NORTHUMBRIA UNIVERSITY
POSTGRADUATE PROGRAMME SPECIFICATION
(see guidance notes for completion1)
Please note that from January 2005
 Where a programme is delivered in more than one mode:
o a full Programme Specification is completed for what is deemed to be the main mode
o details of other modes (part-time, franchise deliveries etc.) are entered onto a Delivery Supplement which is attached to the main document
o one or more delivery supplements may be included at the time of validation, or added when an additional mode of delivery is subsequently
approved.
 Any changes made to an approved Programme Specification are indicated on a Log of Changes sheet, and appended.
Sections 1-10 below indicate all modes of delivery and attendance, with the main mode highlighted by the use of bold type; sections 11-20 refer to the main
mode of delivery.
1.
Programme Title and Award
2.
External Admissions Code if applicable
3.
Northumbria Programme Code(s) please indicate
MSc Complex Systems Thinking and Practice (PgCert, PgDip, MSc)
the programme code(s) for the main delivery in bold
4.
5.
Mode(s) of Delivery please indicate the main mode
of delivery in bold
Classroombased
Mode(s) of Attendance please indicate the main
Full-time


Distance Learning
Blended
Sandwich
Part-time


delivery in bold
Other please specify
6.
Location(s) of Delivery if other than Northumbria
Employer’s venue and/or Northumbria University
7.
Collaborative Provision if applicable
Franchised
Validated
Joint
Partner Institution(s)
8.
Date(s) of Approval/Review
01/March/2006
9.
QAA Subject Benchmark Group if applicable
G550
10.
PSRB accreditation if applicable
1 The
Programme Specification should be completed in accordance with the guidelines available from http://Northumbria.ac.uk/sd/central/ar/lts/approval/progspecs/
Dual
NORTHUMBRIA UNIVERSITY
MSc ‘COMPLEX SYSTEMS THINKING AND PRACTICE’ PROGRAMME SPECIFICATION
Sections 11 – 20 relate to the main delivery as indicated in bold above.
11.
Educational Aims of the Programme Specified in terms of the general intentions of the programme and its distinctive characteristics; these should be consistent
with any relevant benchmark and with the Mission of the University.
Northumbria University vision is to become one of the world’s leading teaching and learning universities, renowned for its innovative and research-based
practice and exercising its regional, national and international role through an extensive network of locations and partnerships.
The University Mission is to meet the diverse needs of an international learning community and to contribute to society and its economic development
through research, excellent teaching and high quality student support.
To achieve this Northumbria University Aims include the promotion of:
 challenging and innovative teaching and learning which empowers the active learner;
 opportunities and access to students with a variety of ambitions and from different circumstances;
 a strengthening of the economic, environmental and cultural life of the region through opportunities in higher education, creating partnerships,
integrating with communities, and generating and disseminating valuable knowledge.
The proposed development supports the university vision and is in coherence with the following priorities of the University and School Strategy.
1. Introducing Research into Teaching – it has emerged as a result of research consultancy in Systems Approaches to Organisational Improvement for a
period of 2.5 years. The delivery of the programme is work-based and thus carry a significant element of research conducted by the students
themselves.
2. Developing Learning Partnerships with industry. Over the last 3 years Northumbria University has developed a productive learning partnership with
Draeger Safety UK. Managers from Draeger Safety UK, have acted as external advisors to the design of this programme.
3. Boosting Research and Consultancy – it is envisaged that this programme will lead to further research and consultancy opportunities with local
industries.
4. High quality applied research leading to research publications.
5. Providing High Quality Teaching; Innovation in Teaching and Assessment; Meeting Industry Requirements. This is an innovative development
requested by industry.
6. Working towards national and international recognition of our teaching and research.
We have a strong PhD group and staff working in the area of Complex Systems. We also have a well-established external collaborations, i.e. Prof Erik
Mosekilde, Professor in Systems is a Visiting Professor and PhD supervisor to Northumbria.
