Course Handbook
MSc Digital Forensics & Cybercrime
Analysis
2015-16
Contents
Section
Page
Sources of Additional Information ........................................................................................................ 1
Welcome to the Faculty of Computing, Engineering and Sciences .............................................. 2
1.
Welcome to your Course .................................................................................................................. 3
2.
Your Course Team ............................................................................................................................. 3
3.
An Introduction to your Course ..................................................................................................... 6
4.
The Structure of your Course ......................................................................................................... 8
5.
Employability ...................................................................................................................................... 9
6.
Professional Recognition ................................................................................................................. 9
7.
Learning, Teaching and Assessment on your Course .............................................................. 9
7.1 Learning and Teaching ....................................................................................................................... 9
7.2 Placements and Work-Based Learning .......................................................................................... 10
7.3 Assessment ........................................................................................................................................ 11
7.4 How to Submit Assessments ........................................................................................................... 12
7.5 Feedback on your Work ................................................................................................................... 14
7.6 External Examiners Appointed to your Course ............................................................................. 14
8.
Extra Costs ......................................................................................................................................... 15
9.
Communication ................................................................................................................................ 15
10.
Support and Guidance ................................................................................................................ 15
11.
The Student Voice ....................................................................................................................... 17
12.
Rules and Regulations ............................................................................................................... 18
Appendix A – Course Learning Outcomes ......................................................................................... 19
Appendix B – Curriculum Maps ............................................................................................................ 22
12.1 QAA Subject Benchmark and University Learning Outcome mapping ...................................... 23
Appendix C – The Staffordshire Graduate ........................................................................................ 25
Sources of Additional Information
This handbook provides useful information about your course, how it will be delivered and
how you will be assessed. It does not try to give you all the information you will need during
your time at the university. More information can be found in the following places:
On-Line Student Guide
The on-line student guide (http://www.staffs.ac.uk/student/guide) provides important
information about the university and the services available to students, including:

















Welcome Week
Student Cards
e:VisionStaffs Portal
Our Student Charter
The Staffordshire Graduate
Term Dates
Timetabling
Student accommodation
Campus and travel information
Finance, fees and support
Disclosure and Barring Service
applications
Visas
Course and module enrolment
Changing your course or modules
Withdrawing or intermitting from
your course
University rules and regulations
Disciplinary matters including
academic misconduct














