University of Chester, Kensington College of Business
Thornton Science Park, Kensington College of Business
Undergraduate Modular Programme
Full-time and Part-time
Classroom / Laboratory,
3 years full time
Annual - September
Science & Engineering
Computer Science Undergraduate Board
Thursday 1st May 2014
To promote the academic, vocational and personal development of students;
To encourage a critically and theoretically informed and reflective approach to academic study;
To foster learning and research related to the academic, personal and vocational concerns of its students and staff;
To facilitate access to higher education and lifelong learning by flexibility in admissions procedures, and learning and teaching styles;
To develop skills and knowledge appropriate to preparation for postgraduate study or further research, and to a range of vocations and careers, particularly in the area of Computer Science;
To provide effective, structured learning opportunities for undergraduate study in Computer Science which promote the development of knowledge and understanding, research skills, skills of analysis and interpretation, skills of coherent argument, skills of communication and presentation;
To increase self-awareness and insight into both professional and ethical issues relevant to the discipline of Computer Science.
FHEQ Level 4
FHEQ Level 5
FHEQ Level 6
The critical application of appropriate methodology to a range of sources, problems and issues within Computer Science and Applications;
The investigation and interpretation of scientific terminology; key subjects in Computer Sciences; programming skills, systems analysis and design, database systems management.
FHEQ Level 4
FHEQ Level 5
FHEQ Level 6
Solving problems and communicating solutions in a professional and rigorous fashion;
Making connections between subjects taught in separate modules;
Evaluation of methodologies within the discipline;
Planning and conducting a research project;
Synthesis and integration of information from a variety of sources.
FHEQ Level 4
FHEQ Level 5
FHEQ Level 6
Ability to use library resources in order to identify and retrieve source material, compile bibliographies, inform research and enhance presentations;
Ability to identify different programming languages and techniques and to use at least one of them to construct a programming-based project;
Ability to use information technology (IT) and computer skills for data capture, to identify and retrieve material and support research and presentations.
Communication and key Skills
CO6009 CO6021 CO6027
2. Application of Number.
3. Improving own learning and performance.
4. Working with others.
5. Problem solving.
CO6001 CO6021 CO6025 CO6027
The structure and content of the programme has been determined from a variety of sources.
University of Chester Undergraduate Ordinances
Academic Quality Support Unit policy and documentation
Subject Benchmarking statements for Computing and to a lesser extent General Business and Management
Availability of staff and resources
In the context of this programme specification, a theme is taken to mean an individual subject area, potentially taught at all three levels depending on the programme. This aligns with the concept elaborated in the Computing Subject Benchmark statement.
This programme requires students to study all five themes at level 4. The number of themes reduces throughout the course as the student follows a more specialised path.
Information and databases
This theme is a straightforward elaboration of the subject benchmark area spanning all three levels of study.
Data Communications & Networks
This theme is a straightforward elaboration of the subject benchmark area spanning all three levels of study and tackles the subject area as applied across the whole field of Computing and Business (cf. Internet theme).
WWW and Internet
This theme has some commonality with Data Communications & Networks at level 4, but discriminates between those aspects that are required or applied in the context of the World Wide Web and the Internet. At levels 5 and 6 more focus is placed on development and implementation of systems (with some management). There is a strong focus on HCI and ethical issues.
Programming reflects on the different approaches to software development. Traditional programmers develop applications but computing professionals in general will require some understanding of software design process and may need to use scripting to implement sections of a project.
Systems including Systems Analysis & Design
This theme is a straightforward elaboration of the subject benchmark area spanning all three levels of study and includes project management.
Data Communications and Networks (Professional Skills)
This theme develops industry standard skills and gives students the opportunity to sit industry accredited qualifications (Cisco) alongside their academic studies. The theme only exists at levels 4 and 5.
This theme is studied at level 4 to supplement the student’s knowledge and skills in the development of multimedia content for web-based applications.
