form b - uwl.ac.uk · ba (hons) international business management with foundation . ba (hons)...

FORM B

Form B – Course Specification Template – Mar 16 of 38

Course Specification Please refer to the ‘Guidance Notes for the completion of required Validation documentation’ and the QAA UK Quality Code for Higher Education Part A: Setting and Maintaining Academic Standards: Chapter A3 - Securing Academic Standards and an Outcomes-Based Approach to Academic Awards: http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/quality-code-part-a

Name of final award:

BA (Hons)

Course title:

BA (Hons) Business Studies with Foundation BA (Hons) Business Studies with Marketing with Foundation BA (Hons) Business Studies with Human Resource Management with Foundation BA (Hons) Business with Finance with Foundation BA (Hons) International Business Management with Foundation BA (Hons) Business Studies with Entrepreneurship with Foundation

Level:

Levels 3, 4, 5 and 6 Credits: 480

Exit awards, level and credits: (where applicable)

Cert L4 120 credits, Diploma L5 240 credits Ordinary degree L6 300 credits

An honours degree (according to university defined classification) will be awarded upon the completion of 480 credits.

Students are required to enrol and follow one of the above pathways until the completion of the award. Any change to the registered pathway would be considered under exceptional circumstances, and is at the discretion of the School.

In exceptional circumstances upon completion of Level 3, if a student can’t continue further to Level 4, the University may award a Transcript of Credit in the chosen pathway.

In exceptional circumstances upon completion of Level 4, if a student can’t continue further to Level 5, the University may award Certificate of Higher Education.

In exceptional circumstances, upon completion of Level 5, if a student can’t continue further to Level 6, the University may award Diploma in Higher Education.

School:

Claude Littner Business School

Field/Subject:

Business, Management and Marketing

Academic Partners: (where applicable) Note: Approval for an academic partner to deliver a course

n/a

http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/quality-code-part-a


requires an additional approval event.

Document version:

Date document completed:

26/07/2017

Document completed by:

Chandra Bhasham and Amelia Au-Yeung


1. Awarding body/Institution

University of West London

2. Teaching institution

University of West London

3. Admissions criteria

The formal qualifications required for level 4 will normally be: • 72 UCAS tariff points normally in a minimum of two subject areas plus: • Level 2 English and Maths.

International entry criteria: International students need to meet our English language requirement at either IELTS at 6.0 or above or a minimum of 5.5 for each of the 4 individual components (Reading, Writing, Speaking and Listening). TOEFL ibt at score at 76 or above, Pearson PTE Academic at score 51 or above or an equivalent secure English language test. In some countries where teaching is in English, we may accept local qualifications. To assist widening participation, the Accreditation of Prior (Experiential) Learning AP(EL) is encouraged, it is recognised that work place knowledge, skills and understanding can be achieved through certificated, non-certificated and experiential learning. Candidates may be able to claim exemption from some modules, if they have attained other accredited educational or training programmes, or have appropriate substantial work experience. Applications will be judged through the Faculty’s Accreditation of Prior (Experiential) Learning Committee. Applicants without the above qualifications but possessing relevant work experience or alternative qualifications are invited to apply. Each application will be considered on their merits. In addition, a satisfactory academic and or professional reference will be required. Potential students may be able to claim exemption from some modules, if they have attained other accredited educational or training programmes. Applications will be judged through the Accreditation of Prior (Experiential) Learning Committee.

4. Codes

UCAS Code A N101

UCAS Code B

JACS Code

Other

5. Professional, Statutory and Regulatory Body accreditation (if applicable) By successfully completing the BA(Hons) Business Studies degree for any named pathway, a dual award can be obtained from the Chartered Management Institute – the Level 5 Diploma in Management and Leadership – by joining their institution via: www.managers.org.uk/join

6. Career and progression opportunities and employability skills


Students can focus their subject choices within the course to suit their career aspirations, graduating in one of the following: BA (Hons) Business Studies with Marketing, BA (Hons) Business with Human Resource Management or BA (Hons) Business with Finance. Students’ graduate attributes and employability are also enhanced and challenged through participation in the “Contemporary Issues in Management (Graduate Project)” in part, undertaken in collaboration with a third party client: Progression Opportunities Any specialism can go on to: MBA (with appropriate work experience) MA/ MSc International Business Management MSc Applied Project Management MA Marketing MA Human Resource Management On completing the course, students will be: • Capable of benefiting from post graduate, professional study including the ability to participate in

individual and group research • Capable of employment at junior, and with appropriate experience, middle management positions • Sensing decision makers able to incorporate a wide technical knowledge and appropriate theories

to enable themselves and colleagues to reach solutions to complex business situations • Able to initiate effective team working at all levels and with others, and work independently and

effectively. • Able to reflect on how their employment enables them to develop skills for Continuous

Professional Development and Lifelong Learning. • Confident and independent learners well versed in the underpinning disciplines contributing to

business behaviour

7. Location of delivery

University of West London – St Mary’s Road -London Campus and Paragon, Brentford campus And at agreed collaborative partners. At the moment:

8. Mode of delivery (Copy and paste this symbol - )

Full time Part time Distance learning Work-based learning*

Other If other, please specify:

*Work-based learning - if the course includes work-based learning elements, please specify below: a. Is employment in a particular work role necessary to complete assessments? b. Are work placements an essential part of the course? (Examples of work experience and

employer engagement are requested in section 24) There is no formal internship embedded in the degree courses concerned. However, the work-based element (engagement with the industry) is included in the following: Guest speakers Live case studies Professional bodies PDP’s Portfolios Field projects In class simulations of real-world problems


Assessments Centre organized by CLBS with Careers and Employment Services and - Fortuna Training Limited; and Assessment Centre Training Ltd Assessment Centres organized by ACCA Assessment Centres Organized by CIMA Workshops organized by SKY academy Workshops Organized by EMC 2 Brentford Dragon Young Enterprise Attending board meetings of Hounslow Chamber, Brentford Chamber, Ealing Chamber Attending CLBS “Best Practice Network” Attending CLBS “Business Forums” Field Trips to SKY, EMC, Hounslow Chamber Consultancy reports for real business organisations as part of assessments

9. Planned course duration

Full Time – 4 years

10. Sequencing within the academic calendar (Copy and paste this symbol - ) September only start February only start September and February start

Other If other, please specify:

11. First date of delivery of the course (month and year)

September 2017

12. Language of study

English

13. Formalised Links with External Organisations/Industrial Partners

Members of: Brentford Chambers of Commerce Ealing Chamber of Commerce West London Business Hounslow Chamber of Commerce Chartered Management Institute full academic exemption Chartered Institute for Personnel and Development Chartered Institute for Purchasing & Supply Chain Management Chartered Institute of Credit Management (CICM) Chartered Institute of Management Accountants (CIMA) SKY Academy

14. Student support arrangements

Undergraduate courses


Throughout their course of study, each student will have access to a variety of sources of support depending on individual circumstances and needs. Apart from the University-wide support framework, which encompasses the course leaders, the module leaders, the personal tutors, in-course learning skills development and Personal Development Planning (PDP), all students will have at their disposal a variety of different support systems which depend on the nature of the course. The development of learning skills includes such techniques and activities as critical appraisal, reflection, literature searching, information technology, peer review, group work, presentation, research, practice/professional skills, note-taking, writing skills, electronic information retrieval, communication skills and independent study at home. These skills will be an integral part of learning courses. INSTILL is able to provide support for blackboard training and usage. Students are expected to participate in an induction. This will introduce them to the requirements of their course of study and will provide an opportunity to receive all the relevant course documentation, visit the Library and meet and discuss requirements and expectations of their planned learning experience with the course team. The following student support services are available for students: Student services in “The Street” Careers and Employment Services Advice Team Disability Team Information and Funding Team Accommodation Team Chaplaincy Counselling Students’ Union Further course specific information:

Induction The course has an induction session that is tutor facilitated. This includes: 1. Meeting the Dean, Field Leader/course leaders, year tutor, personal tutors and school administrators 2. Meeting the other students 3. Discovering the facilities (Students Union and its societies, Library, Learning Skills Unit, Finance, Careers and employment Service, Special Needs Unit for example) at UWL 4. Expectations for the course, tutor and students 5. Personal Tutor arrangements 6. Learning Groups and personal timetables 7. Details of important websites, semester dates, and exam dates and re-sit dates, progression requirements, and other course requirements will be given.