Appeals and complaints
Referencing and study skills
(including guidance on completing
assessments)
What to do if you can’t hand in
work due to circumstances beyond
your control
Examinations
Getting feedback on your work
The student voice
Employability and careers
IT services and support
Disability and dyslexia
Counselling
The Nursery
The Multi-Faith Chaplaincy
Graduation
Certificates, Transcripts and
Verification Letters
Module Handbooks
Your course is made up from a number of individual modules. Detailed information on each
module is provided in separate module handbooks. Your module tutor will tell you how to
access the handbook for their module.
The Blackboard On-Line Learning Environment
Information and learning materials for your modules will be provided on the Blackboard online Learning Environment. Blackboard will form an important part of your learning
experience. Please let your module tutor know if you encounter any problems accessing this
material.
You can access Blackboard at https://blackboard.staffs.ac.uk using your university username
and password.
1|Page
Welcome to the Faculty of Computing,
Engineering and Sciences
The Faculty is home to the three subject based
Schools in its title located on both the Stoke-onTrent and Stafford campuses with until September
2016 when the whole Faculty will be based at
Stoke. As well as our on-campus students we have
many students who are learning away from our
University campuses in Staffordshire. They include
learners studying with national and international
educational partners, work-based learners studying
in their workplace, and distance learners from
around the UK and across the globe. This all means you are now a student in one of the
largest technology based faculties in the UK and we are delighted that you are one of our
students.
The Faculty’s School of Computing offered the first ever UK bachelor degree in computing
back in 1965 and has maintained a very high reputation for its courses ever since. Our
science programmes which are some of the highly rated by students in the UK, and our
engineering courses are founded upon the needs of engineering employers and offer
excellent employment opportunities. Your course of study will therefore be up to date and
relevant, will be serviced by well qualified staff, and will be geared to preparing you for life
and employment after university. Our Staffordshire Graduate Pledge aims to help all of our
students achieve what they want to in life.
As one of our students we expect you to apply yourself to your studies but we are also here
to help you to succeed. As such please do not hesitate to take advantage of the ready
access you have to excellent staff, facilities, and student support services. Inevitably at the
start of all study programmes you will be bombarded with a host of well-intentioned
information. Some of that information is important straight away and will help enable you to
start your studies successfully and be in the right place at the right time. Other information
you will need later in your course, such as assessment information, module information, how
to make extenuating circumstance claims and where to go to if you need specialist
guidance. We suggest that you download this handbook and keep it for future reference. In
that way, it should be the first document of your own e-archive and it is useful to get into
the habit of downloading essential documents like module descriptors and module
handbooks when the course starts.
I hope that your time with us will be both enjoyable and rewarding and if you work hard we
will provide what help and support we can so that you can succeed as a Staffordshire
Graduate.
Very best wishes,
Professor Hastings McKenzie – Dean
2|Page
1.
Welcome to your Course
First and foremost – welcome to the Digital Forensics & Cybercrime Analysis course!
You are now part of a postgraduate community of students and staff involved in
education, research, and practice in Computing and I hope that you will find your time
with us to be enjoyable, enriching, and productive.
I want you to start with the end in mind - remember that you have made an investment
– financially, and in terms of your time and your energy. Ensure that you work towards
a return on this investment. I look forward to seeing a successful results profile for each
of you at the end of this Academic Year.
To help you reach your goals and realise your ambitions, we will provide you with the
platform: access to a comprehensive set of resources – including access to a
comprehensive online digital library and a virtual learning environment. You will also
have access to a Course Administrator, and a Student Guidance Advisor to assist you
when necessary.
We also expect all students on this programme to be professional students and
scholars. You will need to develop and demonstrate strong planning skills and dedicate
yourself to self-study, attend all teleconference/supervisory meetings. If necessary,
learn how to learn - we are committed to support you in your studies as much as we
can and we have teams in the University that can help you to develop your study skills.
So, I encourage you to study hard, but to also enjoy your time with us as a student –
and we look forward to working with you!
Dr. Alexios Mylonas, MSc Digital Forensics & Cybercrime Analysis Course Leader
2.
Your Course Team
There are many people available to help and support you during your time with us. The
following staff are the key academic members of the Course team but there are also
administrative/student guidance staff who are here to help and they will be mentioned
later in this handbook.
The Course Leader: Dr Alexios Mylonas
Faculty of Computing, Engineering and Sciences
K219, Octagon Building, Staffordshire University
Beaconside, Stafford, Staffordshire, ST18 0AD
t: +44 (0)1785 353647
e: alexios.mylonas-at-staffs.ac.uk
3|Page
I hold a PhD in Information and Communication Security from the Athens University of
Economics and Business (Greece, 2014), as well as an MSc in Information Security from
Royal Holloway, University of London (UK, 2008). I obtained my BSc (Hons) in
