Agriculture, Horticulture, Forestry, Food, Nutrition and Consumer Sciences. July 2016 revision.
Monday 28th November 2016
In today’s global marketplace individuals seeking to take managerial responsibility in a dairy farming or allied business must have enhanced business, marketing and management skills to complement their practical experience. New entrants will need both technical and managerial skills in order to embrace new methods of livestock management and ensure global food security for the future. The FdSc Agriculture with Dairy Herd Management will introduce the principles of human resource management and the influence of global markets on the UK dairy industry alongside equipping students with up to date scientific and technical understanding. The programme aims to produce graduates with high levels of scientific, agricultural and communication skills in order to meet the skills gap identified by several industry commentators and ensure the continued high levels of employability enjoyed by Reaseheath graduates.
The FdSc Agriculture with Dairy Herd Management award aims to provide the following:
• To enable students to progress in a professional career within the dairy industry.
• To develop the student’s understanding of the technical, economic, legal and managerial principles relating to farm businesses.
• To develop the student’s ability to identify and review the effects of technical, economic, environmental, and ethical issues in the global agricultural industry.
• To develop an awareness of local and global market opportunities for dairy products.
• To develop student’s business skills needed to manage and solve problems associated with dairy farming businesses.
• To enable students to take an honours degree conversion programme
Key knowledge areas are a firm grasp of the underlying scientific principles of dairy cow production, and an understanding of business evaluation and planning. Techniques such as benchmarking, recording financial and physical performance and staff management. The role of UK agriculture in global food production, its impact on the environment and the development of sustainable land management techniques.
FHEQ Level 4; underlying scientific principles, evaluation of production systems, appreciation of financial consequences of decision making taught in:
• RC4102 - Biological Systems in Agriculture
• RC4110 - Farm Animal Nutrition
• RC4104 - Fundamentals of Business & Human Resource Management
• RC4108 - Dairy Production Systems
FHEQ Level 5; application of scientific principles to specific problems within livestock or forage production, ability to investigate, evaluate data and draw conclusions in order to inform professional practice, business planning. Taught in:
• RC5106 - Farm Animal Health
• RC5104 - Dairy Cow Genetics & Breeding
• RC5110 - Independent Research Project
• RC5108 - Forage Production & Management
Cognitive skills will be expected to develop over the two years of the programme, starting with descriptive and explanatory skills and progressing on to the development of analytical and evaluative skills. Throughout the programme students will be expected to apply new knowledge to real life business situations in order to evaluate the best options for positive welfare, sustainability and production outcomes.
FHEQ Level 4;
• RC4108 - Find, read and understand sector specific texts including primary research material, industry publications and benchmarking data
• RC4105 - Use appropriate referencing conventions
• RC4208 - Understand, analyse and interpret basic data sets
• RC4110 - Evaluate a range of approaches to solving given problems
FHEQ Level 5;
• RC5108 - Evaluate key texts and critique source material
• RC5101 - Synthesise information from a range of sources to elucidate general principles
• RC5703 - Analyse data using complex tests of relationship & difference and draw appropriate conclusions
• RC5105 - Adapt writing styles to suit specific audiences
Students will demonstrate academic and employability skills such as planning, time management and self reflection. They will show an ability to meet deadlines and take responsibility for developing the level and range of their own skills over the duration of the programme. It is expected that by the end of the programme they will have assumed a greater level of managerial responsibility in their family business or in their place of employment.
FHEQ Level 4;
RC4208 - self evaluation and career development planning
RC4209 - understanding business structures, operating environment and workforce management
RC4208 - IT skills
RC4105 - awareness of ethical and legal influences on farming practice
FHEQ Level 5;
RC5109 - ability to work as a key member of a team
RC5107 - Business management & planning skills
RC5109 - enhanced employability skills: reliability and ability to work to high standards under pressure
Students will develop confidence in a number of methods of written and oral communication. They will be able to adapt their communication method to suit a variety of audiences & content.