Our research group in systems has been recognised for high achievements by the Open University Systems Practice and Complexity Management
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NORTHUMBRIA UNIVERSITY
MSc ‘COMPLEX SYSTEMS THINKING AND PRACTICE’ PROGRAMME SPECIFICATION
network and by the UK Systems Society, which is now opening a UK Systems Society Regional Office with Northumbria as a Founding Member.
The MSc in Complex Systems Thinking and Practice is a rigorous programme of advanced study and research, designed specifically to meet the needs of
industry and professional groups through work-based learning.
The principles of Work-based Learning in the context of the Northumbria framework are based upon the six key characteristics as described by Boud and
Solomon (2001) and paraphrased below:
(i)
A partnership between organisation and university to foster learning
(ii)
Learners are employed / in a contractual relationship with the external organisation
(iii)
The programme followed derives from the needs of the workplace and the learner: work is the curriculum (i.e. the vehicle through which
the curriculum is critically explored)
(iv)
Learners engage in a process of recognition of current competencies prior to negotiation of programme of study
(v)
A significant element of the programme is through learning projects undertaken in the workplace
(vi)
The University assesses the learning outcomes against a trans-disciplinary framework of standards and levels1
Therefore, the focus is on employed people; their learning in and from the workplace; (critical) 2 reflection in and on this learning; its relevance for them in
terms of enhanced skill, knowledge, understanding and potential; its relevance for employers for performance, contribution and output. Work-based
learning:
‘… is one of the very few innovations related to the teaching and learning aspects of post-secondary education that is
attempting to engage seriously with the economic, social and educational demands of our era. In doing so it provides a
fundamental challenge to existing practices and provides new possibilities for post-secondary pedagogy and education.’
Boud et al, 2001 p333
This work-based learning programme encourages close cooperation across the university/industry/profession interface and provides a framework for the
integration of professional expertise and scholarly inquiry.
The generic WBL modules utilise the Ufi LearnDirect Learning through Work level descriptor framework based upon the NQF level descriptors
The word critical is shown in brackets, as generally within HE Frameworks it is utilised only at levels 6 and above.
3 Boud, D. Solomon, N. (eds) (2003) Work-based Learning. A New Higher Education OUP
1
2
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NORTHUMBRIA UNIVERSITY
MSc ‘COMPLEX SYSTEMS THINKING AND PRACTICE’ PROGRAMME SPECIFICATION
Programme aim and objectives
Many of the problems facing future engineering, science, technology, society & industry are neither predictable nor simple. They are unique and complex.
Arising from environments characterised by turbulence and uncertainty, complex problems are typically value-laden, open-ended, multidimensional,
ambiguous, and unstable. Complexity science offers a way of understanding a range of complex systems and phenomena. The EPSRC, with support
from the ESRC, wish to increase the UK capacity in complexity science by supporting the emergence of a complexity science community as described in
the EPSRC Plan (http://www.epsrc.ac.uk/AboutEPSRC/StrategyAndPlanning/DeliveryPlanScorecardAndOutputFramework.htm).
A systems approach to complexity realises that properties at system level consist of interaction-induced co-operative emergence, where interacting
components lead to hierarchical structures with different causations at different levels. Complex Systems thinking realises that a multiple-component
system evolves and adapts as a consequence of internal and external dynamic interactions. The system keeps becoming a different system. The
demarcation between the system and its surroundings evolves. Complex Systems thinking bridges the gap between the individual and the collective:
from psychology to sociology, from organism to ecosystems, from genes to protein networks, from atoms to materials, from the PC to the World Wide
Web, from the citizens to the society.
Students in this program will learn the fundamentals and application of the new paradigm of Complex Systems Thinking. They will also learn how to
develop creative approaches for dealing with social complexity in work-based situations.
The Computing Benchmark statements influenced the content of the programme, proving very useful even though they are only at undergraduate level.
Aim:
The aim of this programme is to enable students to enhance their knowledge and understanding of the new insights and concepts from the field of
complex systems, develop new ways of thinking and apply these in practice to improve their organisation, hence the title ‘Complex Systems Thinking and
Practice’
Objectives:
 Develop students’ knowledge and understanding of systems thinking and systems practice for managing in situations experienced as being
complex.
