LOUGHBOROUGH UNIVERSITY
Programme Specification
Postgraduate Programme in Back Care Management
Please note: This specification provides a concise summary of the main features of
the programme and the learning outcomes that a typical student might reasonably be
expected to achieve and demonstrate if full advantage is taken of the learning
opportunities that are provided. More detailed information on the learning outcomes,
content and teaching, learning and assessment methods of each module can be found
in Module Specifications and other programme documentation and online at
http://www.lboro.ac.uk/
The accuracy of the information in this document is reviewed by the University and
may be checked by the Quality Assurance Agency for Higher Education.
Awarding body/institution;
Loughborough University
Teaching institution (if different);
Details of accreditation by a
professional/statutory body;
Name of the final award;
Programme title;
M.Sc or Loughborough Postgraduate Diploma
(Postgraduate Diploma) or Loughborough
Postgraduate Certificate (Postgraduate
Certificate)
Back Care Management
UCAS code;
N/A
Date at which the programme
specification was written or
revised.
27 May 2003
1. Aims of the programme:
The programme is intended for Back Care Advisors/Manual Handling Co-ordinators
within organisations and for independent consultants, who have responsibilities for
assessing the risks involved in load movement and advising on the means of
eliminating or reducing them.
The programme aims to:

Provide the knowledge and skills necessary for the multi-disciplinary role of
effectively managing the problems and risks associated with load movement
and manual handling
 Establish qualifications which will give national recognition to the holders’
abilities.
The programme, which is part-time, is delivered by means of short courses.
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2. Relevant subject benchmark statements and other external and internal
reference points used to inform programme outcomes:
The programme is based on:
 The Curriculum Framework for Back Care Advisors, jointly produced
by the National Back Exchange, Ergonomics Society, Royal College of
Nursing, College of Occupational Therapists and Chartered Society of
Physiotherapy.

The Manual Handling Training Guidance and Competencies for
Manual Handling produced by the Royal College of Nursing.
3. Intended Learning Outcomes
Knowledge and Understanding:
On successful completion of this programme, students should be able to
demonstrate knowledge and understanding of:

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The principles of risk management and health & safety management
The law relating to manual handling
The major functions of Occupational Health
The principles of Ergonomics
The principles of training and exercise
Research techniques in back care management (M.Sc. only)
Teaching, learning and assessment strategies to enable outcomes to be
achieved and demonstrated:


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Presentations by university staff and visiting lecturers
Syndicate exercises requiring the analysis of case study material and
the presentation and discussion of results.
Directed reading, post-module.
Assessment of knowledge and understanding is by:



A workplace – based assignment for each taught module, requiring the
investigation of a manual handling situation within the student’s
workplace, together with further study of the subjects via literature
search and the use of databases. The subject of the assignment is
chosen by the student, with guidance from the academic staff and must
involve the application and extension of the knowledge and
understanding pertaining to that particular module.
A workplace – based project, following the same principles as the
module assignments and involving the application and extension of the
knowledge and understanding pertaining to the course.
A research project, requiring the collection of original data, its
analysis, interpretation and presentation (M.Sc. only).
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Skills and other attributes:
a. Subject-specific cognitive skills:
On successful completion of this programme, students should be able to:
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Analyse and apply the law to a range of manual handling situations.
Identify the major issues relating to the management of back care.
Analyse human movement via the application of anatomical and
biomechanical principles
Assess handling-related needs
Analyse and evaluate models of the management of people and
organisational and behavioural change.
Teaching, learning and assessment strategies to enable outcomes to be
achieved and demonstrated:




Presentations and demonstrations by university staff and visiting
lecturers.
Case studies, presentations and discussion.
Practical exercises and feedback
Directed reading, post-module.
Assessment of subject-specific cognitive skills is by:
 A workplace – based assignment for each taught module
 A workplace – based course project
 A research project (M.Sc.only).
b. Subject-specific practical skills:
On successful completion of this programme, students should be able to: Analyse accident data in order to identify trends.
 Apply ergonomics principles to both the evaluation of existing
situations and new workstation designs.
 Recommend appropriate handling techniques.
 Assess the appropriateness of manual handling equipment for a
particular situation.
 Produce comprehensive supporting documentation, including manual
handling risk assessments.
 Evaluate functional disability and design safe work activities for
people with special physical and psychological needs.
 Apply methods of fitness assessment and develop programmes of
health promotion.
 Apply the principles of organisational and behavioural change in the
workplace.
 Apply a systematic approach to the development and evaluation of
training.
Teaching, learning and assessment strategies to enable outcomes to be
achieved and demonstrated:
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
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