Module Tutor

Module tutors provide full academic support and advice on their individual modules. The aim of the module teams is to provide quality tuition, meaningful assessment and prompt succinct feedback. Both during the workshops and outside of them (Tutorials), there will be opportunities for students to raise issues with tutors on the course. Such contact can be: Face-to-face meetings by prior arrangement Telephone contact Electronic media (e-mail, the university e-learning system - Blackboard)

Personal Tutor

A personal tutor is an academic member of staff who will take an active interest in a student's academic progress and university experience, and is concerned for a student's general wellbeing. Each student at all levels is assigned a personal tutor, to ensure personal and professional development.

E-Learning As part of the course, students will be able to access a variety of learning materials via the university e-learning system: Blackboard, Pebble Pad, Online study support. Tutors will encourage students to use and access it for such purposes as: Studying additional learning materials


General or specific notices or announcements relating to the course as a whole or to their specific group.

Networking with tutors and other students via the use of facilitated e-discussions, e-tutorials or the chat-room facilities

Recording development plans, learning contracts and reflective learning commentaries Tracking their personal achievements, marks and feedback. Communicating placement opportunities.

Further information including students’ personal access codes will be provided during the induction period.

Course Committee

The BA Business Studies Course Committee include all pathways receives and discusses student concerns. The committee will include Course and Module Leaders as well as student representatives. Guidance for student representatives (commonly referred to as course representatives) will be made available via the Student Union. They will meet once per semester but will be able to make use of Blackboard chat and discussion facilities to achieve this purpose.

Further course specific information: Please see Course Handbook Individual Module Study Guides Collaborative provision Students at a collaborating institution may have different student support arrangements. Certificates in Personal and Professional Development (CPPD) Different student support arrangements may be applicable for CPPD courses.

15. Aims of the course

Particular Aims and Learning Outcomes for the BA(Hons) with Foundation (for all pathways) are:

1. To develop student confidence, study skills and independent learning strategies required for higher

education

2. To introduce students to formal academic writing styles and to develop your oral presentation skills

3. To ensure that student understand the basic fundamentals of essential numerical, financial and ICT

skills related to business

4. To provide student a sound basis for study at level 3 in their chosen area of specialisation

5. To ensure that student have a sound basic knowledge and understanding related to business,

systems, and the way organisations operate, the ethical and environmental principles and practice,

and an awareness of effective management practice.

6. Develop a full understanding of the theory and practice of business.

7. Meet the national and international need for adaptive, adaptable and transformative graduates.

8. Empower students from a variety of educational backgrounds to fulfil their academic potential

9. Enable students to devise and implement creative solutions to business problems.

10. Allow students to build upon their existing work experience to broaden and extend their knowledge

and understanding of the range of issues that impact upon the organisations ability to deliver

improved products/services.

11. Develop the skills required to offer informed contributions to decision making and to manage

relatively complex operations in global context.


12. Provide students with a learning environment that will develop interpersonal skills, raise self-

awareness, and encourage personal and career growth as well as the ability to gain from lifelong

learning.

13. Equip students for a range of career opportunities and increase their earning potential.

14. Develop throughout the course a critical understanding of ethical principles and practice, and an

awareness of effective management practice.

15. Provide employers with graduates who possess the specialist technical knowledge and skills

needed in their sector.

16. Encourage the development of entrepreneurial spirit.

16. Content of the course by level (UG)/stage (PG)

The proposal is for an extended course of study leading to award of honours degrees BA in Business Studies and its five identified pathways starting at foundation year (Level 3).

In essence the proposal provides an additional structured learning experience at Level 3 to be linked to subsequent study on a degree schemes covering Levels 4, 5, and 6 in Business Studies and its pathways.

The course has been designed to meet the following criteria:

1. Meet the national need for adaptive, adaptable and transformative graduates. 2. Empower students from a variety of educational backgrounds to fulfil their academic potential. 3. Provide an opportunity for students to use their work experience to gain an understanding of

current theory and practice. 4. Develop the students’ personal and interpersonal transferable skills. 5. Equip students for a range of career opportunities and increase their earning potential. 6. Provide an academic basis for further study at final year undergraduate level and/or vocational

training. 7. Provide students who are in full time employment a relatively inexpensive and accelerated

(dependent on their own personal circumstances) mode of obtaining a degree. 8. Provide employers with graduates who possess the specialist technical knowledge and skills

needed in their sector. Course Leaders (Full-Time Course) Title Name Contact Course Leader Level 3

Lena Fedoruk Paragon Tel:

email: [email protected] Course Leader Level 4

Paul Byrne Paragon

Tel: email: [email protected]

Course Leader Level 5

Rajab Ghandour Paragon

Tel: Email: [email protected]


Course Leader: Level 6

Chandra Bhasham Paragon

Tel: email: [email protected]

The Foundation Year (Level 3) Start at lower level but then develop enhanced knowledge, understanding and skills of business organisations, their contexts and management, including acquisition of coherent and detailed a complex body of knowledge, at least some of which is at, or informed by, current boundaries, the forefront of defined aspects of business and management. The BA (Hons) Business Studies with Foundation is specially designed for those students, who may otherwise miss opportunities to study for a UK business degrees due to their inability to meet minimum entry-level requirements to a UK University degree. The programme will be also suitable to also those international students coming from the countries where the qualifications frameworks are different then the UK and so their qualification are not equivalent to direct Level 4 entry requirements at a UK Higher Educational Institution. The BABS with foundation course is thus an integrated 4 years programme, where the first year is counted towards bridging the gap of education required for entry to a UK University. You will study a range of core and optional modules during your course that will make you competitive for employability.

Structure of Level 3 Foundation Year:

Semester 1 Semester 2 Both Semesters 1 & 2

Core Core Core Core Core

Level 3

Introductio

n to Business

Recording Business

Transactions

Data Handling and ICT

Managing People and System

Personalised Learning

Academic Performance

L3 Summer

- Foundation Skills (only for students who do not pass a resit for any one 20 credit L3 module

- OR - Extended Foundation Skills (only for students who

do not pass resits for any two 20 credit

After completing the Foundation Year at Level 3, students will progress to one of the identified named awards as follows: 1. BA (Hons) Business Studies with Foundation year BA (Hons) Business Studies (BABS) offers wide and in-depth knowledge, understanding and skills of effectively running for profit and not for profit organisation in fast changing global business world. BA (Hons) Business Studies is designed to enable the student to develop a critical understanding of ethical


principles and practice, and an awareness of effective management principles set in the many contexts in which businesses operate and also captures the essence of entrepreneurship. The course encourages students to develop the skills and competences of future managers. To do this, students should be capable of making management decisions at both a strategic and at a tactical level, emphasising the complexity and dynamics of business and management and taking cognisance of the integrative nature of the various factors which impinge upon management decisions UWL being a career university, the BABS course is designed for future employability or entrepreneurship. The qualified students will be able to enter the world of business with a breadth of knowledge that should provide them with greater confidence and understanding aptitude for business world. The structure of the Programme is as below:

Structure of the Programme BA (Hons) Business Studies:

Semester 1 Semester 2

Core Core Core Core Core Core

Level 4

Professional Skills for Business

Researching Business Data

Introduction to HRM

Principles of Marketing

Information Communications Technology

Business Accounting


Level 5

Research Methods/Enterprise and Business Development*

Managing Business Operations

Business Economics

Business ethics

Organisational behaviour

Enterprise and Business development/Research Methods*

Level 6

Strategic Management

International Trade, Finance and Investment

Business Research report (semester 1and 2)

International Business

Managing Small and medium enterprise

*Research Methods will be run in semester 2 for September intake and semester 1 for January intake. Hence, Enterprise and Business Development will run in semester 1 for September intake and semester 2 for January intake.

2. BA (Hons) Business Studies with Marketing with Foundation Year BA (Hons) Business Studies with Marketing has been designed with an emphasis on Marketing: students develop a critical understanding of ethical principles and practice, and an awareness of effective management and marketing principles. Students gain an understanding of the many contexts in which businesses operate - from SMEs (small and medium enterprises) to larger firms. The course is to develop the knowledge, understanding and skills of business organisations, their contexts and management, including acquisition of coherent and detailed a complex body of knowledge, at least some of which is at, or informed by, current boundaries, the forefront of defined aspects of marketing of business organisations, their contexts and marketing & brand management.


