Programmatic Review School of Business and Law Level 8 Bachelor … · 2017-02-21 · 1 Programmatic Review School of Business and Law Level 8 Bachelor Programme Level 6 Higher Certificate

1

Programmatic Review School of Business and Law

Level 8 Bachelor Programme

Level 6 Higher Certificate Programme


May 2014 Agenda

Time Activity

9:00 – 9:30am Private Meeting of Panel

9:30 – 10.00 Meeting with Senior Management to Discuss: • Rationale for the development of

programme(s) • The associated internal approval process and

findings 10.00-10.45 Dialogue on Learning Opportunities:

• Model of Provision • Resourcing of proposed programme provision • Staffing of the proposed programme provision

10.45 – 11:00 Tea/Coffee Break

PAEC/A6/5.1.5

2

11:00 – 13.00pm Award Standards and Participation in the Programmes: • Access and admission requirements for the

programmes • Structure, aims, objectives and intended

learning outcomes of the programmes Curriculum design and content Assessment: o programme assessment strategy omodule assessment strategies oassessors o examiners

13.00pm – 13.30 Lunch

13.30–14:00 Meeting with Learners

14:00 - 14:45

Facilities Review

14.45- 15.00 Tea/ Coffee Break

15:00 - 15:45 Private Meeting of Panel

16:00 – 16.15 Preliminary Oral Feedback to DBS Senior Staff

Panel Members Dr. Barry O’Connor – Chair Registrar of Cork Institute of Technology Dr Liam Thornton UCD Sutherland School Anne Carpenter Institute of Technology, Carlow Caroline Gill Barrister, Law Library Grainne Callanan Waterford Institute of Technology Jack Leahy Trinity College Dublin, Student Representative DBS Staff Attending Andrew Conlan-Trent, Executive Dean Evelyn Cregan, Head of School of Business and Law Stuart Garvie, Registrar

PAEC/A6/5.1.5

3

Law Staff: Dr Eimear Long Sharon Sheehan Barry Halton Maryrose Molloy Elaine Walsh Colin Dunlea Mary Gordon Louise Murphy Darina Reilly Patrick Mongey Michael Kielty, Learning and Teaching Jane Buggle, Deputy Head Librarian Denise McMorrow, Head of Careers and Student Services Meeting with Senior Management The Executive Dean outlined the strategic objectives of the college as a whole:

• To deliver high quality academic and customer service provision to enhance the student experience

• Efficient and effective administrative backbone to support the level of service provision, streamlined processed and procedures

• Financially strong and sustainable – central focus as a private college • Committed and effective staff measured through satisfaction and low staff turnover • Good business management system • Future focussed and innovative for sustainability - Winning new business nationally and

internationally • Strong positive reputation as a college, built on success -credible steps for students towards

employment The Head of the Business and Law School outlined the programme specific context:

• 2 years ago level 8 law degree was reviewed to move to QQI single award • 2013 reviews and validations took place in moving all business degrees to QQI • Changes and recommendations from 2012 review and 2013 Level 8 reviews were examined

and it was decided to bring forward law review to bring programme in line Introduction of non-law electives and more choice for students

The Programme, Dr Eimear Long noted the following:

• The Review is response to recommendations on LLB from 2012

PAEC/A6/5.1.5

4

• Inclusion of Employability pillars • Teaching and Learning strategies – developed from 2013 reviews • Learning outcomes reviewed, especially at stage 3 • Careers service improvement – in response to stakeholder analysis • Level 8 changes – employability pillar, introduction of non-law optional modules, move from

4x15 credit modules to 5/10 credit modules

• Level 6/7 changes – progression opportunities. All learning outcomes reviewed in terms of structure and content. Additional modules added

• Kings Inn kept in loop in relation to proposed changes but no feedback received The Panel asked about Employability and Personal Development. Is it cross listed with non-law students and what is the rationale behind it? The team spoke of government reports on students need to be work ready. The module is cross listed across business school but there is recognition of specialism. The Panel noted there is no specific module for Legal Skills and emphasised the importance of a graduate being prepared to go into the legal workplace. The Panel asked from a metrics point of view can the degree be diluted (with the employability pillar, and whether out of the 180 ECTS credits for the degree, can the law modules themselves incorporate these generic employability skills rather than stand-alone credit bearing modules. The Panel indicated concerns over employability pillar on level 8 degree – 30 credits over course of degree. DBS, however, stressed the importance of providing students with the necessary skills f or the workplace. The Panel requested that the graduate attributes be articulated – what will graduates of this programme look like. The team noted that the graduate would be independent learners who have academic knowledge and ability to apply it to the real world, and noted that the programme learning outcomes sets out graduate attributes (P.43 of document) The Panel asked what feedback have we had from employers on graduates. Team advised none yet as it is too soon – we do not yet have graduates from these programmes. The Panel discussed ‘soft subjects’ and intimated concern over number of credits assigned to th ese. The team pointed out the difference between embedding and stand-alone modules and discussed specialists who have been brought in to teach on these modules

PAEC/A6/5.1.5

5

A discussion took place in respect of teaching and learning and the 14/15 teaching and learning budget allocation. It was confirmed DBS contributes towards staff PHDs depending on area and topic. The Panel asked for numbers on individual degrees DBS noted that any retention issues tend to arise from student not being suited to law discipline. The team outlined the progression path (Higher Certificate to Level7 to Level 8 )`1 and discussed mapping of programmes to have level 6 and 7 students best prepared for level 8. It was confirme d those who progress are exempt from year 1 and 2 on the Level 8. It was further noted that, in respect of Kings Inns, students are considered on an individual b asis from those who have those who have progressed to completion of Level 8. The Panel asked about the contact hours. 10 credits = 70 contact hours – why? The team explained the structure: 1 hour blocks in year 1, 2 + 1 hour blocks in year 2, 17-18 hours per week over 25 weeks. It was confirmed tutorials are part of the 70 hours of engagement. The Panel asked how much Moodle is used. The team advised it is actively used especially in terms of engagement and attendance monitoring. The Panel asked about the student experience. The team responded that DBS is a student-focussed environment and spoke of the student feedback system, the class representative system, the support of the academic operations team and the pastoral care provided by the programme leaders. In relation to student feedback the Panel asked how the loop is closed on this feedback and were advised by the team that this is through a transparent complaints process and the student representative system. Award Standards and Participation in the Programmes It was confirmed that, in drafting programme learning outcome, the NFQ generic award standards were used. Panel stated area of ethics / professional ethics not mentioned; the DBS team pointed to programme learning outcomes 1 and 7 (although not explicitly stated). (Page 79/80 of the Programme Document). The Panel asked about the assessment strategy on repeats; it was noted that it decided at the examination board what element of assessment the student is to repeat / resit

PAEC/A6/5.1.5

6

Chair of the Panel was concerned that the repeat assessment strategy is not set out for students and felt it should be clearly outlined. Panel pointed out QQI requirement for which assessment cove rs which specific learning outcome. The team explained that the module guides outlined this and agreed to provide an example to Panel. A discussion took place re composite overall pass vs failed element. QA standards are aligned w ith QQI (as per Roisin Sweeney from QQI). The matter of the external examiner process was raised by the Panel. The team explained the appointment procedure and that the externs attend external exam boards, four boards for LLB, and one for Level 6 and 7, and that the externs are appointed for a period of three years. The Panel asked why the subject Equity has been removed from the Programme. The team explained that, after discussions with students, they felt module was being double delivered (at Level 7 and Level 8). It has been removed as a stand-alone module but not completely excluded from the degree. The Panel noted that in terms of the Level 7 as a stand-alone legal degree the fundamental nature of an equity module to a law qualification. The Panel suggested Level 8 student should be building upon equity at Level 8 rather than it being double -delivered. Team outlined the differences between Level 7 and Level 8 – further drilling down into concept and level of detail. Team advised that at Level 7 they feel topic of Equity is well enough covered in other modules but perhaps this is not outlined sufficiently. The Panel pointed out the learning outcomes appear to be at a higher level for Level 6 and 7 than for those at Level 8 – that they were more explicit and comprehensive. The Panel raised an issue with core texts for Level 8: Family Law / Criminal Law – the team was urged to be careful with choices of text as some are outdated. The Panel asked if it is policy that all modules have CA and examination. The team explained that timed essays are taken under examination conditions and regarded as an examination. It Confirmed end of term exams are 2 hours and more+ The Panel asked about the difference in delivery method of FT and PT for Level 8.

PAEC/A6/5.1.5

7

It was noted that the programme schedule for Part-time delivery was not provided. Roisin Sweeney of QQI confirmed this would need to be provided. The breakdown of student population was discussed – domestic, international, mature etc. The Panel noted page 108 of the document; the final year of Level 8 programme; it is set out that there are 30 credits available for Law subjects and 30 credits for non-law subjects. The team advised that if students want to undertake Kings Inns exams they will choose the law electives. If they were not interested in pursuing law they may choose non-law modules. Although the subjects are electives it is very clearly outlined in terms of students requirements and path. This is an attempt to strike a balance between students who want to go to Kings Inn and those who don’t. Making Jurisprudence mandatory may disadvantage students who don’t wish to pursue law. A discussion regarding Employability took place: The team provided the background and aims: Students transitioning / skills gaps Generic awards standards (3/8 QQI requirements met by these modules) Benchmarking employers and other institutions The Panel asked whether the QQI requirements not be met within existing modules. ‘Learning to Learn’ – these subjects are not fundamental or part of a law degree and credits are given to the module. It was questioned whether solicitor firms endorsed this? The Team confirme d they have. Team spoke of the requirement to embed modules in the programme to encourage students to engage. The Importance of skills for the employability of graduates reaffirmed. The Panel asked why students would come on this programme when they have the choice of the BA (Hons) in Business (Law) and questioned whether this particular programme should be completely law focussed. The Panel stated a difficulty rests in number of credits afforded to skills based modules. The Team responded that it felt that it would be doing students a disservice by not giving them these skills. Credits are not being taken away from law – they are enhancing it. The Panel questioned whether these modules are tailored to law The team explained the assessments can be. It is envisaged that they will sit in with other bus iness students. The expertise of the subject matter experts was explained by the team.