Computer Science from the Athens University of Economics and Business (Greece,
2007). I am a Fellow of HEA and my lecturing focuses on Digital Forensics and Cyber
Security. My ongoing research focuses on Cyber Security and Digital Forensics. My
research contribution spans in different areas of Cyber Security, which includes: (a)
smartphone security and privacy, (b) network security, (c) digital forensics (especially
on mobile devices such as smartphones and tablets), (d) web security and online fraud
and (e) malicious software. Since 2014, I am a Lecturer at Staffordshire University and
from 2015 the award leader for the MSc courses Digital Forensics & Cybercrime and
Cyber Security.
The MSc Scheme Leader and Project Co-ordinator:
Dr Clare Stanier
Room: K224, The Octagon, Beaconside Campus
Telephone: +44 (0) 1785 353463
Email: c.stanier@staffs.ac.uk
I am the course leader for the BSc (Hons) Computing Science. I also have responsibility
for students on the Computing Science Ordinary Degree and for direct entrants to Level
6 (Computing Science). I teach on a range of modules at undergraduate and
postgraduate level. I have a particular interest in database design and development and
am the module leader for a number of Level 6 (year 3) and Masters Level 7 database
modules.
Professor: Dr W. Alan Eardley
Room: K330, The Octagon, Beaconside Campus
Telephone: +44 (0)1785 353456
Email: W.A.Eardley@staffs.ac.uk
Professor Eardley is a native of Staffordshire and began his association with the
University as a part-time student at one of our partner colleges in 1972. He worked in
variety of production management roles in several manufacturing industries before
becoming involved in the computerisation of information systems and a transition to
computing. Having been a student at Staffordshire University for twelve years Alan
joined the teaching staff of the Business School in 1984. Alan joined the School of
Computing in 1986. He then led a teaching group for a number of years and developed
and led undergraduate and postgraduate courses in Technology Management and
4|Page
Business Information Technology while continuing to study in the part-time mode,
achieving a Masters degree from Aston University in 1990 and a PhD from Southampton
University in 2001. Alan has taught the University’s advanced qualifications in a number
of overseas universities and has attended academic conferences all over the world. He
was a University Learning and Teaching Fellow from 2007 to 2009 and is a fellow of the
Academy of Teaching Excellence. Alan currently leads the Masters by Research (MRes)
in Computing Science and supervises a number of PhD students. He was awarded a
Professorship in Enterprise Computing in 2013. Alan’s research interests include
knowledge management and IT management (particularly in healthcare) and the
development and delivery of innovative learning materials and methods. In 2012 he
was a part of the team that completed a successful European research project into
work-based learning and is involved in a number of research projects across the
University.
Senior Lecturer: Rob Shaw
Room: K224, Octagon
Telephone: (01785) 353612
Email: r.shaw@staffs.ac.uk
On leaving VIth Form College, I spent 14 years as a Chemist for the MoD, becoming a
Graduate of the Royal Society of Chemistry (GRSC). I've had a couple of career
changes (NHS, national retail business) before becoming a lecturer for Staffordshire
University. Along the way I gained a BSc (Hons) in Applied Computing, MSc in IT for
Strategic Management, PGCHPE, became a Fellow of the HEA and have published
papers at a number of conferences. I am the award leader for Forensic Computing and
Cyber Security and I teach on all levels and across both of my awards.
Lecturer: Masudur Rahman
Faculty of Computing, Engineering and Sciences
K219, Octagon Building, Staffordshire University
Beaconside, Stafford, ST18 0AD
T: +44 (0)1785 353448,
Email: masudur.rahman@staffs.ac.uk
I hold MSc in Computer Security and Audit from University of Greenwich, Post Graduate
Diploma in Computer Security and Assurance from School of Information Risk
Management, London. I also have BSc in Computer Science and a Diploma in Teaching
5|Page
in the Lifelong Learning Sector. I am a Certified Information System Auditor (CISA) and
System Security Certified Practitioner (SSCP).
I have been working as lecturer for last 7 years and joined at Staffordshire University in
January 2015. I teach mainly the Cyber Security and Digital Forensics modules, where
my research interest is in Cloud Computing and it’s security. Apart from teaching, I have
worked as freelance IT Auditor and IT Security Consultant in different projects.
Behnam Bazli
Faculty of Computing, Engineering and Sciences
K227, Octagon Building, Staffordshire University
Beaconside, Stafford, Staffordshire, ST18 0AD
Tel: +44 (0)1785 353429
Email: behnam.bazli@staffs.ac.uk
I am a Lecturer in Cybersecurity and Digital Forensics at Staffordshire University and
Fellow of HEA. I started my academic teaching career at Edge Hill University where I
have been lecturing on a range of digital forensics and security courses. Prior to this, I
have worked for over 6 years at a large Telecommunications company as a Network
Engineer and Subject Matter Expert. In addition, I have consultancy experience working
with cyber security professionals and Cheshire and Merseyside Police Forces. I obtained
my BSc (Hons) in Software Engineering from Liverpool John Moores University in 2009
and nearing completion of PhD in Ubiquitous Computing Networks Security. My research
interests includes distributed networks security, P2P networking, Ubiquitous Computing
and Internet of Things.
3.
An Introduction to your Course
This course is a Masters degree that is designed to broaden understanding and
knowledge of digital forensics & cybercrime analysis, and enhance the ability to apply
this within industry or commerce. Also in addition to gaining an in-depth knowledge of
state-of-the-art technologies, it also develops further the competence and ability to
apply them, particularly through the inclusion of an optional period in industry as an
integral part of the course.
The aims of the course are:

