Programme Overview

The MSc Digital and Technology Solutions is a work-related learning postgraduate programme that integrates academic learning at masters level with on-the-job practical training to provide a holistic programme of education and training to meet the digital technology skills needs of employers now and in the future. This work-related learning programme will develop professional practice, contextualised in the workplace using industry standard approaches and technologies that are shaped by modern organisations.
The programme adheres to the Level 7 Digital and Technology Solutions Specialist Apprenticeship (Integrated Degree) standard (ST0482). In accordance with the apprenticeship standard, the masters programme has seven specialisms, of which learners must choose one:

• Data Analytics Specialist
• IT Business Analysis Specialist
• IT Project Management Specialist
• IT Strategy Specialist
• Software Engineering Specialist
• System Test and Assurance Specialist
• Digital Business and Enterprise Systems Architecture Specialist

Learners may study the programme as an apprenticeship or non-apprenticeship. The programme is identical for both streams, only differing in that the apprenticeship stream will receive an additional apprenticeship completion certificate. For both streams, the learner must be in employment, or be sponsored by an employer, with duties aligned to the Level 7 Digital and Technology Solutions Specialist apprenticeship¹ . Although the programme of study is identical for apprentices and non-apprentices, the apprenticeship/non-apprenticeship stream will be captured in the Northeastern University London learner management system, ensuring clarity between the learner, employer and provider before the commencement of studies.

The learner will study with Northeastern University London (Provider) for 47 days in the first year (one day per week for 42 weeks and one five day bootcamp) and for approximately 35 days in the second year (one day per week for 30 weeks and one five day bootcamp).

Additionally, the learner and employer will commit to a further two days per week for provider-guided work-based training. The MSc award is 180 credits and learners will be considered part-time learners by Northeastern University London. Each course is assessed by a range of activities aligned to industry norms, i.e. almost all assessments relate to workplace activities that are expected in a digital technology related occupation. The content, and consequently the learning outcomes and methods of assessment, varies between courses. Where possible, assessments will be undertaken in the workplace.

The programme begins with a non-credit bearing one-week ‘Welcome Week’ to the programme covering essential study skills and fostering collegiality.

Year 1 typically starts with ‘Business Processes, Digital Transformation and Strategy (30 credits), which examines how to monitor technology related market trends and analyse business environments.

This is followed by ‘Leadership and Management in the 21st Century’ (30 credits), which explores the significance of human factors in leadership, leadership versus management, strategic leadership and cultural perspectives.

Next, ‘Stakeholders, Negotiation and Project Management’ (15 credits) develops the tools and methodologies required to be an effective change agent within a modern business. Year 1 concludes with a 30 credit course aligned to the learners chosen specialism:

The Data Analytics specialism studies ‘Data Driven Analytics’, which systematically explores the modern data science workflow using industry-standard tools and technologies.

The IT Business Analysis and IT Strategy specialisms focus on ‘IT Business Strategy and Lifecycle’, which examines how to develop plans and implement IT transformation in business under the framework of the project lifecycle.

The IT Project Management specialism undertake ‘Advanced IT Project Management’, which examines the appropriateness of IT project methodologies depending upon the predictability of outcome, scale, time-frame, resources and complexity of tasks.

The Software Engineering specialism deep dives into software testing, verification, documentation, methods for software development, model-based development and software architecture in ‘Advanced Software Engineering’; whilst the System Test and Assurance Stream explores how software and digital systems are tested using established test environments in ‘System Testing’.

Year 2 starts with a non-credit bearing one-week ‘Project and EPA bootcamp’, which prepares learners for their work-related project and dissertation.
This is followed by a 15 credit ‘core’ course taken by all specialisms: ‘Communication in Business’, which explores a range of communication methods used in business and the digital sector, such as technology roadmaps, business reports, digital solution documentation and management-level presentations.

