:

• A systematic understanding of relevant knowledge about organisations, their external context and how they are managed


• Application of relevant knowledge to a range of complex situations taking account of its relationship and interaction with other areas of the business or organisation


• A critical awareness of current issues in business, sport and management which is informed by leading edge research and practice in the field


• An understanding of appropriate techniques sufficient to allow detailed investigation into relevant business, sport and management issues


• Creativity in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to develop and interpret knowledge in business, sport and management


• Ability to acquire and analyse data and information, to evaluate their relevance and validity, and to synthesise a range of information in the context of new situations


• Conceptual understanding that enables the student to:

- Evaluate the rigour and validity of published research and assess its relevance to new situations

- Extrapolate from existing research and scholarship to identify new or revised approaches to practice

• Ability to conduct research into business, sport and management issues that requires familiarity with a range of data, research sources and appropriate methodologies, and for such to inform the overall learning process


• Ability to communicate effectively both orally and in writing, using a range of media


• Aperate effectively in a variety of team roles and take leadership roles, where appropriate

Once you are in professional practice, you should be able to:

• Consistently apply your knowledge and subject specific and wider intellectual skills


• Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate conclusions clearly to a range of audiences


• Be proactive in recognising the need for change and have the ability to manage change


• Be adaptable, and show originality, insight, and critical and reflective abilities which can all be brought to bear upon problem situations


• Make decisions in complex and unpredictable situations


• Evaluate and integrate theory and practice in a wide range of situations


• Be self directed and able to act autonomously in planning and implementing projects at professional levels


• Take responsibility for continuing to develop knowledge and skills

Educational Aims

In keeping with the universitys general aims and the more specific scheme aims for post graduate courses, the MA Community Sport Management, drawing upon the benchmarks cited in section 1, seeks for you to:

• Develop a detailed and critical knowledge and understanding of major aspects and developments in sport and how these may be positively reflected in management practice


• Develop the ability to analyse critically the interconnectedness of sport with its economic, technological, socio-cultural, psychological and political contexts


• Apply and integrate academic frameworks, theories and understandings within the policy and professional practice environment of community sport development


• Become familiar with and draw on numerous practical projects and case studies from a range of local, national and international contexts in the commercial, public and third sectors to inform practice


• Be able to analyse critically the impacts of sport and suggest informed solutions and directions when problems arise such as group conflicts or resourcing issues


• Develop a firm grounding for continued vocational education and training by equipping you with the knowledge, research and critical analysis skills required to manage a position of responsibility in the sport industry thereby also offering you better employment prospects


• Ensure you are able to make a valuable contribution to the strategic management and development of sport structures and in particular the less formal organisation of community settings

Specifically, the course aims for you:

• To develop your knowledge of the special requirements of community sport management


• To develop a high level of competence in critical understanding of community sport management regarding organisational management, sport marketing strategies, local issues, environmental and cultural issues, leisure and sport management


• To provide an opportunity for you to demonstrate research competency founded upon critical awareness of current and competing interest group concerns both within the industry and within communities in the context of the academic field


• To enable creative and open approaches to decision making in the context of community tensions and the power imbalances of different community groups


• To develop your creative thinking skills to enable entry into (or consolidation within) executive bodies / research agencies / consultancies / educational institutions in or alongside Sport Management / Sport Studies


• To provide you with a basis for life long learning and successful career development in your chosen applied professional area of Community Sport Management / Sport Studies or otherwise in your chosen critical professional / post disciplinary work in or across these twin fields

Student support

You will have a number of induction sessions before the formal classes begin. These will cover areas such as administrative arrangements, academic study in the UK, financial regulations and personal safety. If you have questions or problems with academic matters support is provided by the Course Leader and Academic Director. In the event that you have an illness during the course or have significant personal or family problems the Student Services offers independent and confidential advice. Student Services are also the only people who can give you extensions to hand in dates for assignments; but they will only do this if you have a good reason. Other support is provided by Student Services, and by the Students Union.

For international students, there is a Dedicated International Students' support team. The team is here to help you settle into University life and give advice on a range of issues such as: part-time work, how to open a bank account, places of worship and local places of interest. There is also an international student induction programme designed to enrich your time of study at the University as well as help you settle in, adjust to your surroundings and get to know your way around.