FHEQ Level 4;
RC4108 - Describe and discuss issues affecting the dairy sector accurately & factually in both written and oral forms
All modules - Correctly structure and reference written reports for an academic audience
RC42081 - Give constructive feedback to peers
FHEQ Level 5;
RC5703 - Present coherent and evidence based arguments in written and oral forms
RC5101 - Communicate effectively as a member of a team
RC5108 - Adapt writing styles for a specific audience
Dairy Farming is a multidisciplinary occupation. On a daily basis a dairy farmer needs to be a midwife, a vet, a mechanic, a nutritionist and a businessman. He / she needs a strong work ethic to cope with 4am starts to an 18 hour day, 365 days a year, self reliance and problem solving abilities. This programme aims to equip its graduates with underpinning knowledge that allows them to make quick, informed decisions which benefit their herd, their business and the end consumers of dairy produce.
At level 4 they will develop generic HE research and communication skills, and be introduced to the underlying scientific concepts of diary production. These skills & knowledge will be used as the foundation to build more in-depth knowledge & understanding in key areas that underpin efficient and sustainable milk production. These include dairy cow nutrition, the ability to understand and evaluate dairy production systems, and an understanding of business structure and workforce management.
At Level 5 students will gain an understanding of some of the more complex elements of farming practice which require higher levels of scientific and business knowledge, namely the causes, prevention and management of metabolic and infectious diseases, genetics, business planning, and strategies to minimise the detrimental effect of dairy farming on the environment. Students will be able to pursue specific areas of interest through the planning and execution of an individual research project. Students who plan to progress to Level 6 study will be strongly advised to take RC5208 Research Methods as their optional module, this who wish to graduate with a Foundation Degree will be advised to take RC5703 Professional Project.
A minimum of 64 UCAS points from the qualifications listed below, including a grade C equivalent in one of the subjects recommended by the department.
The department recommends one of the following qualification(s):
GCE A Level: Biology, Business, or other disciplines having a basis in scientific theory (eg PE, Geography) or maths.
BTEC Extended Diploma in Agriculture, Animal Management or a related subject: MPP
BTEC Diploma in Agriculture, Animal Management or a related subject: MM
OCR National Extended Diploma/Diploma: merit profile plus one of the GCE A Level subjects listed above
Irish Highers/Scottish Highers: BBCC in 4 subjects, including Biology, Business, or other disciplines having a basis in scientific theory (eg PE, Geography) or maths.
International Baccalaureate: 26 points, including 4 in sciences, maths or geography.
Access to HE approved programme
Please note: 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.
Mature students (21 years of age or over) working in agriculture and without evidence of the above qualifications, will be required to demonstrate enthusiasm and aptitude for higher level study, and have the support of their managers for linking their education with their work activities. Where mature students do not have standard academic qualifications but are able to demonstrate considerable vocational experience and transferable skills, their applications will be viewed on an individual basis to assess suitability. All students in his category will be required to attend an interview and may be asked to submit a piece of work to confirm their ability to undertake the programme.
Any applicant who has not received certification for prior learning experiences, but has worked within the discipline, will also be considered. Acceptable work-based experience could include one, or a combination of several, of the following: herd management, young-stock management, allied industries such as nutrition, breeding or advisory services.
It would normally be expected that all entrants on to the programme will currently be employed in the agricultural sector.
The subject benchmark statements state that degree programmes in agriculture and related disciplines should develop the students knowledge and understanding of crop and animal production methods, and the underpinning scientific, economic and business principles (para 2.15).
The major (sometimes only) crops produced by dairy farmers are those which are to be used as forages. The production and management of these crops is explored in the Forage Production and Management modules, with the underpinning science covered in the Biological Systems in Agriculture module.
Animal production methods, focussing on dairy cattle, are covered in the Dairy Production Systems module with further development of specific aspects of animal production in the Animal Welfare, Farm Animal Nutrition and Animal Health modules.
Environmental aspects of agricultural activity are explored in the Agriculture & the Environment module. While economic and business principles are considered in every module, they are comprehensively explored in specialist business modules at both Level 4 and Level 5.
