International Pre-Masters Diploma in Business Management

Transcription

1 International Pre-Masters Diploma in Business Management Programme Handbook SEPTEMBER 2016

2 FOREWORD... 5 INTRODUCTION TO THE PROGRAMME... 8 Overview of Programme... 8 MODULE PROGRESSION AIMS AND LEARNING OUTCOMES PROGRAMME LEARNING OUTCOMES WHAT IS PLAGIARISM? OVERALL LEARNING AND TEACHING STRATEGY LEARNING OUTCOMES MARKING CRITERIA (FOR SUBJECT MODULES) ASSESSMENTS LEADING TO AWARD MODULE SPECIFICATIONS ENGLISH FOR ACADEMIC PURPOSES (EAP) I ENGLISH FOR ACADEMIC PURPOSES (EAP) II STUDY AND EMPLOYABILITY SKILLS UNDERSTANDING ECONOMICS AND BUSINESS FINANCIAL PERFORMANCE MANAGEMENT Managing People and Projects MANAGEMENT PLAN AND REPORT DIGITAL MARKETING FOR BUSINESS PROGRAMME REGULATIONS FOR THE PREMASTERS DIPLOMA IN BUSINESS MANAGEMENT PRE-MASTERS

3 FOREWORD Welcome by the Dean of the School of Foundation and English Language Studies It is a pleasure to welcome you to BPP University. The aim of this programme is to help prepare you for your further study. You will get the most out of your time with us if you understand that high quality education is a two-way activity in which all you must engage. Our tutors and support staff are committed to helping you to get the most value from your time at BPP, but please do not forget that the main effort must come from you! We welcome feedback to enable us to continually improve our programmes, and we look forward to working with you. Let s have a great time together! Good luck with your education and your future. Amanda Blackmore Professor Amanda Blackmore Deputy Principal and Dean, School of Foundation and English Language Studies 5

4 Welcome by the Deputy Dean We would all like to wish you a warm welcome to BPP University. We hope that you will find your studies with us enjoyable and useful. This programme has been designed with great care and based on many years experience of preparing you for postgraduate degree-level study. We are familiar with the needs of the differing types of people who come to us for tuition. At the same time we really value your comments and suggestions, so it is important that you keep us informed of your own particular needs. You will find that BPP University is a busy place and we have many international students. As well as full-time you on the Diploma, you come to us for English tuition and we support other departments and schools within BPP University. So you will meet people from many cultures and contexts and we hope that you will benefit from the opportunity to practice your English in many different situations and with many different English speakers. Living in a new country can be both exciting and strange and we understand that at first you may find life challenging and perhaps a little difficult since you will have to get used to the food, the people and, of course, the weather! But you will learn best if you are happy and comfortable. So do not stay silent if you are worried about something or if you have a problem. On Moodle you will find my contact details and those of many other people that are here to help you. We wish you a very happy stay and look forward to working with you. Paul Evans Deputy Dean, School of Foundation and English Language Studies 6

5 Learning Support for students with learning difficulties or disability Students with a learning difficulty or a disability make up 10% of BPP University students and we are proud of our accessible and inclusive facility. The Learning Support team can provide information, advice and guidance, arrange assessments for dyslexia, support students with their mental health and wellbeing, guide you through the application process for Disabled Students Allowances and much more. The Learning Support team works closely with the examinations team to ensure that adjustments are implemented in your assessments so don t forget to contact us to ensure everything is in place one month before the date of your assessments. For more information about Learning Support: learningsupport@bpp.com, or Tel: You can also find a wide range of information on the BPP VLE More Learning Support The Learning Support team is there to help solve problems or answer questions. They are knowledgeable, friendly and everything is completely confidential. Inclusion: Equality and diversity at BPP University BPP seeks to enable everyone to achieve success through learning and the processes which this involves. Education by its very nature provides an opportunity to encounter and embrace different cultures, ways of living, new perspectives and ideas including a deeper understanding of each other and the world around us. We look forward to meeting you and learning from you and encourage you to share and learn from your peers. For more information about Equality and Diversity: inclusion@bpp.com or Tel: You can also find a wide range of information on the BPP VLE More - Inclusion Find out more about our services and how to join our Diversity Groups! 7

6 INTRODUCTION TO THE PROGRAMME Programme Title International Pre-Masters Diploma Qualification(s) International Pre-Masters Diploma in Business Management Awarding Body BPP University Overview of Programme The International Pre-Masters Diploma in Business programme is designed to provide you with a progression into leading-edge postgraduate degrees with BPP University. The programme is rigorous and challenging and builds on your prior studies and experience to provide a solid foundation for you to progress to post-graduate study. Our programmes are specially created for international students and this programme will provide you w i t h integrated academic studies in business and management, advanced level English skills and higher level UK study skills. All programme modules are taught with your progression to a BPP University postgraduate programme in mind and are tailored to meet the needs of international students. Once the programme has been successfully completed you may then progress automatically on to a relevant postgraduate degree programme within BPP University. However, where internal testing indicates an equivalent IELTS score is less than 6.5 then in-sessional Academic skills and English lessons will be mandatory when you start your Master s degree programme 8

7 TERM ONE ENGLISH FOR ACADEMIC PURPOSES (EAP) I [PRE-MASTERS] 15 Credits 6 hrs p/w STUDY AND EMPLOYABILITY SKILLS [PRE-MASTERS] 15 credits 4 hrs p/w DIGITAL MARKETING FOR BUSINESS 15 Credits 3 hrs p/w UNDERSTANDING BUSINESS AND ECONOMICS 15 Credits 3 hrs p/w TERM TWO ENGLISH FOR ACADEMIC PURPOSES (EAP) II [PRE-MASTERS] 15 Credits / 6 hrs p/w MANAGING PEOPLE AND PROJECTS 15 Credits 3 hrs p/w MANAGEMENT PLAN AND REPORT 15 Credits 4 hrs p/w FINANCIAL PERFORMANCE MANAGEMENT 15 Credits 3 hrs p/w 9