Develop masters-level knowledge and skills in digital forensics & cybercrime analysis
in context of employer-driven needs, emerging markets, and contemporary subject
areas within the discipline.

Provide an educational experience that prepares you for undertaking, deploying,
supporting, or managing the process of digital forensics & cybercrime analysis.
6|Page

Develop a sound and critical understanding of the processes used in digital forensic
& cybercrime investigation using contemporary tools and techniques

Develop a critical understanding of the position and application of digital forensics &
cybercrime analysis in context of the digital economy.

Evaluate and apply emerging approached and technologies in digital forensics and
cybercrime analysis.

Develop and apply analytical skills specifically in context of real-world scenarios that
required digital forensics and cybercrime analysis intervention.

To use the rigour of academic knowledge development and training to conceive and
develop approaches to digital forensics and cybercrime analysis.

Develop academic and discipline-specific rigour through applied scholarship to build
or strengthen domain-specific understanding and transferrable skills thus equipping
graduates for a career in industry or academia

Develop and strengthen critical analysis, independent scholarship, and intellectual
empowerment through a structured research-informed programme of studies.

Provide a balanced programme of study, comprising mobile application development
principles with the opportunity to gain practical, hands-on experience.

Develop effective communication skills of value to academic, technical and
professional environments.
Your course has a set of written learning outcomes that describe what you should be
able to do by the end of the course. These statements are designed to help you
understand what you need to do to pass your course and receive your award. The
outcomes for your course can be found in appendix A of this handbook.
Each module you study has separate learning outcomes which join together to enable
you to demonstrate that you have achieved the overall learning outcomes for your
course. The learning outcomes for your modules can be found in your module
handbooks.
The specific learning outcomes for your course and modules have been matched to
eight university wide learning outcome statements (knowledge and understanding;
learning; enquiry; analysis; problem solving; communication; application; and
reflection). These standard statements describe the abilities and skills all Staffordshire
University students should demonstrate in order to pass their course. The statements
have been designed to meet national expectations contained within the Framework for
Higher Education Qualifications. This ensures that the learning outcomes for your
course are equivalent to similar courses at other UK universities and colleges. A table
7|Page
showing how your module learning outcomes have been aligned with the eight
university learning outcome statements can be found in appendix B.
The design of your course has been guided by the QAA’s Subject benchmark statement,
Master's degrees in computing. Written by national experts, the benchmark describes
the defining characteristics of the subject area and the abilities and skills you should be
able to demonstrate by the end of the course. A table showing how your course reflects
the subject benchmark can be found in appendix B.
4.
The Structure of your Course
Programme Title: Digital Forensics & Cybercrime Analysis
Teaching
Block 1
(12
weeks
total)
COCS70686
Research
Methods
(15 credits)
COCS70704
Digital
Forensics
Fundamentals
COCS70641
Cybercrime
Forensic
Analysis
(15 credits)
(15 credits)
COCS70684
Malware
Analysis &
Reverse
Engineering
(15 credits)
L
E
V
E
L
Teaching
Block 2
(12
weeks
total)
COCS70658
COCS70690
COCS70659
COCS70661
(15 credits)
(15 credits)
(15 credits)
(15 credits)
7
Teaching
Block 3
CESCOM10207-7 MSc Dissertation (60 Credits)
(16 Weeks)
There will be only one entry point per year, in September.
8|Page
Potential Awards:
 Postgraduate Certificate (60 credits) – comprising a total of 60 credits from any of
the modules listed above.
 Postgraduate Diploma (120 credits) – comprising PG Cert plus a total of 60 credits
from any of the modules listed above.
 MSc (180 credits) – total of 180 credits from any of the modules listed above
including the MSc Dissertation.
Progression:
 In order to progress to the Industrial Placement (Internship) you must have passed
at least 45 credits.
 In order to progress to the MSc Dissertation you must have passed at least 105
credits.
Module descriptors can be found at: http://www.staffs.ac.uk/current/student/modules/
5.
Employability
This MSc is designed to enhance your understanding, knowledge and skills in Digital
Forensics & Cybercrime Analysis and to develop and extend your ability to apply these
in practice in an effective way. The course is highly focused on the current industry
requirements and during the course you will be trained to effectively use industry
standard tools such as EnCase, FTK and XR. As a part of the course, you can apply for
an optional placement role in a company to utilise the knowledge and skills learnt from
the course and to gain real world experience. This normally helps a student to earn
money during your course, helps to find a job in the future and to define the MSc
dissertation project etc.
6.
Professional Recognition
The course is BCS accredited: CITP Further Learning and CEng/CSci
(partial fulfilment). BCS, the Chartered Institute for IT, champions the
global IT profession and accredits UK Computing course.
7.
Learning, Teaching and Assessment on your Course
7.1
Learning and Teaching
Students gain theoretical and practical knowledge in a scoped range of subjects as part
of a structured programme of study.
A high degree of self-managed study is required – you should, therefore, be highly
motivated, capable of managing your own studies effectively, and comfortable with oneto-one supervision. In some cases you will have the opportunity of working with other
9|Page
researchers and staff as a part of larger projects, thus providing you with experience in
working as part of a research team.
Teaching and supervision on the award is undertaken by experienced academic staff
who understand the value of your knowledge development applied to commercial and
industrial contexts. Our philosophy is that of applied scholarship – thus, our approach
to education is based on research-informed teaching that has direct value to industry
and commerce, and is of direct value to you as a professional in the IT industry.
Furthermore, we have established a credible reputation and position as educators and
researchers in Computing, Engineering & Technology – evidenced by our on-going links
with industry, significant commercial and knowledge transfer-based funding, research
funding, and our work with regional agencies and business. You can be confident
therefore, that you will be part of an academic community that understands the value of
research and knowledge creation, the impact of computing education, and the
significance of its application to the world we live in.