 Identify the key properties of successful complex organisations and the essential roles of leadership in responding to the rapidly changing
complex world.
 Develop skills for thinking and acting systemically to appreciate and improve complex situations in organisations.
 Develop students’ ability to use complex systems methodologies and tools in practice.
 Enhance the use of complex systems thinking in students’ professional practice.
 Enable students to develop skills of synthesis, analysis and communication through reflective systemic practice.
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NORTHUMBRIA UNIVERSITY
MSc ‘COMPLEX SYSTEMS THINKING AND PRACTICE’ PROGRAMME SPECIFICATION
12.
How Students are Supported in their Learning/Employability/Career Development eg curriculum design, personal development plans, placements,
fieldwork, practical projects.
The programme supports Northumbria University’s aim to “promote a high-quality student experience, through a comprehensive network of student
support and guidance services”. Support for students in their learning is provided by:











the Induction Programme, informing students of further details of the programme, assessment, University support (Student Services), careers
guidance, information services (library, internet, intranet, Blackboard, email), laboratory hardware and software, the Guidance Tutor System and their
particular Guidance Tutor
the Student Handbook detailing programme structure, assessment schedule, regulations, available support, module descriptors
the University and School web resources, including Blackboard, detailing staff, programme and module information, and providing learning materials
the Programme Team – the individual Module Tutors and the Projects Tutor, the Programme Leader and the Director of Postgraduate Programmes
the School’s Retention Advisor whose role is to enhance student progression and programme completion
the Guidance Tutor System, guaranteeing students access to their Guidance Tutor who monitors academic progress and welfare
direct access to all staff
Personal Development Plans, which require students to reflect on and collect evidence of their ongoing development of knowledge and skills
direct academic support via Blackboard, email, telephone, post and fax; and in seminars/computer lab sessions during tutorial meetings at their study
centre
Student Representatives who represent students’ views and concerns at Staff-Student Liaison Committee and Programme Committee meetings
the Electronic Gateway which provides 24 hour access on and off campus to subject gateways, periodicals, electronic databases and library
catalogues, including the City and Newcastle University Libraries.
The programme is designed as a system of work-based modules which:
(i)
Enable individuals/organisations to negotiate the focus of their learning
(ii)
Relate theory to practice through (critical) reflection
(iii)
Require learners to focus on the workplace pr professional field as the context of their learning
(iv)
Promote innovative teaching, learning and assessment strategies applicable to the workplace
(v)
Promote professional and personal development of learner and allow for recognition of previous learning.
The programme requires a learning contract. The purpose of the learning contract is to enable a learner to develop a detailed Programme Learning
Contract based upon their own professional and workplace development needs for the whole programme of learning. The programme consists of 7
modules. Three of those focus on developing learners’ knowledge and expertise in complex systems thinking, and their capability to conduct work based
investigation in complexity. The rest of the modules are designed to engage the learner in work-based projects in operational and strategic issues.
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NORTHUMBRIA UNIVERSITY
MSc ‘COMPLEX SYSTEMS THINKING AND PRACTICE’ PROGRAMME SPECIFICATION
As part of their dissertation (60 credits) students undertake research and apply findings to the workplace in order to improve professional practice and
performance using complex systems thinking.
The knowledge of experienced senior practitioners from Draeger Safety UK was obtained during the programme design process. This has helped inform
the content of the programme, maximising its importance and relevance to the work and future career prospects of the students.
The programme has been carefully designed to support another aim of the University, namely to “promote the employability, lifelong learning and
continuing professional development of its students”. It has been deliberately structured to enable students to study in a flexible mode which can adapt to
their lifestyle commitments.
Personal Development Plans (PDP) enable students to reflect on and collect evidence of skills and knowledge required for their personal employability
and professional development.
All postgraduate students will have enhanced research skills to enable them to progress, if desired, to an academic or research oriented career.