In addition to the general support supplied by the University in relation to e.g. disability advice, international student support, financial support etc., specific support for the course can be divided as under:

Academic / Programme Support:

In terms of academic issues in the programme, and specifically day to day issues the Course Leader will be the first point of contact. This person will provide advice on the following important areas:

• Whether students are on the right programme


• Whether students are taking the right units


• Whether a students results are correct


• Whether students are entitled to APEL or APL


• Whether students have the necessary course handbook, an induction schedule and handbooks for each of the units


• Whether a student has a missing grade because of a fault in the University system or as a result of a student related problem (i.e. failure to submit an assignment)

This type of advice will be available throughout the year and the Course Leader, alongside the Academic Advice Team in the Faculty Office would be the first point of contact as soon as any of the above becomes a problem.

However, if you have issues to do with a particular unit of the course, then the coordinator of that unit is likely to be the first point of contact. However, the Course Leader may need to be involved if the unit coordinator cannot answer a query.

Professional and Academic Development (P.A.D.):

It is not unusual for students to need some extra advice and guidance on developing their academic skills at some point during their studies. If you feel that you would benefit from some additional help with your studies why not contact P.A.D.

P.A.D. is available to all University of Bedfordshire students. If you are experiencing difficulties or if you simply want to develop particular skills and raise your grades, P.A.D. is here to help and advise you on how to do that.

P.A.D. can help you in a number of ways. P.A.D. can advise and help you to improve:

• The quality of your written assignments


• Your understanding of mathematical or statistical concepts


• Your organisational skills and how you approach studying


• Your time management and prioritising


• The strategies you use when reading


• Your language skills


• Aspects of your IT skills


• How you prepare for exams

Student language support:

The University has a dedicated language support team qualified to Masters level in language and communication. Support for our International students includes a Language Lab to help you improve your pronunciation and listening skills; specialised teaching rooms; independent study centre and specialist software. A programme of In Course English Support is running to ensure all masters students meet the minimum English level required. If necessary, you will undertake both a 10 week course of lessons followed by a 20 hour Independent Study Program. All students on these courses will be required to take the Password assessment. Lessons are taught in groups according to your faculty and interest.

The University is committed to ensuring our students are confident in their communication skills and the course team is in place to help identify your strengths and weaknesses.

Team working

The course provides regular opportunity for group discussions in class, seminars, and for team debates on critical issues. Students on the programme are also welcome to attend staff seminars.

Team working is fundamental to the leisure and sport field. Organisations where people do not work together fail. In most units you will find that group work forms a component of the activity. In some units this draws from inclass discussions and in others it is a fundamental part of the assessment. We value the diversity of background that participants in the course bring. We try to capitalise on this in class by drawing from your knowledge and background in the in class group activities and assessments. Throughout the course, students will be asked to work in groups of varying sizes and to consider the skills needed in order to operate effectively in this context. One of the most important elements of team work is an understanding of the level of dependency involved (through the recognition of the varied strengths each person brings to the group) and the attendant responsibilities this implies for each individual member of the team. From very early in the course, you will be working in collaboration with others and issues of responsibility, trust and flexibility will be addressed as central to your academic and professional development.

You will be assessed, on occasions, as a member of a group, and at other times for your individual input to the group. You will also be asked to comment critically upon your own contribution to the group as a whole. Should you fail group-based assignments, unit co-ordinators will ensure that referral briefs are congruent with units learning outcomes. Where possible special arrangements will be put in place in order for those failing assignments to get an opportunity to attempt similar group based assessments.

Career Management Skills

In addressing employability, the course is aimed at providing you with cutting edge knowledge and communication skills to facilitate employment and subsequent career development in executive decision making, leadership, management, consultancy and facilitation in community sport.