Year 2, and the programme, concludes with a 60 credit (24 week) work-related project and integrated end-point assessment. The project is conceived and executed by the learner in their workplace and is aligned to the learner’s chosen specialism (Data Analysis, IT Business Analysis, IT Strategy, IT Project Management, Software Engineering, System Test and Assurance, or Digital Business and Enterprise Systems Architecture). The project will demonstrate a professional-level of technical understanding and analytical skill, aligned to achieving organisational goals and enabling effective institutional change. Both the apprenticeship and non-apprenticeship stream will complete the 60 credit work-related project. There are two parts to the end-point assessment: (a) A Project Report (based upon a set of practical tasks within a project) (b) A Professional Discussion. Both elements must be passed to complete the work-related project and integrated end-point assessment.

Dedicated work-related Success Managers will meet with learners and their line manager regularly and provide supplementary support.

Structure of the MSc Digital and Technology Solutions (180 Credits)

Year 1

‘Welcome Week’ (0 credits)

Compulsory (Level 7)

NCHNAP791 Business Processes, Digital Transformation and Strategy (30 credits)
NCHNAP792 Leadership and Management for the 21st Century (30 credits)
NCHNAP786 Stakeholders, Negotiation and Project Management (15 credits)

Data Analytics Specialism OR

NCHNAP783 Data Driven Analytics (30 credits)

IT Business Analysis/IT Strategy Specialisms OR

NCHNAP793 IT Business Strategy and Lifecycle (30 credits)

IT Project Management Specialism OR

NCHNAP794 Advanced IT Project Management (30 credits)

Software Engineering Specialism OR

NCHNAP795 Advanced Software Engineering (30 credits)

System Test and Assurance Specialism OR

NCHNAP7101System Testing (30 credits)

Digital Business and Enterprise Systems Architecture Specialism

LISYS7249 Enterprise Systems Architecture (30 credits)

Year 2

Project and End Point Assessment Induction (0 credits)

Compulsory (Level 7)

LISYS7248 Communication in Business (15 credits)

Data Analytics Specialism OR

NCHNAP796 Data Analytics Capstone Project (60 credits)

IT Business Analysis Specialism OR

NCHNAP797 IT Business Analysis Capstone Project (60 credits)

IT Strategy Specialisms OR

NCHNAP798 IT Strategy Capstone Project (60 credits)

IT Project Management Specialism OR

NCHNAP799 IT Project Management Capstone Project (60 credits)

Software Engineering Specialism OR

NCHNAP7100 Software Engineering Capstone Project (60 credits)

System Test and Assurance Specialism OR

NCHNAP7102 System Test and Assurance Capstone Project (60 credits)

Digital Business and Enterprise Systems Architecture Specialism

LISYS7250 Digital Business and Enterprise Systems Architecture Capstone Project (60 credits)

Entrance Requirements

The learner will need to be in employment with, or sponsored by, a hiring business, with responsibilities to be aligned to the Level 7 Digital and Technology Solutions Specialist (Integrated Degree) Apprenticeship.
Entry requirements are agreed then set, based on numerous factors including availability of additional on-the-job support, by both the employer or sponsor and provider. As such, entrance requirements may vary. Learners are selected based on their application and an assessment process which is tailored to the learner’s employment/sponsored employment position.
Typically, employers require:

• A first class, 2:1 or 2:2 degree level award in a STEM or business subject.
  • A STEM degree (or equivalent) is mandatory for the Data Analytics Specialism
  • A Computer Science/Data Science/Digital Technology Degree (or equivalent) is mandatory for the Software Engineering Specialism
• At least Grade 4/C GCSE Maths, English and IT

Some applicants may not have traditional qualifications as listed above, and have prior learning and skills developed from the workplace, these will be considered on a case-by- case basis.
Where a learner will be studying the programme as an apprentice, they will also need to meet the government’s eligibility criteria:

• Have been a UK/EU/ESS resident for the past three years or more prior to starting the programme.
• Have left full-time education prior to the start date of the apprenticeship.
• Be aged at least 16 years old to meet government funding criteria.

Recognition of Prior Learning

Where a learner will be studying the programme as an apprentice, and is eligible to apply for the recognition of prior learning on the basis of certificated or experiential learning, this will be considered in the Initial Needs Analysis, as per Education Skills and Funding Agency (ESFA) Funding Rules, and will take due consideration of the Northeastern University London Recognition of Prior Learning and Credit Transfer Policy.