IMPORTANT NOTE: At level 5 students must choose one of CO5019 or WB5001. At level 6 students must choose at least two modules from CO6002, CO6021 and CO6025. On completion of the relevant Cisco modules, students may be able to take the Cisco exams and obtain an extra industry-standard Cisco qualification. Graduation criteria and exit awards Students graduate with BSc Honours on completion of level 6 having obtained 360 credits (120 per year). Students may obtain an exit award of Dip HE on completion of level 5 having obtained 240 credits (120 per year). Student may obtain an exit award of Cert HE on completion of level 4 having obtained 120 credits.
The admissions data provided below was correct at the time of creating this programme specification (August 2015). Please refer to the prospectus pages on the corporate website www.chester.ac.uk for the most recent data.
280 UCAS points from GCE A Levels or equivalent. Typical offer - BCC/BBC
BTEC Extended Diploma - DMM
BTEC Diploma -D*D*
B in 4 subjects
Access to HE Diploma to include 15 level 3 credits at Distinction and 15 level 3 credits at Merit
OCR National Extended Diploma: Merit 2
OCR Cambridge Technical Extended Diploma - DMM
OCR Cambridge Technical Diploma - D*D*
Please note that we accept a maximum of 20 UCAS points from GCE AS Levels and that the Welsh Baccalaureate (core) and A Level General Studies will be recognised in our offer. We will also consider a combination of A Levels and BTECs/OCRs.
‘Subject benchmark statements provide a means for the academic community to describe the nature and characteristics of programmes in a specific subject’ [QAA, 2006]
[QAA, 2006] clearly distinguishes between graduates in general computer science and graduates with a particular specialism. However, it places a responsibility on programme designers to meet the following criteria:
the course is designed as a coherent whole with theory, practical skills and applications integrated in a harmonious manner; it should be up to date in terms of developments in computing and current thinking on curriculum development and delivery; it should take appropriate account of issues such as the employability of its graduates and the needs of employers
it has clear and achievable aims, objectives and intended learning outcomes which match its title and the programme specification
courses are imaginatively designed to meet as effectively as possible the needs of the full range of intended students in terms of course length/duration, modes of attendance including part-time possibilities, location, structure and sequence, and optional elements
on each pathway every student will have exposure to those key topics and practices most relevant to its central objectives and title; the design of this should be informed by considerations articulated below
the course shows progression with later parts complementing, extending or building upon earlier ones
the programme presents coherent underpinning theory appropriate to the aims of the course, and this is further developed and used throughout the course. This should be such as to enable graduating students to adapt to future developments in the field. Overall, the course should reflect the rapid rate of change in the field and ensure that coverage is given to a selection of emerging topics so that students are aware of likely future developments in the subject together with their potential impact
courses need to be designed to possess themes that ensure students are equipped to contribute to the development of major components of computer systems in a manner that ensures they are fit for the purpose for which they were intended. The latter implies an understanding of the mechanisms that will ensure quality in both process and product and this will often mean a comprehension of how systems should be designed for use by humans
in those parts of the curriculum that relate to an engineering approach to the subject, the concepts of requirement, specification, design, implementation, evolution and maintenance are pervasive and an appropriate engineering ethos is present
in those parts of the curriculum that have a mathematical, scientific, psychological, aesthetic, systems, management or organisational orientation, there is appropriate underpinning which ensures that students acquire well-founded insight into the range of possible approaches
in practical coursework there is an opportunity for students to gain experience of working both in groups and as an individual
in relevant parts of the course students are encouraged to reflect, evaluate, select, justify, communicate and be innovative in their problem solving
there is provision for the development of a range of personal and transferable skills generic to all graduates
there is a major activity allowing students to demonstrate ability in applying practical and analytical skills (as they are present in the course as a whole). This will often take the form of a project carried out in the final year but individual institutions are free to use alternative arrangements where that would best fit their particular course structure or content
where appropriate in terms of meeting the overall objectives of a course, such activity as industrial placements are seen as a valued part of a course and are properly integrated in terms of preparation of students before this activity, debriefing and building on the experience afterwards, and assessment
the assessment strategy associated with the course is clearly documented and will allow the institution to show that graduating students meet the criteria set in this subject benchmark statement.
