Module Details

The information contained in this module specification was correct at the time of publication but may be subject to change, either during the session because of unforeseen circumstances, or following review of the module at the end of the session. Queries about the module should be directed to the member of staff with responsibility for the module.
Title DESIGN AND MANAGEMENT OF RECORDKEEPING SYSTEMS
Code RIMB016
Coordinator Ms MR Procter
History
Year CATS Level Semester CATS Value
Session 2007-08 Level Three Second Semester 15

Aims

This module aims to enable you to support and contribute to the design, development and maintenance of records systems, based on the principles of information storage, retrieval and access. 

 


Learning Outcomes

When you've completed this module you should be able to:

  1. explain how electronic records differ from those in other formats, and the management issues that arise from these differences
  2. contribute to the design, development, evaluation and maintenance of a records system, or part of a system
  3. demonstrate an understanding of the current methodologies available to assist the development of a new records system
  4. explain how to incorporate existing records systems within a new records system
  5. assist in the determination of requirements for documenting a records system and for training users.

Syllabus

None 

§        Tools for designing records systems: e.g. Systems analysis and design; risk management; business continuity; functional analysis (referring back to compulsory Certificate-level modules RIMB002, RIMB004/015)

§        Design of corporate file plans including metadata, retention scheduling and security implications (referring back to compulsoryCertificate-level module RIMB014 Compliance)

§        Application of the principles of classification and indexing, thesaurus implementation and use 

§        Documenting systems and file-level activities – audit trails, procedures

§        Maintenance, development and integration into ERMS of legacy systems and paper-based systems.

§        Physical storage options and issues; format and migration issues; the  records centre

§        Change management; training and development; the role of the systems user; 


Teaching and Learning Strategies

It is compulsory for all Certificate and Diploma students to attend a Study Skills Day, prior to commencing the first module of the programme. The aim of the Study Skills Day is to:

  • Prepare students for studying at a distance.
  • Introduce students to the theory and practice of learning.
  • Provide an opportunity for students to develop skills to support studyign at a distance, such as time managment, using the learning materials, finding and using information, preparing for assessment.
  • Identify the roles and responsibilities of learners, tutors and support staff.

The Study Skills Day also provides the opportunity to meet with the tutors, administrators and, when possible, a current or past student.

Each module begins with a 1 day short course to introduce the module. The distance learning materials and the module assignment are issued during the session. < /p>

The module tutor is available to discuss issues with students over the phone, via email, fax or letter. In addition students are allocated a personal tutor who is available to discuss the student's progress through the programme.

The student's line manager will also be involved in the programme where appropriate as the student's mentor. The mentor will be aware of what the student is doing and will be in a position to contribute to his/her successful progress. Where a line manager is not able to participate, the Director of Studies will assign a mentor through the Association of Departmental Record Officers. This may be a more senior or experienced colleague.

The module assignment assesses whether the learning objectives of this module have been met.

The assignement will be applicable to the work placeand as far as possible the student will have a choice of topic or scenario which will be directly relevant to their own situation. 60;  

The assignment will be marked and moderated by internal markers and a selection submitted to an external examiner.

Candidates will either fail, pass, or achieve a distinction on the basis of the following marks: 0-39 = fail; 40-69 = pass; 70-100 = distinction.

Assessment criteria set out what percentage of marks can be gained for each element of that question. 

To achieve the pass mark, candidates must present work that is competent and thorough, showing knowledge and practical skills, and indicating critical ability.  To achievea distinction, candidates must present work of originality, demonstrating command of the subject along with a grasp of the wider perspective. 

In effect marking is done within a relatively narrow range of marks and any mark over 50% can be considered good. A mark of 70%+ is uncommon and only achieved for excellent pieces of work.

Feedback is provid ed for the student in the form of a constructive commentary on the strengths and weaknesses of the work submitted with, where appropriate, suggestions for improvement in future assessments.


Teaching Schedule

  Lectures Seminars Tutorials Lab Practicals Fieldwork Placement Other TOTAL
Study Hours 6
1 day short course to introduce the module
          6
Timetable (if known)           Introduction provided during short period (2 days) of blocked contact teaching at beginning of Semester
 
 
Private Study 144
TOTAL HOURS 150

Assessment

EXAM Duration Timing
(Semester)
% of
final
mark
Resit/resubmission
opportunity
Penalty for late
submission
Notes
             
CONTINUOUS Duration Timing
(Semester)
% of
final
mark
Resit/resubmission
opportunity
Penalty for late
submission
Notes
Assignment at end of 10 week period    Second  100  One resubmission  Standard University Policy applies - see Department/School handbook for details.   

Recommended Texts

You should buy or have ready access to at least one of the first three books listed below which are general RM textbooks. Shepherd and Yeo is probably most helpful for this Module.  Kelvin Smith’s book is drawn largely from TNA guidance and experience so is particularly useful for students from public record bodies (and the wider public sector).   If you are new to the discipline then Hare & McLeod (1997) or by Elizabeth Parker are particularly recommended as basic introductions to the subject (although both are out of print).   

 SHEPHERD, E and YEO, G.  2002.  Managing records a handbook of principles and practice.  London: Facet Publishing.  

 Kennedy, J. andSchauder, C. 1998. Records management: a guide to corporate record keeping. 2nd ed. South Melbourne: Longman.

 Penn, I.A., Pennix, G.B ., Coulson, J.1994. Records management handbook. 2nd ed. Aldershot, Hants, England; Brookfield, Vt: Gower. 

 HARE, C. and McLEOD, J. 1997. Developing a records management programme. London: Aslib   (out of print, but useful if you can find it)

PARKER, E.  1999.  Managing your organization's records.  London: Library Association Publishing.  (out of print, but useful if you can find it)

 SMITH. K. (2007).  Planning and implementing electronic records management – a practical guide.  Facet Publishing

 Wherever possible TNA and other government publications will be referenced. Other readings or sources, including Internet resources, may also be suggested but we do not insist on you reading them.