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University of Bedfordshire
Park Square
Luton
Bedfordshire
UK, LU1 3JU
This course is concerned with the business and management aspects of sport organisations. As the demand for competent managers in this area has grown rapidly in recent years, you will be provided with a sound basis for a successful career in management within sport-related industries.
This course is designed to enable you to understand and appreciate both domestic and global sport environments and the management issues and practices that lie within.
You will have the opportunity to explore the many cultural, political, economic and educational issues and challenges that such environments engender, whilst experiencing the many industry-led initiatives currently in place to meet them.
Key features
Areas of study include:
You will be required to undertake a variety of group and individual based assessments throughout the programme. The assessments are designed to assess knowledge and understanding, but also to demonstrate the range of transferable skills.
The great majority of units include elements of individual and group work as this reflects the type of work undertaken in the events industry. Assessment of these activities will be based on tasks which develop vocational skills, underpinned by subject knowledge, requiring higher levels of cognition in the upper levels of the course.
Formative assessment will be used to provide feedback to students to support their progress and diagnostic assessment will be used to assess your knowledge, understanding and skills.
All coursework will have an assignment specification, with grading criteria. The specification will be issued to the you normally at the beginning of the unit, but at least six weeks prior to the deadline for the assignment. All marked work will be returned to you, following the university guidelines, with written feedback including advice on how you can improve your work in future. Should you fail group-based assignment, 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.
All coursework submitted will be subject to University procedures for the detection of plagiarism. Plagiarism is one of the academic offences and below is what is found on the relevant University Website concerning plagiarism:
Annual monitoring of the outcomes of assessments for each unit will be completed and this will provide the opportunity for reflection on and evaluation of assessment approaches and methods.
Assessments are divided between two and three assessments per unit, in line with the University Cre8 process requirements. Assessment approaches vary depending upon the learning outcomes of the unit delivered. However you will undertake a wide range of assessment styles including: written reports, oral presentations and in unit tests as well as group-based reports, case studies and computer-based assignments. In addition you will undertake practical assessments related to event design, planning and delivery.
At Level 4, the course builds on a foundation of core units wherein you will establish a fundamental knowledge and understanding of key concepts and issues relating to selected disciplines within the study of sport. These will include Introduction to Sport Development, Foundations for degree studies, Sport and Physical Activity in Society, and Introduction to the Sport and Leisure Industry. The assessment strategy involves the use of group oral presentations and individual written reports, particularly at the early stages of the year so that you are able to receive feedback on their progress.
At Level 5 you will build on your knowledge and understanding of key concepts and issues in the sport management context to develop a tactical awareness of the governance and operational side of sport and recreation in the `Tactical Sport and Recreation Management unit. Units will allow you to conduct: a detailed sociological analysis of contemporary Sport Development, its principles and practice; an exploration of the educational value and significance of sports policy and sports development in Sport and Leisure Education; the continued development and practical application of research skills through sports-based case study research work in the `Research in Sport unit.
You will continue to be assessed via individual written reports, group presentations and examinations. In addition, as you are expected to be developing the skills required of independent learners, these skills will be assessed in the unit Research in Sport. Also you will be exposed to assessment via the use of case study and a active learning activities.
At Level 6, you will be challenged to critically analyse and evaluate more complex issues in relation to Sport Business, Management and Development issues. In the core Strategic Sport Management unit, you will be encouraged to challenge existing management theories and practice, and to critically analyse sport business problems in real industry settings, developing sound strategic awareness and creativity solutions specific to their field. At level 6 you will undertake an in-depth, critical analysis of a chosen topic in sport through their Dissertation project. Students at level 6 also have the option of working in teams in partnership with identified sporting and football organisations on true-to-life management projects in the new Sporting Enterprise and Entrepreneurship unit. Alternatively, students can opt to explore the strategic and economic viability of emerging `new leisure, cultural and creative industries in the `Leisure in Mind for an Experience Economy unit. Once again a variety of assessment approaches will be used, including individual reports, and group presentations, but also a computer based assignment will be employed. At this level, the strategy is also designed to assess the students ability as self-directed, independent critical learners and this will take place in the unit the Research Project.