8 MODULE PROGRESSION The modules and elements described below are subject to more detailed briefing papers and bibliographies issued at appropriate points throughout the programme. In some instances information regarding content of a module is indicative, and actual module content will be determined according to considerations (for example developments in the field or contemporary events) which are taken into account closer to the time of delivery. The basic structure of the Diploma is that the programme will take two academic terms (approximately 30 weeks). Successful completion of the programme leads to the award of the International PreMasters Diploma in Business Management. AIMS AND LEARNING OUTCOMES Programme Aims The aim of the qualification is to prepare you for study on a postgraduate business degree at BPP University. This programme: develops an embedded understanding of the main themes of the academic study of business, and in particular enables you to follow an MSc programme; enables you to study business at postgraduate level through the medium of English, understanding English business language; The modules offer an opportunity to enhance and/or consolidate and/or update subject knowledge and study skills. The English for Academic purposes module provides a route to the higher level of English required for postgraduate study in an English-speaking learning environment. The programme aims are drawn from the QAA (2015) Benchmark Standard for Master's degrees in Business and Management with particular reference to Type 2: Generalist master's degrees for career entry. These programmes are usually one-year programmes, based on any discipline first degree but with little or no experience, and designed to develop master's level knowledge and skills in business and management subjects to enhance the utility and employability of the first discipline. They aim to prepare individuals for employment; either related to your first degree discipline or in a management role and may be linked to professional institute qualifications. In both cases, you will develop a sound understanding of business/organisational contexts and thus should be able to make an early and significant contribution to your employer. (QAA, 2015) The programme learning outcomes are also drawn from QAA (2015) Benchmark Standard for Master's degrees in Business and Management. It should the noted that the pre-master s diploma provides the foundation for progression to level seven study, hence the use of the Masters benchmark to underpin established modules offered by the BPP Business School. 10

9 Programme outcomes are based on the following QAA benchmark statement for postgraduate degree programmes Subject knowledge, understanding and skills There is an expectation that generalist degree programmes covered by this subject benchmark statement should provide you with a broad, analytical and integrated study of business and management. Understanding of organisations, the external context in which they operate and how they are managed (see below). There is likely to be an emphasis on understanding and responding to change and consideration of the future of organisations, and the external context in which they operate. The interrelationships among and the interconnectedness between the above areas are very important within the overall student learning experience, and should be demonstrated in the capabilities of successful you from all modes of delivery. 'Organisations' encompasses the internal aspects, functions and processes; your diverse nature, purposes, structures, governance, operations and management, together with the individual and corporate behaviours and cultures which exist within and between organisations and your influence on the external context. 'External context' encompasses a wide range of factors including economic, environmental, ethical, legal, political, sociological and technological, together with your effects at local, national and international levels upon the strategy, behaviour, management and sustainability of organisations. 'Management' encompasses the various processes, procedures and practices for effective leadership and management of organisations. It includes theories, models, frameworks, tasks and roles of management together with rational analysis and other processes of decision making within organisations and in relation to the external context. It also includes the critical application of theory to the advancement of management practice. You will be able to demonstrate a broad knowledge and understanding of organisations, the external context in which they operate and how they are managed, as outlined above. They will be able to understand, respond to and lead change and be able to demonstrate intellectual breadth by making integrative links across the various areas of organisations. They should be able to demonstrate an additional range of skills beyond those general skills expected of first degree holders. For generalist programmes, you should be able to collect relevant information across a range of areas pertaining to a current situation, analyse that information and synthesise it into an appropriate form in order to evaluate decision alternatives. Within the broad framework of organisations, your external context and management, it is therefore expected that you will gain knowledge and develop understanding in the following areas: markets - the development and operation of markets for resources, goods and service customers - customer expectations, service and orientation finance - the sources, uses and management of finance; the use of accounting and other information systems for managerial applications people - the management and development of people within organisations 11

10 operations - the management of resources and operations; information systems; the development, management and exploitation of information systems and your impact upon organisations communication and information technology (CIT) - comprehension and use of relevant CIT for application in business and management business policy and strategy - the development of appropriate policies and strategies within a changing environment, to meet stakeholder interests pervasive issues - these would include sustainability, globalisation, corporate social responsibility, diversity, business innovation, creativity, enterprise development, knowledge management and risk management Skills for all master's programmes You are expected to be able to demonstrate a range of cognitive and intellectual skills together with techniques specific to business and management. They should also demonstrate relevant personal and interpersonal skills. These include: being able to think critically and be creative: manage the creative processes in self and others organise thoughts, analyse, synthesise and critically appraise. This includes the capability to identify assumptions, evaluate statements in terms of evidence, detect false logic or reasoning, identify implicit values, define terms adequately and generalise appropriately being able to solve complex problems and make decisions: establish criteria, using appropriate decision-making techniques including identifying, formulating and solving business problems; and the ability to create, identify and evaluate options; the ability to implement and review decisions the ability to conduct research into business and management issues either individually or as part of a team through research design, data collection, analysis, synthesis and reporting using information and knowledge effectively: scanning and organising data, synthesising and analysing in order to abstract meaning from information and to share knowledge numeracy and quantitative skills including the development and use of relevant business models effective use of CIT effective two-way communication: listening, effective oral and written communication of complex ideas and arguments, using a range of media, including the preparation of business reports high personal effectiveness: critical self-awareness, self-reflection and selfmanagement time management; sensitivity to diversity in people and different situations and the ability to continue to learn through reflection on practice and experience effective performance within team environments and the ability to recognise and utilise individuals' contributions in group processes and to negotiate and persuade or influence others; team selection, delegation, development and management leadership and performance management: selecting appropriate leadership style for different situations; setting targets, motivating, monitoring performance, coaching and mentoring ability to recognise and address ethical dilemmas and corporate social responsibility issues, applying ethical and organisational values to situations and choices 12