PAEC/A6/5.1.5

8

The Panel asked what law falls of the table with the introduction of these law modules The team explained this is not a diluted law degree, but that the balance of the degree has changed. Panel asked whether the skills could not be embedded across the programme in law modules. The Team discussed amount of time taken up by teaching these skills and that in turn taking away time legal focus of law modules. Discussion took place regarding IT facilities and use of Moodle – repository aspect and student engagement. The Panel inquired how it is built into teaching structure; it was advised that it is an immediate form of feedback for students (quizzes etc.) and helps them focus. Panel asked about appeals process and how it works. The Team advised this is set out in the Quality Assurance Handbook which has been provided. Discussion on interactive learning and feedback – due to small class numbers this is possible. Meeting with Learners The learners were positive about the programme. Preliminary Oral Feedback to DBS Senior Staff General:

• Bachelor of Laws modules moving from 15 credits to 5/10 credits – no issue with this • Programme learning outcomes – good mix of assessment at module level and mapping of

assessments • Learning outcomes for Level 8 modules need to be expanded and improved. • Learning outcomes / CA’s – students appreciating written feedback • Capstone – a welcome introduction • Non-law modules – a positive introduction • Requirements of Kings Inn / Law Society clearly indicated to students in black and white • Equity to be covered in Level 7 programme (with a 5 credit module) • Should be a minimum of 40 out of 60 credits in law discipline in final ye ar of Level 8 degree

PAEC/A6/5.1.5

9

The Panel recommended that the undernoted programmes of study should be validated for a period of five years, subject to the conditions and recommendation set out:

1. Bachelor of Laws (Level 8)

2. Higher Certificate in Arts in Legal Studies (Level 6) 3. Bachelor of Arts in Legal Studies (Level7)

Conditions Level 6 / 7 Year 1

• Learning to Learn and Personal Development modules to be reduced down to a single 5 credit module

• IT Skills to be reduced to 5 credits • 1 extra 10 credit law module to be introduced

Year 2

• Combine Communication for Success and World of Work modules to a single 5 credit module

• Add extra 5 credit law module Year 3

• Remove Employability Skills module • New 5 credit module on Introduction to Equity to be introduced

Level 8 Year 1

• Combine Learning to Learn and Communications for Personal Success to a single 5 credit module

• Reduce IT Essentials module to 5 credits • Introduce new 10 credit law module to include legal research and skills.

Year 2

• Remove Employability Skills module, • Introduce new 10 credit module (incorporating Mooting, Professional Ethics and legal

practice) Year 3

• Remove Employability in Action and Lifelong Learning modules • Students to take minimum of 40/60 credits in Law specific modules

PAEC/A6/5.1.5

10

• Evidence, Jurisprudence, Family and Employment Law modules should always be available (even if only one student registers for the respective module).

General

• Part-Time Programme Schedule needs to be provided (for Level 8 programme) • Teaching and Learning Strategies and reassessment regime need to be specified in each

module • Staff development in terms of teaching & learning and research encouraged

Recommendation Module People in Organisation, Level 8, Stage 2 be retitled Organisational Behaviour. Note: The Panel were concerned at the apparent lack of consultation with the King’s Inns as regards the proposed new curriculum, in terms of the transfer and progression paths available to students.

PAEC/A6/5.1.5

18

School of Business and Law

Level 6 Higher Certificate Programme


May 2014

Table of Contents

1. Background ....................................................................................................................... 13

2. Scope ................................................................................................................................ 13

3. Programmes Under Review .............................................................................................. 13

4. Objectives of Programmatic Review ................................................................................ 14

5. Special Considerations for Dublin Business School .......................................................... 14

6. Organisation of the Programmatic Review ...................................................................... 15

7. Indicative Timeline............................................................................................................ 16

8. Panel Composition ............................................................................................................ 17

Appendix 1: Section 3 HETAC’s Core Validation Policy & Criteria ........................................... 18

PAEC/A6/5.1.5

19

Appendix 2: Self- Evaluation Report (SER) ............................................................................... 19

9. Background

The programmes being submitted for programmatic review are set out in Section 3, Table 1.

10. Scope

These terms of reference apply to the programmatic review of School of Business and Law legal programmes, which are placed at Level 6, Level 7 on the National Framework of Qualifications. More detailed information about the programmes under review is provided in Section 3 below. The reviews are being conducted in accordance with the policies and procedures set out in the HETAC publication Provider Monitoring Policy and Procedures (2010).

11. Programmes Under Review

Table 1 Programme for Revalidation

Programme Programme Code Date of Last Intake

Level 6 Higher Certificate in Arts in Legal Studies BC020 September 2012

Level 7 Bachelor of Arts in Legal Studies BC021 September 2012

12. Objectives of Programmatic Review3

The objective of a programmatic review is to review the development of programmes over the previous five years, with particular emphasis on the achievement and improvement of educational quality4. The focus is principally on the evaluation of quality and the flexibility of the programmes’ responses to changing needs in light of the validation criteria (Section 3 of HETAC’s Core Validation Policy and Criteria 2010 (see Appendix 1)) and relevant awards standards.

3 HETAC Provider Monitoring Policy and Procedures 4 The provider’s quality assurance procedures should provide the framework for conduction the review

PAEC/A6/5.1.5

20

• The specific objectives of a programmatic review are to: Analyse the effectiveness and efficiency of each validated programme, including detail of learner numbers, retention rate s and success rates

• Review the development of the programmes in the context of the requirements of employers, industry, professional bodies, the Irish economy and international developments

• Evaluate the response of the school to market requirements and educational developments

• Evaluate the feedback mechanisms for learners and the processes for acting on this feedback

• Evaluate the physical facilities and resources provided for the provision of the programmes

• Evaluate the formal links which have been established with industry, business and the wider community in order to maintain the relevance of its programmes

• Evaluate feedback from employers and graduates of the programmes

• Review any research activities in the field of learning under review and their impact on teaching and learning

• Evaluate projections for the following five years in the programmes under re view

• Make proposals in relation to updating programmes and modules; proposals in relation to the discontinuation of programmes/ modules and the development of new programmes 5.

13. Special Considerations for Dublin Business School

The review will consider the following for the Bachelor of Arts and the Higher Certificate in Legal studies:

1. In 2013 Dublin Business School completed a successful revalidation of its Level 8 and Level 9 Programmes in Business. The recommendations from these programmatic reviews have influenced the proposed changes to the Level 6 and Level 7 programmes included in this current review

2. Progression opportunities from the Level 6 and Level 7 programmes to the Bachelor of Laws were a consideration in the design of the programmes.

5 Al l changes should be identified and a rationale provided

PAEC/A6/5.1.5

21

14. Organisation of the Programmatic Review

The review is being coordinated by the following project team: Ms Evelyn Cregan Head of School of Business and Law Mr Andrew Conlan-Trant Executive Dean Dr Eimear Long Head of Department of Law Ms Sinead O’Brien Project Leader Dr Eileen Buckley-Dhoot Director of Academic Affairs Mr Stuart Garvie Registrar The review of the programme is being undertaken by the programme team under the leadership of the Head of Department of Law and with the support of institutional support functions. The Registrar has responsibility for managing and scheduling the event and providing administrative assistance to the peer review group. The Registrar will be the conduit of all formal reports and correspondence and will ensure that the reports are subject to the appropriate approval mechanisms and that these steps are carried out in sufficient time to be approved by the QQI Academic Committee. The Self Evaluation Report will be subject to approval by the Schools Executive Board on behalf of the DBS Academic Board before being submitted to the peer review group. The response to the peer review group report will include a plan for the implementation of all conditions and/or recommendations made by the group. That response and implementation plan will be subject to the approval of the Schools Executive Board on behalf of the Academic Board prior to submission to QQI for its consideration.

15. Indicative Timeline Milestone When

Completion of the self-evaluation report (SER) by the School of Business & Law

31st January 2014

Consideration and approval of the SER by the Schools Executive Board (SEB) on behalf of the DBS Academic Board

14th February 2014

Submission of SER to the peer review group

6th May 2014

PAEC/A6/5.1.5

22

Peer Review Group Visit

19th May 2014

Submission of a report by the peer review group (programmatic review report), to include recommendations for the provider

30th May 2014

Consideration of the report of the peer review group, the formal response and implementation plan, by the Schools Executive Board on behalf of the Academic Board, followed by the preparation of a formal response and implementation plan

9th June 2014

Submission of the programmatic review report to QQI, together with the response and implementation plan of the provider, and a formal request for revalidation

16th June 2014

16. Panel Composition

The following is the draft Panel structure and proposed Panel membership.