Careers advice and information concerning further research is available to all students.
13.
Learning Outcomes of Programme Specified in terms of performance capabilities to be shown on completion of the programme. Please identify numerically to
correspond to the map of learning outcomes in section 18.
a) Knowledge and Understanding
The programme is concerned with using and developing complex systems thinking and methods to improve decision making and active intervention in the
management of complexity in various organisational contexts. This includes: the development of systemic understandings of complex situations using
diagramming, modelling and other conceptual tools; actions to bring about situation improvement for stakeholders using processes designed from a
complexity perspective, and the use of critical reflection on students’ own systemic practice. The specific knowledge and understanding gained depends
upon the particular choices students make within the programme, but includes the following core elements:
A1: develop understanding of the process of learning in individual and organisational context.
A2: core systems concepts (e.g. boundary, emergence etc.).
A3: complex systems research and the nature of complexity in organisations.
A4: implications of complexity theory for organisations.
A5: systemic methods and tools, including qualitative system dynamics, to describe and analyse the behaviour of complex organisations.
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NORTHUMBRIA UNIVERSITY
MSc ‘COMPLEX SYSTEMS THINKING AND PRACTICE’ PROGRAMME SPECIFICATION
A6: key success factors in rapid and early adaptation to changes in the business environment.
A7: communication and the role of language in organisations.
A8: the implications of use of a variety of systemic methods and tools for managing complexity.
b) Intellectual Skills
On completion of the programme, students should be able to
B1: use systems concepts, methods and modelling tools and techniques to describe and analyse complex situations.
B2: appreciate the nature of situations where complex systems thinking and practice can lead to improvement.
B3: compare, contrast and critically assess different systemic approaches and techniques.
B4: interpret and critically analyse literature from a systemic and complexity perspective and extract relevant information.
B5: design, evaluate and critically appraise improving strategies in complex situations.
B6: become aware of their own worldviews and critically evaluate their own learning.
B7: critically evaluate the quality of organisational communication.
c) Practical Skills
On completion of the programme, students should be able to
C1: apply the principles, concepts and techniques of complex systems thinking for managing in professional situations of perceived complexity.
C2: develop practical skills in the use of systems methodologies, methods, techniques and tools to understand and improve a range of complex
situations.
C3: be proactive in recognising the need for change and develop the ability to manage change.
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NORTHUMBRIA UNIVERSITY
MSc ‘COMPLEX SYSTEMS THINKING AND PRACTICE’ PROGRAMME SPECIFICATION
C4: evaluate and integrate theory and practice for managing situations of perceived complexity.
C5: deal with complex issues systemically and creatively and make decisions in the absence of complete information.
d) Transferable/Key Skills
On completion of the programme, students should be able to
D1: be self-directed and able to act autonomously in improving work situations.
D2: conduct research into business and management issues.
D3: improve their awareness and listening skills.
D4: use problem-solving techniques appropriately.
D5: communicate effectively.
D6: work cooperatively with others.
14.
Learning, Teaching and Assessment Strategy Specified to enable learners to achieve and demonstrate the above learning outcomes.
The curriculum and learning, teaching and assessment methods have been designed to provide a developmental continuum from the Certificate through
to the Diploma and full Masters awards, supporting the progressive development of the Learning Outcomes and the demands of increasingly advanced
postgraduate work.
The learning, teaching and assessment strategy complies with the two key pedagogic principles of work-based learning:
a) the learning is negotiated with the workplace where learner need provides the curriculum focus.
b) the role of reflection on the link between practice and theory is central.
Therefore the subject of the work-based learning and the learning strategy arising from this will be unique to individuals or groups of learners. This
programme will employ a wide variety of teaching and learning strategies, which will be negotiated between learner, tutor and the relevant organisation
and detailed within the study proposal. Learners will be supported by way of a negotiated series of induction programmes; workshops; seminars;
directed and independent study; employer-led provision including CPD activity. In addition they will receive on-line, paper-based and face to face tutorial
support from their academic tutor and from their workplace supervisor (where appropriate).