BA (Hons) Business Studies with Marketing, degree not only develops students for a wide and in-depth knowledge, understanding and skills of effectively running for profit and not for profit organisation in fast changing global business world but also provides students opportunities to develop their unique competencies in marketing managing, consumer behaviour and managing big brands Thus degree offers essential knowledge and skills needed in the field of marketing. The qualified students will be able to enter the world of business with a breadth of knowledge and specialisation of marketing of products, services and organisations and thus should provide them with greater confidence, understanding aptitude for Marketing sides of business world. The structure of the Programme is as below. Each core is 20 credits except the Business Research Project which carries 40 credits.

Structure of the Programme BA (Hons) Business Studies with Marketing



Level 4



Introduction to HRM



Business Accounting

Core Core Core Core Core core

Level 5



Business Economics

Business Ethics

Marketing & Brand Management

Enterprise and Business Development/Research Methods*

Level 6


Consumer Behaviour

Business Research project

Global Marketing



3. BA (Hons) Business Studies with Human Resource Management with Foundation Year The course is to develop the knowledge, understanding and skills of business organisations, their contexts and management, including acquisition of coherent and detailed a complex body of knowledge, at least some of which is at, or informed by, current boundaries, the forefront of defined aspects of Human Resource Management. BA (Hons) Business Studies with Human Resources has been designed with an emphasis on Human Resource Management, yet students develop a critical understanding of ethical principles and practice, and an awareness of effective management and marketing principals. Students also gain an understanding of the many contexts in which businesses operate - from SMEs (small and medium enterprises) to larger firms. BA (Hons) Business Studies with Human Resource Management degree not only offers a wide and in-depth knowledge, understanding and skills of effectively running for profit and not for profit organisation in fast changing global business world but also helps students develop their unique competencies in managing most important resources of the organisations i.e. Human Resource Management. This degree will offer unique selling point and competitive advantage to our students, and also very suitable to those learners who want a career in recruitment and development and management of human resources.


The qualified students will be able to enter the world of business with a breadth of knowledge and specialisation in field of people management, related laws, culture and diversity management etc. and thus should provide them with greater confidence, understanding aptitude for business world. The structure of the Programme is as below. Each core is 20 credits except the Business Research Project which carries 40 credits.

The structure of the Programme BA (Hons) Business Studies with Human Resource Management



Level 4



Introduction to HRM



Business Accounting


Level 5



Business Economics

Business Ethics

Organisational behaviour

Enterprise and Business development / Research Methods*

Level 6


Contemporary Issues in IHRM

Business Research Project Employee Relations



4. BA (Hons) Business with Finance with Foundation Year

BA (Hons) Business with Finance has been designed with an emphasis on finance, while ensuring the student develops a critical understanding of ethical principles and practice, an awareness of effective management and marketing principals set in the many contexts in which businesses operate - from SMEs (small and medium enterprises) to larger organisations. The course is to develop the knowledge, understanding and skills of business organisations, their contexts and management, including acquisition of coherent and detailed a complex body of knowledge, at least some of which is at, or informed by, current boundaries, the forefront of defined aspects of Finance of business organisations, and international finance for businesses. With the addition of International Trade, Finance and Investment students will develop knowledge and skills to manage complex financial situations at a global level

BA (Hons) Business with Finance degree not only trains students for a wide and in-depth knowledge, understanding and skills of effectively running for profit and not for profit organisation in fast changing global business world but also aids students develop their unique competencies in managing finances. This degree will offer unique selling point and competitive advantage to our students as being specialist in finance.

The qualified students will be able to enter the world of business with a breadth of knowledge and specialisation business with finance and thus should provide them with greater confidence, understanding aptitude for business world from the angle of financial recourse. The structure of the Programme is as below. Each core is 20 credits except the Business Research Project which carries 40 credits.

The structure of the Programme BA (Hons) Business with Finance

GP/K

A/10.8.05/B

AB

S CO

UR

SE HB

K 05-6




Level 4



Introduction to HRM



Business Accounting


Level 5



Business Economics

Enterprise and Business Development /Research Methods*

Managerial Finance

Business Ethics

Level 6




Managing Small and Medium size enterprise



5. BA (Hons) International Business Management with Foundation Year Develop the knowledge, understanding and skills of business organisations, their contexts and management, including acquisition of coherent and detailed a complex body of knowledge, at least some of which is at, or informed by, current boundaries, the forefront of defined aspects of international business organisations, their contexts and management. BA (Hons) International Business Management aims to provide students with a breadth of knowledge that will equip them to be professionals with globalisation, international markets and MNCs. The programme is likely to be attractive of domestic and international students who aspire to work in shrinking global village and may like to travel to explore markets, business and cultures. As such, it is likely to be an attractive option for both our domestic and international students alike. The course modules will train students for international and domestic markets– and value delivery networks (customers, suppliers, competitions, stakeholders). The course, attempts to develop knowledge understanding and skills-customer segments, cultural, international business, related to operating in global market the skills required to operate globally must include insight in terms of culture, local customs and laws and different ways of communicating and making decisions. The structure of the Programme is as below Each core is 20 credits except the Business Research Project which carries 40 credits.

The structure of the Programme BA (Hons) International Business Management



Level 4

Professional Skills for Business & Finance


Introduction to HRM



Business Accounting



Level 5



Business Economics

Business Ethics

Cross-cultural Management

Enterprise and Business Development/Research Methods*

Level 6




Managing Small to Medium Sized Enterprise



6. BA (Hons) Business Studies with Entrepreneurship with Foundation Year The course is to develop the knowledge, understanding, skills and aptitude of entrepreneurship, effectively running business organisations, their contexts and management, including acquisition of coherent and detailed a complex body of knowledge, at least some of which is at, or informed by, current boundaries, the forefront of defined aspects of enterprise, entrepreneurship and intrapreneurship. BA (Hons) Business Studies with Entrepreneurship, degree not only develops students for a wide and in-depth knowledge, understanding and skills of effectively running for profit and not for profit organisation in fast changing global business world but also provides students opportunities to develop their attitude, aptitudes, confidence and unique competencies in setting, staring and developing and successfully running your own business. Thus degree will offer enjoyment and satisfaction of being your own boss and creating employment opportunities for others. The degree focuses strongly on the business start-up and managing growth aspects of new venture. However, the skills taught would also benefit any student wishing to take up paid employment, particularly within a small to medium enterprise (SME) environment. The structure of the Programme is as below. Each core is 20 credits except the Business Research Project which carries 40 credits.

The structure of the Programme BA (Hons) Business Studies with Entrepreneurship



Level 4

Professional Skills for Business & Finance


Introduction to HRM



Business Accounting


Level 5

Research Methods/Enterprise


Business Economics

Business Ethics

Organisational Behaviour

Enterprise and Business


and Business Development*

Development/Research Methods*

Level 6


Contemporary Issues In Entrepreneurship

Research Business Project (semester 1 and 2)

Managing Small & medium Enterprise

International business


17. Summary of the Course for the HEAR transcript

Changes in political and regulatory environment coupled with rapid innovations in information technologies have transformed the business world and changed the way businesses compete. Faced with intense competition, a complex and rapidly changing environment, and the war for talent these days, the business professionals need to be equipped with a broad range of skills and knowledge that is up to date and relevant to the contemporary business world and to be able to think creatively and critically to come up with innovative solutions. The BABS courses along with specialist pathways equip students with the latest theories and concepts and focuses on their practical application in the real business world. All main business functional areas, such as marketing and HRM, will be covered. The course also addresses both operational and strategic issues with an emphasis on the practical skills and the ability to link theories with practice that are essential for future business professionals.