In all subject areas students will be expected to gain understanding of the current concepts, theories and models, and to be able to identify gaps in both their own knowledge and in published research. At level 4 they will be required to consider their own business or farming practice, and the scientific principles underlying their farming practice. At level 5 students will consider local, regional and global aspects of the dairy industry (para 3.6).
Students intellectual skills (para 5.6.1) will be tested and developed throughout the programme using a variety of teaching and assessment methods, and their practical skills (para 5.6.2) will be developed through their work placement and their research project planning and execution.
Analytical, data interpretation and communication skills (para 5.6.3 and 5.6.4) will be developed through all modules, with these skills being initially developed at level 4 through teaching and formative assessment methods, and enhanced at level 5 particularly in the planning, interpretation and presentation of their research project. It is anticipated that the majority of source material used for assignment completion will be from on-line sources such as e-books and e-journals, thus enhancing digital literacy (para 5.6.5). The project module will also require self-management skills which will be demonstrated through planning workload and meeting deadlines (para 5.6.7). Interpersonal and teamwork skills (para 6.6.6) will be developed through use of formative group tasks during lectures and will be assessed via their work placement reports & employer feedback.
Subject specific knowledge will be developed and assessed in all modules. The science of dairy production systems will be introduced at level 4 (RC4102, RC4108, RC4110) with questions of sustainability and global socio-economic impacts addressed at Level 5 (RC5101, RC5703 & RC5704) (para 5.6.8a). Farm business management, particularly factors affecting profitability, sustainability and consumer protection & perception (para 5.6.8b) will be an underpinning theme of all modules and levels 4 and 5. Skills in the selection, evaluation and application of key information and concepts will be developed through tasks and assessments across all modules at Level 4, and further developed at level 5 to allow students to synthesise hypotheses and find solutions to a wide range of vocationally relevant issues.
Teaching and Learning
The pattern of delivery is a unique feature of this programme which makes higher level academic study available to those who are already employed full time in the industry and have business critical roles that would not allow them to study in the normal full time (5 days per week) pattern. The full time programme is delivered in 2 days per week (currently Wednesdays & Thursdays) over 2 years, and the part time route is delivered in 1 day per week over 4 years. The compact mode of delivery of the full time route is made possible by timetabling 6 hours of lectures per day, with little or no "down time" while in college. The total contact hours for each module are similar to those offered by other institutions. The part time students in-fill into the full time route, taking Level 4 Wednesday modules in year 1, Level 4 Thursday modules in Year 2, Level 5 Wednesday modules in year 3 and level 5 Thursday modules in year 4. This pattern of delivery was originally designed in consultation with industry representatives who had identified a gap in local and national provision for their employees who wished to gain higher level qualifications while remaining in full time employment.
Lectures are scheduled from 9.00 to 12.00 and 13.00 to 16.00, and each lecture is typically 3 hours in duration. This intensive delivery, and relatively long lectures allow a diverse range of teaching techniques to be used, and result in students really getting to grips with a particular topic and exploring it in a depth not possible in a single hour. Exceptions to this are the level 4 and level 5 business modules which have 1 or 2 hours per week of core theory delivered by the Business department which is supported by a 1 hour curriculum area based seminar session to contextualise the core theory for agriculture students.
A wide range of teaching methods are used, including lectures, group and individual research and evaluation tasks, case studies, visiting speakers and off-site visits. The college farm is also used for demonstration purposes where appropriate. This allows all individual learning styles to be catered for. At level 4 students will enter the course with varying levels of academic ability and industry experience. During induction week they will be introduced to the basics of finding and evaluating information sources, and these will be further developed and enhanced by the APD module which also builds their report writing, self evaluation and data handling skills. Another module delivered in the first semester is Biological Systems in Agriculture. This module ensures that all the students have a core understanding and appreciation of animal and plant systems and processes, in order to progress on to more applied modules such a Animal Nutrition, Crop Production and Livestock Production Systems. Teaching and learning techniques, such as group research tasks and presentations, will encourage retention, understanding and explanation of key facts and concepts. At level 5 students will increasingly be encouraged to critically evaluate presented information, and to synthesise evidence based arguments or solutions to vocational issues.