The learning, teaching and assessment methods fully comply with the University and School strategy and guidelines, and the QAA Code of Practice on
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NORTHUMBRIA UNIVERSITY
MSc ‘COMPLEX SYSTEMS THINKING AND PRACTICE’ PROGRAMME SPECIFICATION
Assessment. The methods provide wide diversity, incorporating the best techniques to fit both the particular subject under study and the depth of learning
required at postgraduate level. The assessment strategy complies with the requirements of the work-based learning framework and includes:
1) Formative Assessment, predominantly through: individual learning plans, project proposals, presentations and evidence of reflective practice e.g.
learning journals which use the workplace and practice, to demonstrate achievement;
2) Summative Assessment, mainly by way of formal learning contracts project reports, independent study reports and critical incident logs.
The intrinsic nature of work-based learning is incorporated into the assessment strategy by encouraging learner autonomy and reflection on practice
through portfolio of activities. Knowledge and understanding is continuously assessed via tutor-marked portfolios. The learner is required to construct a
portfolio of evidence using a variety of assessment activities. The learning process provides for a number of formatively assessed activities. This enables
an iterative process of negotiation of and feedback on evidence required to meet the assessment criteria as the learner, tutor (and workplace mentor
where appropriate) engage in this dialogue. The culmination of this process is the submission of the required evidence in the form of a portfolio which
reflects the individual’s personal and professional development, intellectual growth and journey of learning. The portfolio comprises the formatively
assessed mandatory proposal and presentation, and summatively assessed report along with other supporting evidence.
Intellectual skills are assessed by tutor-marked assignments, requiring critical evaluation and creative interpretation of theories and concepts and project
reports. The overall assessment strategy is designed so that the learners draw on their personal and professional experience as a resource for learning
and as sites for application of course concepts.
Practical skills are fostered through the use of work-based research activities, teaching materials and an assessment strategy concerned with enabling
students to use the concepts and skills in their own professional and personal contexts. These are assessed through work-based projects requiring
application of theory into practice, including a consultancy project.
Transferable/key skills are developed through teaching materials that require students to be self-organised, including good time management and
supported by tutor feedback and guidance. Presentation skills can be promoted at tutorials. Learning skills include planning, time management, project
management, self-assessment and reflective writing, which identify strengths and needs so as to set priorities and to monitor personal progress. Key skills
are assessed by tutor-marked assignments and presentations, student-led workshops and seminars. As part of assessment students are required to
reflect on and evaluate their own conduct, communication and team work skills.
Assessment is seen as an integral part of the learning process and the programme has been designed to ensure that the overall balance of assessment
tasks measures the learning outcomes in an effective and efficient way. Both summative and formative elements are utilised, the latter to provide students
with feedback which is developmental and timely.
Great care has been taken to ensure that the learning outcomes for each individual module are not over-assessed, and do not produce unmanageable
workloads for students and staff. This measure ensures that students can produce work to the best of their abilities and that staff can be confident that the
marks they give are correct.
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NORTHUMBRIA UNIVERSITY
MSc ‘COMPLEX SYSTEMS THINKING AND PRACTICE’ PROGRAMME SPECIFICATION
One of the University’s aims is “to promote a commitment to research and scholarly activity in the generation and dissemination of knowledge and
understanding”. To support this aim, wherever possible and appropriate a student will be paired with an academic supervisor who is an active researcher
in the student’s area of research. In this way it is hoped to maximise the opportunity for MSc research to contribute towards publishable research papers,
for the mutual benefit of the student, the School, the University and the discipline itself.
15.
Programme Structure The Modularised Framework for Northumbria Awards 2 allows programmes to be validated with up to 30 Level 6 credits. Possible
stages/awards are indicated; please delete rows as required. Diagrams can also be used to demonstrate the structure.
Programme Structure Refer if necessary to appended diagrams (see Appendix A)
Postgraduate
Certificate
Conditional exit point. The student will be expected to have achieved 60 credits at level 7 (where the module CE712 Complex
Systems Thinking or equivalent is compulsory).