18. Module list and pre-requisites Module Title Level Semeste

r

BABS

with

Fou

ndat

ion

BABS

with

Mar

ketin

g w

ith

Foun

datio

n

BABS

with

HR

M w

ith

Foun

datio

n

BA B

usin

ess

with

Fin

ance

w

ith F

ound

atio

n

BA IB

M w

ith F

ound

atio

n

BABS

with

Ent

repr

eneu

rshi

p w

ith F

ound

atio

n

Managing People and System 3 2 C C C C C C Recording Business Transaction 3 1 C C C C C C Data Handling and Using ICT 3 2 C C C C C C Introduction to Business 3 1 C C C C C C Personalised Learning 3 1 and 2 C C C C C C Academic Performance 3 1 and 2 C C C C C C Foundation Skills* ED30007E

3 Pre-Req: At least 100

O O O O O O


credits passed at L3

Extended Foundation Skills* ED30008E

Pre-Req: At least 80 credits passed at L3

O O O O O O

Business Accounting 4 2 C C C C C C ICT 4 2 C C C C C C Professional Skills for Business 4 1 C C C C C C Research Business Data 4 1 C C C C C C Introduction to HRM 4 1 C C C C C C Principles of Marketing 4 2 C C C C C C Business Economics 5 1 C C C C C C Enterprise and Business Development 5 1/2 * C C C C C C Managing Business Operations 5 1 C C C C C C Research Methods 5 1/2 * C C C C C C Business Ethics 5 2 C C C C C C Organisational Behaviour 5 2 C C C Marketing and Brand Management 5 2 C Managerial Finance 5 2 C Cross Cultural Management 5 2 C Strategic Management 6 1 C C C C C C International Trade, Finance and Investment 6 1 C C C Business Research Project (40 credits) (year-long)

6 1 and 2 C C C C C C

Global Marketing 6 1 C Contemporary Issues in International HRM 6 1 C Contemporary Issues in Entrepreneurship 6 1 C International Business 6 2 C C C C C C Consumer Behaviour 6 2 C Employee Relations 6 2 C Managing Small and Medium Sized Enterprises

6 2 C

C C C

*Foundation Skills is only for students who do not pass a resit for any one 20 credit L3 module ** Extended Foundation Skills is only for students who do not pass resits for any two 20 credit L3 modules

*Research Methods will be run in semester 2 for September intake and semester 1 for January intake. To make space for this, Enterprise and Business Development will run in semester 1 for September intake and semester 2 for January intake.

19. Course Structure diagram indicating the Module Delivery Plan ( this is incorporated in the

section 16) 20. Course Learning Outcomes


Level 3 Relevant modules

A – Knowledge and understanding At the end of level 3 students will be able to:

A1. Have an understanding of defined areas of the knowledge base.

A2. Demonstrate an awareness of current areas of debate in the field of study.

All modules Introduction to Business, Managing People and Systems, Academic Performance

B – Intellectual skills At the end of level 3 students will be able to: B1. Relate principles and concepts to

underlying theoretical frameworks and approaches.

B2. Carry out defined investigative

strategies and communicates results effectively in a given format.

B3. Collect information to inform a choice

of solutions to standard problems in familiar contexts.

B4. Analyse a range of information using pre-defined principles, frameworks or criteria

Introduction to Business, Managing People and Systems, Academic Performance All modules Introduction to Business, Managing People and Systems, Academic Performance Introduction to Business, Personalised Learning, Managing People and Systems, Academic Performance

C – Subject practical skills At the end of level 3 students will be able to: C1. Undertakes a given and clearly defined

role. C2. Undertakes given performance tasks

that may be complex. C3. Adapts own behaviour to meet

obligations to others.

Introduction to Business, Managing People and Systems, Academic Performance All modules All modules

D – Key / Transferable skills At the end of level 3 students will be able to: D1. Assesses own capabilities against

given criteria. Engages in guided development activity.

All modules


D2. Uses interpersonal and communication skills to clarify tasks and communicate outcomes in narrowly defined topics.

All modules

Course Learning Outcomes for Level 4


A – Knowledge and understanding

At the end of level 4 students will be able to: A3. Develop knowledge of the underlying

basic concepts, theories and principles associated with business organisations, business contexts and their management, and an ability to simply evaluate and interpret these within the context of business

A4. Identify and describe functional

management (HRM, Marketing, accounting) issues and structures at organisation

A5. Demonstrate an ability to present, evaluate and interpret qualitative and quantitative data, including use of ICT; in order to develop lines of argument and make sound judgments in accordance with basic theories and concepts of business organisations, business contexts they operate in and their management

All modules Introduction to HRM, Principles of Marketing Business Accounting, Information Communications Technology Business Accounting Researching Business Data

B – Intellectual skills At the end of level 4 students will be able to:

B4. Analyse business data for defined purposes

B5. Appraise the handling of information

in a business context

B6. Analyse simple relationships between businesses and their markets

B7. Demonstrate capacity to self-reflect

and identify weakness and strengths in self and others.

Business Accounting Researching Business Data Information Communications Technology Principles of Marketing Professional Skills in Business

C – Subject practical skills At the end of level 4 students will be able to:

C4. Effectively communicate the results of

business organisations, their environment and their management with accuracy and reliability, with structured and coherent arguments

All modules


C5. Develop simple strategies, tactics and undertake further training and develop new skills in basics functions of business management (marketing, HRM, business data, information technology and accounting) within a structured and managed environment

C6. Evaluate the appropriateness of

different approaches to solving problems related to business organisations, their contexts and their management.

All modules All modules

D – Key / Transferable skills

At the end of level 4 students will be able to: D3. Organise, structure and present

information in a logical and coherent manner orally and/or in writing

D4. Develop qualities and transferable skills (individual and group working skills) necessary for employment at junior level jobs and achieving organisational goals

D5. The exercise of self-management,

reflection, initiative and a readiness to accept personal responsibility to plan, organise and manage self.

All modules All modules All modules, particularly Professional Skills in Business

Course Learning Outcomes for Level 5



At the end of level 5 students will be able to: A1. Demonstrate sound knowledge and

critical understanding of a range of the essential theories, concepts and the well-established principles of different type of organisations, their internal, external business environmental context (behaviour of markets and firms, macroeconomic environment) and their management processes, as well as approaches to collect and analyse data.

A2. Develop detailed knowledge, understanding and critical analysis of some key internal aspects and functions of business and management (including but not limited to at least 3 of the following: Business ethics, organisational behaviour, marketing, finance, cross-

All modules All modules


cultural management, economics, Managing Business operations) and the institutional framework within which they operate and develop approaches to solve problems.

A3. Develop some knowledge and

understanding of current issues in limited specialised areas of business and management (branding, organisation behaviour & leadership, cross cultural issues, managing finances, law, learning through work practice .etc.)

A4. Develop strong ability to apply

underlying theories, concepts and principles outside the context in which they were first studied, including, where appropriate, the work based application of those principles in an employment context

A5. Reflect on an understanding of the

limits of their knowledge, and how this influences analyses and interpretations based on that knowledge.

All modules, particularly Marketing & Brand Management Organisational Behaviour Cross-Cultural Management Managerial Finance Learning Through Work (internship) All modules, particularly Learning Through Work (internship) All modules

B – Intellectual skills At the end of level 5 students will be able to: B1. Apply critical thinking and logical

reasoning to scenarios to provide a reliable argument that is substantiated with evidence

B2. Research, critically analyse,

synthesise and evaluate sources of information relating to relevant to professional decision making to solve problems

B3. Design and critically evaluate

systems and operations to meet the objectives of a specific organisation

B4. Evaluate and carry out reflective

practice using case studies and situations to stakeholder focused thinking

B5. Demonstrate capacity to critically

self-reflect and analyse weakness and strengths in self and others and methods of further improvement.

B6. Develop sound understanding of

relevant business issues facing

All modules All modules Managing Business Operations All modules Particularly, Organisational Behaviour Cross-Cultural Management Business Ethics Enterprise and Business Development Research Methods


within organisations and ability to collect and analyse data using appropriate research design and data analysis techniques.

C – Subject practical skills At the end of level 5 students will be able to: C1. Use a range of established

techniques to initiate and undertake critical analysis of information related to business & management, evaluate appropriateness of different approaches to solve business problems, and to propose solutions to the problems arising from that analysis

C2. Analysis of information in a variety of

forms; effectively communicate information with arguments to specialist and non-specialist audiences and deploy key techniques of the business & management effectively

C3. Demonstrate business and

management subject (s) specific skills, work based learning, undertake further training, develop existing skills and acquire new competencies that will enable them to assume significant responsibility within organisations

C4. Apply the methods and techniques

that they have learned to review, consolidate, extend and apply their knowledge and understanding, of business & management and to initiate and carry out projects

C5. Design an approach research design

to collect data and use appropriate data analysis technique to analyse the data collected to investigate a business problem.

All modules All modules All modules Particularly, Organisational Behaviour Cross-Cultural Management Business Ethics Learning Through Work (internship) Marketing & Brand Management All modules Research Methods

D – Key / Transferable skills

At the end of level 5 students will be able to: D1. Communicate, orally or in writing, a

view of business and management solutions in an appropriate format

D2. Develop qualities and transferable skills necessary for employment for career in business and management, but not restricted to this and equip

All modules All modules Particularly, Organisational Behaviour, Cross-Cultural Management,


students to become effective and responsible citizens

D3. The exercise of self-management,

reflection, initiative and a readiness to accept personal responsibility and flexibility, to plan, organise and manage themselves and time

D4. Decision-making in complex and

predictable contexts using conceptual and critical thinking, analysis, and evaluation.