Since sport is conceivably the largest and one of the most rapidly expanding and borderless (Torkildsen 2011) of industries, the course does not seek to provide holistic training for any single sector of the sport industry, but seeks to open you up to sporting imperatives being experienced during the contemporary mood generated by socio-cultural and economic circumstances. The course is based on the view that those who work in community sport today need to be skilled at understanding and relating to a very broad mix of other stakeholders / players / performers / and practitioners not always directly involved in sport. For instance:

• Sport authorities (such as Sport England and sport specific National Governing Bodies) who commonly control funding lines


• The government planner who needs to determine not only who strongly supports community sport within the industry, but who potently resists it outside


• The natural resource specialist needs to realise that some populations (in key target areas of community development) may regard nature as primarily a matter of spirituality or cosmology (or even of art) rather than of the physical environment


• The Charitable organisation (such as Help the Aged) who connect to NHS / PCT action plans for activity in the lives of an aging population


• The independent local bodies (such as Sport Bedford) whose small grants and awards evening do much for local sport facilitation


• Connections into local, regional and national sport sponsorship from a range of business and commercial interests


• The company researcher in sport development needs to realise that all forms of investigator driven enquiry are deemed to be dark and dangerous (external) activities

Thus it is the aim of this programme to equip you broadly to understand the often cloudy and messy axialities (i.e. the connections / the importance / the meanings) of community sport. The course thereby seeks to provide opportunities for you to shape your future careers in / across sport on not just an industry economics basis, but on an economics plus basis community sport is not constructed on a foundation of facilities provision alone. Careers in community sport are unlikely to ever be singular, insular, and only personal private concerns. Such is the increasingly global and interleaved reach of sport.

Career/Further study opportunities

Career:

Careers in, for instance:

Sport Development Management; Public Sector Sport Managers; Sport & Community Leadership; Charitable organization managers (e.g. `Sports Traider); Sport and Leisure Consultants; management positions in organizations such as Sport England and UK Sport; Grassroots Sport Development Managers (e.g. Football Association); teacher / lecturer in FE / HE; Sport Company business manager; NHS / PCT activity manager

Or become entrepreneurs.

Further study:

This course is primarily aimed at people wanting to move directly into employment, but if you find your studies particularly stimulating and want to study further then there is always the possibility to continue to Doctoral studies, i.e. a PhD.

Entry

Additional:

Applicants for the course would be expected to have a good BA/BSc (Hons.) degree in a field consistent with relevant critical inspection, such as: Sport Science; Sport Studies; Sport Management; Football Studies; International Development / International Studies; Tourism Management / Tourism Studies; Leisure Management / Leisure Studies; Events; Marketing; Economics.

Special entry is available for those with no degree but with extensive and appropriate management experience

Since this course is built upon a very broad and critical grounding in politics, philosophy, and the humanities, overseas students will be expected to have a strong command of English with an overall score of IELTS 6.0. In course language support will be available for those students in need of extra language support.

UK students Undergraduate entry requirements

Standard entry requirements for Foundation degrees (FD/FdSc)

A foundation degree will be of particular interest if you have completed a Modern Apprenticeship, vocational A levels, BTEC National or equivalent.

Foundation degrees are also particularly suitable if you want to qualify while working.

• As a guideline, a typical offer would require you to obtain a UCAS tariff score of between 80-120 points, based on your level 3 studies.
• Students who require a Tier 4 Student Visa cannot apply for our foundation courses. For these courses the University of Bedfordshire is not able to sponsor Tier 4 Student Visa applications.

Many students studying for foundation degrees come to us through work-based routes so you can apply for a foundation degree even if you don’t have traditional academic qualifications.

We welcome applicants with relevant work experience.

Standard entry requirements for Undergraduate degrees (BA/BSc)

We will consider you as an individual and take into account all elements of your application, not just your qualifications. We are looking for both breadth and depth in your current studies as well as enthusiasm for the subject you wish to study.

The general requirement is one of the following:

• UCAS Tariff Score greater than 200, which should include either two A level passes or an AVCE Double Award
• An Access qualification
• Equivalent qualifications such as Irish Leaving Certificate, Scottish Highers, International Baccalaureate or BTEC National Diploma

Postgraduate taught courses

Postgraduate applications (MA/MSc) should be made direct to the University using the  standard University application form. There are some exceptions, please see individual course descriptions for details.