60 credits at Level 7
Postgraduate
Diploma
Conditional exit point. The student should have achieved 120 credits. The student is expected to have successfully completed
modules 1-6 (or equivalent).
120 credits at Level 7
MSc
The student should have achieved 180 credits. Students who have not completed modules 1-6 (or equivalent) should not
progress to MSc dissertation.
180 credits at Level 7
The programme structure is described in Appendix A
2
The Modularised Framework for Northumbria Awards available from http://Northumbria.ac.uk/sd/central/ar/lts/approval/framework/
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NORTHUMBRIA UNIVERSITY
MSc ‘COMPLEX SYSTEMS THINKING AND PRACTICE’ PROGRAMME SPECIFICATION
16.
Lower Level Awards Credit Structure and Programme Learning Outcomes for Lower Level Awards.
Please delete or add rows as appropriate, with reference to the Assessment Regulations for Northumbria Awards3 . Learning outcomes should be specified for each
lower level award in accordance with the QAA Framework for Higher Education Qualifications 4 which also provides generic qualification descriptors for each level. The
standard credit structure for each award is given below. The Modularised Framework for Northumbria Awards 2 allows postgraduate taught programmes to be validated
with up to 30 Level 6 credits.
Award
Programme Learning Outcomes may be completed with reference to section 13.
Postgraduate Certificate
60 credits.
All programme learning outcomes except B5, C3-5, D5-6
Postgraduate Diploma
120 credits.
All programme learning outcomes.
17.
Variation from Assessment Regulations or the Modularised Framework Provide details of any approved variations from the Assessment Regulations for
Northumbria Awards (ARNA)3 or the Modularised Framework for Northumbria Awards 2.
none
2
The Modularised Framework for Northumbria Awards available from http://Northumbria.ac.uk/sd/central/ar/lts/approval/framework/
The Assessment Regulations for Northumbria Awards available from http://Northumbria.ac.uk/sd/central/ar/lts/approval/assess/
4
There is a link to the QAA Framework for Higher Education Qualifications at http://Northumbria.ac.uk/sd/central/ar/lts/approval/
3
2
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NORTHUMBRIA UNIVERSITY
MSc ‘COMPLEX SYSTEMS THINKING AND PRACTICE’ PROGRAMME SPECIFICATION
18.
Mapping of Learning Outcomes
This section shows how the individual modules (with module learning outcomes as written in the module descriptor) together contribute to programme learning
outcomes. It should be presented as a matrix of programme learning outcomes (as identified numerically in section 13), against modules. Where a module contributes
to a programme learning outcome it should be flagged. Standard practice will be for a single symbol to indicate a learning outcome addressed in the module. See
guidance notes for discussion of alternative practices.
The following matrix is for a programme structure with 6 learning outcomes in each of the categories of section 13, with rows for modules. See guidance notes for a
discussion of the treatment of option modules. The matrix should be extended as required.
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NORTHUMBRIA UNIVERSITY
MSc ‘COMPLEX SYSTEMS THINKING AND PRACTICE’ PROGRAMME SPECIFICATION
a) Knowledge and
Understanding
MODULE CODE
A1
A2
A3
A4
A5
A6
b) Intellectual Skills
A7
Module 1
CE700
*
Module 2
CE707
Module 3
CE702
Module 4
CE712
Module 5
CE703
Module 6
CE704
Module 7
CE705
* *
*
*
*
* * * * *
*
*
*
* * * *
* * * * * *
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*
A8
B1
B2
B3
*
* *
*
* * * *
* * *
*
*
* * * *
B4
B5
B6
B7
c) Practical Skills
C5
C1 C2 C3 C4
d)Transferable Skills
D1
D2
D3
D4
D5
D6
*
*
* * *
*
*
* *
*
* * *
*
* *
*
*
*
* * *
* *
* * * * * * * * * *
*
*
*
*
*
*
*
*
*
*
*
*
* * *
*
* * *
13
NORTHUMBRIA UNIVERSITY
MSc ‘COMPLEX SYSTEMS THINKING AND PRACTICE’ PROGRAMME SPECIFICATION
19.