Drawing on the generic employability competencies and student employability profiles (Hospitality, Leisure, Sport and Tourism Subject Centre, Unit 25) and the draft benchmark statements for `sport courses (QAA, 2008), as well as the content of the programme, upon successful completion of this course, you should be able to:-
LO1 Demonstrate familiarity with the core knowledge base of Sport Management
LO2 Critically debate major theoretical and practical issues relevant to the study of sport management
LO3 Demonstrate their understanding of sport through both academic and, if appropriate professional reflective practice.
LO4 Apply a range of business and management skills and knowledge to the sport context and environment.
LO5 Understand, debate and use as a basis for decision making, the factors which influence sports policy and planning, provision and programming within public and private provision of sport.
LO6 Demonstrate their research and problem solving abilities by critically understanding methods of acquiring, interpreting and analysing information appropriate to the study of sport.
LO7 Understand and demonstrate a critical awareness of the moral, ethical, environmental and legal issues, which underpin managerial best practice.
LO8 Express themselves fluently both in written and verbal form to a level, which will enhance employment prospects and general personal performance.
LO9 Initiate and plan academic research projects in sport by exploiting the knowledge and competence base acquired during the programme.
Here we identify the knowledge and skills of a typical graduate that we would expect to be developed as part of an undergraduate programme. The depth of knowledge, the proficiency of skills and the balance of specific knowledge and skills may differ with the particular programme. This will reflect the approach taken, the context of study and the aims and objectives of the programme.
Students on the Sport Management course will, through problem-solving, cooperative and collaborative modes of delivery, be encouraged to develop their ability to think strategically, apply the principles of sport management in a local, regional, and international context and to construct solutions to contemporary sport development/management issues. Efficient business and management systems are essential for any organisation in the sport sector, creating a demand for graduates with knowledge of the sports industry and business management. This course integrates key business management theories, with current sport management research, and links students directly with the external sport business environment as well as current subject benchmarking for the business and management of sport.
The Subject Benchmarking Statements and Academic Standards for a General Business and Management undergraduate degree are used for this course. Subject benchmark statements provide a means for the academic community to describe the nature and characteristics of programmes in a specific subject. They also represent general expectations about the standards for the award of qualifications at a given level and articulate the attributes and capabilities that those possessing such qualifications should be able to demonstrate.
The following subject benchmark statement refers to the bachelors degree with honours.
Subject benchmark statements: General Business and Management, QAA, available on
http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/business.asp#5 (accessed 11th April 2011)
2.1 The purpose of General Business and Management Programmes
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 sport-related business and management 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 for the enhancement of lifelong learning and personal development to contribute to society at large. Continued personal and professional development is an embedded feature of each Unit on the on course and is variously facilitated and supported through each of the Management, Development, Enterprise, and Research strands of the programme.
3 Relevant knowledge and understanding
3.1 There is an expectation that Business and Management degree programmes provide broad, analytical and integrated study of business and management.
3.2 As graduates you will be able to demonstrate relevant knowledge and understanding of sporting organisations, the external political and economic environment in which they operate and how they are managed. This will initially be introduced in the Sport and Leisure Industry (Level 4), in the Key Issues in Sport Development (level 4), and in the Sport and Physical Activity (Level 4) units. This will be developed in greater depth at Level 5, through each of the management, Development, Enterprise, and Research strands of the programme. At Level 6 of the programme, there is an emphasis upon applying a working knowledge and understanding of the sports business and management domain and responding to change through the critical consideration and solution of contemporary and future organisational and sectoral issues within the wider environment in which they operate.
- The programme of study is orientated towards the cultural and management-based approaches to the study of sport. The design of Units, including the selection of learning outcomes, subject content and experiential learning reflect this.
- The study of the historical, social, political, economic and cultural diffusion, distribution and impact of sport, including: displaying a critical insight into the organisations and structures responsible for sport, and the political ramifications arising from these employing social, economic and political theory to explain the development and differentiation of sport throughout society demonstrating the application of the social and cultural meanings attached to sport and their impact on participation and regulation. These features will be introduced in the Sport and Leisure Industry (Level 4) and Key Issues in Sport Development (level 4) units and then built upon in the Sports Development Policy in Practice (level 5), Tactical Sport and Recreation Management (level 5) and Sport in the Global Society (level 6) units.