Day 1 (Afternoon)

Higher Certificate in Legal Studies; BA Legal Studies

Panel Member Expertise Affiliation

Dr. Barry O’Connor – Chair Quality Assurance Registrar of CIT

Dr Liam Thornton Lecturer in Law UCD Sutherland School

Anne Carpenter Teaching and Learning ITC

Caroline Gill Industry Representative Barrister, Law Library

Grainne Callanan Company and Commercial WIT

Jack Leahy SU Education Officer TCD

Appendix 1: Section 3 HETAC’s Core Validation Policy & Criteria

PAEC/A6/5.1.5

23

The review of programmes should include a review of:

• Minimum intended programme learning outcomes and their compliance with the relevant awards standard(s) as determined by HETAC

• The prerequisite learning for participation in the programme and any other assumptions relating to the programme’s target learners

• Module learning outcomes and prerequisite requirements

• Programme and module assessment strategies

• Teaching and learning strategies employed

• The operation of access, transfer and progression

• Relevant research activities

• Links with relevant industry and/or professional bodies

• Profile and qualifications of teaching staff Level and appropriateness of resources

available

• Benchmarking against other similar programmes.

Appendix 2: Self- Evaluation Report (SER) The SER should contain wide ranging information on the unit/programme(s) being evaluation including:

• A statement of its strategic objectives

• A review and critical analysis of the quality systems and processes which are in place to enable the achievement of its objectives

• The views of teaching staff, past and current learners, administrative staff servicing the programme, views of other staff that have any association with the programme or those involved with/on the programme

• An analysis of its strengths and weaknesses

• The identification of potential opportunities and threats, together with the possible actions to be taken

PAEC/A6/5.1.5

24

• An analysis of the success of the programme to date, including access statistics, performance of learners at each stage (including grade profiles and trends), completion rates by stage, graduate performance, etc.

• The identification of resources required for the delivery of its programmes

• A review of reports from programme boards and student feedback forms

• A review of employment/advancement opportunities for learners

• A review of the teaching, assessment and learning strategy of the provider in the relevant field

• A review of the assessment strategies for each programme

• An analysis of all research activity within the unit and future plans in that regard

• A review of its links with employers, industry, professions, the business and wider community

• Detail of programme changes proposed and the rationale for same

• A review of all modules included in the programme(s) under review

• Draft programme schedules, incorporating the proposed changes.

PAEC/A6/5.1.5

DBS School of Business & Law: Higher Certificate in Arts in Legal Studies & Bachelor of Arts in Legal Studies

Page | 1

Response to the

Programmatic Review

Peer Review Group Report

School of Business and Law

Level 6, 7 and 8 Programmes

Higher Certificate in Arts in Legal Studies

Bachelor of Arts in Legal Studies

June 2014

PAEC/A6/5.1.5


Page | 2

Introduction

This response document follows the review of the three programmes Higher Certificate in Arts in

Legal Studies, Bachelor of Arts in Legal Studies in Dublin Business School which was undertaken in

May 2014. The Peer Review Group consisting of one panel has recommended to Quality and

Qualifications Ireland (QQI) the validation of the programme for 5 years commencing with an intake

in 2014, subject to a number of conditions and recommendations.

This document sets out the response of Dublin Business School to the Report of the Peer Review

Group and includes specific responses to the conditions and recommendations contained in their

Report. The document also outlines the steps that have been taken to implement these conditions

and recommendations. Consequent changes to other documents, including Module Descriptors are

referenced in this response document and where appropriate, are included in attached appendices.

DBS would like to thank the Peer Review Group for their constructive and challenging approach to

the review process and for the impressive range of experience, wisdom and insight that they

contributed to the process. The feedback that they have provided in the Report, and very

importantly throughout their visit has resulted in a number of enhancements to the programme.

DBS would also like to thank the Peer Review Group for their positive observations about our

college, our academic processes, the programme and its staff.

PAEC/A6/5.1.5


Page | 3

Institutional and General

Condition 1 Response

Teaching and Learning Strategies and reassessment regime need to be specified in each module

This condition has been accepted.

Teaching and Learning Strategies:

The documents have been amended to include a discussion of teaching and learning strategies (Section 4.1) and the following summaries have been inserted into all modules:

Summary Teaching Strategies (Level 6): Active learning strategies will be employed at this level, encompassing experiential learning, a model-lead-test approach, case and discussion based teaching, as well as cooperative learning. Summary Teaching Strategies (Level 7): Active learning strategies will be employed at this level, encompassing experiential learning, case and discussion based teaching, as well as cooperative learning. In addition, debates, analysing perspectives, activating prior knowledge, inquiry guided and problem based learning will also be employed to develop cognitive and problem solving skills. Summary Teaching Strategies (Level 8): In addition to the strategies employed at Level 6 and 7, at Level 8 an interactive learning approach will be applied. This approach will encompass best choice debate, brainstorming, critical explanation and student self-evaluation. Furthermore, teaching will also support learners in aligning academic issues with potential research activities.

PAEC/A6/5.1.5


Page | 4

Reassessment:

The following information has been

inserted in each module descriptor in

the box headed “Assessment Strategy”

Reassessment:

It is DBS policy that each learner is

entitled to be reassessed on the failed

component of the module – repeat

examination and/or repeat continuous

assessment as appropriate in each

individual case.


Staff development in terms of teaching & learning and research encouraged.

This condition has been considered and

accepted. DBS has an ongoing

commitment to individual staff

development in the area of teaching

and learning. The commitment to staff

development through research can be

seen in the operation of the Research

Committee, the newly developed

research scholarships available to all full

time and part time academic staff, and

is evidenced by the appointment of a

research librarian who only works with

the academic staff.

PAEC/A6/5.1.5


Page | 5

Higher Certificate in Arts in Legal Studies and Bachelor of Arts in Legal Studies


Stage 1: Learning to Learn and Personal Development modules to be reduced down to a single 5 credit module


accepted. The Employability and

Personal Development Skills pillar has

been reduced to 5 credits at Stage 1.

The Learning to Learn module has been

retained. The programme schedule has

been amended.


Stage 1: IT Skills to be reduced to 5 credits


accepted. The module IT Skills has been

amended and reduced to a 5 credit

module. The programme schedule has

been amended and the new module

descriptor is enclosed.


Stage 1: 1 extra 10 credit law module to be introduced


accepted. A new module “Introduction

to Legal Research Skills” , a 10 credit

module, is now included at Stage 1. The

programme schedule has been

amended and the new module

descriptor is enclosed.


Stage 2: Communication for Success and World of Work modules to be reduced down to a single 5 credit module


accepted. The Employability and

Personal Development Skills pillar has

been reduced to 5 credits at Stage 2.

The Communication for Success module

has been retained. The programme

schedule has been amended.

PAEC/A6/5.1.5


Page | 6


Include an extra 5 credit law module on the programme


accepted. We have expanded the 5

credit module “Mooting” at Stage 3 to a

new 10 credit module “Mooting and

Professional Practice”. The programme

schedule has been amended and the

new module descriptor is enclosed.


Stage 3: Remove Employability Skills module at Award Stage


accepted. The module Emloyability

Skills has been removed from the

programme. The programme schedule

has been amended. Careers and

Student Services department in DBS will

continue to support the learner in

relation to Employability.


New 5 credit module on Introduction to Equity to be

introduced


accepted. We have introduced a new 5

credit module, Introduction to Equity, at

Stage 2. The programme schedule has

been amended and the new module

descriptor is enclosed

PAEC/A6/5.1.5


Page | 7

Appendices

Appendix 1 Programme Schedules

Appendix 2 New/Revised Modules Higher Certificate and Bachelor of Arts in Legal Studies

Appendix 3 Bachelor of Arts in Legal Studies

Transition Arrangements

Appendix 4 Higher Certificate in Arts in Legal Studies


PAEC/A6/5.1.5

DBS

Scho

ol o

f Bus

ines

s & L

aw: H

ighe

r Cer

tific

ate

in A

rts i

n Le

gal S

tudi

es &

Bac

helo

r of A

rts i

n Le

gal S

tudi

es

Page

| 8

Appe

ndix

1 P

rogr

amm

e Sc

hedu

les

Nam

e of

Pro

vide

r:

Dubl

in B

usin

ess S

choo

l Pr

ogra

mm

e Ti

tle (i

.e. N

amed

Aw

ard)

: Hi

gher

Cer

tific

ate

of A

rts i

n Le

gal S

tudi

es

Awar

d Ti

tle6 (H

ETAC

Nam

ed A

war

d):

High

er C

ertif

icat

e of

Art

s in

Lega

l Stu

dies

St

age

Exit

Awar

d Ti

tle

M

odes

of D

eliv

ery

(FT/

PT):

FT

Awar

d Cl

ass

Awar

d N

FQ le

vel

Awar

d EQ

F Le

vel

Stag

e (1

,2,3

,4,…

, or

Awar

d St

age)

: St

age

NFQ

Lev

el

Stag

e EQ

F Le

vel

Stag

e Cr

edit

(ECT

S)

Date

Ef

fect

ive

ISCE

D Su

bjec

t co

de

High

er

Cert

ifica

te

6

1 6

60

Mod

ule

Title

(U

p to

70

char

acte

rs in

clud

ing

spac

es)

Mod

ule

ECTS

Cre

dit

Num

ber5

Tota

l Stu

dent

Effo

rt M

odul

e (h

ours

) Al

loca

tion

Of M

arks

(fro

m th

e m

odul

e as

sess

men

t str

ateg

y)

Stat

us

NFQ

Le

vel1

whe

re

spec

ified

Tota

l Ho

urs

Cont

act H

ours

Ho

urs o

f In

depe

nden

t W

ork

C.A.