Admission Requirements Please give details of specific programme requirements including approved arrangements for admission with advanced standing, where
appropriate.
Two of Northumbria University’s aims are “to promote opportunities and access to students with a variety of ambitions and from different
circumstances”, and “to promote global recruitment and international activity”. In support of both of these aims, the ability to benefit from the programme
is assessed on a combination of academic and personal qualities that can be demonstrated in a number of ways. Successful completion of a Degree
level study (or some other equivalent qualification) is just one way. Students, who can in other ways demonstrate their ability to benefit from the
programme, in particular mature students without formal qualifications, will always be considered and will be invited to contact the School’s
Postgraduate Admissions Tutor to discuss their application.
It is University policy to recognise a wide variety of evidence, and potential applicants may wish to discuss this aspect of their application with the
admissions tutor.
Standard Entry Requirements
Normally successful applicants will hold a good honours degree (2:1 or above) in any discipline, or will hold a professional qualification of equivalent
standing which had a significant requirement for academic study. Applicants who are not graduates and do not hold professional qualifications of
equivalent standing can also be considered for entry if they show evidence of a strong motivation and capability for academic study and personal
development (e.g. evidence of attendance at short courses) and/or significant depth of work experience and responsibilities for initiating and
influencing performance improvement and innovation.
Overseas students are required to have an English Language IELTS score of 6.5, or equivalent.
Interviews will be held where



the suitability of a candidate is in doubt and further evidence is sought
candidates present an unusual set of qualifications taken or pending, and an appropriate conditional offer needs to be determined
candidates may need advice on the appropriateness of the programme, or on the appropriateness of a proposed preparatory programme of
study.
Applicants invited for an interview will always be informed of its purpose.
20.
Application Procedure The approved procedure should be indicated
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NORTHUMBRIA UNIVERSITY
MSc ‘COMPLEX SYSTEMS THINKING AND PRACTICE’ PROGRAMME SPECIFICATION
Standard University application procedure
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NORTHUMBRIA UNIVERSITY
POSTGRADUATE PROGRAMME SPECIFICATION
(see guidance notes for completion1)
APPENDIX A. MSc in Complex Systems Thinking and Practice. Programme Structure.
The programme will normally take 2 calendar years to complete. The dissertation, which is a 60-credit module, will normally be
undertaken over a period two semesters (however, it can be completed over one semester where appropriate). The diagram
shows a typical study pattern for a student who completes within a 2 calendar years period. All modules will be studied and
assessed according to the academic calendar of the university. Minimum length of study is 1.5 years. Maximum length of study is
4 years.4
Year 1
Semester 1
Semester 2
Module 1. CE700 Learning Contract
(reference to WB framework WB700) Year long
(10 credits)
Module 4. CE712 Complex Systems
Thinking. (reference to WB framework:
WB702 Independent Study & work based
investigation amended)
(20 credits)
Module 2.CE707 Academic Recognition for CPD in
in Systems Thinking (reference to WB framework:
WB707 Academic Recognition for CPD)
(20 credits)
Module 3 CE702 Independent Study & Work
Investigation in Complexity
(WB framework WB702 Independent Study &
Work based Investigation)
(20 credits)
Module 5. CE703 Complex Systems Practice.
Consultancy Project.
(reference to WB framework: WB703 Work-based
Project)
(20 credits)
Year 2
Semester 1
Semester 2
Module 6.
CE 704 Innovation through Complex Systems
Thinking
(reference to WB framework: WB704 Work-based
Project)
Module 7. CE705. Work-based Dissertation
(reference to WB framework:
WB705 Dissertation)
Content Specific Focus:
Complex Systems Thinking and Practice
(30 credits)
4
Programme Awards: Pg Cert (60 credits); Pg Dip(120 credits); MSc (180 credits)
1 The
Programme Specification should be completed in accordance with the guidelines available from
http://Northumbria.ac.uk/sd/central/ar/lts/approval/progspecs/
60 credits