• UK/EU students application form
• International (non-EU) students application form
  

Students from the European Union

Entry requirements

As a general guide, to apply for a place on an undergraduate course (BA/BSc) at the University you need to have completed your high school education and have the required English qualification.

We have students from all the European Union member countries so we are quick to make decisions on most qualifications.

How to apply

International students

• Undergraduate applications (BA/BSc) can be made direct to the University or via our representatives in your home country. If you intend to apply to more than one university in the UK you should apply via UCAS. If you want to apply to the University of Bedfordshire only you should apply directly using our international application form (link below) or via our representatives in your home country
• Postgraduate applications should be made directly to the University using our international application form (link below) or via our representatives in your home country
• Healthcare, nursing and midwifery students Many of these courses are not available to overseas students due to UK immigration law in regard to bursary funding. Please contact international admissions to find out if you are eligible to apply
• BA Nursing Studies Level 3 (with or without Overseas Nursing Programme) is available to overseas students - please contact International Admissions by email at international-admissions@beds.ac.uk for further information

(Please note that applicants on a full student visa are not eligible for part-time study)

Course application form for international students

We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your application.

• Course application form for direct applications [PDF]

How to complete your course application

Please read the Direct application instructions before completing the course application form.

Application forms for accommodation in the student halls at Bedford campus and Luton campus are available in the Student life section

Accreditation of prior certificated learning (APL)

APL is available for international students applying for undergraduate (Bachelor degree) study. Please do not use this APL form to apply for postgraduate courses.

Use the APL form to tell us about any non-standard qualifications and/or work experience you have that you think should be taken into consideration with your application. `

The APL form should be submitted at the same time as the course application form.

We regret we are unable to process APL forms from students who have not submitted a formal course application form.

• APL application form for International students [100Kb] updated 041007

What next?

Return your completed application to:

University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom

Contact International Admissions

T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk

Awarding institution

University of Bedfordshire

Teaching Strategy

The MA Community Sport Management employs a range of teaching and learning strategies. Thus, the teaching strategy can be summarised as follows:

• It is student centred and student performance driven


• It emphasises directed and independent research, particularly in the Research Methods unit and the Dissertation


• It necessitates effective student communication in oral and written form


• It has a substantial teamwork component, but also encourages individual self reflection and peer evaluation, particularly in the unit The Sport Manager


• It uses up-to-date examples and case studies of community sport participation, preferences and aspirations, particularly in the units Managing Community Sport & Sustaining Community Sport


• It makes use of BREO to facilitate learning


• It asks students to keep abreast of cutting edge responsible management / appropriate development activities in the field, particularly with a view to developing a focus for the Dissertation.

The Sport Manager:

The Sport Manager unit aims to enable you to understand and critically assess a range of organisational behavioural models, choosing from among them in a flexible way to fit organisational demands in any given, practical situation. Initially the micro aspects of human behaviour are studied, and the unit then moves on to analyse intrapersonal processes (Learning Outcomes 1, 2 and 3). The focus then moves to the level of the group and some of the more visible social aspects of organisational life i.e. project and team working (Learning Outcomes 7 and 8). Finally, there is emphasis on continuing personal and professional development of self as manager as a reflective practitioner. The underpinning themes of the Unit are leadership reflection and creativity evidenced in the problem based learning format of the unit. Leadership involves a deliberate and reflective assumption of role; Creativity involves the creation of novel practice / ideas that hold value in particular situations you will be encouraged to reflect on your own performance as managers and leaders and to think creatively about your own practice as well as that of the organisation/institution (Learning Outcomes 8 and 10).

Sporting Enterprise and Entrepreneurship:

The Sporting Enterprise and Entrepreneurship unit covers the areas of strategy making, strategic management and social enterprise in sport management. You will critically consider the issues and challenges facing directors, senior managers and entrepreneurs in guiding the long term development across a range of sporting organisations and policy initiatives (Learning Outcomes 1; 2; 6). The unit will encourage you to critically consider the philosophy, aims and objectives of the organisation and the means of achieving them through the mobilization and deployment of human and other resources including assets (i.e. facilities), finance and the integration of the various functions of the organisation (operations management), as well as the practical application of a range of theory relating to the development and management of people within sporting organisations and across the public, private, and voluntary sectors (Learning Outcomes 5; 6;). Through team related tasks and pitching of ideas you will be encouraged to develop and manage relevant communication and information technologies for application in business and management in a global knowledge based economy. In such an economy. there is need to adopt an enquiring, analytical and creative approach to your work, through which you will be expected to demonstrate independent judgment and evidence critical self awareness in decision making (Learning Outcomes 7;10).