%

Proj

. %

Prac

. %

Fina

l. %

Lear

ning

to L

earn

M

6

5 12

5 24

10

1 10

0

0

IT S

kills

for B

usin

ess

M

6 5

125

35

89

100

0 Iri

sh L

egal

Sys

tem

M

6

10

250

70

180

100

0 Co

ntra

ct L

aw 1

M

6

10

250

70

180

60

40

Law

of T

ort 1

M

6

10

250

70

180

60

40

Crim

inal

Law

1

M

6 10

25

0 70

18

0 60

40

In

trod

uctio

n to

Leg

al R

esea

rch

Skill

s M

6

10

250

70

180

100

0 Sp

ecia

l Reg

ulat

ions

:

PAEC/A6/5.1.5

DBS

Scho

ol o

f Bus

ines

s & L

aw: H

ighe

r Cer

tific

ate

in A

rts i

n Le

gal S

tudi

es &

Bac

helo

r of A

rts i

n Le

gal S

tudi

es

Page

| 9

Nam

e of

Pro

vide

r:

Dubl

in B

usin

ess S

choo

l Pr

ogra

mm

e Ti

tle (i

.e. N

amed

Aw

ard)

: Hi

gher

Cer

tific

ate

of A

rts i

n Le

gal S

tudi

es

Awar

d Ti

tle6 (H

ETAC

Nam

ed A

war

d):

High

er C

ertif

icat

e of

Art

s in

Lega

l Stu

dies

St

age

Exit

Awar

d Ti

tle

M

odes

of D

eliv

ery

(FT/

PT):

FT

Awar

d Cl

ass

Awar

d N

FQ le

vel

Awar

d EQ

F Le

vel

Stag

e (1

,2,3

,4,…

, or

Awar

d St

age)

: St

age

NFQ

Lev

el

Stag

e EQ

F Le

vel

Stag

e Cr

edit

(ECT

S)

Date

Ef

fect

ive

ISCE

D Su

bjec

t co

de

High

er

Cert

ifica

te

6

2 6

60

Mod

ule

Title

(U

p to

70

char

acte

rs in

clud

ing

spac

es)

Mod

ule

ECTS

Cre

dit

Num

ber5

Tota

l Stu

dent

Effo

rt M

odul

e (h

ours

) Al

loca

tion

Of M

arks

(fro

m th

e m

odul

e as

sess

men

t str

ateg

y)

Stat

us

NFQ

Le

vel1

whe

re

spec

ified

Tota

l Ho

urs

Cont

act H

ours

Ho

urs o

f In

depe

nden

t W

ork

C.A.

%

Proj

. %

Prac

. %

Fina

l. %

Com

mun

icat

ion

for S

ucce

ss

M

6 5

125

24

101

100

0 In

trod

uctio

n to

the

Law

of E

quity

and

Tr

usts

M

6

5 12

5 35

89

10

0

0

Cons

titut

iona

l Law

M

6

10

250

70

180

50

50

Cont

ract

Law

2

M

6 10

25

0 70

18

0 50

50

La

w o

f Tor

t 2

M

6 10

25

0 70

18

0 50

50

Cr

imin

al L

aw 2

M

6

10

250

70

180

50

50

Prin

cipl

es o

f Com

mer

cial

Law

M

6

10

250

70

180

100

0 Sp

ecia

l Reg

ulat

ions

:

PAEC/A6/5.1.5

DBS

Scho

ol o

f Bus

ines

s & L

aw: H

ighe

r Cer

tific

ate

in A

rts i

n Le

gal S

tudi

es &

Bac

helo

r of A

rts i

n Le

gal S

tudi

es

Page

| 1

0

Bach

elor

of A

rts

in L

egal

Stu

dies

N

ame

of P

rovi

der:

Du

blin

Bus

ines

s Sch

ool

Prog

ram

me

Title

(i.e

. Nam

ed A

war

d):

Bach

elor

of A

rts i

n Le

gal S

tudi

es

Awar

d Ti

tle6 (H

ETAC

Nam

ed A

war

d):

Bach

elor

of A

rts i

n Le

gal S

tudi

es

Stag

e Ex

it Aw

ard

Title

Mod

es o

f Del

iver

y (F

T/PT

): FT

Awar

d Cl

ass

Awar

d N

FQ le

vel

Awar

d EQ

F Le

vel

Stag

e (1

,2,3

,4,…

, or

Awar

d St

age)

: St

age

NFQ

Lev

el

Stag

e EQ

F Le

vel

Stag

e Cr

edit

(ECT

S)

Date

Ef

fect

ive

ISCE

D Su

bjec

t co

de

Bach

elor

7

1

6

60

Mod

ule

Title

(U

p to

70

char

acte

rs in

clud

ing

spac

es)

Mod

ule

ECTS

Cre

dit

Num

ber5

Tota

l Stu

dent

Effo

rt M

odul

e (h

ours

) Al

loca

tion

Of M

arks

(fro

m th

e m

odul

e as

sess

men

t str

ateg

y)

Stat

us

NFQ

Le

vel1

whe

re

spec

ified

Tota

l Ho

urs

Cont

act H

ours

Ho

urs o

f In

depe

nden

t W

ork

C.A.

%

Proj

. %

Prac

. %

Fina

l. %

Lear

ning

to L

earn

M

6

5 12

5 24

10

1 10

0

0

IT S

kills

for B

usin

ess

M

6 5

125

35

89

100

0 Iri

sh L

egal

Sys

tem

M

6

10

250

70

180

100

0 Co

ntra

ct L

aw 1

M

6

10

250

70

180

60

40

Law

of T

ort 1

M

6

10

250

70

180

60

40

Crim

inal

Law

1

M

6 10

25

0 70

18

0 60

40

In

trod

uctio

n to

Leg

al R

esea

rch

Skill

s M

6

10

250

70

180

100

0 Sp

ecia

l Reg

ulat

ions

:

PAEC/A6/5.1.5

DBS

Scho

ol o

f Bus

ines

s & L

aw: H

ighe

r Cer

tific

ate

in A

rts i

n Le

gal S

tudi

es &

Bac

helo

r of A

rts i

n Le

gal S

tudi

es

Page

| 1

1

Nam

e of

Pro

vide

r:

Dubl

in B

usin

ess S

choo

l Pr

ogra

mm

e Ti

tle (i

.e. N

amed

Aw

ard)

: Ba

chel

or o

f Art

s in

Lega

l Stu

dies

Aw

ard

Title

6 (HET

AC N

amed

Aw

ard)

: Ba

chel

or o

f Art

s in

Lega

l Stu

dies

St

age

Exit

Awar

d Ti

tle

M

odes

of D

eliv

ery

(FT/

PT):

FT

Awar

d Cl

ass

Awar

d N

FQ le

vel

Awar

d EQ

F Le

vel

Stag

e (1

,2,3

,4,…

, or

Awar

d St

age)

: St

age

NFQ

Lev

el

Stag

e EQ

F Le

vel

Stag

e Cr

edit

(ECT

S)

Date

Ef

fect

ive

ISCE

D Su

bjec

t co

de

Bach

elor

7

2

6

60

Mod

ule

Title

(U

p to

70

char

acte

rs in

clud

ing

spac

es)

Mod

ule

ECTS

Cre

dit

Num

ber5

Tota

l Stu

dent

Effo

rt M

odul

e (h

ours

) Al

loca

tion

Of M

arks

(fro

m th

e m

odul

e as

sess

men

t str

ateg

y)

Stat

us

NFQ

Le

vel1

whe

re

spec

ified

Tota

l Ho

urs

Cont

act H

ours

Ho

urs o

f In

depe

nden

t W

ork

C.A.

%

Proj

. %

Prac

. %

Fina

l. %

Com

mun

icat

ion

for S

ucce

ss

M

6 5

125

24

101

100

0 In

trod

uctio

n to

the

Law

of E

quity

and

Tr

usts

M

6

5 12

5 35

89

10

0

0

Cons

titut

iona

l Law

M

6

10

250

70

180

50

50

Cont

ract

Law

2

M

6 10

25

0 70

18

0 50

50

La

w o

f Tor

t 2

M

6 10

25

0 70

18

0 50

50

Cr

imin

al L

aw 2

M

6

10

250

70

180

50

50

Prin

cipl

es o

f Com

mer

cial

Law

M

6

10

250

70

180

100

0 Sp

ecia

l Reg

ulat

ions

:

PAEC/A6/5.1.5

DBS

Scho

ol o

f Bus

ines

s & L

aw: H

ighe

r Cer

tific

ate

in A

rts i

n Le

gal S

tudi

es &

Bac

helo

r of A

rts i

n Le

gal S

tudi

es

Page

| 1

2

Nam

e of

Pro

vide

r:

Dubl

in B

usin

ess S

choo

l Pr

ogra

mm

e Ti

tle (i

.e. N

amed

Aw

ard)

: Ba

chel

or o

f Art

s in

Lega

l Stu

dies

Aw

ard

Title

6 (HET

AC N

amed

Aw

ard)

: Ba

chel

or o

f Art

s in

Lega

l Stu

dies

St

age

Exit

Awar

d Ti

tle

M

odes

of D

eliv

ery

(FT/

PT):

FT

Awar

d Cl

ass

Awar

d N

FQ le

vel

Awar

d EQ

F Le

vel

Stag

e (1

,2,3

,4,…

, or

Awar

d St

age)

: St

age

NFQ

Lev

el

Stag

e EQ

F Le

vel

Stag

e Cr

edit

(ECT

S)

Date

Ef

fect

ive

ISCE

D Su

bjec

t co

de

Bach

elor

7

Aw

ard

7

60

Mod

ule

Title

(U

p to

70

char

acte

rs in

clud

ing

spac

es)

Mod

ule

ECTS

Cre

dit

Num

ber5

Tota

l Stu

dent

Effo

rt M

odul

e (h

ours

) Al

loca

tion

Of M

arks

(fro

m th

e m

odul

e as

sess

men

t str

ateg

y)

Stat

us

NFQ

Le

vel1

whe

re

spec

ified

Tota

l Ho

urs

Cont

act H

ours

Ho

urs o

f In

depe

nden

t W

ork

C.A.