- The study of the policy, planning, management and delivery of sporting opportunities will be introduced in the Sport and Leisure Industry (Level 4) and Key Issues in Sport Development (level 4) units and then built upon in the Sports Development Policy in Practice (level 5), Tactical Sport and Recreation Management (level 5) and Sport in the Global Society (level 6). The Management and Development strands of the programme purposively build an understanding and application of the theories, concepts and principles of practice from the generic management areas of operations, finance, human resources, economics and marketing to sports facilities and events employing strategic planning and development planning skills in analysing, understanding and addressing the development needs and intentions of sport organisations and communities demonstrating a critical appreciation of sport development and facilitation principles across a range of vocational contexts.
3.3 The inter-relationships among and the integration of these areas are important within the overall student learning experience, and should be demonstrated in the capabilities of successful graduates from all modes of delivery.
3.4 "Organisations" - this encompasses the internal aspects, functions and processes of sporting organisations including their diverse nature, purposes, structures, governance, operations and management, together with the individual and corporate behaviours and cultures which exist within and between organisations and their influence upon the external environment.
3.5 "External environment" - this encompasses a wide range of factors, including economic, environmental, ethical, legal, political, sociological and technological, together with their effects at local, national and international levels upon the strategy, behaviour and management of organisations.
3.6 "Management" - this encompasses the various processes, procedures and practices for effective management of sporting organisations. It includes theories, models, frameworks, tasks and roles of management together with rational analysis and other processes of decision making within organisations and in relation to the external environment.
3.7 Within the framework of these three main areas, it is expected that you will also be able to demonstrate knowledge of and an understanding in the following:
- MARKETS - the development and operation of markets for resources, goods and services
- CUSTOMERS - customer expectations, service and orientation
- FINANCE - the sources, uses and management of finance; the use of accounting and other information systems for managerial applications
- PEOPLE - the management and development of people within organisations
- OPERATIONS - the management of resources and operations
- INFORMATION SYSTEMS - the development, management and exploitation of information systems and their impact upon organisations
- COMMUNICATION AND INFORMATION TECHNOLOGY - the comprehension and use of relevant communication and information technologies for application in business and management
- BUSINESS POLICY AND STRATEGY - the development of appropriate policies and strategies within a changing environment, to meet stakeholder interests
- CONTEMPORARY & PERVASIVE ISSUES - a range of contemporary and pervasive issues is expected to be addressed. These may change within the lifetime of these benchmark standards but the following will be covered as part of the Sport Management and Development programme: business innovation e-commerce, creativity and enterprise, knowledge management, sustainability, globalisation, business ethics, values and norms.
This course provides you with a number of opportunities to experience learning which relates to the relevant benchmarks outlined above. The overall purpose of the programme is to develop you as a top graduate (6.9). Top graduates:
- Have a comprehensive knowledge and understanding across a wide range, and in depth, of business and management areas and the complex relationships among these, their application and their importance in an integrated framework.
- Consistently demonstrate excellence in area specific skills and intellectual skills.
- Are self-aware and have a strong interpersonal focus together with the capability to operate effectively in a variety of team roles including leadership.
- Have a view of business and management derived from a wide variety of learning sources including independent study, reflection, group activities and guided learning.
- Are distinguished from the modal category by their additional creativity and adaptability. They bring originality, insight and superior critical and reflective abilities to bear upon their knowledge, and have the capability to evaluate and integrate theory and practice in a comprehensive range of situations.
Degree programmes in Sport have increased significantly over the past fifteen years in response to the growth in provision and employment in the private and service sectors, and the interest and demand created by related school and post-school qualifications. The outcome has been innovative and wide-ranging sport-related programmes. Their currency and diversity is demonstrated in this programme by the orientation towards sport and its development and management.
Sport Management has emerged as an academic area with a developing body of knowledge. This is characterised by a balance of discipline-based knowledge and knowledge derived from the practice of sport (and leisure). With the Sport Management programme adopting a multi-disciplinary and inter-disciplinary approach, the study of sport has intrinsic intellectual value designed to enhance your employability and career preparation.