Aims of the Programme

The overall aims of the programme are to: 

• Offer specialist postgraduate, masters level study that underpins the Level 7, Digital and Technology Solutions Specialist (Integrated Degree) apprenticeship.
• Offer a programme of study that meets the needs and expectations of businesses and organisations and supports the career development of competent and professional digital and technology solution specialists.
• Provides flexible and broad access to an incrementally structured learning experience that is designed to encourage and enable a diverse range of learners to work within a range of organisations and businesses.
• To support the development of specialist digital and technology skills that will be valued and supported within professional work related contexts.
• Develop an advanced understanding of the principles, theories and technologies that enable the professional practice of digital and technology solutions.
• Provide learners with a rich and varied academic experience that is designed to support the integration of theory and practice within the workplace.
• Instil a strong professional work ethic that encourages independence, empathy, self-reflection and advanced communication skills that pertain to the role of a digital and technology specialist.
• Encourage and support a set of advanced attributes including, independence, project management, scholarly research and critical self-reflection.

Programme Learning Outcomes

Knowledge and Understanding

A learner will be able to: 

Subject Specific Skills

A learner will be able to: 

Transferable and Professional Skills

A learner will be able to: 

All of the above learning outcomes are mapped to the relevant QAA Subject Benchmark threshold statements and Apprenticeship Standard.

Map of Courses to Programme Learning Outcomes

Teaching and Learning Strategies

Strategies

The programme is studied through blended work-related learning, over a 21 month period, and is delivered through an interactive virtual learning environment (VLE).

The achievement of the Programme Learning Outcomes is supported primarily through an extensive range of e-learning interactions and materials. Delivery methods include:

• Lectures (synchronous face-to-face or via video conference, and pre- recorded)
• Seminars for small group discussion (including online discussion)
• Informal discussion groups (including online discussion)
• Assessments
• Links to related reading material
• Learning support plans (LSP)
• Online presentations
• Participation in online forums
• Consolidation and revision sessions
• Independent study and research
• Final project

Regular in-depth formative feedback is provided to the learner, with advice and guidance to support their achievement in summative assessments. The programme aims to progressively enhance digital technology knowledge and skills – as well as maths, English and communication skills – as learners practice and apply their newly found knowledge and skills in the workplace. Regular tri-partite reviews between the learner, the work-related Success Manager (provider) and workplace line manager (employer/sponsor) formally monitor and evaluate their progress.

The blended-learning work-related programme ensures that learners have the opportunity to explore their subject in an incrementally structured, well-managed and appropriate manner. It develops the knowledge, core and subject-specific skills, and transferable skills, required by learners and enhances their confidence. The combination of academic study and work-based learning is a key feature of the programme. Practical and theoretical experiences in the workplace, in tandem with their academic studies, develop and enhance the learner’s specialist knowledge, skills and behaviours.

Assessment tasks mix written assignments with set exercises, computer-based examination and technical tasks to provide opportunity for learners to demonstrate their learning in a variety of ways and to support professional practices within the workplace.

Learners are supported to acquire and practice a wide range of transferable skills. These include problem solving, analysis, strategic thinking and interpersonal and communication skills. Learners will be effective team players within their work environments and fully participate in presentation work during their studies. Importantly, they are also encouraged to balance these cooperative interpersonal skills with responsibilities and self-development within the work-based learning programme. These graduate qualities are supported throughout the programme by an initial rigorous non-credit one-week block of teaching. This includes transferable skills, such as time management and presentation skills, needed to become an effective team member in the workplace, basic study skills and needs/expectations of employers.

Induction for all new learners includes a welcome to Northeastern University London by the Director of Business and Partnership Development & Apprenticeships (or a nominee); introduction to key personnel, such as the Programme Leader, Course Leaders, and Success Managers to introduce learners to the programme they are about to embark upon. There are also sessions on library services, IT and facilities, and an induction from the Distance Learning Team.

The programme is designed to progress steadily over the 21 months and develop learners’ conceptual sophistication through cumulative experience and knowledge. The final project will allow learners to develop their thinking in collaboration with an academic supervisor.

Northeastern University London recognises and has embedded the expectations of current equality legislation, by ensuring that the programme is as accessible as possible by design.