11 PROGRAMME LEARNING OUTCOMES The learning outcomes draw from the QAA benchmark statements above, and describe what you should know and be able to do if you make full use of the opportunities for learning that the Programme provides. Knowledge and Understanding Ref A. you should be able to demonstrate a: K1 K2 K3 K4 K5 Knowledge and understanding of key aspects of English Language for academic study. Knowledge and understanding of key areas of study in a specialist discipline, and the terminology and language utilised in that specialist area of study. Knowledge and understanding of internal and external influences on the operating business environment. Knowledge and understanding of models of contemporary organisational practices Critical appreciation of the ethical and cultural dimensions of management Cognitive Skills Ref C1 C2 C3 C4 B. you should be able to: Analyse a wide range of demanding/longer texts (oral and written) and recognise implicit meaning in your field of specialization. Synthesise information and ideas drawn from varied sources, and critically evaluate alternative explanations, arguments and theories in the medium of English language. Apply the level of language necessary to communicate orally and in writing to follow a course of academic study at postgraduate level. Critically evaluate supplied or collected information and apply to a scenario to suggest a reasoned conclusion. Professional Skills and Attitudes Ref P1 P2 P4 P5 C. you should be able to: Communicate clearly complex ideas and arguments in English to specialist and nonspecialist audiences using a range of media and methods. Demonstrate the ability to plan and self-manage and have originality in tackling and solving problems in a wide variety of study situations relevant to postgraduate study. Communicate ideas and analysis clearly and concisely in an appropriate format in order to inform and explain your decision making rationale to others. Analyse a given scenario and select appropriate models, techniques, frameworks or legal concepts to solve relevant problems or identify opportunities. 13

12 General Transferable Skills Ref T1 T3 T4 T5 D. You should be able to: Exercise initiative and take personal responsibility within agreed guidelines when dealing with different and variable situations. Demonstrate your ability to reflect upon your experiences and plan your own future development. Engage effectively in debate and discussion in a professional manner and produce detailed notes or reports of the discussion and outcomes. Take responsibility as an independent learner using appropriate support as necessary. These learning outcomes reflect those that will be achieved for the International Diploma. The following represents the descriptor requirements (benchmarked from the QAA) that will be implemented per module for both summative and formative assessments. Modules to be graded A grade is awarded for each level 6 module that a student completes satisfactorily as part of the International Diploma programme. The grades A grade of 'pass', 'merit' or 'distinction' is awarded for each module. No other grades or intermediate grades are used. REFER/FAIL PASS = 40%-59% MERIT = 60%-69% DISTINCTION = 70%+ = 0% - 39% (a referred assessment may be re-taken in the following term. A maximum of 2 re-takes is permitted) The standard of performance required for a 'pass' grade is the minimum required to meet the specified assessment criteria for the learning outcomes of the unit. 'Merit' and 'distinction' grades indicate higher levels of performance within level 6, as defined by the marking criteria which appear below. If you do not achieve the specified learning outcomes for a unit are not awarded credit for that unit. They are therefore not eligible for a grade. The grade descriptors There is a common set of broad, generic grade descriptors that relate to areas of performance which are relevant to the assessment of student's studying in HE. The descriptors are grouped under the following headings: Understanding of the subject Application of knowledge Communication and presentation. 14

13 The descriptors are not subject-specific, nor do they relate to particular types of assessment. Understanding of the Subject Use factual, procedural and theoretical understanding to complete tasks and address problems that, while well defined, may be complex and non-routine. Interpret and evaluate relevant information and ideas. Be aware of the nature of the area of study or work. Have awareness of different perspectives or approaches within the area of study or work. Application of knowledge Address problems that, while well defined, may be complex and non-routine. Identify, select and use appropriate skills, methods and procedures. Use appropriate investigation to inform actions. Review how effective methods and actions have been. Communication and presentation Take responsibility for initiating and completing tasks and procedures, including, where relevant, responsibility for supervising or guiding others. Exercise autonomy and judgment within limited parameters. Appropriately use language, references and notations. The grade descriptors will be applied to modules in different subjects and are appropriate for use with a range of assessment methods. The full set of detailed descriptors is made available to all you, and the use of the descriptors in assessment on the programme is explained to you when they start your studies. Grade descriptors and modules Not all of the grade descriptors are used for every module. An appropriate selection of descriptors is assigned to the module when it is validated. The decision about which descriptors should be assigned to the module takes into account the aspects of performance which are relevant to the individual module. The assigned descriptors are a formal part of the module for its use on any Diploma, wherever that module is used and however it is assessed. Use of grades at programme level The grade descriptors assigned to a module at validation are the key reference point for grading decisions made at programme level. Other descriptors, which have not been assigned to the module, or any other factors, do not contribute to judgments about grades. The assigned descriptors are refined when the module is used on an individual programme. This process involves the selection of elements from within the descriptors, as appropriate to the nature of the particular subject and the type of activity a student would need to engage in to demonstrate your achievement of the learning outcomes. The assigned descriptors (and selected elements of descriptors) for a module are made clear to you, and are included in relevant assignment briefs. Modules are assessed in different ways. Some modules are assessed through a single assignment; others involve more than one assignment. The outcome is a single grade for the module, which indicates the overall standard of performance, irrespective of the number of 15

14 separate assignments or individual tasks which are used to assess the module. The general principle which lies behind the award of grades for modules which are assessed by several constituent parts is that the final grade should indicate the standard of performance across the module as a whole. Grades given to you are accompanied by appropriate feedback which allows the student to identify why a particular grade has been awarded. This feedback is likely to refer to the performance indicated by the selected descriptors, as well as expectations and requirements for the individual assignment. There are standard requirements which relate to matters such as retakes, resubmissions and referrals. Separate guidance provides the common assessment regulations. Moderation and standardisation Grading decisions are subject to a process of internal verification and external moderation. The award of grades The grades achieved by a student are formally reported in grade profiles. The individual grades awarded to a student indicate the standard of performance on a range of modules of different sizes, involving different types of learning achieved at different stages, as appropriate to the particular programme. Because of this range and degree of differences, and the need for higher education to identify the standard of performance in particular areas, no overall or final aggregate grade is awarded. If a student fails a module there is no achievement - in terms of credits or grades - to be recorded. A failed module does not form part of the formal record of achievement. Grades are not awarded for achievement that does not contribute to the Diploma. Any such additional achievement and its assessment does not form a part of the qualification specifications. 16