Managing Community Sport:

This unit addresses fundamental issues inherent in the area of community sport management. The emphasis is upon a critical appraisal of management theory in the early part of the unit (Learning Outcomes 1;2;3;4;) and then the application of these frameworks to existing practice in community sport settings (Learning Outcomes 7;8;9;10). There is a requirement for you to complete at least 25 hours of community sport work experience activity. This experience will enable you to meet the course learning outcomes that require you to relate theory to management practice, critically evaluate the social, cultural and environmental determinants of community sport, to learn about working with stakeholders and to reflect upon and critically evaluate management techniques in community sport settings.

Sustaining Community Sport:

This unit extends the aims of Managing Community Sport to explore issues of sustainability in community sport. This unit addresses several of the course learning outcomes including extending your critical evaluation of theories of community sport management (Learning Outcomes 1;2) and its application to community sport settings (Learning Outcomes 4;7) your ability to demonstrate a capacity to assess the value of cultural, environmental, political and symbolic resources in community sport management and to use research and literature to critically review patterns of participation with particular reference to social stratification and sustainability in the generation of active lifestyles (Learning Outcomes 7;9;10).

Research Methods in Sport:

The Research Methods in Sport unit aims to equip you with the necessary skills and knowledge to undertake your own research throughout your study but particularly in your dissertation. The unit provides an overview of a range of research methods used in qualitative and quantitative research and here you will be required to critically reflect on an understanding of appropriate research techniques that are sufficient to allow detailed investigation into relevant issues (Learning Outcomes 1;2;7). The unit will enable you to gain a knowledge and understanding of the techniques used in data collection and analysis and to evaluate relevance and reliability (Learning Outcome 9). It will also consider the use of information technologies for data analysis and the software packages that are available for this purpose. You will be encouraged to develop a critical awareness of issues in research methods and as part of your research proposal you will be required to critically evaluate the methodology of existing studies, applying the relevant knowledge you have gained (Learning Outcomes 2;6). You will be expected to adopt an enquiring, analytical and creative approach to your work throughout and promote independent judgment and critical self awareness in lessons and your assessment (Learning Outcome 10).

Funding For Sport:

This unit explores the funding of sport development activities within a funding network which is extremely complex and diverse and will give you a multi layered understanding of the commercial and financial structure of sport in various contexts (Learning Outcomes 1;2). The unit investigates the funding of sport development activities, focusing on the issues related to the process by which funding is acquired and the key issues affecting both funding bodies and organizations seeking funding (Learning Outcomes 5;6). The unit will provide you with a three tiered learning experience. The first tier will provide you with a critical understanding of the context within which sport and in particular sport development is funded. The second tier will provide you with an appreciation of the principles and practice of effective financial management. The third tier investigates future developments in sport funding and how they will impact on sport development (Learning Outcome 9).

Community Sport Leadership:

This unit is concerned with leadership and how this might operate with sport in the community. It addresses a number of the SDM course learning outcomes: it requires you to have an up to date knowledge of the relevant theoretical territory (Learning Outcomes 1; 3), to be able to critically evaluate the key concepts (Learning Outcome 7) and requires you to critically evaluate how this theory is shaped by economic, cultural and social conditions (Learning Outcomes 4; 6). You will also need to be able to indentify and interact with stakeholders (Learning Outcome 2), understand issues of resourcing community sport and articulate a critical understanding of how leadership operates in different communities such as urban communities, rural communities and culturally bounded communities consistent with an enquiring and analytical approach (Learning Outcome 10).