The course blends practical and theoretical aspects of sport with an understanding of management principles and practice. It will familiarise you with current issues within the sports industries, and provide an academic grounding in operational aspects of sports management. You will develop your own knowledge of sport, as well as developing a number of important key skills. Overall, the course aims to equip you with a wide range of skills that, together with an in-depth understanding of the sports environment, will provide you with the essential management skills for employment within sports management. More specifically these are:
- To enable students to acquire a broad-ranging and working knowledge of sports management in contemporary society.
- To facilitate a critical and practical appreciation of sports institutions and their management.
- To develop a range of academic skills - including research, investigation, deduction, logical argument and clear thinking - to a level appropriate to an honours degree.
- To provide integration and development between the units of the course so that students, in carrying out student centred work and dealing with industry derived situations, simultaneously process the learned elements of different units, and therefore develop their ideas in an integrated manner.
- To enable students to acquire and develop competencies which promote their ability to perform effectively in post-honours degree activity.
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 under two headings:
Academic/Programme Support
In terms of academic issues in the programme, and specifically `day to day issues the Academic Director will be the first point of contact. The Academic Director 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 Academic Director, 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 students have issues to do with a particular unit of the course, then the unit coordinator of that unit is likely to be the first point of contact, rather than the Academic Director. However, the Academic Director may need to be involved if the unit coordinator cannot answer a student query.
Corporate Academic Advisory Service (CAAS)
If you have a more serious problem than can be dealt with by the Field Manager, and certainly in the case of the issues below, then you will need to see a member of the CAAS team.
CAAS will provide independent and confidential advice if there are circumstances affecting handing in of assignments on time, sitting exams, attending University. Depending on the nature of the query, CAAS can advise you or refer you to people who can help.
CAAS will see students if:
They are worried about missing classes due to illness
They have personal problems that are affecting their academic work
They are likely to be prevented from handing in an assignment on time
They are likely to be unable to sit an exam
Their course is more difficult than expected
They are considering leaving the University.
CAAS also will make decisions on what are deemed `extenuating or `mitigating circumstances. If you have genuine extenuating circumstances that are likely to prevent you handing in an assignment, CAAS will authorise short-term extensions of an extra few days with a maximum of 2 weeks extension. If this option is not feasible and the problem is longer term, then CAAS can grant the right for you to take the assessment at the next available opportunity. You must have valid reasons supported by clear and appropriate evidence for any claims submitted. Decisions will be based on: the severity of the problem, disruptiveness; unexpectedness; timing and length; and whether the circumstances are not wholly or largely of your own choosing or making.
Throughout the course, you 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 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 their academic and professional development.
At each level of the degree, you will be required to work with others either in the preparation of a seminar, a group presentation or a reflection upon the work of others. At Level 4 group tasks will be structured by the tutors; as the course progresses through Levels 5 and 6 you will be given more independence in the development of structures which suit the particular requirements of the task.
You will be assessed, on occasions, as a member of a group, and at other times for their 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.
An initial session on career options will be offered by the team from the Centre for Personal and Career Development within the unit The Sport and Leisure Industry at Level 4, to enable you to explore all the options available at the University to support your career choices right from the start.
At Level 5 you will be expected to enhance your career-related and employability skills through interactive exercises, group activities and individual reflection. These processes are often problematic and unnatural to students, differing to experiences in more traditional subject-based units. The focus falls on you to reflect on your own approaches, learning styles and skills; no textbook shows what works best for you, thus a degree of self-discovery is required and you should be in charge of the process. You will be encouraged to ask appropriate questions and increase the use of feedback.
By Level 6 you will also be encouraged to develop your critical thinking skills, coinciding with the transition to less tutor-led and greater peer- and self-feedback, and `management of tutor strategies (Lawrence 2007).
You will also be encouraged to contact / join associations and organisations with a view to developing sport Management experience on a voluntary basis, such as:
The Institute of Sport and Recreation Management (http://www.isrm.co.uk/)
Leisure Studies Association (http://www.leisure-studies-association.info/).
Many of our graduates have progressed successfully into management roles in public, voluntary or commercial sport and fitness organisations.