15 WHAT IS PLAGIARISM? At BPP University you are joining an academic community in which we all share and discuss information and ideas. This enables us to develop and improve our own knowledge and ideas. However, you must acknowledge the source of the information or ideas you are working with. Acknowledgement of where information and ideas come from is not only a matter of academic integrity; it also allows those reading your work to follow up the original sources for yourselves. Proper referencing of appropriate sources shows that work is built on solid foundations. You will be given credit for this when the work is marked. As part of the BPP University academic community you enjoy the same freedom to access information and ideas, but have the same responsibilities to acknowledge them. This should be done in a way which conforms to academic conventions and you will begin to learn how to do this during the programme. Plagiarism (i.e. not acknowledging sources) is a serious offence in all universities and is becoming easier to detect. If plagiarism is suspected then an investigation will be undertaken and if you are found to have plagiarised work then disciplinary action will follow. In cases of serious, proven plagiarism, you may fail the programme and be expelled from the University. You could also be disqualified from working in professions such as Law and Teaching. Plagiarism is very serious and you should take it seriously. To assist you in following the rules, there is a whole section on the VLE that explains what is meant by plagiarism and provides information on the key issues affecting you. The BPP University definition of plagiarism Using someone else s words, ideas, or results, whether intentionally or unintentionally, in any kind of assessment, without giving appropriate acknowledgement. Plagiarism includes, but is not limited to: Copying the work of another without proper acknowledgement; Copying from any source without proper acknowledgement; Downloading and incorporating material from the internet within one s work without proper acknowledgement; Paraphrasing or imitating the work of another without proper acknowledgement. Work may be defined as, but is not limited to: text, illustrations, musical quotations, mathematical derivations, computer code, etc.; material downloaded from websites or drawn from manuscripts or other media; published and unpublished material, including lecture handouts and other you work. Proper acknowledgement requires the identification of the work being used, and explicit attribution by you of the author and the source using referencing acceptable to the University. For information on how to properly reference your work please go to the relevant section on the VLE. 17

16 Reasons not to plagiarise: A student who plagiarises has learned nothing. Plagiarism shows a lack of respect for the original author s hard work. Plagiarism is cheating and devalues the integrity of the institution and the programme. Plagiarism discourages and angers the rest of the academic community. A student who plagiarises will be subject to penalties which may include expulsion from the programme and the University. Penalties for plagiarism: Penalties for proven plagiarism vary, but at worst could lead to termination of your registration and / or notification of the act of plagiarism to the relevant professional body (i.e. the Solicitors Regulation Authority). For further information please refer to the General Academic Regulations. These can be found in the Academic Registry section on the VLE. Ways to avoid plagiarising: Plan your time so that you are not rushing to complete work at the last minute. Get into the habit of careful note taking from the start so that you can easily identify all the sources you wish to reference. Learn the recommended referencing system of your institution (and department if applicable). If you are unsure, check with a tutor. 18

17 Career Ready Skills Employability is a word used across higher education, to refer to the skills you develop during their studies which will help them in their search for a career after graduation. At BPP we aim to make you Career Ready, by focussing on the key skills and attributes employers expect from day one of the programme. Throughout your studies, you will hear and see reference to Career Ready skills and all modules clearly state the skills and attributes you will develop during your studies. Our Careers Service plays a key role in helping you develop yourself into a Career Ready graduate, and you are encouraged to utilise their services from day one of your studies. Career Ready Icons Self-Management Professional Context Skills Business Understanding Communications IT and Numeracy Problem Solving Leadership Individual work Reflective Skills Enterprise Adaptability and Flexibility Honesty and Integrity 19

18 WHAT MAKES THIS PROGRAMME UNIQUE BPP University is innovative and we are focussed on preparing you for the professions, by ensuring they are taught by experts with relevant industry experience and develop the knowledge and skills that employers require. A number of features make our programme unique: Digital Literacy Understanding how to use technology and digital tools to help you study and ultimately help you succeed in the workplace is a key skill which is embedded throughout the programme. Whilst many you will be familiar with mainstream IT applications and software, it is not universally the case, and there are always areas on which you can improve. Understanding how to use common software packages, social media and e-learning tools, is structured within the programme from year one... Global Perspective Over 70% of SOFELS s students are from overseas, meaning it is a multi-cultural place to study. Workshop individuals will reflect the diverse nature of the student body and are likely to include students from a number of different countries, both within and outside the EU. The opportunity to learn from your peers about their cultural background, experiences and opinions provides a rich base from which to develop yourself into a Career Ready professional. The world is an increasingly global market, so graduates who are culturally aware are in demand. Global thinking and cultural awareness are embedded into the modules you will study, by using examples and case studies from a wide range of countries and encouraging you to share their own experiences. Leadership Development BPP has a practical approach to teaching leadership and management. Our practitioner faculty are role models in using academic knowledge, practical experience and careerimportant skills seamlessly. You are exposed to real life scenarios so that you are fully equipped to begin or enhance your career. We recognise that all business roles are likely to contain elements of both leadership and management, so we encourage you to begin to develop these skills from early in your studies. You are encouraged to develop as leaders, through reflection on your skills and abilities. Professional Recognition Your degree will provide you with important currency as you enter the world of work, however increasingly, employers value professional recognition as a sign of your employability. Your Master s Degree programme has been accredited by the Institute of Management and you may use the designation of Associate Member whilst studying and upgrade your membership status thereafter. Student Support At BPP we have an individual body of dedicated International Student Advisors, International Programme Administrators and Personal tutors. You will have a named Personal tutor throughout your time with us, who will assist and advise you as you progress through your studies. The role of your Personal tutors to provide pastoral support and study advice to ensure you have the best possible chance of success. In addition to the Personal tutor individual, your tutors, Module Leaders and the programme leadership individual are of course also available to assist with your studies. There are also student advisers and a dedicated Learning Support & Inclusion individual, to help you if you have any kind of additional learning needs. 20