%

Proj

. %

Prac

. %

Fina

l. %

Moo

ting

and

Prof

essio

nal P

ract

ice

M

7 10

25

0 70

17

5 10

0

0

Euro

pean

Uni

on L

aw

M

7 10

25

0 70

18

0 25

75

Em

ploy

men

t Law

M

7

10

250

70

180

40

60

Com

pany

Law

M

7

10

250

70

180

25

75

Law

of R

eal P

rope

rty

M

7 10

25

0 70

18

0

100

Fam

ily L

aw

M

7 10

25

0 70

18

0 40

60

Sp

ecia

l Reg

ulat

ions

:

PAEC/A6/5.1.5


Page | 13

Appendix 2 New/Revised Modules Higher Certificate and Bachelor of Arts in Legal Studies

Dublin Business School Module Descriptor Stage 1 Semester 2 Module Title IT Skills for Business Module Status Mandatory Module Code Pre-Requisite Module

Code (s) Co-Requisite Module Code(s)

Level Credits

M1.2 6 5 Date Approved Date for Review Capstone Contact Hours Non-contact Hours Total Effort

Lecture Tutorial Practical Seminar Assignment Placement Independent Work

35 65 25 125 Allocation of Marks Within the Module Continuous Assessment Project Practical Final Examination Total 100% 100% School of Business Author: Maria Barry, Bernadette Higgins Description: The purpose of this module is to allow learners to underpin their legal research with adequate IT skills. Learners will build practical skills such as keyboard, computer and network familiarisation, file management, typing skills, word processing, presentation and spreadsheets. Learners will format and publish content for both traditional print based media and digital/social media. They will also identify key computing technologies and become familiar with administrative matters such as institutional regulations on computer use, legal, ethical and privacy issues. Throughout the module the importance of IT and its uses in the context of the legal environment will be emphasised. Learners will also be introduced to the various Law Databases. Aims: 1. To enable the learner to recognise legal, ethical and privacy issues in relation to the use and application of

ICT technologies in a variety of contexts. 2. To enable the learner to attain practical computing skills using current applications software tools and online

technologies. 3. To enable learners to work independently to a fixed deadline and within a group, either as a leader or

member. Learning Outcomes: On successful completion of this module, learners will be able to: 1. Identify safe computing practices in relation to legal, ethical and privacy issues. 2. Demonstrate practical computing skills in current software tools and applications. 3. Work independently to a fixed deadline and assume responsibility for the quality of work produced either

independently or in a group, whether they have acted as a leader or member.

Teaching Strategy Active learning strategies will be employed at this level, encompassing experiential learning, a model-lead-test approach, discussion based teaching, as well as cooperative learning.

Assessment Strategy: Participant learning will be assessed by the following:

PAEC/A6/5.1.5


Page | 14

Teaching will be led by means of tutor demonstrations, supported by learner practice and out of lesson exercises. Participant learning will be assessed through various means, including a traditional research paper, and online assessment such as a multiple choice quiz to assess the learner’s knowledge of the theory aspect of the module. There will also be a group project to assess learner’s skills in various types of application software, which may include aspects of spreadsheets, word processing, presentation software and use of online technologies. Method of Assessment Percentage Weightings Learning

outcomes assessed

MS Word Assignment

Individual 25% 2, 3

MCQ Individual 15% 1

Presentation with multimedia content published online in conjunction Project: Excel Word Online content

Group 60% 1,2, 3

Further details in relation to the Continuous Assessment will be set out in the Assessment Brief which will be distributed in class.

Re-Assessment It is DBS policy that each learner is entitled to be re-assessed in the failed component of the module. Where learners are repeating the assessment component, this will be on an individual basis and will be designed to re-assess the intended learning outcomes of the module.

Indicative Syllabus: 1. Computer Terms and definitions: hardware, software, PC, laptop, notebook, Tablets, Smartphones, internet

and web, digital/social media, cloud computing, current technologies, security and legal issues, copyright, data protection, privacy.

2. Files and Folders: Create, organise, name folders and files, select, copy, and move multiple files and folders. Apply file password, author, time date, permissions read/write, understanding file formats

3. Word Processing: Create, format, spell check business documents: reports, letters, mail merge, use styles, multilevel lists and charts. Add document properties and prepare for distribution and sharing. Create research essays, papers: spell, grammar, thesaurus, annotation, footnotes and endnotes, citation, reference styles, OSCOLA referencing bibliographies review and track changes, online document sharing, format legal documents, legal terminology

4. Spreadsheets: create, format worksheets; functions: maths, statistical, financial, Date, IF, sort and filter, graphs.

5. Presentation: Design and format slides add a variety of content such as charts, tables, diagrams, embedding content: video, charts, tables, diagrams

6. Share, collaborate, secure online content spreadsheets, presentation, multimedia online apps; adding permissions, sharing and collaborating, syncing, converting files; applying best-practice for online content, privacy, ethical and cultural issues; using search engines.

Indicative Bibliography:

Title Author Publisher Published

Edition

GO! with Microsoft Office: Getting Started

Gaskin, Vargas, McLellan Prentice Hall 2014

Digital Life: Computer Concepts, Projects

Lisa Hawkins Prentice Hall 2013

PAEC/A6/5.1.5


Page | 15

Computing Essentials 2014: Making IT Work for You

O'Leary Linda & O’ Leary Timothy McGraw-Hill 2013 24th

Electronic Resources: DBS E-Learning Support http://elearning.dbs.ie

How Stuff Works http://electronics.howstuffworks.com/tech

DBS Library Website http://library.dbs.ie/

Library Catalogue http://koha.dbs.ie

E-Journals, E-Books and Databases http://library.dbs.ie/Electronic-Resources/E-Library.htm

Institutional Repository (eSource) http://esource.dbs.ie/

Learn free Org www.gcflearnfree.org/

Digital Trends http://www.digitaltrends.com

Google Developer https://developers.google.com/ IT Law in Ireland http://www.tjmcintyre.com/

Data Protection http://www.dataprotection.ie/

PAEC/A6/5.1.5


Page | 16

Dublin Business School Module Descriptor Stage Stage 1 Semester Linear Module Title Introduction to Legal Research Skills Module Status Mandatory Module Code Pre-Requisite Module

Code(s) Co-Requisite Module Code(s)

Level Credits

M1.7 Click here to enter text. Click here to enter text. 6 10 ECTS Date Approved Date for Review Capstone September 2014 Choose an item. No Contact Hours Non-contact Hours Total

Effort Lecture Tutorial Practical Seminar Assignment Placement Independent

Work

48 22 75 105 250 Allocation of Marks Within the Module Continuous Assessment Project Practical Final Examination Total 100% 100%

School of Business Author: Eimear Long Description: This module is designed to provide learners with the necessary skills to assist their studies for the programme. The module will focus on developing the skills required for studying law and working as a legal professional in relation to legal research and legal and scholarly writing, including the use of the law library and electronic resources. Aims: 1. To introduce learners to the sources of legal study. 2. To familiarise learners with legal research methods and tools. 3. To assist learners to develop legal writing skills. 4. To provide learners with the opportunity to develop skills in problem solving, IT, group work and communication. 5. To assist learners to take control of their own learning and to learn independently using initiative and self-discipline. Learning Outcomes: On successful completion of this module, learners will be able to: 1. Conduct legal research, using both paper and electronic resources. 2. Present results of research in an effective manner, using accurate and appropriate language, legal terminology and OSCOLA (Oxford Standard for the Citation of Legal Authorities) citation rules. 3. Present appropriate legal information and supporting materials organised in a clear and persuasive manner in response to hypothetical legal problems. 4. Contribute effectively to the successful completion of a group task. 5. Evaluate personal performance in order to improve learning.

Teaching Strategy Active learning strategies will be employed at this level, encompassing experiential learning, a model-lead-test approach, discussion based teaching, as well as cooperative learning.

Assessment Strategy: Participant learning will be assessed by the following: Assessment will be 100% continuous assessment throughout the year on a competent/not competent basis. Learners will complete exercises on location of sources and citations, summaries of legal sources, essay and problem question solutions and exercises on reflection on learning.