This programme has been designed specifically to meet the above criteria. Also, in line with the current benchmark statement the course matches the typical outcomes for a programme in a computing related discipline, namely that students should be able to:
demonstrate a sound understanding of the main areas of the body of knowledge within their programme of study, with an ability to exercise critical judgement across a range of issues
critically analyse and apply a range of concepts, principles and practice of the subject in an appropriate manner in the context of loosely defined scenarios, showing effective judgement in the selection and use of tools and techniques
produce work involving problem identification, the analysis, the design and the development of a system, with accompanying documentation. The work will show problem solving and evaluation skills, draw upon supporting evidence and demonstrate a good understanding of the need for quality
demonstrate transferable skills with an ability to show organised work as an individual and as a team member and with minimum guidance
apply appropriate practices within a professional, legal and ethical framework and identify mechanisms for continuing professional development and lifelong learning
explain a wide range of applications based upon the body of knowledge.
QAA (2006) “Computing benchmark statement” QAA for Higher Education
Level 4: Learning is predominantly tutor-designed and guided, and students are offered opportunities for individual initiative within this framework, which provides groundwork in subject-specific and transferable study skills and encouragement to communicate accurately.
Level 5: Learning remains largely tutor-guided and students are encouraged to work in collaboration with tutors and fellow students. There is opportunity for consolidation and development of appropriate study skills and for experiencing a range of appropriate methods for tasks in hand.
Level 6: Students develop a greater responsibility for their own learning, both independent and collaborative. There is a consolidation of appropriate study skills and their application to independent enquiry in the form of a major individual research development project.
Lectures, seminars, supervised practical workshops, IT based learning, guided reading and resource-based learning, dissertation support programme, work based learning, oral presentations, essays, reflection and group work.
In order to achieve an appropriate mix of assessment of knowledge, understanding and skills, a blend of assessment methods is required:
Knowledge and understanding Unseen examination, appraisal of literature and systems, projects, presentations.
Thinking or cognitive skills Unseen examination, coursework exercises, projects/dissertation, presentations.
Transferable/key skills Reports, presentations, reflection through work based learning support and group presentation.
Subject to the overall pattern of assessment conforming to this strategy, each module is assessed by the most appropriate types of assessment, suitably weighted. Assessment and reassessment methods are detailed in the module outlines.
There are clear assessment criteria and a marking scheme for every assessment. Marking schemes identify levels of performance against specific learning outcomes. They indicate how the final mark will be derived, and are designed to facilitate second marking and constructive feedback to students from the tutor.
The programmes clearly offer students the opportunity to achieve the characteristics of a graduate. Successful achievement of the learning outcomes as mapped to benchmarks throughout this document will evidence the level that the students have achieved.
On completion of their study a graduate will be able to enter a range of careers, typically:
Software Test Engineer
Application Support Analyst
Computer Systems Analyst
The University is committed to the promotion of diversity, equality and inclusion in all its forms; through different ideas and perspectives, age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. We are, in particular, committed to widening access to higher education. Within an ethically aware and professional environment, we acknowledge our responsibilities to promote freedom of enquiry and scholarly expression.
The programme is delivered in English and provided the student has attained the defined standard there are no other cultural issues.
As a technology-oriented degree there is a high likelihood that the majority of disabilities can be addressed using appropriate specialist hardware and software; individual applicants will be invited to discuss their individual needs with the programme leader and the applicant will be advised as to the provision that can be made for them, prior to accepting a place.
At level 5 students must choose one of CO5019 or WB5101.
At level 6 the students must choose at least 2 modules from CO6002, CO6021 and CO6025 when selecting their options.
On completion of the relevant Cisco modules, students may be able to take the Cisco exams and obtain an extra industry-standard Cisco qualification.
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