Career
The following are likely career choices for students who have completed the course:
Leisure Centre Manager
Sports Club Manager
Sports Volunteer co-ordinator
Sport Development Officer
Sports Marketing and PR
In addition, there will be a number of generic and / or specialised posts in the tourism/ leisure / sport / recreation industries that should be available to students upon completion of the course:
Further study
In terms of further study a number of possibilities exist, both within the University and beyond:
MA Community Sport Management (UoB)
MA Sport Development Management (UoB)
UK Students
All entrants to the BA (Hons) in Sport Management must meet the entrance requirements of the University of Bedfordshire. This means that you will normally need one of the following:
UCAS tariff score of between 160-240 (to include 2 A2 passes or an Advanced Vocational Certificate in Education (AVCE) Double Award, and five GCSE passes (Grade C or above) or equivalent.
An Access Qualification
An Advanced GNVQ with merit or distinction
Equivalent qualifications such as Irish Leaving Certificate, Scottish Higher Certificate, International Baccalaureate (28 to 30 points)
A subject related Foundation Degree.
Students from the European Union
As a general guide, to apply for a place on an undergraduate course (BA/BSc) at the University, you will need to have completed high school education and have the required English qualification. If your previous education has not been delivered through the medium of the English language are required to demonstrate proficiency in English by the presentation of original certificates as follows: IELTS 6.0, TOEFL 580 [paper], TOEFL 235 [computer], Cambridge CPE C, Cambridge CAE C, or Bedfordshire test (TELAS) grade 2.
International Students
Undergraduate applications can be made direct to the University or via representatives in your home country. Applicants to more than one UK university should apply via UCAS. Applicants to the University of Bedfordshire only should apply directly using the International application form or via representatives in the student home country.
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.
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.
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:
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.
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.
(Please note that applicants on a full student visa are not eligible for part-time study)
We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your 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
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.
Return your completed application to:
University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom
T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk
The course will follow the general guidelines set out by the University policy on disability. (http://www.beds.ac.uk/studentlife/support/disabilities/policy).
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 Division, 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.
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 listing generic employability competencies are also referred to.
Communication
To help with the development of this, you will participate in a range of activities requiring you to communicate orally and in written forms. Part of this process will involve you in a range of written tasks that will form the foundation of your personal portfolio and which will generate material in traditional and electronic forms. You will learn the communication skills necessary to articulate and present yourselve in appropriate forms (e.g. stating your individual aims, your skills and experience). At all levels you will work collaboratively with a number of different groups of people in a range of contexts, and will be required to use the written word in order to communicate ideas for a variety of different purposes. At all levels you will have opportunities to examine the `language that is specific to the sport management field.
At Level 4, in line with University and QCA Key Skills Descriptors and employability profiles, and in all four units, there will be opportunities for you to take part in one-to-one discussions about different subjects, read and obtain information from a range of sources and contribute to discussions about relatively `straightforward subjects. In the units Key Issues in Sport Development and The Sport and Leisure Industry you will `read and summarise information from two extended documents about a straightforward subject and make a presentation about a straightforward subject, using at least one image to illustrate straightforward points (UoB/QCA Key Skills Descriptors).
At Level 5, in line with QCA Key Skills Descriptors and employability profiles, you will develop your skills as academic researcher in order to enable you to articulate ideas and theoretical perspectives in written and practical form (Research in Sport). Following the University /QCA Key Skills Descriptors for Level 5 work, you will initiate, develop and maintain a relationship with a group they are working with in a group activity, work towards a negotiated goal with them, using their skills as potential practitioners, and evaluate this process in written form (Sport Development Policy in Practice and Tactical Sport and Recreation Management). In addition you will `write two different types of documents about straightforward subjects and one piece of writing will be an extended document (UoB/QCA Key Skills Descriptors).
At Level 6 you will read and synthesise information from a variety of sources about complex topics in the unit Sport in the Global Society and about a complex subject, using at least one image to illustrate complex points, (UoB/QCA Key Skills Descriptors). In addition you will have the opportunity to develop and communicate your own ideas as a potential practitioner and use your communication skills in a range of written and presentational forms. This will largely though not exclusively take place in the units: Strategic Sport and Recreation Management. At this third level, in line with University and QCA Key Skills Descriptors, students will undertake an independent research project which will involve a lengthy written submission on a topic of their own choice (Research Project).
Information Literacy
To help with the development of this, you will participate in workshops, tutorials and developmental research projects in order to familiarize themselves with a wide range of resources which can support your studies.