PAEC/A6/5.1.5


Page | 17

Assessment will be made on the basis of learners’ demonstrated knowledge of the module content and demonstrated ability to apply skills developed in this module. Method of Assessment Percentage Weightings Learning outcomes assessed Location of sources exercise 10 1 Reflective Research Trail 10 1, 2 Citation Exercise 10 2 Summaries of Legal Materials 20 2 Essay Assignment 20 1, 2 Group problem question presentation 20 2, 3, 4 Reflective Journal 10 5 Further details in relation to the Continuous Assessment will be set out in the Assessment Brief which will be distributed in class.


Indicative Syllabus: 1. Introduction to Legal Research and Studying Law 2. Sources of Legal Study Primary sources; Secondary sources; The internet as a source; Choosing Legal Source Materials 3. Retrieving Legal Information Using the Law Library and Legal Databases; Planning Legal Research 4. Using Legal Sources Reading, understanding, summarising and analysing the sources of legal study 5. Evaluating Legal Information Currency; Keeping up to date 6. Communicating the results of legal research: Referencing Citations; Correct use of footnotes; Creating a Bibliography; Plagiarism 7. Communicating the results of legal research: Writing Legal Essays Structuring Legal Writing; Appropriate style, tone and format; Developing an argument; 8. Communicating the results of legal research: Answering Problem Questions ILAC method; 9. Communicating the results of legal research: Presentations 10. Communicating the results of legal research: Law Exams

Indicative Bibliography: Title Author Publisher Published Edition Core How to think, write and cite

Schweppe, J , Kennedy, R, Fahey, E and Donnelly, L

Round Hall 2011 1

Supplementary How to Write Law Essays and Exams

Strong, SI Oxford University Press 2010 3

Successful Legal Writing Higgins, E and Tatham, L Sweet and Maxwell 2010 2 Legal Writing Webley, L Routledge 2009 2 Letters to a Law Student McBride, N Pearson 2013 3 Effective Legal Research Knowles, J Sweet and Maxwell 2012 3

PAEC/A6/5.1.5


Page | 18

Electronic Resources DBS E-Learning Support http://elearning.dbs.ie DBS Library Website http://library.dbs.ie/ Library Catalogue http://koha.dbs.ie E-Journals, E-Books and Databases http://library.dbs.ie/Electronic-Resources/E-Library.htm Institutional Repository (eSource) http://esource.dbs.ie/ Legal Citation http://www.legalcitation.ie/page5/files/OSCOLA%20Ireland%2

02011.pdf

PAEC/A6/5.1.5


Page | 19

Dublin Business School Module Descriptor Stage Stage 2 Semester 2 Module Title Introduction to the Law of Equity and Trusts Module Status Mandatory Module Code Pre-Requisite Module


Level Credits

M2.2 Click here to enter text. Click here to enter text. 6 5 ECTS Date Approved Date for Review Capstone September 2014 2019/20 No Contact Hours Non-contact Hours Total


Work

24 11 65 25 125 Allocation of Marks Within the Module Continuous Assessment Project Practical Final Examination Total 100% 100%

School of Business Author: Elaine Walsh Description: This module considers how historically equity developed in order to ameliorate the problems caused by an increasingly inflexible common law. This module provides an introduction to equity, provides an overview of the operation of equitable remedies in particular, injunctions, specific performance, rectification, rescission and estoppel. This module considers, on an outline basis, the historical development of the trust and also examines the rules governing the creation and classification of trusts, together with the duties and powers of trustees and the remedies for breach of trusts. Aims: 1. To give learners an understanding of the fundamental principles of Equity and its relationship with the common law, showing the relevance of Equity in a modern context, meanwhile developing the skills of legal research, argument and problem solving. 2. To introduce the law relating to equitable remedies to learners and illustrate where Equity has been able to provide a remedy in certain circumstances. 3. To introduce learners to the concept of trusts and trustees so that they can gain an understanding of the principles of the trust and the different types of trust. Learning Outcomes: On successful completion of this module, learners will be able to: 1. Describe the historical background of Equity and the concept of trusts and trustees, identifying the different types of trusts. 2. Explain the principles relating to the equitable remedies, their origin and operation in different circumstances and differentiating between an equitable and legal remedy. 3. Apply the legal rules to a hypothetical factual scenario and advise accordingly.

Teaching Strategy Active learning strategies will be employed at this level, encompassing experiential learning, a model-lead-test approach, case and discussion based teaching, as well as cooperative learning.

Assessment Strategy: Participant learning will be assessed by the following: The learners will be assessed as follows:

PAEC/A6/5.1.5


Page | 20

A case study involving a plethora of legal problems will be drafted and issued to learners and the learners will be required to identify these issues and prepare a presentation as to how the law of equity will deal with these issues (as distinct from traditional common law remedies). The learner will be expected to provide a well-reasoned logical conclusion, relying on the law of equity to support and justify their conclusions. Method of Assessment Percentage Weightings Learning outcomes assessed Presentation 100% 1, 2, 3. Further details in relation to the Continuous Assessment will be set out in the Assessment Brief which will be distributed in class.


Indicative Syllabus: 1. The Equitable Jurisdiction: The History and Development of Equity, the relationship with the common law and the nature and scope of modern Equity. 2. Equitable Maxims and the Role of Conscience in Equity. 3. Introduction to Remedies: Injunctions, Specific Performance, Rectification and Rescission. 4. An introduction to the law on Equitable Estoppel. 5. Outline of the Law of Trusts- nature, origin, classifications, formalities and certainties 6. An outline of the administration of trusts and the role of the trustee.

Indicative Bibliography: Title Author Publisher Published Edition Core Equity and the Law of Trusts in Ireland

Hilary Delany Round Hall 2011 5th

Supplementary Equity and the Law of Trusts in the Republic of Ireland

Ronan Keane Bloomsbury Professional

2011 2nd

Hanbury & Martin: Modern Equity

Jill Martin Sweet & Maxwell 2012 19th

Equity and the Law of Trusts

Philip Pettit Oxford University Press 2012 12th

Journals Irish Law Times Irish Law Reports Monthly Conveyancing and Property Law Journal Commercial Law Practitioner Electronic Resources DBS E-Learning Support http://elearning.dbs.ie DBS Library Website http://library.dbs.ie/ Library Catalogue http://koha.dbs.ie E-Journals, E-Books and Databases http://library.dbs.ie/Electronic-Resources/E-Library.htm Institutional Repository (eSource) http://esource.dbs.ie/

PAEC/A6/5.1.5


Page | 21

Dublin Business School Module Descriptor Stage Award Stage Semester Linear Module Title Mooting and Professional Practice Module Status Mandatory Module Code Pre-Requisite Module


Level Credits

M3.1 Click here to enter text. Click here to enter text. 7 10 ECTS Date Approved Date for Review Capstone September 2014 Choose an item. Yes Contact Hours Non-contact Hours Total


Work

48 22 125 55 250 Allocation of Marks Within the Module Continuous Assessment Project Practical Final Examination Total 100% 100% School of Business Author: Eimear Long/Elaine Walsh/Colin Dunlea Description: The main focus of this module is to give learners a practical opportunity to develop research, legal writing and advocacy skills and introduce them to the relevant ethical principles concerning professional practice. Learners will be given a set of hypothetical facts setting out a legal and ethical dispute. Learners will be required to prepare legal submissions on behalf of their client and orally present their arguments as they would in court. This includes answering any questions that the presiding judge will have and responding to the arguments raised by the other side in their submissions. Aims: 1. To enable learners to apply the law in a more practical arena. 2. To assist learners to develop their legal research skills and their critical thinking skills in analysing the law for application to the fact scenario. 3. To provide learners with the opportunity to improve their oral communication and particularly persuasion skills. 4. To provide learners with a framework to reflect on their development and achievement and areas for improvement. 5. To enable learners to gain knowledge and understanding of the relevance of ethical and professional principles. Learning Outcomes: On successful completion of this module, learners will be able to: 1. Conduct legal research to determine the relevant law and arguments on a given hypothetical problem. 2. Apply legal rules and ethical and professional principles to hypothetical scenarios. 3. Deliver persuasive oral legal arguments based on authoritative sources and the relevant ethical and professional principles. 4. Defend their oral legal arguments in response to unseen questions and arguments from both a legal and ethical perspective. 5. Reflect on performance in completion of assignments, including interactions within their group, responsibility for their own work and steps for future development.

Teaching Strategy Active learning strategies will be employed at this level, encompassing experiential learning, case and discussion based teaching, as well as cooperative learning. In addition, debates, analysing perspectives, activating prior knowledge, inquiry guided and problem based learning will also be employed to develop cognitive and problem solving skills.

PAEC/A6/5.1.5


Page | 22

Assessment Strategy: Participant learning will be assessed by the following: Participation in a moot. Learners, in groups, will be given a hypothetical problem scenario involving both legal and ethical issues. Learners will be assigned to either the appellant’s or respondent’s legal team. They will be required to prepare written submissions with other members of their team, submit oral arguments, on which they will be assessed individually and finally prepare an individual written reflection on their experiences. Method of Assessment Percentage Weightings Learning outcomes assessed Oral Argument 70% 1, 2, 3, 4 Written Reflection on Mooting 30% 5 Further details in relation to the Continuous Assessment will be set out in the Assessment Brief which will be distributed in class.