Additional alternative arrangements for learners with Learning Support Plans (LSPs)/declared disabilities will be made on an individual basis, in consultation with the relevant policies and support services.

Applicants with a disability are encouraged to declare their disability during the application process under the Initial Needs Analysis. Once declared, Student Support & Development will work with the learner to agree a support plan for the duration required. This plan will form part of the Commitment Statement and will be reviewed at the tri-partite reviews every six/eight weeks to confirm that this support is effective.

Student Support & Development facilitates all academic and learner services, and oversees learner wellbeing; careers advice is provided for learners via Northeastern University London Careers Team.

Assessment

Courses are assessed in a variety of ways including:

Formative

• Tests or quizzes
• Essays or reports
• Short answers and problem sets
• Oral presentations/debates/discussions

Summative

• Unseen examinations
• Written assignment
• Dissertation
• Portfolio
• Presentation
• Set exercises
• Lab
• Code & Report

Appendix C contains the programme structure and assessment summary.

Assessment Regulations

The assessment regulations can be found on the Northeastern University London website.

End-Point Assessment

The apprenticeship end-point assessment (EPA) is integrated into the Digital and Technology and Solutions Specialist (Integrated Degree) apprenticeship as detailed in the Institute for Apprenticeships & Technical Education Assessment Plan. Both apprentices and non-apprentices will complete the end-point assessment. The EPA assesses the workplace project via a project report and viva voce oral examination.

Awards

This programme is studied over 21 months as a blended, work-related learning programme, whereby the learner will study with the provider for 47 days in the first year (one day per week for 42 weeks and one five-day bootcamp) and for 35 days in the second year (one day per week for 30 weeks and one five-day bootcamp). This is termed ‘off-the-job’ training. Additionally, the learner and employer will commit to a further two days per week, for 44 weeks in the first year and 30 weeks in the second year, for provider-guided work-based tasks and training. The 21-month programme is worth 180 credits (= 1800 hours of learning time), comprising multiple courses. This allows for six weeks of annual leave in the first year and four weeks of annual leave in the second year (over the remaining nine months).

The final 60 credits (= 600 hours of learning time) will comprise the workplace project, spanning 24 weeks.

Learners must complete the required amount of off-the-job training hours which equates to 6 hours per week on average for those who work at least 30 hours per week. The total hours required is calculated by the number of practical training weeks of the course x 6 hrs. Learners must complete the minimum required hours to complete the apprenticeship.

Learners must successfully complete each course in order to be awarded the specified number of credits for that course. One credit corresponds to approximately ten hours of ‘learning time’ (including all online and face-to-face delivery, all private study and research, and relevant aspects of on-the-job learning). Thus obtaining 180 credits requires 1800 hours of overall learning time.

All core and specialism courses are compulsory and must be successfully taken by all learners studying the programme and learners must attend face-to-face (induction) bootcamps.

To be eligible for the award of a MSc Digital and Technology Solutions learners must obtain 180 credits, all at level 7.

Learners will achieve 105 credits in calendar year 1 and 75 credits in calendar year 2, totalling 180 credits.

Learners who achieve 60 credits at level 7 will be eligible for the award of a Postgraduate Certificate Digital and Technology Solutions.

Learners who achieve 120 credits at level 7 will be eligible for a Postgraduate Diploma Digital and Technology Solutions.

Where a learner fails a course(s) due to illness or other mitigating circumstances, such failure may not be compensated or condoned.

The grading of the MSc degree award is made up of the workplace project assessment (Digital and Technology Solutions Specialist Integrated Degree Assessment Plan) together with numerous course assessments. The Master’s degree award and classification is based on a weighted average mark of the assessed work (summative assessments only) the learner has completed. Being 60 credits, the assessments based on the workplace project contribute significantly to the overall degree grading. The integrated EPA must be passed to achieve the degree award. The pass mark for a course is 50%, and all component assessments must be passed.

Classifications

Learners are graded using postgraduate degree classifications for English universities, and following the QAA (Quality Assurance Agency for Higher Education) Code of Practice for the Assurance of Academic Quality and Standards in Higher Education. The Northeastern University London postgraduate award grading regulations are shown below:

Exemptions from the Northeastern University London Academic Quality Framework

None.