At Level 4 you will be introduced to the library resources in workshops embedded within the PDP elements of the course (Foundations For Degree Studies In Sport and Physical Education). A series of project-based tasks will ensure that you feel confident using the library catalogue, BREO, databases, search engines and reference resources available through the internet. You will also be introduced to the assessment of source material as an integral component of your research. All units will make use of BREO in the posting of resources, and are likely to make use of discussion boards, blogs, group pages, wikis and course announcements.
At Level 5, in addition to formal input on methods of data gathering (Research in Sport) you will be required to work more independently and confidently with the library and technical resources at your disposal. You will be expected to source materials above and beyond the unit reading lists, and to undertake methodical literature searches as a part of your research process. You will provide bibliographies and reference sources for essays and be familiar with a range of research resources appropriate to the study being undertaken. You will develop confidence in the use of digital technology as a resource.
At Level 6 you will plan and submit a project based on a topic of your choice (Research Project). Alongside your academic research you will be using skills to explore possible employment options within the events/tourism/leisure/sport industries, and familiarizing yourself with networks, funding opportunities and organizations which will be central to your success as a practitioner.
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 their 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 also 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.
At Level 4 you will be introduced to the importance of research material that underpins the area of Sport Management in all four units of study. You will make use of practical research skills in the PDP elements of the course ((Foundations For Degree Studies In Sport and Physical Education) where you will use the library catalogue, access reference resources and databases in hard copy form and also electronically. In addition to actually using the practical research skills, this process will be designed to develop your skills to critically evaluate a variety of source materials.
At Level 5 you will receive formal input on research methods appropriate to the sport fields (Research in Sport). This unit will provide you with information concerning a range of research approaches and techniques relevant to the field of Sport Management. It will also develop the your ability to work more independently as a researcher, and begin to formulate questions and fields of enquiry. These skills will not only be necessary as preparation for you to undertake your independent research at Level 6 (Research Project), but should equip you with the skills to critically evaluate your work as potential practitioners.
At Level 6 you will undertake an independent research project on a topic of your own choice (Research Project). Your research will be ongoing throughout the year and you will be expected to be able to source relevant material quickly, assess and synthesize findings, link to theory where relevant and consider practical applications of your research. It is likely that the field of research enquiry will be diverse, given the interdisciplinary nature of Sport Management, and will therefore require different processes of enquiry and methodologies. The skills of critical evaluation acquired in the unit Research in Sport at Level 2 will be employed in the theoretical analysis outlined in the Sport in the Global Society and Leisure in Mind units.
Creativity and Critical Thinking
To help with the development of this, you will be introduced to ideas on creativity early in the course. The course will present a range of concepts and theories relating to creative processes in the sport and leisure industry. You will be encouraged to develop critical thinking abilities and apply these through critical responses via comparative analysis, both orally and in written form.
At Level 4, emphasis will be upon the creative challenges presented during the process of event production (The Sport and Leisure Industry). You will be introduced the idea of being critical, specifically in relation to theories in sport (Key Concepts in Sport Development and The Sport and Leisure Industry). Using creative abilities and developing critical thinking skills will be a feature of Issues in Sport Development, where you will have opportunities to offer creative solutions to a number of sport management-related issues and critically reflect on how sport managers react to key issues.
At Level 5 you will be required to identify a problem and creatively come up with options for solving it, plan and try out at least one option for solving the problem, making changes to the plan where necessary and using your critical abilities, negotiate your idea with other members in a group you are working with in an attempt to reach consensus (Sport Development Policy in Practice).
At Level 6, the major unit where you will be required to be both creative and demonstrate your critical thinking skills is the Research Project. You will need to be able to critically assess a range of research approaches and techniques and select an appropriate methodology for your individual project. You will need to be able to, not only defend this approach and the techniques employed, but also demonstrate critical awareness of the limitations of their project.
The Personal Development Planning strand embedded in various units throughout all levels concentrates on the development of academic, personal and professional skills and establishes the PDP process, introducing you to the concept of transferable skills and demonstrating their value within events. 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 students become aware of:
- Their own interests, motivations and strengths
- The kinds of opportunities for employment and self-development that are available at the University and beyond
- Their personal objectives, desires and aspirations
- How to articulate, evidence and present their achievements and skills.