19 OVERALL LEARNING AND TEACHING STRATEGY Our aim on the programme is to prepare you as fully as possible for the methods of teaching and learning that can be expected at BPP University Postgraduate study. The style of teaching will typically involve Workshops. Workshops are mainly for you to be active, discussing previous sessions, identifying problems or areas of uncertainty, solving problems and discussing topical issues relating to the content Note: you are also expected to be active in speaking and not to simply memorise what they are told in presentations. You must contribute fully in class your opinions and experiences are important. Always try and expand your personal knowledge, beyond what is taught in class. Importance of Self-study As well as attending classes each day you are also expected to work hard on your own at times during the day when you have no scheduled classes as well as during the evening and weekends. You will be expected to attend 100% of classes. For every contact hour in class, you are expected to spend a further hour in self-study. So, 16 contact hours a week should be doubled with a further 16 hours of self-study. Do a lot of study in your own time. This includes: Reading material before lectures and Workshops this will help you understand the classes much more clearly; Reading and reviewing material after class this will help you learn and understand the material much better; Doing all homework set especially when group work is needed! Taking your assignments seriously do these in your own time. Many of these assignments will go towards your final mark; Working in groups in your own time, where useful. But, never copy homework or assignments; Revising hard for all tests and exams; Thinking openly and creatively teachers want you to have your own ideas and thoughts. BPP VLE BPP University s virtual learning environment is often referred to as the VLE. You are expected to access and use this regularly. The programme team will upload large amounts of study material which should be used for self-study. You will also commonly be contacted at your BPP University address through the system. It is very important that you are able to utilise both the VLE and your BPP University address. Assessment Assessments may be undertaken during the term (assessed tests, assignments etc.) and/or as a final exam. Assessments undertaken during the term will be marked and returned within four weeks, with appropriate comments, where possible. For the assessment method of your award, please refer to the previous section and the module forms later in the Handbook. 21

20 LEARNING OUTCOMES You may hear the phrase learning outcomes used by tutors and academics and wonder what it means. Generally it refers to what you have to show (or indicate) to us, so that we might be satisfied that you have understood a particular subject. In the area of Knowledge and Understanding for instance if we look at the English for Academic purposes module we can see that at the end of the programme you must be able to show us that you have a: Reasonable understanding of and an ability to use the main language structures with ease and fluency You can see it here below: Ref A. you should be able to demonstrate a: K1 Reasonable understanding of and an ability to use the main language structures with ease and fluency So the tutor will indicate to you what these key language structures are and test your understanding through various assessments - such as group presentations, essays, or written reports or exams. Some of these assessments are called either formative or summative and the difference is important; Formative that means that they are there to check that you understand but these do not count as part of your final grades they are a sort of checking as we go along. Summative although the formative assessments are important, the summative assessments are those that will carry a pass or fail and will contribute to your final grade. Frequently, you don t think about these until the very last minute and then panic to get them in on time often meaning that the grade is not as good as you might have achieved if you plan your time. Your subject and personal tutor will help and give you guidance on this. Each modules Learning Outcomes are identified in your individual module specifications below. 22

21 Strategy for Assessment The assessment strategy is underpinned by the BPP University regulatory framework which states that: Examinations and assessments will be used to: Provide the basis for decisions on your learning needs; Provide feedback to you to help with their learning; Provide a basis for a decision on your readiness to progress; Provide a basis for a decision whether they qualify for an award; Provide a basis for a decision about the grading of their achievement. The Assessment Strategy for the BSc programme has also been designed in accordance with the key principles of assessment as set out in the BPP strategy for assessment enhancement. Care has been taken to include formative and summative assessments which: Provide opportunities for you to work in individuals and be assessed informally in order to develop employability skills such as individual and individual working and interpersonal skills; Provide opportunity for regular constructive and developmental feedback; Encourage the development of academic skills of wider reading and research; Build a body of knowledge and understanding which can be levered with relevance, confidence and sound judgement to aid business analysis and decision-making with particular respect to the business environment; Provide a range of opportunities to undertake more practical assessments relevant to, and requiring interface with, the real world of employment in terms of the nature and context of, the task set; Focus on business issues appropriate to the current environment; Include a range of methods to ensure inclusion and fair opportunity across a diverse body of you. The programme adopts a criteria approach to assessing achievement against the learning outcomes. Criteria referenced assessment is where your performance is assessed against some fixed, set, or objective standard which is not affected by the number of people who reach it. You will notice each level of study has a specific set of criteria. Each summative assessment will have a marking scheme based on the set criteria and this will be made available to you during the module. 23

22 Strategy for Progression and Development You will be expected to complete and pass summative assessments at the end of each term in order to progress into the next term, and you must complete all assessments in order to be able to progress. In order to help and support you, your Personal tutor and the undergraduate individual will monitor your progression, and where necessary meet with you to discuss any concerns you or they may have. 24