Assessment and Feedback
Written feedback will be given on all summative assessments, and ongoing formative assessments will usually receive verbal feedback, for example questioning during group activities. Students will be encouraged to continually self-reflect, and to give clear, constructive feedback to one another.
A variety of summative assessments will be used, including written reports, case studies, production of scientific posters, design of knowledge transfer media, seen and unseen time constrained exams and oral presentations. This will ensure that all learners are given the opportunity to achieve to their full potential while developing a wide range of transferrable skills.
Almost without exception the students joining this programme are already in full or part time employment within the industry, so are continually demonstrating basic employability skills. The aim of this programme is to develop their subject specific knowledge and personal skills in order to allow them to take on higher level management roles either within their current business or organisation, or to seek promotion elsewhere. Annual employability data shows employment rate well into the 90% and above bracket. Several graduates have successfully applied for farm tenancies or enterprise management roles. Other avenues that are open to graduates can be found in the allied industries such as nutrition, breeding or advisory companies, processors and retailers. Many of these large organisations have graduate trainee schemes and actively seek to recruit individuals who have both academic qualifications and vocational experience.
Both Reaseheath College and the University of Chester are committed to the active promotion of equality of opportunity. Both institutions seeks to ensure that no student is disadvantaged or discriminated against on the grounds of: gender; age; marital or parental status; sexual orientation; racial group (race, colour, nationality, ethnicity or national origins); creed (religious, political or personal beliefs or principles); membership or non-membership of a trade union; and socio-economic background. It also aims to ensure that disabled people and those with special needs do not suffer unfair discrimination, and that they are enabled to achieve their full potential as students. The ultimate objective of the programmes delivery is to ensure all aspects of delivery are open to all sections of society and in whose activities all students can participate to the best of their ability. This programme is designed to ensure inclusivity and the diverse needs of our students are provided for. At a departmental level all programmes are developed and delivered with the following aspects in mind: Admission requirements are clearly set out in promotional materials and due consideration is given to a policy of widening access, participation, diversity and equality.
The induction week activities are designed to integrate all students both academically and socially and to make academic staff aware of any issues. Students are made aware of avenues of support if they a have any issues regarding diversity and equality.
Each module and programme is developed in line with University policy to both promote equality and diversity and encourage all students in the development of their learning. There is flexibility in materials and delivery of teaching to support students with disability or from culturally diverse backgrounds and the Department works closely with Learning Support in delivering this support through Learning Support Plans. Supportive formative exercises are presented in modules in the first year to give all students an equal chance of succeeding. Assessments are designed to afford equal opportunity to all students to display their knowledge and skills. The introduction of anonymous marking also enhances equal opportunity, fairness and independence to all students. In order to ensure that the needs of all students are met any barriers to access (physical, environmental and curriculum) are identified and removed or reasonable adjustments will be made based on requirements. All learning materials and teaching and learning sessions are designed to be free from racist, sexist and other discriminatory assumptions and practices. Supportive formative exercises are presented in modules in the first year to give all students an equal chance of succeeding. Assessments are designed to afford equal opportunity to all students to display their knowledge and skills. The introduction of anonymous marking also enhances equal opportunity, fairness and independence to all students. In order to ensure that the needs of all students are met any barriers to access (physical, environmental and curriculum) are identified and removed or reasonable adjustments will be made based on requirements.
All learning materials and teaching and learning sessions are designed to be free from racist, sexist and other discriminatory assumptions and practices. All lecturers are aware of diversity issues and discharge their roles with knowledge and sympathy and all students are made aware of both institutional Department structures to discuss issues should a concern arise.
Reaseheath College offers specific support for students with specified learning needs, encompassing all physical abilities, in conjunction with the Higher Education Support Team (HEST) on campus. In collaboration with student support services, and safeguarding task groups, the college's equality and diversity policy aims to ensure that all students and all members of staff at the College have equality of opportunity and are treated solely on the basis of their aptitude, ability and potential to pursue a course of study or to fulfil the requirements of a job. The policy also aims to eliminate discrimination, which is unlawful or unfair.
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