Indicative Syllabus: 1. Introduction to Mooting Explanation of mooting; Advantages of mooting; Preparation for mooting 2. Research for Mooting Identification of issues and area for research; Research tools; 3. Developing Legal Arguments Logic and argument; Use of legal precedent 4. Drafting Written Submissions for the Moot Court Structure of submissions; Citations and references 5. Preparing Mooting Oral Arguments Presentation skills; Court etiquette; Effective advocacy; Interaction with the moot judge 6. Introduction to Ethics Ethics and Law; Professional Ethics; The Professional Bodies, Regulation of Lawyers and Codes of Conduct; Conflict of Interest. 7. The Client- Lawyer Relationship: Overview of the relationship, formation, authority, communication, diligence, competence and termination. 8. Duties: Duties to the Client: Confidentiality, Privilege, exceptions to confidentiality, duty and standard of care; Duties to Others- obligations to the court; opposing legal team and third parties; Indicative Bibliography: Title Author Publisher Published Edition Core How to Moot: A Student Guide to Mooting

John Snape; Gary Watt Oxford University Press 2010 2

How to think, write and cite: Key Skills for Irish Law Students

Jennifer Schweppe; Ronan Kennedy; Larry Donnelly; Elaine Fahey

Thomson Roundhall 2011 1

Supplementary Mooting and Advocacy Skills

David Pope; Dan Hill Sweet and Maxwell 2011 2

The Student Guide to Mooting

Michael Hammond; Margaret Ross

Dundee University Press 2010 1

PAEC/A6/5.1.5


Page | 23

Legal Method, Skills and Reasoning

Sharon Hanson Routledge-Cavendish 2010 3

A Guide to Good Professional Conduct for Solicitors

Law Society of Ireland Law Society of Ireland 2013 3

Code of Conduct for the Bar of Ireland

The Bar Council The Bar Council 2011

Electronic Resources DBS E-Learning Support http://elearning.dbs.ie DBS Library Website http://library.dbs.ie/ Library Catalogue http://koha.dbs.ie E-Journals, E-Books and Databases http://library.dbs.ie/Electronic-Resources/E-Library.htm Institutional Repository (eSource) http://esource.dbs.ie/ Mooting Net http://www.mootingnet.org.uk/ Law Bore http://learnmore.lawbore.net/index.php/Category:Mooting Oxford University Press Mooting http://www.oup.co.uk/academic/highereducation/law/mooting/more/ Legal Citation http://www.legalcitation.ie/page5/files/OSCOLA%20Ireland%202011.pdf

PAEC/A6/5.1.5


Page | 24

Appendix 3

Bachelor of Arts in Legal Studies


This paper proposes the transition arrangements for learners currently registered on the Bachelor of

Arts in Legal Studies programme to the newly reviewed programme.

This is a three year programme of study that will commence in September 2014. The newly

reviewed programme will be introduced in 2014. The impact of this will be considered stage by

stage.

The programme has been updated.

1. Students who enrol for the programme in September 2014 will enter the revised programme.

2. There were no students enrolled on this programme in 2012/2013 so hence there are no

students progressing into second year. The first time the second year of the revised

programme will run is in academic year 2015/2016.

3. Current students enrolled on the Bachelor of Arts in Legal Studies progressing into award

stage will continue to be enrolled on the current programme for one additional academic

year academic year 2014/2015.

From 2015-2016:

3. A student who has deferred enrolment or deferred a stage in academic year 2014-2015 will

re-enter the revised programme in September 2015 at the appropriate stage.

4. A student who failed to progress in academic year 2014-2015 will retrieve their failed

modules by resitting the module they failed in 2014-2015 and if successful will progress to

the next stage of the revised programme.

5. Any student who failed a module in academic year 2014-2015 may repeat the module

without attendance.

PAEC/A6/5.1.5


Page | 25

Programme name: Bachelor of Arts in Legal Studies Stage: One Current Module ECTS New Module ECTS Learning Skills 10 Introduction to Legal Research Skills 10 Introduction to the Irish Legal System 10 Irish Legal System 10 Introduction to the Law of Contract 10 Law of Contract 1 10 Introduction to the Law of Tort 10 Law of Tort 1 10 Introduction to Criminal Law 10 Criminal Law 1 10 Introduction to Computing 10 IT Skills for Business 5 Learning to Learn 5 Stage: Stage Two Communication for Success 5 Introduction to Law of Equity and

Trusts 5

Law of Contract 10 Contract Law 2 10 Law of Tort 10 Law of Tort 2 10 Criminal Law 10 Criminal Law 2 10 Introduction to Law of Real Property 10 Principles of Commercial Law 10 Introduction to Constitutional Law 10 Constitutional Law 10 Introduction to Company Law 10 Stage: Award Mooting and Professional Practice 10 Principles of European Union Law 10 European Union Law 10 Principles of Employment Law 10 Employment Law 10 Law of Real Property 10 Law of Real Property 10 Company Law 10 Company Law 10 Family Law 10 Constitutional Law 10 Principles of Equity and Trusts 10

PAEC/A6/5.1.5


Page | 26

Appendix 4

Higher Certificate in Arts in Legal Studies


This paper proposes the transition arrangements for learners currently registered on the Higher

Certificate of Arts in Legal Studies programme to the newly reviewed programme.

This is a two year programme of study that will commence in September 2014. The newly reviewed

programme will be introduced in 2014. The impact of this will be considered stage by stage.

The programme has been updated.

1. Students who enrol for the programme in September 2014 will enter the revised programme.

2. There were no students enrolled on this programme in 2012/2013 so hence there are no

students progressing into award stage. The first time the award stage of the revised

programme will run is in academic year 2015/2016.

From 2015-2016:

3. A student who has deferred enrolment or deferred a stage in academic year 2014-2015 will

re-enter the revised programme in September 2015 at the appropriate stage.

4. A student who failed to progress in academic year 2014-2015 will retrieve their failed

modules by resitting the module they failed in 2014-2015 and if successful will progress to

the next stage of the revised programme.

5. Any student who failed a module in academic year 2014-2015 may repeat the module

without attendance.

PAEC/A6/5.1.5


Page | 27

Programme name: Higher Certificate of Arts in Legal Studies Stage: One Current Module ECTS New Module ECTS Learning Skills 10 Introduction to Legal Research Skills 10 Introduction to the Irish Legal System 10 Irish Legal System 10 Introduction to the Law of Contract 10 Law of Contract 1 10 Introduction to the Law of Tort 10 Law of Tort 1 10 Introduction to Criminal Law 10 Criminal Law 1 10 Introduction to Computing 10 IT Skills for Business 5 Learning to Learn 5 Stage: Award Communication for Success 5 Introduction to Law of Equity and

Trusts 5

Law of Contract 10 Contract Law 2 10 Law of Tort 10 Law of Tort 2 10 Criminal Law 10 Criminal Law 2 10 Introduction to Law of Real Property 10 Principles of Commercial Law 10 Introduction to Constitutional Law 10 Constitutional Law 10 Introduction to Company Law 10

PAEC/A6/5.1.5

Prog

ram

me

Sche

dule

s

Nam

e of

Pro

vide

r:

Dubl

in B

usin

ess S

choo

l

Prog

ram

me

Title

(i.e

. Nam

ed A

war

d):

Bac

helo

r of A

rts i

n Le

gal S

tudi

es

Awar

d Ti

tle6 (H

ETAC

Nam

ed A

war

d):

Bach

elor

of A

rts i

n Le

gal S

tudi

es

Stag

e Ex

it Aw

ard

Title

Mod

es o

f Del

iver

y (F

T/PT

):

FT

Awar

d Cl

ass

Awar

d N

FQ le

vel

Awar

d EQ

F Le

vel

Stag

e (1

,2,3

,4,…

, or

Awar

d St

age)

: St

age

NFQ

Lev

el

Stag

e EQ

F Le

vel

Stag

e Cr

edit

(ECT

S)

Date

Ef

fect

ive

ISCE

D Su

bjec

t co

de

Bach

elor

7

1

6

60

1st

Sept

embe

r201

4

Mod

ule

Title

(U

p to

70

char

acte

rs in

clud

ing

spac

es)

Mod

ule

ECTS

Cre

dit

Num

ber5

Tota

l Stu

dent

Effo

rt M

odul

e (h

ours

) Al

loca

tion

Of M

arks

(fro

m th

e m

odul

e as

sess

men

t str

ateg

y)

Stat

us

NFQ

Le

vel1

w

here

sp

ecifi

ed

Tota

l Hou

rs

Cont

act

Hour

s

Hour

s of

Inde

pend

ent

Wor

k

C.A.

%

Proj

. %

Prac

. %

Fina

l.