23 MARKING CRITERIA (FOR SUBJECT MODULES) DISTINCTION MERIT PASS FAIL Criterion 70+% 60-69% 40-59% 0-39% Understanding of the subject Application of knowledge Deep knowledge of the topic, explicitly related to comprehensive knowledge of the discipline(s). Evaluation of current knowledge. Application of recent emerging thought or practices from the discipline. A high level of ability to analyse critically using a range of perspectives. Excellent synthesis of elements of the argument including contrary views. Numeric analysis that is complete and mostly free from errors with fluent and appropriate application of methods. Extremely strong and consistent argument that convincingly addresses issues including uncertainties and conflicts. Excellent use of information gathered which to support and further the argument Substantial research and evidence of an innovative use of a wide range of personal research with clear and consistent (a) Good knowledge and understanding of central topic issues, some explicitly identified. Some appreciation of a wider field. Clear evidence of an understanding of thoughts and practices at the forefront of the discipline. The development of a critical analysis without guidance. Some ability to synthesise concepts, theories and practice. Application of a range of analytical methods appropriate to the task. Numeric analysis that is complete and mostly free from significant or critical errors with appropriate application of methods. Evidence of an overall convincing argument but may have weaknesses, gaps or inconsistencies. Clear use of information gathered but may have some weaknesses in the integration into the argument. Appropriate use of a wide range of personal research which is Some knowledge and understanding of central topic issues. Some evidence of the understanding of the thoughts and practices related to the discipline indicated. Evidence of some critical awareness. There is analysis which is structured within guidelines. Some difficulty in balancing and substantiating points made. Numeric analysis that is mostly complete but contains errors with significant effect, or methods that are applied inappropriately Evidence of a consistent argument but may have weaknesses, significant gaps or be unconvincing. Clear use of information gathered but may not be sufficient to sustain the argument. Evidence of a consistent argument but may have weaknesses or be Inadequate, poor or very poor knowledge or understanding of central topic issues. Not clear or precise understanding of thoughts and practices related to the required discipline indicated Work is descriptive and uncritical. Generalisations, unsubstantiated assertions and exaggeration. Numeric analysis that is incomplete or contains errors which have critical effect, or methods that are applied inappropriately Lack of consistency or structure in the argument. Serious weaknesses in the integration of evidence and/or no awareness of the limitations or weaknesses of the research. Over reliance on very restricted range of personal or secondary research much of which may not be evaluated and may not be directly 16

24 evaluation conceptual critically evaluated for unconvincing. Clear use key conceptual issues of information gathered although this may not be but may not be sufficient consistent throughout to sustain related to the question 17

25 DISTINCTION MERIT PASS FAIL Criterion 70+% 60-69% 40-59% 0-39% Communication and presentation Excellent structure and presentation Precise, full and appropriate references and notes. Precise use of language expressing complex thought with clarity, accuracy and precision which furthers and enhances the argument Good structure and presentation Good references and notes with minor or insignificant errors or omissions Generally clear use of language sufficient for arguments to be readily understood and followed Adequate structure and presentation Competent references and notes but may contain inconsistencies, errors or omissions Generally understandable use of language but significant errors in expression affecting overall clarity Poor structure and presentation Poor references and notes with multiple inconsistencies, errors or omissions Serious errors in the use of language which makes meaning unclear or imprecise 18

26 MARKING CRITERIA (FOR EAP I WRITING EXAM) Task Response Integration of sources and referencing skills Cohesion and Coherence Language Use, Appropriacy and Style Distinction % Merit 60.69% Pass 40_59% Addresses all parts of the task, presenting a clear position throughout the response. Main points are easily understood and supporting information is suitably developed and with a little evaluation Addresses all parts of the task some parts may be more fully covered than others. Main points are easily understood and supporting information is suitably developed and limited evaluation Addresses most of the task but some aspects may be dealt with more fully than others. Main points are identifiable and with some development Good references and bibliography with minor or insignificant errors or omissions. Good attempts at paraphrasing and summarising. Ability to successfully integrate quotations into the text is evident. The integration of source materials is appropriate to the task Often successful attempts to quote, paraphrase or summarise Provides references and bibliography but may contain minor inconsistencies, errors or omissions. The integration of source materials is attempted with some success Some attempts to quote, paraphrase and summarise. These are sometimes successful in supporting your points Logical structure and presentation with clear progression throughout. Clear central topic in each paragraph. Uses a wide range of cohesive devices appropriately, although there may be some over/under use. Overall text is well structured Paragraphs are suitably organised. Linking of points is mostly successful. Overall text is generally well structured Paragraphing is used, but not always suitably organised. Linking of points is sometimes successful Range: Uses a wide range of vocabulary to allow some flexibility and precision. May produce occasional errors in word choice. Appropriacy: Uses less common lexical items with strong awareness of style and collocation. Accuracy: Uses a wide range of structures for the task with good control of grammar and punctuation but may make a few errors. Range: Uses a good range of vocabulary and grammar for the task Appropriacy: Uses vocabulary and grammar items appropriately Accuracy: Uses vocabulary and grammatical items with few inaccuracies. Range: Uses an adequate range of vocabulary and grammar which is mostly appropriate for the task. Appropriacy: Uses vocabulary and grammar items appropriately with a few slips. 19

27 Attempts to provide references and bibliography but may contain some inconsistencies, errors or omissions Needs support 30-39% Addresses some aspects of the task, but some aspects may be dealt with more fully than others. Main points are identifiable but with little development Refer 0-29% Attempts to address task, with many aspects only partially covered. Main points are difficult to identify or are limited in development. The integration of source materials is not always appropriate to the task Some attempts to quote, paraphrase and summarise, these do not support points Some evidence of referencing or bibliography skills, but with some errors. The integration of source materials is not attempted. Little /no attempt to quote, paraphrase and summarise. No attempt at references Overall text has some structure, but may not always be clear. Paragraphing is attempted but might not always be logical. Linking of points is occasionally successful. Overall text has very little structure. Paragraphing is inadequate or unused. Linking of points is often unsuccessful Accuracy: Uses vocabulary and grammar items with some inaccuracies Range: Uses a range of vocabulary and grammar which is just sufficient for the task. Appropriacy: Uses vocabulary and grammar items which may not always be appropriate to the task. Accuracy: Uses vocabulary and grammar items with many inaccuracies, although meaning is generally clear. Range: Uses a range of vocabulary and grammar which is not sufficient for the task. Appropriacy: Uses vocabulary and grammar items which are not appropriate to the task. Accuracy: Uses vocabulary and grammar items with inaccuracies which impede communication. 20