Business Ethics, Learning Through Work (internship) All Modules All Modules

Course Learning Outcomes for Level 6 Level 6 Relevant modules


At the end of the course students will be able to:

A1. Demonstrate a systematic, comparative knowledge and in-depth understanding of key aspects of future of organisations (internal aspects, organisational functions and processes, purposes, structures, governance, operations and management, individual & corporate behaviours and cultures which exist within and between different organisations and their influence upon the external environment)

A2. Demonstrate a wide and systematic

knowledge, understanding, application and critical analysis of the broad range of functions of business and management using theories, models (including but not limited to at least 3 of the following: international business, customer behaviour, financial management, HRM Issues, Project leadership & stakeholder interests, business innovation & enterprise, business research, and business strategy) and their integrated application, interrelationship, analysis and evaluation for decision-making

A3. Demonstrate a systematic, extensive,

knowledge and in-depth understanding of impacts of key external aspects of organisations, their global business environment (including economic, environmental, cultural, ethical, legal and regulatory, political, sociological, digital & technological, social responsibility, diversity, together with their effects at local, national and global levels upon the

All modules All module All module


strategy, behaviour, management and sustainability) and their management

A4. Develop the knowledge and understanding including acquisition of coherent and detailed, complex body of knowledge, at least some of which is at, or informed by, current boundaries, the forefront of defined aspects of business discipline (International business, work based practices, Marketing, Finance, HRM, entrepreneurship)

A5. Demonstrate conceptual understanding:

- To devise and sustain arguments, and/or to solve business management problems, using ideas and techniques, some of which are at the forefront of the business & management discipline - To analyse and comment upon particular aspects of current research, or equivalent advanced scholarship, in the business & management discipline

A6. Develop the ability to manage their own learning, using scholarly reviews of primary sources, critical reflection and an appreciation of the uncertainty, ambiguity and limits of knowledge in business & management discipline.

All module All module All modules

B – Intellectual skills At the end of the course students will be able to: B1. Employ the cognitive skills of critical

thinking, analysis and synthesis including the capability to identify assumptions, evaluate statements in terms of evidence, to identify implicit values, to define terms adequately and to generalise appropriately

B2. Create, evaluate and assess a range of

options together with the capacity to apply ideas and knowledge to a given task

B3. Evidence self-reflection and criticality

including evidence self-reflection and criticality including awareness, openness and sensitivity to diversity in terms of people, cultures, business and management issues

B4. In-depth research, critically analysis,

synthesis and evaluate sources of information relevant to professional decision making for programmed and non-programmed scenarios

All modules All modules All module All module, but in particular, Strategic Management And the Business Research Project


B5. Demonstrate capacity to critically self-reflect and analyse and evaluate weakness and strengths in self and others and develop a range of methods of further improvement.

All modules

C – Subject practical skills At the end of the course students will be able to: C1. Able to research, analyse and evaluate a

range of business data, evidences from a range of sources of information using appropriate methodologies (including digital literacy) arguments and assumptions, to reach sound judgements and to communicate them effectively to both specialist and non-specialist audiences

C2. Apply the methods and techniques that

they have learned to review, consolidate, extend and apply their knowledge and understanding, of business & management and to initiate and carry out projects

C3. Able to apply range of skills:

- People management: to include communications, networking, team building, leadership and motivating others

- Commercial acumen: key drivers for business success, causes of failure and the importance of providing customer

C4. Demonstrate use of a range of qualitative

and the quantitative skills to manipulate data, evaluate, estimate and model business problems, functions and phenomena

C5. Critically evaluate arguments,

assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a business management problem

C6. The ability to act entrepreneurially to

generate, develop and communicate ideas, manage and exploit intellectual property, gain support, and deliver successful outcomes.

All modules All module, but in particular, Strategic Management And Business Research Project Strategic Management Contemporary Issues in HRM, International Trade, Finance and Investment, International Business Employee Relations Managing Small & Medium Enterprises, Contemporary issues in Entrepreneurship All module All modules Strategic Management, Managing Small and Medium Enterprises, Contemporary issues in Entrepreneurship, Business Research Project


D – Key / Transferable skills At the end of the course students will be able to: D1. Develop qualities and transferable skills

necessary for employment for career in business and management, but not restricted to this and equip students to become effective and responsible global citizens with ability to effectively work with people from a range of cultures

D2. Present a view of business and

management which is influenced by a variety of learning sources including guided learning, team work and independent study

D3. Develop the exercise of self-management,

self-analysis, reflection, initiative and a readiness to accept personal responsibility and flexibility, to be resilient, self-starting and appropriately assertive, to plan, organise and manage themselves and time. This includes a continuing appetite for lifelong learning and development

D4. Demonstrate improved self-awareness and

personal development appropriate to graduate careers in business with the potential for management positions and to employability in general

D5. Develop skills of Decision-making in

complex and unpredictable contexts using conceptual and critical thinking, analysis, synthesis and evaluation and emotional intelligence and empathy

D6. Develop encouragement of positive and

critical attitudes towards change and enterprise, so as to reflect the dynamism and vibrancy of the business environment.

All modules All modules All modules All modules All modules Strategic Management, Managing Small and Medium Enterprises, Contemporary issues in Entrepreneurship, Business Research Project

21. Course Level Skills Development

Course Level Skills Development Level 3 - 6

Knowledge and understanding

Provides students with the basic knowledge and understanding of subject area to progress from Level 3 to Level 6. This includes personal development and building knowledge and awareness of business and an understanding of how to become an independent learner at Level 3.


Intellectual skills

Develop students’ skills by tapping into their cognitive ability. Level of complexity of assessments and methods of teaching and learning used to progressively enhance this ability from Level 3 to Level 6.

Subject practical skills

Enable students to identify the various tools and techniques used in their specific area and begin to learn practical application. Students gradually build subject practical skills and knowledge from Level 3 - Level 6.

Key / Transferable skills

Identify individual key skills and weaknesses from Level 3. Provide the environment and opportunities for students to enhance these skills and also to develop new ones. Provide students with the opportunity to integrate knowledge and experience from other modules and experience to be able to gradually apply to real life business context as they progress to Level 6.

22. Teaching and Learning Approaches

In 2011, the University defined the UWL Graduate Attributes as representing a set of abilities acquired by students during their period of study at UWL that go beyond simple acquaintance with a subject. They reflect the University’s approach to education which includes developing graduates who are well prepared for employment, adopting a definition of ‘employability’ that includes creative and enterprising attributes, lifelong learning attitudes, and an awareness of the global context since educational and working experience are necessarily anchored in the context of the wider world. UWL Graduate Attributes are embedded in the subject and involve preparedness and the confidence to analyse, question, categorise, interpret, see relations, explain, theorise, and reflect with reference to the broader context. Graduating at the University of West London means that a student will develop the following Graduate Attributes and become:

• A creative and enterprising professional o Interpersonal and team skills through group tasks (through case studies, simulation,

presentations) o Working independently (through work on a real consultancy project, but also other individual

assignments) • A reflective and critical lifelong learner

o Using and disseminating information effectively in a range of contexts (through Business Research Project)

o Solving problems and promoting solutions (through work on a real consultancy project) o Planning and evaluating own development (through regular meetings with personal tutors)

• A globally aware individual o Awareness of global and of ethical issues ( through different modules covering International

perspectives, e.g. International Business, Strategic Management and Global marketing ) o Cultural diversity and human rights (through different modules on the course) o Awareness of own responsibilities in a global context (through the full range of modules)

Follow the link below for an interactive representation of these attributes: http://hermes.uwl.ac.uk/grad_attributes/

Students will experience a variety of teaching and learning methods relevant to the subject studied. Most classes will take place in class/seminar groups to allow students to participate fully in discussions.