Teaching and learning within the University is supported by electronic distribution of
information and course management through the Blackboard virtual learning
environment. Each module within the Faculty has a presence on Blackboard. The
system also provides a means of formal and informal communication between students
and lecturers through discussion forums. Many of the modules on the MSc have been
developed to make full use of this facility and are used as exemplars of good practice.
You will also approach your studies from both practical and theoretical perspectives;
and also learn from the range of assessment activities that you will be subjected to.
These activities delivering presentations, engaging in interviews, recording log-books,
programming, and report writing. Students receive both written and verbal feedback on
these activities from their tutors to assist them in further developing their skills.
The substantial range of facilities available within the Faculty and the University,
contribute to generating a research/academic community environment and culture that
impacts favourably on MSc students. However, the resource that influences the learning
of students most on these awards is probably the staff - their approach to supporting
students, their specialist subject knowledge, and their knowledge of appropriate
specialist texts and other support material that can contribute to student learning.
Thus, we believe in, and practice, Research Informed Teaching.
7.2
Placements and Work-Based Learning
The Placement is an optional period of paid employment, rated at zero credits, that
enables you to gain real experience in putting theoretical knowledge learned from the
Postgraduate Certificate (PgC) stage onwards into practice. It can only be taken at the
end of the PgC, and is more commonly taken after the Postgraduate Diploma (PgD,)
stage. It is normally 12 months in length, although a minimum of 6 months is
acceptable. If you opt to do a 6-months Placement then you will need to carefully time
10 | P a g e
this so that you can return to your studies at the start of the next teaching
semester/study period (check your course structure to determine this). You can begin to
apply for a Placement when you arrive, but are not allowed to begin one until it has
been confirmed that you have passed at least 3 modules.
The aim of the Placement period is to give you experience of applying your knowledge
gained so far to real life applications in a commercial/industrial context. Placement work
opportunities vary significantly, but the one taken must be relevant to your course title
and will need to be validated and approved by staff in the Placements Office before you
can commence.
Although valued at zero credits (i.e. success on the Placement does not contribute any
credits to the total of 180 needed to achieve a Masters Course), the Placement has
defined learning outcomes and is assessed by the student’s Work-based Supervisor & by
a member of Faculty staff. To be successful, you will need to show that you are
professional, a good problem solver, able to work with others, and produce a good level
of work output. Towards the end of the placement period you are required to submit a
report/documentation that demonstrates your contribution and achievements and
submit this to the Faculty for assessment. If you decide to undertake a Placement, then
this must be before your Dissertation - it cannot be done afterwards.
The Faculty Placement Team is located in C012. Staff in these offices will provide you
with support in finding a placement. The member of academic staff responsible for
placements on your course is:
Mrs Maria-Louise Feenan, Placements Manager.
Room: C012, Beacon Building
Phone: +44 (0)1785 353560
Email: M.Feenan@staffs.ac.uk
Dr Carolin Bauer, Senior Lecturer.
Room: K340 Octagon
Phone: +44 (0)1785 353423
C.I.Bauer@staffs.ac.uk
7.3 Assessment
You will normally experience two types of assessments - Summative and Formative. The
summative assessments are marked and contribute to your overall module grades. On
the other hand, formative assessments will not contribute to your course grade but will
produce feedback on your learning.
Your performance in the course modules will be assessed in various ways e.g. individual
or group assignment, written work, exam, portfolio, class test etc. to assure that the
learning outcomes of your course are achieved. To increase the employability, you will
also be required to deliver presentations, reports, posters etc. to enhance your
11 | P a g e
communication skill, confidence etc. The types of the assessments for the course
modules can be found in Appendix B.
Your MSc Dissertation will require you to undertake extensive research in a focused
area or topic, produce some artefacts e.g. software, algorithm etc. Your understanding
will be assessed based on the MSc dissertation, viva, demonstration etc. You will also
need to follow Staffordshire University’s ethical review procedure e.g. understanding the
type of the project, making declarations and completing correct ethical etc. You will be
provided with support as part of the MSc dissertation.
The University’s Postgraduate Regulations require you to achieve at least 40% for each
component of assessment e.g. assignment, exam etc. and an overall of 50% to pass a
module. If you marginally fail a module with a mark of 40-49%, it may be compensated
by the award board.
7.4 How to Submit Assessments
Written assessments will normally be submitted online. Sometimes you might need to
submit hard copies to the Faculty Office reception K266 in the Octagon building,
Stafford. Each individual assessment will make it clear how you will be expected to
submit your work. It is vital that you are clear on the submission method, date and time
of each assessment as failure to submit on time via the correct method will result in a
mark of zero for that assessment WITHOUT EXCEPTION.
Note that some assignments are marked anonymously, and that you are asked to fold
and stick down the right hand flap of the assignment receipt form to conceal your name
before handing in your work to the Faculty Office. This is an important tool in helping to
safeguard the integrity of the assessment process. Anonymous marking, however, is
usually confined to conventional essay type assessments, as with other kinds of
assessment (for example, an artefact or presentation report or dissertation) the tutor
would normally be aware of the author’s identity.
If you have a learning support agreement which recognises dyslexia as a disability make
sure that you ask for one of the yellow labels (available from your Award
Leader/Personal Tutor or if at the last minute the Faculty/School Office) to attach to
your work to signal to the tutor that the assignment needs to be marked on content and
understanding rather than on syntactical and grammatical competence.
Similarly, if your learning support statement specifies that you can negotiate the
submission dates of your assessments then please ensure that you have agreed new
submission dates with your tutor in advance of the original deadline. If you hand work
in after a negotiated deadline, it will be treated as ‘late’, and will be marked at zero. So,