Demonstrations by university staff and visiting lecturers.
Case studies, presentations and discussion.
Practical exercises, individually, in pairs and in groups, with feedback
and discussions.
Simulations of workplace situations, with appropriate equipment, with
feedback and discussions.
Assessment of subject-specific practical skills is by:
 A workplace – based assignment for each taught module
 A workplace – based course project
 A research project (M.Sc. only).
c. Key/transferable skills:
On successful completion of this programme, students should be able to:
 Apply the skills of problem identification, specification and analysis.
 Facilitate change in the workplace.
 Make oral presentations.
 Make written presentations.
 Acquire, analyse and evaluate information from a variety of sources.
 Select investigative/research methods appropriate to a particular
situation and apply them, to produce evidence-based practice.
 Plan and manage a research project (M.Sc. only).
Teaching, learning and assessment strategies to enable outcomes to be
achieved and demonstrated:






Case studies and presentations.
Practical exercises, with feedback and discussion.
Simulations of workplace situations, with feedback and discussion.
Specific input from university staff on how to plan, structure and write
assignments and projects.
The process itself of carrying out and writing up assignments and
projects, supported by written feedback from university staff.
Specific input from university staff on research methods and the
planning and management of a research project, supported by regular,
individual guidance from the student’s supervisor throughout the
course of the project (M.Sc. only).
Assessment of key/transferable skills is by:
 A workplace – based assignment for each taught module
 A workplace – based course project
 A research project and report (M.Sc. only).

4. Programme structures and requirements, levels, modules, credits and awards:
The awards available are the Loughborough Postgraduate Certificate (Postgraduate
Certificate) (60 credits), Loughborough Postgraduate Diploma (Postgraduate diploma)
(120 credits) and M.Sc. (180 credits). These are available only by part-time study.
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Compulsory Modules:
Code
BSP 520
BSP 521
BSP 522
BSP 523
BSP 524
BSP 525
BSP 526
BSP 527
BSP 528
Title
The Role of the Back Care Advisor
Essential Applied Ergonomics
Safe Manual Handling
Certificate Project
Advanced Applied Ergonomics
Behavioural Change
Diploma Project
Diploma Project
M.Sc. Project
Mode of Delivery
5 day short course
5 day short course
5 day short course
Distance Learning
5 day short course
5 day short course
Distance Learning
Distance Learning
Distance Learning &
Short courses
Credits
15
15
15
15
15
15
45
30
60

Candidates for the Postgraduate Certificate must study modules BSP520 to
523, giving a total credit weighting of 60.

Candidates for the Postgraduate Diploma must study modules BSP520 to 522
and 524 to 526, giving a total credit weighting of 120.

Candidates for the Postgraduate Diploma, who have already been awarded the
Postgraduate Certificate, must study modules BSP524, 525 and 527, giving a
total credit weighting of 120.

Candidates for the M.Sc. must study the modules required for the Postgraduate
Diploma plus BSP528, giving a total credit weighting of 180.
5. Criteria for admission to the programme:
As the programme is conducted at postgraduate level, candidates should:


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Hold a degree from a HE institute of the UK; or
Have achieved the academic requirements for corporate membership of a
British chartered professional institution; or
Hold any other relevant qualification and experience approved by the
university.
Prospective students whose first language is not English must possess GCSE (or O
level) English Language, or University Test in English (JMB) or Proficiency in
English (Cambridge) or a Test of English as a Foreign Language (TOELF) score of
213 (or 550 under the old scheme) or an IELTS score of 6.0, or other qualifications
acceptable to the University.
It will be a marked advantage if students have some years of relevant work experience
in one or more aspects of load movement and manual handling.
6. Information about assessment regulations:
The assessment arrangements for this programme are contained in the Programme
Regulations (copy appended). These should be read in conjunction with the General
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Regulations for Modular Postgraduate Awards (GRMPA)
(http://www.lboro.ac.uk/admin/ar/calendar/regulations/grmpa) and the Assessment
Regulations for Modular Postgraduate Awards, and the Module Specifications
(http://www.lboro.ac.uk/admin/ar/calendar/regulations/armpa).
7. Indicators of quality:
The programme attracts as students some of the foremost practitioners in the back
care management field in the U.K., while others are involved in the programme as
visiting lecturers.
8. Particular support for learning:
Tutorial Support:
Individual tutorials are held with all students during each of the short courses to
discuss assignments and projects. At other times, students are encouraged to contact
tutors by e-mail, telephone or fax to discuss issues arising from their study.
Written feedback is given to students by the tutors on all assignments and projects.
Students taking the M.Sc. course have a project supervisor, who maintains regular
contact with them and to whom they are required to submit regular progress reports.
Careers Service:
http://www.lboro.ac.uk/service/careers/section/careers_service/welcome.html
The Careers Service provides a continuous service for students seeking careers
guidance and help with job-searching techniques, together with a library of careers
resources. Careers Service personnel visit departments to talk to student groups and
are involved with students and parents from recruitment and induction onwards. In
the UK Graduate Careers Survey, sponsored by the Times Newspaper, Loughborough
University Careers Service was rated as one of the most impressive with over 80% of
students rating it as good or excellent.
Library:
http://www.lboro.ac.uk/library/
The University Library provides advanced support for learning in a purpose-built
building and electronically via the web. It is open for upwards of 80 hours per week
during semester and holds a stock of more than half a million volumes and an
extensive serials collection. Numerous PC workstations (100+), networked printing
facilities and self-service photocopiers are also available. The Library is a designated
EDC (European Documentation Centre). The Library catalogue is available on-line,
as are electronic versions of reading lists. Over 180 subject-specific electronic
databases can be accessed by users both on campus and elsewhere. User support is
also available from the Library information desks, via printed and online guides and
through a series of ‘Lunchtime in the Library’ and other training sessions. There are
a variety of study environments in the Library, including individual and group study
desks, private carrels and group study rooms.
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Staff Development:
http://www.lboro.ac.uk/service/std/index.html
Staff Development (SD) provides continuing professional development in teaching
and other skills. Probationary staff attend a full programme of SD courses and, in the
final year of probation, Quality Enhancement assesses their teaching through direct
observation and a portfolio. Accreditation for this process has been awarded by the
Institute for Learning and Teaching (ILT). Other development opportunities are
provided in institutional strategic priority areas and in response to discussions with
departments in the context of their learning and teaching strategies.
Counselling Service and English Language Study Unit:
The Counselling Service and English Language Study Unit are able to support
individual students in resolving problems and in improving communication skills for
international students.
Disabilities & Additional Needs Service:
http://www.lboro.ac.uk/disabilities/
The Disabilities and Additional Needs Service(DANS) offers support for students and
staff including: advice both on matters relating to the Special Educational Needs and
Disabilities Act (SENDA); adaptation of course materials into Braille/large
print/tape/disk/other formats; organising mobility training; BSL interpretation;
provision of communication support workers; note takers in lectures/tutorials;
assessment of specific support, equipment and software needs; individual/small group
tuition for students who have dyslexia, representing students’ needs to academic and
other University departments; organising adapted accommodation to meet individual
needs; helping to organise carers to meet any personal care needs; organising
appropriate support for students who have a mental health problem.
DANS has links with the RNIB Vocational College, Derby College for Deaf People
and the National Autism Society to offer effective support to students at the
University. It regularly takes advice from other national and local organisations of
and for disabled people.
Where a student has complex support or accommodation needs, contact with DANS is
strongly advised prior to application.
9. Methods for evaluating and improving the quality and standards of learning:
The University has a formal quality procedure and reporting structure laid out in its
Academic Quality Procedures handbook, available online at:
http://www.lboro.ac.uk/admin/central_admin/policy/academic_quality/contents.html
and directed by the Pro-Vice-Chancellor (Teaching). Each Faculty has an Associate
Dean for Teaching responsible for all learning and teaching matters. For each
Faculty there is a Directorate (responsible for the allocation of resources) and a
Board (responsible for monitoring quality issues within each department). Support is
provided by the Staff Development Unit and the Quality Assessment Unit. Student
feedback on modules and programmes is sought at regular intervals, individual
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programmes are reviewed annually, and Departments review their full portfolio of
programmes as part of a Periodic Programme Review (every five years).
Minor changes to module specifications are approved by the Associate Dean
(Teaching) on behalf of the Faculty Board, and ratified by the University Curriculum
Sub-Committee in accordance with the University's quality procedures. Major
changes are formally considered by the University Curriculum Sub-Committee.
All staff participate in the University's staff appraisal scheme, which helps to identify
any needs for staff skills development. Both probationary staff and those seeking
promotion to Senior Lecturer are subject to a formal teaching evaluation scheme,
administered by the Quality Assessment Unit and accredited by the Institute for
Learning and Teaching.
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