http://hermes.uwl.ac.uk/grad_attributes/


Sometimes students will be asked to work in small groups or pairs and will be required to research and present findings to the rest of the class. Teaching & Learning strategy is designed to be student centric, and to encourage student’s active engagement in form of class attendance, class discussion participation. The rationale is to introduce methods not only to increase students’ learning and understanding of the subjects as well as encourage them to become independent learners. Also, the students’ will be encouraged to take their own responsibility for in class and work-based learning. The unique features of Teaching & Learning (T&L) which are used across all Levels are : Research Led Learning The fact that over 80% of the School faculty hold recent PhD, they are able to bring latest research in the class room teaching and in devising assessments. This will engage students better in the class room discussions due to personalisation of knowledge. This research element will also reflect in Project (Dissertation) and supervisions where projects may stem from faculty research and publications. Problem based learning - using Simulations Role play, hand and computer simulations are a powerful tool of teaching in the class room. Many business and management problems and aspects of decision making can be replicated and solved using computer simulations. School has already licensed software to be introduced in Level 5 and Level 6 teaching. From recent course committee meetings students have already indicated better engagement with problem based learning using simulations. Problem based learning - using Case Study Case study is a powerful method for realising and solving business matters. The case study method also develops group decision making skills. Fortunately many faculty are expert in teaching using case studies, Also a few faculty has expertise in developing and publishing cases. Also students will be exposed with “live cases” where senior management of a company will discuss their own company case to students and would seek them to understand and articulate appropriate strategies. Experiential and Practical learning

In line with the university’s strategy, the emphasis of the course is to develop students into graduates who are fully ‘work-ready’. To achieve this, real-world experience is incorporated into our learning delivery. Firstly, we offer work placements to our BABS with internship students so that they would acquire practical skills required to perform and develop appropriate work ethics. Secondly, business practitioners will be invited as guest squeakers on the course to share their practical understanding and knowledge of world of business. Leading business practitioners have also been recruited to support the delivery of modules in forms such as sponsoring assessments based on their real life business scenarios or guest lecturers. Thirdly, the final year capstone module, the Business Research Project, is based on real business problems. To do this project, our students are expected to identify a real business problem and offer practical solutions based on appropriate research. Through this work, students will get first-hand experience about real life environment and issues facing companies and develop business research skills, business acumen, networking skills, effective communication skills, effective leadership, decision making skills and practical problem solving skills. Fourthly, there will also be companies/organisations visits on the course to see how what they learn on the course are translated into practice in the real business world.

In addition, independent learning will be promoted by setting tasks to be completed in their own time and to be presented at the next class meeting. Students will be expected to work on their own in directed or self-directed study both at home and in the Library. The primary aim of the staff’s collective teaching efforts is the students’ development. Through our teaching and the students’ learning, we aim to develop a range of expertise together with knowledge and understanding of academic models/theories. Additionally, students will be equipped with the


necessary skills, aptitudes and confidence to be successful in the undergraduate study environment and in life in general. To achieve this, students will:

• Experience a range of delivery styles that address a diverse range of learning styles. • Progress towards becoming independent learners through taking responsibility for their own

learning. • Have access to resources that will help them as learners. • Receive support that enhances their learning.

To support this, staff will:

• Provide a curriculum that is current, relevant and underpinned by current research and professional practice.

• Provide a varied diet of learning, teaching and assessment methods.

Class Activities that Offer Frequent, Regular Formative Feedback Throughout the Modules that Closely Align with Assessments One major ethos of the teaching and learning on this suite of courses is that all class activities will be designed in close alignment with the assessments, so that we could fully support students with the development of their assessment work and provide students with frequent, regular feedback on how they are doing regarding the development of their assessment work.

23. Teaching and Learning Tools For example: lectures, student-led/tutor-led seminars, group work, action sets, workshops, practicals, lab, tutorials, student presentations, discussions, PDP, WBL, placements, employer engagement, PBL. As outlined in the University’s Learning, Teaching and Assessment Strategy, include reference to the way in which you will promote learning approaches using these tools. • Weekly sessions filled with learning activities in which students are expected to participate to

promote discussion and debate in addition to disseminate concepts, theories and information in order to facilitate deep learning.

• Some of the weekly sessions will be devoted to workshops focussing on case studies,

simulations, role plays or presentation/debate about current business affairs. • Directed reading through the use of essential texts and articles/handouts. • Some sessions will be led by business practitioners or with their input to link theories and

concepts with practice. The varied range of activities mentioned above will focus on developing students into independent learners working towards achieving high standards of performance. The varied range of activities will also allow students with the different learning styles to have the opportunities to learn in a way that most suits their individual style. Learning materials are provided on Blackboard throughout the whole course.

24. Technology Enhanced Learning (TEL) Indicate the strategic use of TEL within Learning, Teaching and Assessment, across the Course Levels. Learning, Teaching and Assessment of the course has been designed in a way that Blackboard platform becomes an integrated part of the studies. Specifically, all course documentation including handbooks and module study guides will be distributed through the platform. In addition, all materials of the modules


(i.e. lecture slides, notes, hand-outs, articles) will be uploaded onto the electronic classroom for students to access. Assessments will be solely submitted in electronic copies and students receive their feedback online. Discussion boards will be encouraged in various modules, where there is room for students to exchange ideas, thoughts and materials. Blackboard collaborate - an online conference meeting feature - has also been pilot tested and it is planned to gradually introduce it as an additional available tool for students. Flipped classroom using technology such as Panopto will be employed on some modules to engage with students, induce interests and enhance students’ deep learning. Lecture recording using Panopto will also be used on some modules to facilitate students’ learning. Simulation game will be introduced as a supporting platform to enhance learning of students in modules such as the strategy module. Students have the chance to apply specific concepts/models/frameworks in a business environment in the simulation game.

25. Assessment Approaches

The assessment approaches adopted on this suite of courses follow the university’s “SAFER” assessment principle, which stands for ‘Self-assessment’, ‘Authentic’, ‘Formative’, ‘Early’, and ‘Regular’. The CLBS school strategy also emphasises links to real life business situations in assessments, offering real-time solutions whenever possible, and supporting students in classes throughout the module to develop the pieces of assessments that they are required to submit for a mark.

At levels 3 and 4, the assessments will focus on developing professionalism in the business settings, underpinned by relevant understanding of various business functions. Assessment tools that will be employed include simulation, presentations, developing business pitch, individual portfolios, essays and business reports. Assessment at level 5 will ensure the development of technical skills among the students, underpinned by appropriate understanding of the relevant theoretical frameworks and entrepreneurial behaviours and attitudes. A “Dragons Den” competition will be used as part of the assessment strategy at this level. Real life case studies that require students to come up with business solutions will also be used. The purpose is to broaden students’ business understanding and help build their problem solving skills. At level 6, students will be working closely with CLBS business partners in their assessments in forms such as real-time case studies, product and service developments, business consultancy reports, and business research reports. The focus is to ensure students get the closest experience of working in real business environments as possible, and this will then enhance their employability.

In addition to the above, for those modules where there are two assessment elements, the two elements are always related so that students get early, formative feedback that would be important for building the second assessment, and this would be particular the case where there is a presentation element and a written report element in the assessment. In some other cases, the two assessment elements are there to assess different learning outcomes and also to provide early feedback so that students are aware of how their learning is developing. Some modules will have one assessment element and in such cases, there will be a heavy focus on supporting students to develop the final piece of assessment part by part and to get formative feedback on each part on a regular basis throughout the module. Even in the case where there are more than one assessment element, the activities in class, particularly seminars, will be designed in a way so that they are very closely aligned with the assessment tasks so that students could get regular, formative feedback in helping them develop their assessments.

Overall, the assessment strategy is designed to monitor student performance regularly in the context of specific requirements of individual subjects, the personal and group management skills required in business and management profession, the theoretical background and applied skills needed for effective use of business tools and ultimately the knowledge and skills crucial to meet the overall requirements of the CMI accredited BABS suite of degrees. This will be done via both formative and summative feedback as described above.