if having once negotiated a deadline you find that, as it approaches, you are going to
need a further extension, you will need to go back to your Award Leader / Personal
Tutor to authorise this. Your Award Leader / Personal Tutor will use the test of
‘reasonableness’ in agreeing to any further extension. The form you will complete is in
12 | P a g e
duplicate. It is most important that you use a biro so that both copies are marked.
Having completed it go into the Office where a member of staff will date stamp and sign
both copies of the form and return one copy of it to you.
It is important that you attempt all your assessments so that you can self-evaluate your
own performance from the feedback you receive and to demonstrate to us that you are
engaging with the studies and the assessment process. Failure to do so is likely to
result in failure of the module overall. The award board at the end of the year will
review your level performance and if modules have been failed due to non-submission /
non-participation then the board may not offer referral opportunities to retrieve failed
modules.
Submitting Assessment Online
Online assessments will normally be submitted through BlackBoard, using one of a
number of methods. In some cases you may be asked to submit your work via email or
another online process e.g. Turnitin system.
Finally, it hardly needs to be said that it is always, of course, good practice to keep a
hard or (backed up) electronic copy of any assignment you submit. Should the
assignment you submitted get lost then you will have the receipt to prove that you
handed it in and a copy to replace what has been lost.
Submitting Written Assessment to the Faculty Office
The Faculty Office, K266 will accept your written assessments from Monday to Friday,
08:45 – 15:30. Please make sure that you arrive at K266 on time, otherwise your
submitted assessment will be marked “late”. The paper form of the submission coversheet you will complete is in duplicate. It is most important that you use a biro so that
both copies are marked. On submission the Faculty Office will date stamp both copies of
the form and return one copy to you. Keep this receipt safe! It is proof that you have
submitted your assessment on the stamped date.
We would normally expect you to hand in your work in person, but recognise that this
may not always be possible. If you are unable to hand in your written assessment in
person, you can submit them via the post, using recorded delivery. This is important as
should your work not arrive, we need to be able to find out what happened to it. All
work which is submitted in this way will be dated according to the postmark.
We understand that there may be occasions when you are unable to submit or
undertake a piece of assessment due to circumstances beyond your control e.g. a road
accident, health issues, sickness or loss in the family etc. The University has put in place
a procedure for dealing with such extenuating circumstances. This process requires
providing appropriate evidence to support any claim for mitigation. You can find more
information on the university’s extenuating circumstances procedure at:
http://www.staffs.ac.uk/extenuating/
13 | P a g e
7.5
Feedback on your Work
On many occasions feedback will be provided by a member of staff annotating your
submitted assessment but this is not the only form of feedback. Feedback is also
provided during tutorials and practical sessions as you work through formative
exercises. It may also be provided by your peers in class discussions or through peer
assessment during group work. Feedback on examinations and tests is also provided
but may be generic or personalised depending on the module.
The University hopes that you will also play your part by ensuring that you collect
feedback from the relevant sources as soon as it is available. The feedback is also
designed to feedforward, i.e. to help you improve your performance on your next
assessment either in the same module, on the next module in the same level or in the
following level. So it is important that you use your feedback – for you to review it,
understand it, reflect on it and apply it. To help you maximise the benefit of your
feedback you can discuss specific feedback with module tutors and your personal tutor.
You will normally receive feedback on all your assessments within 20 working days
following the date of submission of your assessment or actual date of the assessment
(in the case of class tests). However, it may be the case that the 20 day rule for some
assessments cannot be met for justified reasons (for example, modules on which a
large number of students are enrolled). However, it is anticipated that this will apply to
only a small number of modules on your course and, in those cases, the feedback
return period will not exceed 25 days. The anticipated feedback return times for all
assessments will be published in your module handbooks.
In order to ensure that feedback is provided within 20 days, in most cases, the marks
for your work will be provisional and will be subject to second marking and final
ratification by the external examiner and the appropriate Assessment Board at the end
of the year.
7.6
External Examiners Appointed to your Course
External Examiners help the university to ensure that the standards of your course are
comparable to those provided by other universities or colleges in the UK. An External
Examiner, a subject academic from another UK University or College is allocated to each
module and they sample verify the marking on modules at the end of the year. More
information on the role performed by External Examiners can be found at:
www.staffs.ac.uk/externalexaminers/
The external examiner for your course is:
Name:
Tbc
Position: Tbc
Institution: Tbc
14 | P a g e
It is not appropriate for you to make direct contact with external examiners, in
particular regarding your individual performance in assessments. There are other
mechanisms you can use if you are unhappy with your results or other aspects of your
award, such as the appeal and complaints procedures. In the first instance if you are
unhappy about any assessment please do see the Module leader, who you should know
but will be detailed in the module descriptor. All module descriptors can be found at:
http://www.staffs.ac.uk/current/student/modules/
If you are still unhappy please do come along to see the award leader will be able to
advise you further on this.
External examiners have been informed that if they are contacted directly by students
they should decline to comment and refer the student back to the University.
8.
Extra Costs
All students are expected to provide their own stationary and may purchase
recommended textbooks (our library does have relevant hard-copy and digital learning
materials that can be accessed to support your learning on the course). Beyond this,
your MSc Digital Forensics & Cybercrime Analysis course does not require you to
purchase any specialist equipment, clothing, consumables nor attend visits which might
cause you to incur additional costs.
9.
Communication
In most cases, if a member of the course team needs to contact you they will do so via
email using your University email account. It is important that you check your university