%

Lear

ning

to L

earn

M

6

5 12

5 24

10

1 10

0

0

IT S

kills

for B

usin

ess

M

6 5

125

35

89

100

0 Iri

sh L

egal

Sys

tem

M

6

10

250

70

180

100

0 Co

ntra

ct L

aw 1

M

6

10

250

70

180

60

40

Law

of T

ort 1

M

6

10

250

70

180

60

40

Crim

inal

Law

1

M

6 10

25

0 70

18

0 60

40

PAEC/A6/5.1.5

Intr

oduc

tion

to L

egal

Res

earc

h Sk

ills

M

6 10

25

0 70

18

0 10

0

0

Spec

ial R

egul

atio

ns:

PAEC/A6/5.1.5

Nam

e of

Pro

vide

r:

Dubl

in B

usin

ess S

choo

l

Prog

ram

me

Title

(i.e

. Nam

ed

Awar

d):

Ba

chel

or o

f Art

s in

Lega

l Stu

dies

Awar

d Ti

tle6 (H

ETAC

Nam

ed A

war

d): B

ache

lor o

f Art

s in

Lega

l Stu

dies

Stag

e Ex

it Aw

ard

Title

Mod

es o

f Del

iver

y (F

T/PT

):

FT

Awar

d Cl

ass

Awar

d N

FQ le

vel

Awar

d EQ

F Le

vel

Stag

e (1

,2,3

,4,…

, or

Awar

d St

age)

: St

age

NFQ

Lev

el

Stag

e EQ

F Le

vel

Stag

e Cr

edit

(ECT

S)

Date

Ef

fect

ive

ISCE

D Su

bjec

t cod

e

Bach

elor

7

2

6

60

1st

Sept

embe

r201

4

Mod

ule

Title

(U

p to

70

char

acte

rs in

clud

ing

spac

es)

Mod

ule

ECTS

Cre

dit

Num

ber5

Tota

l Stu

dent

Effo

rt M

odul

e (h

ours

) Al

loca

tion

Of M

arks

(fro

m th

e m

odul

e as

sess

men

t str

ateg

y)

Stat

us

NFQ

Le

vel1

w

here

sp

ecifi

ed

Tota

l Ho

urs

Cont

act

Hour

s

Hour

s of

Inde

pend

ent

Wor

k

C.A.

%

Proj

. %

Prac

. %

Fina

l.

%

Com

mun

icat

ion

for S

ucce

ss

M

6 5

125

24

101

100

0 In

trod

uctio

n to

the

Law

of E

quity

M

6

5 12

5 35

89

10

0

0

Cons

titut

iona

l Law

M

6

10

250

70

180

50

50

Cont

ract

Law

2

M

6 10

25

0 70

18

0 50

50

La

w o

f Tor

t 2

M

6 10

25

0 70

18

0 50

50

Cr

imin

al L

aw 2

M

6

10

250

70

180

50

50

Prin

cipl

es o

f Com

mer

cial

Law

M

6

10

250

70

180

100

0

PAEC/A6/5.1.5

Spec

ial R

egul

atio

ns:

PAEC/A6/5.1.5

Nam

e of

Pro

vide

r:

Dubl

in B

usin

ess S

choo

l

Prog

ram

me

Title

(i.e

. Nam

ed

Awar

d):

Ba

chel

or o

f Art

s in

Lega

l Stu

dies

Awar

d Ti

tle6 (H

ETAC

Nam

ed A

war

d): B

ache

lor o

f Art

s in

Lega

l Stu

dies

Stag

e Ex

it Aw

ard

Title

Mod

es o

f Del

iver

y (F

T/PT

):

FT

Awar

d Cl

ass

Awar

d N

FQ le

vel

Awar

d EQ

F Le

vel

Stag

e (1

,2,3

,4,…

, or

Awar

d St

age)

: St

age

NFQ

Lev

el

Stag

e EQ

F Le

vel

Stag

e Cr

edit

(ECT

S)

Date

Ef

fect

ive

ISCE

D Su

bjec

t cod

e

Bach

elor

7

Aw

ard

7

60

1st

Sept

embe

r201

4

Mod

ule

Title

(U

p to

70

char

acte

rs in

clud

ing

spac

es)

Mod

ule

ECTS

Cr

edit

N

umbe

r5

Tota

l Stu

dent

Effo

rt M

odul

e (h

ours

) Al

loca

tion

Of M

arks

(fro

m th

e m

odul

e as

sess

men

t str

ateg

y)

Stat

us

NFQ

Le

vel1

w

here

sp

ecifi

ed

Tota

l Hou

rs

Cont

act

Hour

s

Hour

s of

Inde

pend

ent

Wor

k

C.A.

%

Proj

. %

Prac

. %

Fina

l.

%

Moo

ting

and

Prof

essio

nal P

ract

ice

M

7 10

12

5 70

10

1 10

0

0

Euro

pean

Uni

on L

aw

M

7 10

25

0 70

18

0 25

75

Em

ploy

men

t Law

M

7

10

250

70

180

40

60

Com

pany

Law

M

7

10

250

70

180

25

75

Law

of R

eal P

rope

rty

M

7 10

25

0 70

18

0

100

Fam

ily L

aw

M

7 10

25

0 70

18

0 40

60

Sp

ecia

l Reg

ulat

ions

:

PAEC/A6/5.1.5

Nam

e of

Pro

vide

r:

Dubl

in B

usin

ess S

choo

l

Prog

ram

me

Title

(i.e

. Nam

ed

Awar

d):

Hi

gher

Cer

tific

ate

in A

rts i

n Le

gal S

tudi

es

Awar

d Ti

tle6 (H

ETAC

Nam

ed A

war

d): H

ighe

r Cer

tific

ate

in A

rts i

n Le

gal S

tudi

es

Stag

e Ex

it Aw

ard

Title

Mod

es o

f Del

iver

y (F

T/PT

):

FT

Awar

d Cl

ass

Awar

d N

FQ le

vel

Awar

d EQ

F Le

vel

Stag

e (1

,2,3

,4,…

, or

Awar

d St

age)

: St

age

NFQ

Lev

el

Stag

e EQ

F Le

vel

Stag

e Cr

edit

(ECT

S)

Date

Ef

fect

ive

ISCE

D Su

bjec

t cod

e

High

er

Cert

ifica

te

6

1 6

60

1s

t Se

ptem

ber2

014

Mod

ule

Title

(U

p to

70

char

acte

rs in

clud

ing

spac

es)

Mod

ule

ECTS

Cre

dit

Num

ber5

Tota

l Stu

dent

Effo

rt M

odul

e (h

ours

) Al

loca

tion

Of M

arks

(fro

m th

e m

odul

e as

sess

men

t str

ateg

y)

Stat

us

NFQ

Le

vel1

w

here

sp

ecifi

ed

Tota

l Ho

urs

Cont

act

Hour

s

Hour

s of

Inde

pend

ent

Wor

k

C.A.

%

Proj

. %

Prac

. %

Fina

l.

%

Lear

ning

to L

earn

M

6

5 12

5 24

10

1 10

0

0

IT S

kills

for B

usin

ess

M

6 5

125

35

89

100

0 Iri

sh L

egal

Sys

tem

M

6

10

250

70

180

100

0 Co

ntra

ct L

aw 1

M

6

10

250

70

180

60

40

PAEC/A6/5.1.5

Law

of T

ort 1

M

6

10

250

70

180

60

40

Crim

inal

Law

1

M

6 10

25

0 70

18

0 60

40

In

trod

uctio

n to

Leg

al R

esea

rch

Skill

s M

6

10

250

70

180

100

0 Sp

ecia

l Reg

ulat

ions

:

PAEC/A6/5.1.5

Nam

e of

Pro

vide

r:

Dubl

in B

usin

ess S

choo

l

Prog

ram

me

Title

(i.e

. Nam

ed A

war

d):

Hi

gher

Cer

tific

ate

in A

rts i

n Le

gal S

tudi

es

Awar

d Ti

tle6 (H

ETAC

Nam

ed A

war

d):

High

er C

ertif

icat

e in

Art

s in

Lega

l Stu

dies

Stag

e Ex

it Aw

ard

Title

Mod

es o

f Del

iver

y (F

T/PT

):

FT

Awar

d Cl

ass

Awar

d N

FQ le

vel

Awar

d EQ

F Le

vel

Stag

e (1

,2,3

,4,…

, or

Awar

d St

age)

: St

age

NFQ

Lev

el

Stag

e EQ

F Le

vel

Stag

e Cr

edit

(ECT

S)

Date

Ef

fect

ive

ISCE

D Su

bjec

t cod

e

High

er

Cert

ifica

te

6

Awar

d 6

60

1s

t Se

ptem

ber2

014

Mod

ule

Title

(U

p to

70

char

acte

rs in

clud

ing

spac

es)

Mod

ule

ECTS

Cre

dit

Num

ber5

Tota

l Stu

dent

Effo

rt M

odul

e (h

ours

) Al

loca

tion

Of M

arks

(fro

m th

e m

odul

e as

sess

men

t str

ateg

y)

Stat

us

NFQ

Le

vel1

w

here

sp

ecifi

ed

Tota

l Ho

urs

Cont

act H

ours

Ho

urs o

f In

depe

nden

t W

ork

C.A.

%

Proj

. %

Prac

. %

Fina

l.

%

Com

mun

icat

ion

for S

ucce

ss

M

6 5

125

24

101

100

0 In

trod

uctio

n to

the

Law

of E

quity

M

6

5 12

5 35

89

10

0

0

Cons

titut

iona

l Law

M

6

10

250

70

180

50

50

Cont

ract

Law

2

M

6 10

25

0 70

18

0 50

50

La

w o

f Tor

t 2

M

6 10

25

0 70

18

0 50

50

Cr

imin

al L

aw 2

M

6

10

250

70

180

50

50

Prin

cipl

es o

f Com

mer

cial

Law

M

6

10

250

70

180

100

0

PAEC/A6/5.1.5

Spec

ial R

egul

atio

ns:

PAEC/A6/5.1.5

PAEC/A6/5.1.5

Documents

Programmatic Review School of Business and Law Level 8 Bachelor … · 2017-02-21 · 1 Programmatic Review School of Business and Law Level 8 Bachelor Programme Level 6 Higher Certificate