Professional, Statutory and Regulatory Body Accreditation

None

Students with disabilities

We welcome applications from disabled students and make sure that our campuses are accessible and welcoming to all. Our disability advice team is available to discuss any issues you may have and can provide advice and a range of support and services. On this course there are no foreseeable issues that may discriminate against students with disabilities, however there is an expectation that you will have active engagement in community sport and you are required in more than one unit (notably Managing Community Sport [core] and Community Sport Leadership [option]), to complete practical work as part of the course. Unit tutors have undertaken awareness programmes provided by the University.

The course will follow the general guidelines set out by the University policy on disability.

During the application process disabled students will be able to discuss their needs with individual members of the academic staff, as well as staff from the Disability Advice Team. In relation to other courses in the Department. It has normally been the case that disability has not provided an obstacle to students participating. Hence no major issues are envisaged concerning disability and the course. The only possible concern is in relation to field visits. However there is no proposed residential aspect to these visits they will be on a day visit basis only and in many instances key personnel from the sport industry will come to us.

Skills Development

Communication

Communication is highly significant in sport (with its common multiplicity of partner agencies and collaborative bodies) and therefore communication skills are taken very seriously in this course. Thus, to help with the development of this you will be required to present and justify research studies, projects, and critical assessments both orally and in writing.

The ability to communicate effectively is universally recognised as a key skill in an aspiring manager. We try to help you develop your communication skills in a variety of ways in all of the units that you study. While communication is typically broken down to written and oral this broad classification in no way represents the diversity of opportunities that you will be given. To develop your written communication skills you will be exposed to a wide variety of applications. Reports and essays are obvious ones, but you will also be completing briefing papers, keeping notes, writing proposals and plans. The oral side is equally diverse and you are encouraged to develop your oral skills through class discussions and presentation. As may be seen in section three, a large part of the teaching and learning and assessment strategy for this course addresses effective communication. A PowerPoint presentation combines both oral and written communication and you will become more experienced at using these.

Information Literacy

To help with the development of this you will examine use of the Internet as a research tool; use of technology in forward / backward / diagonal integration; information technology of sport industry sectors; website content, SMS in sport and media activity; and use of online data / journals.

In the UK, information literacy is defined by the Chartered Institute of Library and Information Professionals as: Information literacy is knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner. Right from induction you are introduced to the sources that the university has. We invest heavily in electronic sources of information as well as paper based ones and you are introduced to the range and diversity of what is available to you. The majority, if not all of the units that you study will expect you to search out relevant information and so your skills will improve throughout the course.

Research and Evaluation

To help with the development of this, you will undertake a range of research tasks either within the context of developing your academic or your practical knowledge. The research tasks will vary according to the type of work being undertaking and you will need, therefore, to be adept at understanding the skills involved in sourcing, selecting and utilizing appropriate material. In every practical process you embark upon, you will be expected to plan and execute a methodical research process in order to develop your practical skills, but also your skills to critically evaluate. You will be introduced to a range of research skills including literature searches and critical reading, practical field based activities including questionnaire and interview design and conduct, as well as the analysis of findings from the use of such techniques in the field.

To help with the development of this you will be introduced to critical research design methods and to report techniques. You will be introduced to key research method approaches involving selection of methods/research triangulation/ population selection/sampling choice/data types/access to site assessment and will have the chance to explore (predominantly but not exclusively) emergent highly interpretive qualitative approaches. As students who are likely to be working in complex indigenous community settings, or in difficult cross-cultural milieu in international sport you will be encouraged to develop the background ontological and epistemological parameters of your studies.

Creativity and Critical Thinking

You need to be looking for different and creative ways to apply what you learn on the course. We aim to give you ample opportunities to develop your creativity. You will find class sessions provide opportunities for discussion of case examples where other classmates have very different solutions to the ones that you have thought of, some more creative than yours and others less. Most of the assignments that you tackle will call for some degree of creativity and so you will get plenty of practice in developing and arguing creative solutions.

Critical thinking, on the other hand represents the application of logic and evidence rather than creativity. Again class discussions provide you with ample opportunity to present logical solutions to case problems and receive feedback on the strength of the argument. Indeed, the majority, if not all, of your assessments need logic and evidence to support your case not least when you have come up with a creative solution.