email account regularly as important information is sent to this account.
Course/Module specific information may also be communicated via Blackboard and
again it is important that you regularly log in to check for updated information.
If you have a query about anything then the first point of contact should be the relevant
member of the course. The Computing staff have an open door policy and you can
approach them face-to-face at any time within usual working hours, or alternatively use
email to arrange an appointment if this is your preferred method.
10. Support and Guidance
On enrolment you will be allocated a Personal Tutor and you will meet them during
Welcome Week or in the first teaching week. You will normally keep the same Personal
Tutor in in your course. The School of Computing Personal Tutoring Scheme requires a
number of group and individual meetings during the course of the year. However, if you
have any problems or queries, you should contact your Personal Tutor to discuss them,
as soon as possible – don’t wait for a scheduled meeting. If you undertake a placement
15 | P a g e
then your visiting tutor will be your Personal Tutor for that year and during your MSc
dissertation your project supervisor is your Personal Tutor.
Your personal tutor will:
 be your first point of contact to give you advice or direct you to further support on
academic and pastoral matters and University services;
 help you develop your academic skills;
 oversee your academic progress on your course including providing general
feedback on your overall academic performance and help you enhance your
learning by you reflecting on your feedback;
 encourage you to engage with all the opportunities the University has to offer to
enhance your employability;
 encourage you to give feedback to the University on your modules and in course
surveys;
 be prepared, if requested, to provide written references for you.
To ensure that you get the most from your personal tutorials your course team expect
you to:
 maintain regular communication with your personal tutor, attending all
meetings/making contact as arranged;
 proactively contact with your personal tutor when you need help or guidance which
may impact on their academic performance or pose any risk to their withdrawal or
progression;
 prepare for and engage in personal tutor-related activities;
 positively respond to advice provided to resolve any issues that you have with your
studies .
Throughout your course you will meet the Module Tutors at the taught sessions. If you
require additional advice and guidance, please do not hesitate to contact the Module
Tutors, Personal Tutor, or Course Leader.
If you have any general concerns, the Faculty Student Guidance Advisor can help you
with a wide range of educational issues as well as offering specialist information and
support. A drop-in service is available, but to discuss an issue in depth you can then
book an appointment. Further details can be found at
http://www.staffs.ac.uk/support_depts/studentguidance/advisors/.
The University offers help and support in many
areas including counselling, disability, learning
support
agreements,
equality
&
diversity,
international students, mature students etc.
Information on university support services can be
found in the on-line student guide (available at:
http://www.staffs.ac.uk/student/guide)
16 | P a g e
The Student Advice Centre run by the Student’s
Union provides independent, impartial and
confidential advice to students free of charge. More
information on the Student’s Union can be found at:
https://www.staffsunion.com/.
11. The Student Voice
During the course you will have the opportunity to share your views and opinions on
your modules, the MSc course and the University. Your feedback is the key to ensuring
that we get an accurate picture of what it is like to be a student at Staffordshire
University and enables us to enhance the learning experience for current and future
students.
In each module that you study you will have the
opportunity to complete a module evaluation questionnaire
and provide some feedback to help us continuously improve
the classes that we deliver to you.
You are invited to complete the PTES (Postgraduate Taught
Experience Survey). The PTES measures student
satisfaction in various aspects e.g. teaching, IT services,
library etc. You can also win prizes e.g. £150, £100 or £50
Amazon voucher etc. by completing the PTES.
Six months after graduating you will be asked to complete
the DLHE (a survey about the Destinations of Leavers from
Higher Education); another external survey to collect
information about graduate employment.
The PTES and DLHE can be used to compare across
courses and universities.
Student liaison committee meetings are held once each semester. The scheduled
meetings are announced on Blackboard and students are invited to raise any points for
discussion with their student representative (either in person or via a discussion board).
Meeting notes are also posted on Blackboard in a dedicated course committee area.
Each level is usually represented by one student who is responsible for raising your
views and any issues about the course.
Student representatives are elected via the University
election scheme and are expected to attend the
student liaison committees.
Examples of issues raised and how we addressed them:
You said…
We did…
“Feedback on some assessments has been Improved the turnaround time for
17 | P a g e
slow.”
“The lack of prompt communication, with
regard to direction, for my research
project.”
“Helpful and positive attitude of lecturers”
assessment feedback and on every
assessment description you will be given a
date by which you can expect to receive
feedback.
The online MSc dissertation management
system “MProject” has been launched to
submit proposal for approval, receive
prompt feedback from the supervisor,
course leaders etc.
Completion of various trainings e.g.
Postgraduate Certificate in Higher and
Professional Education (PgCHPE), Equality
and Diversity training, Listening and
Counselling Skills training, Personal
Tutoring: Mental Well-being Issues
training etc. by academic staff.
12. Rules and Regulations
Your course is delivered and assessed according to the University’s Academic Award
Regulations. These can be accessed at: http://www.staffs.ac.uk/regulations
Further to this, the School of Computing MSc courses require students to gain at least
40% in each component of assessment, and get an aggregate module mark of at least
50% in order to pass the module. Module handbooks will make clear what the
components of assessments are for that module.
18 | P a g e
Appendix A – Course Learning Outcomes
Your course has been designed taking into account the QAA Subject Benchmark Statement for Master’s Degrees in Computing. This subject
benchmark statement defines the threshold standard of achievement, which is the standard expected to be achieved by a student graduating
with the award of a master's degree in computing covered by this subject benchmark statement. An extract of the Benchmark Statement is
shown below:
All students graduating with a master's degree in computing are expected to be able to have demonstrated:

A systematic understanding of the knowledge of the domain of their programme of study, with depth being achieved in particular areas,
including both foundations and issues at the forefront of the discipline and/or professional practice in the discipline; this should include
an understanding of the role of these in contributing to the effective design, implementation and usability of relevant computer-based
systems

A comprehensive understanding, and a critical awareness of: the essential principles and practices of the domain of the programme of
study as well as current research and/or advanced scholarship; current standards, processes, principles of quality and the most
appropriate software technologies to support the specialism; the relevance of these to the discipline and/or professional practice in the
discipline; and an ability to apply these

Consistently produced work which applies to and is informed by research and/or practice at the forefront of the developments in the
domain of the programme of study; this should demonstrate critical evaluation of aspects of the domain, including appropriate software
support, the ability to recognise opportunities for software or hardware tool use as well as possible tool improvement, an understanding
of the importance of usability and effectiveness in computer systems development, and generally the acquisition of well-developed
concepts

Understanding of the professional, legal, social and ethical framework within which they would have to operate as professionals in their
area of study; this includes being familiar with and being able to explain significant applications associated with their programme of
study and being able to undertake continuing professional development as a self-directed lifelong learner across the elements of the
discipline
19 | P a g e

The ability to apply the principles and practices of the particular programme's domain in tackling a significant domain related activity;
the solution should demonstrate a sound justification for the approach adopted as well as originality (including exploration and
investigation) and a self-critical evaluation of effectiveness but also critical awareness of current problems and new insights, and a sense
of vision about the direction of developments in aspects of the domain of the programme.
The learning outcomes are mapped onto the abilities and skills identified by the Computing Benchmark Statement which broadly fall into three
categories of Subject Knowledge & Understanding, Subject-Specific Skills, and Generic (Transferable) Skills - all of which are developed within
the context of the computing discipline and are listed below.
SKU = Subject Knowledge & Understanding
SS = Subject-Specific Skills
GS = Generic (Transferable)
QAA Subject Benchmark Statement - Core Criteria
Subject knowledge and understanding
SKU1
An ability to evaluate the technical, societal and management dimensions of computer systems
SKU2
A knowledge and understanding of advanced aspects of computer systems and their use
SKU3
A combination of theory and practice, with practice being guided by theoretical considerations
SKU4
A strong emphasis on the underlying discipline and/or applications
SKU5
The mastery of the practical methodology of the relevant area of computing, whether for general application in software
development or in specialised applications relating to the storing, processing and communication of information
SKU6
An understanding of, and attention to, the many and varied aspects of quality
SKU7
An understanding of professional, legal, social, cultural and ethical issues related to computing and an awareness of societal and
environmental impact.
Subject-specific skills
SS1
An ability to engage in a peer review process that involves the critical review of papers, software and proposals, coupled with
positive advice for improvement and innovation
SS2
Competences at a systems level appropriate to the learning outcomes of the programme: the ability to assess systems (which may
include software, devices, people, and so on), to recognise the individual components and to understand their interaction, to
20 | P a g e
improve systems, to replace them and to create them; this includes socio-technical systems such as those relevant to aspects of
healthcare and also computing systems used in specialised applications such as bioinformatics, e-science, virtual environments,
financial services, and transport
SS3
Familiarity with codes of ethics and codes of practice specific to the specialism of the degree programme, relevant industrial
standards and principles underpinning the development of high integrity systems (for safety, security, trust, privacy, and so on),
while keeping in focus the benefits of, approaches to and opportunities offered by innovation
SS4
Entrepreneurship, which tends to involve acquiring resources to ensure the success of some technically sound endeavour; this may
include a company start-up or placing a well-argued resource request before an industrial concern, a research council or some such
organisation
SS5
Translational skills which involve the necessary communication between technical and non-technical audiences.
Generic (transferable) skills
GS1
Those required for the creation of the lifelong learner, who can set goals and identify resources for the purpose of learning
GS2
An ability to critically review the literature, which includes identifying all of the key developments in a particular area of study,
critically analysing them and identifying limitations and avenues for further development or explanation
GS3
An ability to recognise and respond to opportunities for innovation
GS4
Leadership skills, which tend to be characterised by acquiring a vision (based on sound technical insights) coupled with the ability to
encourage others to share in that vision and to ensure that this will not be to their detriment.
21 | P a g e
Appendix B – Curriculum Maps
This table shows the course structure in detail, and how the 8 Learning outcomes are
associated with modules.
•
•
•
COCS70
704
Digital Forensics
Fundamentals
100/
0
15
C
•
COCS70
641
Cybercrime Forensic
Analysis
100/
0
15
C
•
COCS70
684
Malware analysis and
Reverse Engineering
100/
0
15
C
•
3 Cores
8 Reflection
•
7 Application
C
6 Communication
4 Analysis
15
cw/
ex
5 Problem Solving
3 Enquiry
100/
0
Modules
MSc Dig.
Forensics
Research Methods
Code
Credits
COCS70
686
Assessment
2 Learning
Ex = Examination (e.g. written exam,
practical skills test)
O = Option module
1 Knowledge & Understanding
• = Learning Outcome Assessed in this
module
Cw = Coursework e.g. assignment, portfolio
etc.
C = Core module
•
•
•
Teaching Block 1
•
•
•
•
•
•
•
•
Teaching Block 2
COCS7
0658
Advanced Cybercrime
Forensic Analysis
100/
0
15
C
•
•
•
COCS7
0690
Expert Witness Testimony
and Digital Evidence
Presentation
100/
0
15
C
•
•
•
COCS7
0659
Computer Security HighLevel
100/
0
15
C
•
•
•
•
22 | P a g e
COCS7
0661
Forensic Investigation
Project
100/
0
15
C
•
•
•
•
•
•
•
Teaching Block 3
COIS71
052
MSc Dissertation
100/
0
60
C
•
•
•
•
12.1 QAA Subject Benchmark and University Learning Outcome mapping
Each statement of a learning outcome in the table above is followed the relevant Benchmark
Statement skills and abilities criteria that the achievement of the learning outcome supports.
This is indicated by the term in square brackets.
Common
learning
outcome
headings
Knowledge and
Understanding
Learning
QAA Subject Benchmark Statement for Master’s Degrees in
Computing
Develop specific focus and depth of critical understanding and
interpretation in a digital forensic environment. [SKU1, 2, 3, 4] [GS 2]
Develop and demonstrate full and competent ability in the approach,
execution and critical synthesis of digital forensics and cybercrime
analysis in context of the associated theory and principles, and their
value in real-world contexts.
[SKU 1, 2, 3] [GS 2, 3, 4]
Enquiry
Demonstrate the ability to conduct an independent study of scientific
investigation, and on the basis of conclusions drawn, make appropriate
recommendations to promote research-based changes in the field of of
digital forensics and cybercrime analysis.
[SKU 5] [GS 2, 4]
Analysis
Understand and demonstrate analytical powers of thought through
critical analysis, evaluation and synthesis of subject material and
demonstrate an in-depth understanding and application of research
styles and methods of inquiry relating to digital forensics and cybercrime
analysis, and associated current and emerging domains.
[SKU 6]
Problem
Solving
Use a principle-based approach to find and develop solutions within
legal, ethical, and professional governance.
[SKU 7] [SS 3]
Communication Convey, the educational experience and accrued knowledge & skills to
academic and non-academic audiences, including its value in both an
23 | P a g e
•
academic and commercial context.
[SS 1, 4, 5] [GS 3, 4]
Application
Adopt a critical lens in the application of Computer Science-related
concepts and practice to academic and commercial contexts.
[SS 2]
Reflection
Be able to fully identify and understand one’s one intellectual capital in
relation to Computer Science and its future value in the Knowledge
Economy.
[GS 1, 4]
24 | P a g e
Appendix C – The Staffordshire Graduate
Not applicable at Postgraduate level
25 | P a g e