Embedded within specific units students will find what is known as Personal Development Planning. It is a structured and supported process, which will help you think about your own learning and achievement and plan for your education and career development. The Personal Development Planning (PDP) initiative and Progress Files are intended to prepare you better for the world of work, providing you with greater self-reliance, self-awareness, and the ability to adapt to future changes in the labour market, to reflect upon and monitor performance, and identify skills and training needs. The UK Government has been increasingly concerned that many students leave university without being properly prepared to enter the "graduate" jobs to which they aspire. All universities are now required to offer students opportunities for PDP at each stage of their programme and provide them with Progress Files to plan and monitor their personal and academic development.
In their first year of study you will be introduced to the use of Progress Files within the PDP strand of the unit Sport and Leisure Industry. The Progress File is a document charting students development and is made up of the following parts:
A formal transcript of individual students academic achievements, provided and accredited by the University of Bedfordshire.
A personal record of learning and achievement which is likely to include extracts from written feedback, extracts from personal evaluative reports, or plans detailing the self-management of study.
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 (on-line blogs, discussion boards on BREO, and e-portfolios) as well as paper ones.
It will be your responsibility to maintain their Progress File but they will be supported in this by the generation of appropriate materials in units throughout the degree course.
In the progress file, you will be expected to keep:
Copies of the transcript of their results that they receive at the end of each year.
An "active" CV (curriculum vitae) that is continually updated as they pass more units and gain relevant experience in paid or voluntary work and other activity within or outside of the University.
A record of their plans for personal development and their reflection on how successful they have been in keeping to them - or whether they were, in fact, the right plans.
Copies of (at least, some) feedback sheets from their assessment tasks.
At the end of the studies, your progress file will contain the information needed to draw on in making job applications and having successful interviews, because it made you consider the wider relevance of the knowledge they have learnt and the skills they have acquired in the course of their studies.
Employers are often assessing not only knowledge of the subject area and experience, but also value the set of attitudes and values which would support development of their company. You need to develop and demonstrate these attitudes throughout their studies.
Lecturers expect that you will:
Take responsibility for their own learning.
- Attend lectures and seminars, be punctual and reflect on the material covered (if they know they are going to be late they should inform either the tutor, or their group).
- Prepare adequately for lectures and seminars.
- Invest time and effort in understanding the relevant theoretical perspectives of their course.
- Plan their study and use appropriate time management strategies to maximize learning and personal development.
- Notify the unit leader in advance if circumstances prevent attendance and contact CAAS when necessary.
- Communicate to the unit leader and CAAS counsellor any difficulties that might impair learning or academic performance.
- Follow the guidelines provided for the submission of written work.
- Update tutors with any changes of their address / phone numbers, so they can be contacted when necessary.
- Check BREO announcements / records / grades / feedback / University E-mail / access to E-Vision regularly
- Take responsibility for understanding the term `plagiarism through study sessions and leaflets and the Student Handbook and avoid it by developing their referencing skills remembering that all assignment submissions must be their own work
- Be aware of relevant ethical standards and to behave in an ethical way
- Provide constructive feedback to the unit leader regarding the content and delivery of the unit.
Good study habits will be enforced by monitoring attendance. Attendance data will be collected by the faculty and is used to identify students who have failed to attend two consecutive sessions in any one unit. An intervention by letter, email or SMS text message will be used to let the student know that they have been missed and to request an explanation.
The language of `competencies which is meaningful to employers and is required for employment will be explained to students and used as assessment criteria in a number of assessments. You will be given opportunities to self-assess and to develop strategies to improve these skills. Students underperforming in team assessments will be motivated to do better or penalized using a peer assessment mechanism.
To ensure that student work, particularly written reports does not contain plagiarized material (see section on Assessment Strategy for regulations on plagiarism), the online `Turnitin plagiarism detection tool will be used in assessments, and will be demonstrated to students to help them understand the issue of plagiarism.
Relevant ethical and legal issues will be explored in a number of units and students will be required to consider the ethical aspects of their own project proposal in the final year unit.
In this way, you should be able to develop a professional identity and set their own standards of professionalism which will prove the benchmark for all their future work.