28 MARKING CRITERIA (FOR EAP II WRITING EXAM) Task Response Integration of sources and referencing skills Cohesion and Coherence Language Use, Appropriacy and Style Distinction % Merit 60-69% Pass 40-59% Addresses all parts of the task fully, presenting a clear position throughout the response. Expresses a clear position but this may not always be supported Main points are easily understood and supporting information is suitably developed with evaluation Addresses all parts of the task, presenting a clear position throughout the response. Position can be inferred and not always supported and may be descriptive. Main points are easily understood and supporting information is suitably developed and with some evaluation Addresses all parts of the task some parts may be more fully covered than others. Source materials are successfully integrated into the text and they fully support points Very good use of paraphrases and summaries. Precise, full and appropriate references, and bibliography. Ability to successfully integrate quotations into the text. Good attempts at paraphrasing, summarising and quotation. Good references and bibliography with minor or insignificant errors or omissions. The integration of source materials is appropriate to the task Often successful attempts to quote, paraphrase or summarise Sequences information and ideas logically. Manages all aspects of cohesion well and uses paragraphs appropriately Logical structure and presentation with clear progression throughout. Clear central topic in each paragraph. Uses a wide range of cohesive devices appropriately, although there may be some over/under use. Overall text is well structured Paragraphs are suitably organised. Linking of points is mostly successful. Range: Uses a wide range of vocabulary with flexibility to convey precise meanings Appropriacy: Skilfully uses uncommon lexical items but there may be occasional inaccuracies in word choice and collocation. Range: Uses a wide range of structures, with very good control of grammar and punctuation Range: Uses a wide range of vocabulary to allow some flexibility and precision. May produce occasional errors in word choice. Appropriacy: Uses less common lexical items with strong awareness of style and collocation. Accuracy: Uses a wide range of structures for the task with good control of grammar and punctuation but may make a few errors. Range: Uses an adequate range of vocabulary and grammar for the task 21

29 The overall position lacks Provides references and focus and points are bibliography but may sometimes unsupported contain minor Main points are easily inconsistencies, errors or understood and supporting omissions. information is suitably developed and limited evaluation Needs support 30-39% Refer 0-29% Addresses most of the task but some aspects may be dealt with more fully than others. The overall position is unclear and points are often unsupported Main points are identifiable and with some development Addresses some aspects of the task, but some aspects may be dealt with more fully than others. Difficult to identify the position or any direction in the essay Main points are identifiable but with little development The integration of source materials is not always appropriate to the task Some attempts to quote, paraphrase and summarise. These are sometimes successful in supporting your points Attempts to provide references and bibliography but may contain some inconsistencies, errors or omissions The integration of source materials is attempted Some attempts to quote, paraphrase and summarise, these do not support points Little evidence of referencing or bibliography skills, and with e errors. Overall text has a basic structure Paragraphing is used, but not always suitably organised. Linking of points is sometimes successful Overall text has some structure, but may not always be clear. Paragraphing is attempted but might not always be logical. Linking of points is occasionally successful. Appropriacy: Uses vocabulary and grammar items appropriately Accuracy: Uses vocabulary and grammatical items with few inaccuracies. Range: Uses adequate range of vocabulary and grammar which is mostly appropriate for the task. Appropriacy: Uses vocabulary and grammar items appropriately with a few slips. Accuracy: Uses vocabulary and grammar items with some inaccuracies Range: Uses a range of vocabulary and grammar which is just sufficient for the task. Appropriacy: Uses vocabulary and grammar items which may not always be appropriate to the task. Accuracy: Uses vocabulary and grammar items with many inaccuracies. 22

30 MARKING CRITERIA (FOR EAP I SPEAKING EXAM) Grade 70% + Distinction Content (complexity e.g. descriptive vs. analytical; sufficient, clear, relevant inclusions; demonstrated research) Usually communicates clearly and logically Effective use of research Contributions are consistently both appropriate and effective Justifies and elaborates on most points effectively Generally strong content and line of argument % Communication is successful Evidence of research (e.g. the use of statistics) The majority of contributions are appropriate and effective Some minor omissions or occasional opportunities missed to elaborate further on points although these do not affect sustained interaction % Pass Fulfils the task for the most part. Some evidence of research, although this may be limited and/or applied with limited effect Contributions are generally both appropriate and effective Language Use (Syntax; vocabulary range & accuracy; discourse features) Uses a wide range of structures / vocabulary Shows good awareness of style and collocation Minor errors may occur but do not impede communication Has a wide enough vocabulary to discuss the topic at length and make meaning clear in spite of occasional mistakes Shows some awareness of style and collocation, with some inappropriate choices Uses a mix of simple and complex structures with some flexibility Uses a mix of simple and complex sentences, but with limited flexibility May make frequent errors with complex structures but these rarely cause comprehension problems Has a wide enough vocabulary to discuss topics in some detail and Communicative Effectiveness (overall clarity of message; pacing; coherence; tone of voice; pronunciation; eye contact/bodylanguage; interaction) Can generally be understood throughout, though accent and / or pronunciation may occasionally impede interaction Some hesitation but is reasonably fluent otherwise Uses a range of connectives and discourse markers with some flexibility Manages initiation & turn-taking naturally and skilfully Clear pronunciation easily understood by a native speaker. Can generally be understood throughout, though accent and / or pronunciation sometimes impedes interaction Shows generally appropriate and effective use of stress & intonation Uses a range of connectives and discourse markers with limited flexibility Manages initiation & turn-taking with good awareness of interpersonal strategies Shows some effective use of features but this is not sustained Mispronunciation of individual words may occasionally cause strain for the listener. 23