To help with the development of this you will engage in critical assessments of various public and private sector community sport developments. You will also have the opportunity to (i) creatively rethink the post industrial / postmodern / postcolonial imperatives of sport; (ii) inspect how sport can nowadays be an immensely inventive and powerful vehicle catalytic new sense projection and re-invigorated identity.

Improving learning and performance

The Personal Development Planning strand embedded especially in the Sport Manager unit concentrates on the development of academic, personal and professional skills and establishes the PDP and CPD processes, introducing students to the concept of transferable skills and demonstrating their value within the sport industry, thereby ensuring employability remains central to the course.

You will also be given the opportunity to develop personal approaches to study, building on strengths and eliminating weaknesses, and developing ability to transfer learning from one context to another, following the SOAR (Self awareness, Opportunities, Aspirations and Results) process model (Kumar 2007) at a number of points during the course. This approach requires that you become aware of:

• Your own interests, motivations and strengths


• The kinds of opportunities for employment and self development that are available at the University and beyond


• Your personal objectives, desires and aspirations


• How to articulate, evidence and present your achievements and skills

Most of us are not perfect and most, if not all, of the things we do could be improved. We help you to improve your learning and performance in several ways. When you prepare for an in class discussion you will find that others have tackled the problem in a different way. This gives you an opportunity to learn from your fellow students (although you have to recognise when your interpretations are better than theirs). You will also interact with the tutors during class sessions, again an opportunity to learn different perspectives and approaches that you can apply later on. For assignments you will receive feedback. This feedback is very much more than simply the grade given. You will find in the feedback suggestions of how your work could have been improved and can apply this information for further pieces of work. Finally, the best management practice draws heavily from reflection. This is your reflection on how you could tackle things differently to improve learning and performance.

Progress files

You will be encouraged to use a number of portfolios, in different units on the course, and you will need to set up a habit of reflecting on feedback from tutors and consider ways in which you might improve specific skills and / or build on the strengths demonstrated, preferably after each set of assessments. Much of the material for Progress File will be generated through digital records (online blogs, discussion boards on BREO, and e-portfolios via the Pebble Pad system) as well as paper ones.

The main vehicle for demonstrating development in this course will be in project work Nevertheless, the majority of units on the MA Community Sport Management provide enabling opportunities for your own autonomous development in the areas of needs analysis, performance planning, and management (especially within reflexive cultural or community contexts) and presentation and evaluation. The most substantial evidential output for this lies in the dissertation, but each participant will have a (self maintained) portfolio of individual and group tasks. The main mechanism for the monitoring of progress will be through structured discussions with your dissertation supervisor, but there will also be inputs from unit leaders.

Professional standards

• Teaching faculty / tutors and students will work with professional integrity at all times, though students will be encouraged to reflexively examine the cultural, disciplinary, and other notions which may be assumed within dominant standards of professionalism


• Teaching faculty / tutors and students will abide by the Code of Conduct as stated in this universitys Student Regulations


• Teaching faculty / tutors and students should ensure that contact details are current and maintained; teaching faculty / tutors should ensure that their availability is publicised and that appropriate communication channels are agreed upon


• You are expected to attend all classes in each unit


• Teaching faculty / tutors and students must arrive on time for classes


• In all situations, students and teaching faculty / tutors should dress and act appropriately


• Teaching faculty / tutors and students should work to sustain a culture of mutual respect


• All assessed work should be your own effort, and should be correctly referenced where material is taken from other sources


• Electronic devices must not be used during classes without express permission and mobile telephones must be switched off during all course sessions and unit classes


• Student concerns should be raised promptly, through the appropriate channels

Strategy for developing and embedding the professional standards

The (above) professional standards are included in the course handbook for reference, or otherwise given to you at the programme induction. A range of the issues covered should be explicitly covered during the said induction sessions particularly those which have significant impact in terms of the potential outcomes for students (e.g. those relating to plagiarism). Many of the above professional standards are reinforced explicitly within unit handbooks; implicitly through the operation of the programme units; and through the behaviours given / shown by unit leaders.