While it is difficult to stagger all assessment deadlines in each semester because students do need to have learnt certain amount of module materials before they could be formally assessed, the course team is aware of the important of feedback in helping students develop as they move along on the course and therefore while it is inevitable in some cases where deadlines are bunched within the same week, lots of opportunities for students to obtain informal feedback on their learning and the development of their assessment work will be put in place, as mentioned above. Means that will be used for formative feedback include online discussion, interactive activities in classes, and reading and commenting of draft work by tutors for students prior to formal submission. The university has a three working week turnaround policy and therefore students would be able to get formal feedback on their submitted work in the first semester before they would be asked to submit assessed work in the second semester and therefore they could make use of the feedback obtained in the first semester to help them improve their performance in assessed work in the second semester. Another feature in the assessment strategy is that it mirrors the realities of business and aims to facilitate and test deep learning. For example, there are group assignments on the course because teamwork is very common in real business environment. Each method of assessment is designed to draw out a student’s inquisitive, and critical thinking ability, so that students enter the world of work or the job market with a strong management skillset. The overall assessment arrangements for this course are based on an appropriate mix of assessment approaches in order to develop a range of abilities and skills in students, such as the ability to research, analyse and present appropriately to specific audiences in such formats as essays, reports, industry briefing papers, management guidance, presentations and reflective statements. Assessment will include a mix of examples below (depending on the students’ “with-” route): • Case Studies • Closed/open book exam • Coursework • Group Presentations • Individual Presentations • Essays • Reflective essay • Investigations • Portfolio • Reports • In-class Tests • Simulations • Field trips • Work placements • Assessment centres The assessment strategy also stresses the integration between theory and practice and this will be achieved by a variety of means. The exact mix of assessment methods will vary slightly according to the students’ route linked to the “with” element of the course they have chosen (e.g. BA Business Studies with Marketing). Each assessment will be looking for evidence that the student has achieved the specific learning outcomes of the module and the broader learning outcomes of the course. L3 modules Foundation Skills and Extended Foundation Skills These two modules are for students who have failed resits of Level 3 modules up to a value of 40 credits. It starts from the premise that students who have passed at least 80 credits of Level 3 modules have already developed a range of appropriate knowledge and skills, but need additional support to identity their own academic strengths and areas for development and to understand how to apply these skills in practice. Both modules are delivered together in the form of an intensive one-day workshop, giving students an additional 7 hours of supported study (in addition to the learning hours they have already spent on the failed modules). The workshop provides a structured set of guided tasks which allow students to identify and understand the core academic skills they need to progress to L4 study, recognise their own strengths and weaknesses as learners, and in Extended Foundation Skills, apply core academic skills of analysis and the presentation of information.


26. Assessment Matrix

Module Title Level

Credit Assessment Type (see definitions below)

Weighting (%) Overall pass mark

Threshold (%)

Submission: Week Number

Managing People and Systems

3 20 Group Presentation

Pitch

40% 40 N/A 8

Reflective Essay including a literature search with good referencing

60% 40 N/A 13

Recording Business Transactions

3 20 Portfolio of four questions based of theory and its application

40% 40 N/A 7

Portfolio of Accounting Practice

60% 40 N/A 11

Data Handling and Using ICT

3 20

Online in-class Numeracy Test

50% 40 N/A 6

Excel Task 50% 40 N/A 13

Introduction to Business

3 20 Formative: Group Presentation – on a new business start up

40% 40 N/A 7

Summative -Individual Essay

60% 40 N/A 12

Personalised Learning

3 20 Written Assignment

100% 40 N/A TBC

Academic Performance

3

20

Written Assignment

100% 40 N/A TBC

Foundation Skills

3 20 Portfolio Oral Assessment

60 40

40 Summer: only for students who have failed resit of one 20 credit module

Extended Foundation skills

3 40 Portfolio Set Exercise Practical Oral Assessment

30 20 30 20

40 Summer: only for students who have failed resits of two 20 credit modules


4 20 Presentation Pitch

50% 40 N/A 14

Academic Essay 50% 40 N/A 9

Deleted: 8

Deleted: 14


Introduction to HRM

4 20 HR Portfolio 30% 40 N/A 7 Management Report on HRM

70% 40 N/A 13

Research Business Data

4

20

Group Presentation

40% 40 N/A 8

In class test 60% 40 N/A 15 Business Accounting

4 20

Portfolio of MCQ tests

40% 40 N/A 2-13

Written test paper 60% 40 N/A 16 Principles of Marketing


50% 40 N/A 9

Individual report case study analysis

50% 40 N/A 13

ICT 4 20 In class Practical Test

50% 40 N/A 6

Presentation on SIM Venture model

50% 40 N/A 13

Business Economics

5 20 In class test 50% 40 N/A 9

Group presentation

50% 40 N/A 12


5 20

In-class Test 40% 40 N/A 7 Data Analysis Case Study

60% 40 N/A 14

Enterprise and Business development

5 20

Portfolio (Business Plan) - Formative Submission

30% 40 N/A 10

Portfolio (Business Plan) - Summative Submission

70% 40 N/A 13

Organisational Behaviour

5 20 Group Video Presentation

100%

40 N/A N/A

13-14

Research Methods

5 20 Individual presentation

30% N/A 7

research Proposal

70% 40 N/A 14

Business Ethics

5 20

Consultancy project

100% 40 N/A 13

Marketing and Brand Management

5 20 Business Report 100% 40 N/A

14

Learning Through Work

5 20 Mock Interview with CV and PDP 50%

50% 40 N/A 12

Reflective Practice Essay

50% 40 N/A End of placement

Cross Cultural Management

5 20 Group presentation

50% 40 N/A 8

Business Report 50% 40 N/A 12

Managerial Finance

5 20 Individual business report

100% 40

N/A 14

Deleted: In class Multiple Choice Test

Deleted: 100%

Deleted: 13

Deleted: In-Class Tests (every three weeks)

Deleted: 3, 6, 9, 12

Deleted: Business Report based on a case study

Deleted: 3

Deleted: Economic Research Report

Deleted: 100

Deleted: 13



6 40 Business Research Report

100% 40 N/A tbc


6 20 Business consultancy Report (case study)

100% 40 N/A 14

Consumer Behaviour

6 20

Group Presentation

50% 40 N/A 8

Individual summative report

50% 40 N/A 14

Global Marketing

6 20 Business consultancy report (case study)

100% 40 N/A 14


6 20 Business consultancy report(case study)

100% 40 N/A 15

Employee Relations

6 20 Business Report 50% 40 N/A 8

Business Report 50% 40 N/A 13

Contemporary Issues in IHRM


30% 40 N/A 8/9

Individual Report 70% 40 N/A 13



Contemporary Issues in Entrepreneurship

6 20 Mind Map and Written Explanation

100% 40 N/A 14

Managing Small to Medium Sized Enterprise


Assessment type KIS category Written exam Written Written assignment, including essay Coursework Report Coursework Dissertation Coursework Portfolio Coursework Project output (other than dissertation) Coursework Oral assessment and presentation Practical Practical skills assessment (including OSCE) Practical Set Exercise Varies (see below*)


*Examples might include data interpretation, data analysis exercises and problem-based or problem-solving exercises. The categorisation of set exercises will depend on the nature of the exercise being set. Typically, set exercises will not be conducted under exam conditions and will therefore normally be coursework. Where the set exercise is performed under exam conditions and does not involve the use of practical skills it should be treated as a written exam. Otherwise it should be a practical exam.

27. Opportunities for work experience and employer engagement

As mentioned in section 22, there will be many opportunities on the course for students to gain insights into the real business world and engage with employers. As mentioned in that section, the emphasis of the course is to develop students into graduates who are fully ‘work-ready’. To achieve this, real-world experience is incorporated into our learning delivery. Firstly, we offer work placements to our BABS with internship students so that they would acquire practical skills required to perform and develop appropriate work ethics. Secondly, business practitioners will be invited as guest squeakers on the course to share their practical understanding and knowledge of world of business. Leading business practitioners have also been recruited to support the delivery of modules in forms such as sponsoring assessments based on their real life business scenarios or guest lecturers. Thirdly, the final year capstone module, the Business Research Project, is based on real business problems. To do this project, our students are expected to identify a real business problem and offer practical solutions based on appropriate research. Through this work, students will get first-hand experience about real life environment and issues facing companies and develop business research skills, business acumen, networking skills, effective communication skills, effective leadership, decision making skills and practical problem solving skills. Fourthly, there will also be companies/organisations visits on the course to see how what they learn on the course are translated into practice in the real business world.

With all the above features in place, students will be able to develop self-confidence, an ability to present in front of a wide audience and to explain ideas clearly and respond to constructive criticism and questioning. This will constitute core 'transferable skills' sought after by future potential employers.

28. Personal Development Planning (PDP)

Personal Development Planning is first introduced in semester 1 at level 4 and is present throughout the course The Business School Practice Document on Personal and Professional Development for Validation Framework Paperwork The Rational for our approaches to PDP in the School As part of the HE sector and community we value and recognize the importance of, and progressive nature of PDP. The sector describes PDP thus - ‘The primary objective for PDP is to improve the capacity of individuals to understand what and how they are learning, and to review, plan and take responsibility for their own learning, helping students:

Become more effective, independent and confident self-directed learners; Understand how they are learning and relate their learning to a wider context; Improve their general skills for study and career management; Articulate personal goals and evaluate progress towards their achievement; and Encourage a positive attitude to learning throughout life.’