Special Provisions for Professional Statutory and Regulatory Body

None.

Quality Evaluation and Enhancement

Review and Evaluation Mechanisms

Northeastern University London has robust procedures, as described in AQF4 Programme and Course Approval and Modifications and AQF5 Annual Monitoring and Reporting, in place to assure the quality of the programme’s development, delivery, and management, alongside the systematic monitoring, ongoing review and enhancement of all programmes awarded by Northeastern University London. Enhancements are made as necessary to ensure that systems remain effective and rigorous.

Northeastern University London utilises constructive feedback from a variety of sources, internal and external, to inform its decision-making process to enhance the programme and the learner experience. These feedback sources include:

• Annual programme reports, written by the Programme Leader, are prepared in order to enhance individual programmes and to plan ahead.
• Annual Examiner reports are prepared by independent External Examiners to confirm that a programme has been assessed in accordance with the approved documentation and that the learner performance meets the appropriate academic standards.
• Education and Skills Funding Agency Employer and Apprentice surveys (for the apprenticeship stream).
• Formal learner feedback mechanisms consist of course and programme learner satisfaction questionnaires and Learner Voice Committee.
• Informal learner feedback is also valued by Northeastern University London and this can take the form of learners talking to their Success Manager (which incorporates the personal tutor role), Course Leaders, professional staff, or elected learner representatives.

In addition to academic progress monitoring, progression also includes checking that the learner is achieving planned levels of off-the-job learning required by the apprenticeship as set out in the Commitment Statement. Regular discussions between the Success Manager (provider), line manager and learner will also confirm whether the learner is keeping pace with their plan of learning at work, and – for the apprenticeship stream – is meeting the competency progression points as part of their apprenticeship.

Learner attendance at scheduled learning opportunities, as well as monitoring periods of off- the-job training, is monitored through the use of a learner management system.

Version History

Disclaimer 

The University has checked the information provided in this Programme Specification and will aim to deliver this programme in keeping with this Programme Specification. However, changes to the programme may sometimes be required arising from annual monitoring, student feedback, and the review and update of courses and programmes. Where this activity leads to significant changes to courses and programmes there will be prior consultation with students and others, wherever possible, and the University will take all reasonable steps to minimise disruption to students. It is also possible that the University may not be able to offer a course or programme for reasons outside of its control, for example, due to the absence of a member of staff or low student registration numbers. Where this is the case, the University will aim to inform applicants and students as soon as possible, and where appropriate, will facilitate the transfer of affected students to another suitable programme. 

Copyright 

The contents of this Programme Specification are the copyright of the University and all rights are reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, such as electronic, mechanical, photocopied, recorded or otherwise, without the prior consent of the University.

Appendix A – Map to QAA Subject Benchmark

QAA benchmark statement for Business and Management (Master’s) can be found here.

QAA benchmark statement for Computing (Master’s) can be found here.

Appendix B – Map to Apprenticeship Standard

Appendix C – Programme Structrure and Assessment Summary

COURSE TYPE:   C = Compulsory; O = Option.

COURSE MODE:   CD = Campus Delivery; BK = Block Delivery; BL = Blended Learning; DL = Distance Learning and Self-Directed Learning; EL = E-Learning; EX = Experiential; PL = Placement; WB = Work Based Learning,

ASSESSMENT WEIGHTING: AE1 = Assessment Element 1; AE2 = Assessment Element 2; AE3 = Assessment Element 3; AE4 = Assessment Element 4

Footnotes

¹A learner must be in a role that provides the opportunities to gain the knowledge, skills and behaviours needed to achieve the Digital and Technology Solutions Specialist Apprenticeship; i.e. a pathway to a competent data analyst, IT business analyst, IT strategist, IT project manager or software engineer. Digital & Technology Solutions Specialists maintain digital and technology strategies through technology leadership; investigating, identifying and implementing technological strategic solutions. They direct digital technology provision by studying organisation goals, strategies, and practices and delivering and supporting strategic plans for implementing digital technologies. They are confident, competent and capable individuals able to apply leadership and change management skills to operate in a range of digital and technology related specialist roles.