PDP provides a way of talking about and relating various learning processes in a way that can provide structure for students as they learn how to learn effectively. The Business School sees PDP as a holistic way of drawing together the following: 1. Employability and skills;


UWL has an excellent record of graduate employment. Our PDP is designed to build on this, so that each person can have a greater understanding of the skills they have achieved and improved on and understand the importance of being able to demonstrate those skills to prospective employers. 2. Professional Development; Ensuring professional practice is current and relevant is important to career development. PDP helps support the notion that continually learning and reflecting on practice is essential to continued development and employability enhancement and opportunity. 3. Reflection and learning; The approach taken encourages and supports the learners to identify strengths and areas for development through a process of learning and reflection that will be used as a lifelong tool. 4. Improved self-awareness; Our approach of linking PDP to the skills of problem solving and training the mind in authentic contexts makes explicit the connection between PDP and employability. PDP in the Business School A sector wide agreement was reached in 2001 with PDP to be implemented across all HE provision by 2005/6 and to be monitored and enhanced thereafter. The 2009 sector wide definition of PDP is: ‘PDP is a structured and supported process undertaken by a learner to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development. It is an inclusive process, open to all learners, in all HE provision settings, and at all levels. Effective PDP improves the capacity of individuals to review, plan and take responsibility for their own learning and to understand what and how they learn. PDP helps learners articulate their learning and the achievements and outcomes of HE more explicitly, and supports the concept that learning is a lifelong and life-wide activity.’ From this we have determined that PDP for our learners is: An ongoing educational process that is made visible through a portfolio; An individual and unique experience the focus is upon and the responsibility lies with the

student learner; A structured and supported activity; with help from tutors, peers, colleagues and institutional

systems it is a process that involves a number of stages or elements of the PDP process. These stages will involve reflection upon their own learning, performance and/or achievement and to action plan as a result.

Our model of PDP in the Business School Curriculum The School approach recognises that our learners need significant support at the start of their studies to help underpin the skills required to be successful in developing their PDP approach to life-long learning. By emphasising the value we; as a community; place on PDP early in the learning our learners understand the importance of PDP as part of their learning experience and its role in employability. Level 3 and 4 Embedded – PDP is embedded in Personalised Learning and Academic Performance at the Foundation Level (Level 3). These two modules are designed to equip students with the specific skills needed to progress successfully onto the next Level of the course, to help develop the critical thinking and study skills that will allow students to become successful and independent learners. PDP is also embedded at Level 4 as part of a core module ‘Professional Skills for Business and Finance’; for all the courses and serves to link with curriculum covered elsewhere in the course. These modules provide the main support for PDP, digital literacy and academic skills. Having embedded and scaffolded the process of PDP the process then becomes the responsibility of the learner but with regular checking mechanisms. Level 5 and 6 Linked - PDP is viewed as being parallel to, but also having explicit links to, the curriculum. All learners are supported with compulsory sessions as part of personal tutoring. Portfolios and action plans are discussed at the end of each academic year.


Implementation and Evaluation of PDP in the Business School Curriculum Support for student engagement in PDP is provided through a number of mechanisms:

• Anytime personalized on-line learning for PDP –supported through the provision of materials and resources direct to students via the Learner Journey on the web.

• Through the personal tutorial system – The primary role of the personal tutor is to support student personal development planning.

• Through the curriculum – all course team members are Personal Tutors and support the PDP process with their Tutees

Throughout their course our learners experience

Opportunities to engage in PDP across a range of authentic learning contexts i. For example, in theory and practice, regarding work-based, social or formal learning, experiential or information based SU activity or work experience etc.

Accessible support mechanisms for engagement in PDP across the range of learning contexts ii. For example, dedicated documentation for work placement or practice based learning, general PDP tools, student handbook advice, dedicated scaffolded Learner Journeys web material, structured exercises and tutor support.

Opportunities to build a record of their learning achievements Opportunities to discuss their PDP with a tutor or advisor

i. For example, course or module leader and/or personal tutor support, careers adviser etc. We regularly evaluate the learner experience of PDP through:

• Course Committee meetings • Module and course evaluation • Focus groups • Research Projects

Resources to Support the PDP processes • Electronic Learner Journeys • Personal Tutor information Guides • Staff development workshops • UWL Careers and employment Service • Visits by Companies and professional bodies

29. QAA Subject Benchmarks / Foundation Degree Benchmarks

The QAA subject benchmarks for BA (Hons) Business Studies (and for all pathways) are to be found within General Business and Management: Threshold standard On graduating with an honours degree in general business and management, students will typically have: • knowledge and understanding of the key areas of business and management, the relationships

between these and their application • demonstrated competence within the range of subject-specific and generic skills and attributes • a view of business and management which is predominantly influenced by guided learning with a

limited critical perspective.

Typical standard On graduating with an honours degree in general business and management, students will typically:

• have a wide knowledge and understanding of the broad range of areas of business and

management and the detailed relationships between these and their application to practice • Consistently demonstrate a command of subject-specific skills as well as proficiency in generic

skills and attributes


• have a view of business and management which is influenced by a wide range of learning sources, based on a proactive and independent approach to learning

• be distinguished from the threshold category by their enhanced capacity to develop and apply their own perspectives to their studies, to deal with uncertainty and complexity, to explore alternative solutions, to demonstrate critical evaluation and to integrate theory and practice in a wide range of situations.

30. QAA Qualification Descriptors Descriptor for a higher education qualification at level 6 on the FHEQ: bachelor's degree with honours The descriptor provided for this level of the FHEQ is for any bachelor's degree with honours which should meet the descriptor in full. This qualification descriptor should also be used as a reference point for other qualifications at level 6 of the FHEQ, including bachelor's degrees, and graduate diplomas. Bachelor's degrees with honours are awarded to students who have demonstrated:

• a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of a discipline • an ability to deploy accurately established techniques of analysis and enquiry within a discipline • conceptual understanding that enables the student:

o to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline

o to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline

• an appreciation of the uncertainty, ambiguity and limits of knowledge

• the ability to manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to the discipline).

Typically, holders of the qualification will be able to: • apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects • critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem • Communicate information, ideas, problems and solutions to both specialist and non-specialist

audiences.


And holders will have: • the qualities and transferable skills necessary for employment requiring:

- the exercise of initiative and personal responsibility - decision-making in complex and unpredictable contexts - the learning ability needed to undertake appropriate further training of a professional or equivalent nature.

Holders of a bachelor's degree with honours will have developed an understanding of a complex body

of knowledge, some of it at the current boundaries of an academic discipline. Through this, the holder will have developed analytical techniques and problem-solving skills that can be applied in many types of employment. The holder of such a qualification will be able to evaluate evidence, arguments and assumptions, to reach sound judgements and to communicate them effectively.

Holders of a bachelor's degree with honours should have the qualities needed for employment in

situations requiring the exercise of personal responsibility, and decision-making in complex and unpredictable circumstances.

Bachelor's degrees with honours form the largest group of higher education qualifications. Typically, learning outcomes for these programmes would be expected to be achieved on the basis of study equivalent to three or four full-time academic years and lead to qualifications with titles such as Bachelor of Arts, BA (Hons) or Bachelor of Science, BSc (Hons). In addition to bachelor's degrees at this level are short courses and professional 'conversion' courses, based largely on undergraduate material, and taken usually by those who are already graduates in another discipline, leading to, for example, graduate certificates or graduate diplomas. The relevant qualification descriptors for this course can be downloaded from: http://www.qaa.ac.uk/AssuringStandardsAndQuality/Qualifications/Pages/default.aspx

Indicate how the constituent modules map against the qualification descriptors. This can be in table form and using the module titles.

31. External Examiner Arrangements

There are no outstanding External Examiner positions. The existing team of External Examiners consists of: Ms Helen Cope Dr Qile He Dr Nuno Da Camara Dr Dina Williams Dr Zita Stones

http://www.qaa.ac.uk/AssuringStandardsAndQuality/Qualifications/Pages/default.aspx

form b - uwl.ac.uk · ba (hons) international business management with foundation . ba (hons)...

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