31 Some elaboration and justification of make meaning clear in spite of points mistakes. Some opportunities missed to elaborate further on points although these rarely affect sustained interaction. 39% and below Refer Only partially addresses the task. Mostly limited elaboration/justification of points. Some general difficulties coping with initiation & turn-taking particularly when dealing with complex or unfamiliar topics Contributions are occasionally limited or inappropriate. A limited range of grammatical structures: mostly simple & occasional compound sentences. Vocabulary selection & use is generally sufficient to deal with a limited range of issues & ideas. Frequent grammatical & vocabulary errors Errors may regularly impede communication. May often over rely on memorised chunks. Searches for words and hesitates at times but is reasonably fluent otherwise Manages initiation & turn-taking with some degree of success. Occasionally dominates the discussion although shows awareness & appropriate strategies to rectify this. Can speak about the topic but with difficulty. Problems with stress, rhythm & intonation frequently affect intelligibility. Rarely coherent in general & familiar topics. Lack of coherence causes frequent strain on the listener. Unnatural hesitations & long pauses cause frequent breakdowns in communication/fluency. May often dominate the discussion or have serious difficulty sustaining interaction. Frequent omissions or irrelevancies. 24

32 MARKING CRITERIA (FOR EAP II SPEAKING EXAM) Grade 70% + Distinction Content (complexity e.g. descriptive vs. analytical; sufficient, clear, relevant inclusions; demonstrated research) Content is detailed, complex and confidently analytical/evaluative Ideas relevant, sufficient, very welldeveloped and clarified Ideas fully supported with appropriate evidence, examples or explanation. Excellent research from relevant sources Original & interesting Language Use (Syntax; vocabulary range & accuracy; discourse features) Mostly error-free use of a wide range of complex structures and vocabulary. Fully confident and appropriate use of organisational patterns and cohesive devices Communicative Effectiveness (overall clarity of message; pacing; coherence; tone of voice; eye contact/body-language; visual aids; dealing with questions; pronunciation & fluency) Presents a topic coherently and articulately, structuring, pacing and supporting the talk flexibly to meet the audience s needs Voice quality is clear, loud enough and with varied pitch; fully engages with audience Visuals are clear and support the presentation well Can depart spontaneously from prepared text without problems; questions dealt with fully Clear, easily intelligible pronunciation % Merit Descriptive content is detailed, and reasonably analytical/evaluative. Ideas generally relevant, adequately developed, and clarified; Ideas supported adequately with evidence, examples or explanation. Shows a good level of research from relevant sources. Adequate, generally appropriate, and fairly wide range of structures and vocabulary, in which errors do not usually impede understanding. Uses a variety of linking words/phrases to mark the relationship between ideas, though there may be some unevenness or inappropriate use. Gives a clear, mostly well-structured, appropriately paced presentation which highlights significant points and generally satisfies the audience s needs. Voice is clear, and loud enough; generally maintains eye contact Visuals are generally clear Can respond to questions in a detailed way, and with a good degree of fluency Pronunciation may occasionally cause strain for listener. 25

33 40-59% Mainly descriptive/narrative though Pass some attempt made at analysis or 39% and below Refer evaluation. Content not always relevant or sufficiently well-developed and clarified. Ideas not always supported with evidence, examples or explanation. Demonstrates research, although this may be rather limited. Ideas may be fairly simple or not well developed. There is some basic support for ideas (e.g. a reason for an opinion). Little research shown. Almost entirely descriptive or narrative (without analysis/evaluation). Reasonable range of structures and vocabulary; however, attempts at more complex language may lead to errors or misunderstanding sometimes. Can link a series of elements into a connected sequence of points (such as through logic, priority, compare & contrast) though range of discourse markers may be fairly narrow. Demonstrates control of some simple grammatical structures and basic vocabulary as suitable for the topic; however, errors or gaps in grammar and vocabulary may impede understanding. Control of only commonly occurring cohesive devices and linking phrases (e.g. for addition, sequencing). Gives a straightforward presentation which is coherent enough to be generally followed without difficulty; however, there may be some problems with structuring, support or delivery. May sometimes over-rely on notes or written text. Voice is reasonably clear though may be a little monotonous; may not manage eye contact very well. Visuals may contain errors. Can respond simply and with some spontaneity to follow up questions. Some systematic pronunciation errors may inhibit communication, causing strain for the listener. Can give a basic presentation on a familiar topic. However, there may be problems with coherence, structuring, support or delivery, which hinder the communicative effectiveness; may read from text; Little variation in voice Visuals do not support the message well Responds with some difficulty to follow up questions Pronunciation can be understood, but with effort from the listener. 26

34 ASSESSMENTS LEADING TO AWARD Module Credit Rating Work for Assessment Requirement for Award English for Academic 15 Credits Overview Purposes I [Pre-Masters] [Level 6] Formative Assessment Formative assessments are designed to give you an opportunity to practice assessments and to receive tutor feedback on your progress against the learning outcomes prior to the summative assessment. Formative assessment grades do not contribute to the final module grade. Formative assessments are individual assessments unless otherwise stated. Formative Listening: Listening is formatively assessed by evaluating your ability to effectively listen to and answer questions on a formal academic/professional audio-visual talk or lesson. Formative Speaking: A recorded individual presentation on a key element of one of the academic subjects. A reading comprehension test on the basis of an unprepared text associated with the academic subjects. Formative Writing: Weekly submissions on academic writing skills (incorporating quotes, paraphrasing, summaries etc.) essay drafts and longer academic texts. Feedback to be completed on paragraphs, paraphrases and summaries and other aspects of English for Academic Purposes International PreMasters Diploma in Business Management Formative Reading: A reading comprehension test on the basis of an unprepared and prepared texts associated with the academic subjects 27

35 Summative Assessment (Summative assessments are those assessments which contribute to your module grade and are individual assessments unless otherwise stated.) you at the end of the programme are required to evidence an IELTS equivalent to 6.5 overall (or in the case of the MSc IELTS 6.0, with the requirement that you undertake compulsory In-Sessional EAP and Academic Skills support during the first term of your MSc degree studies). This module is assessed through the completion of independent tasks which consists of: 1. A listening test; 2. A speaking test; 3. A reading test; 4. A writing test which will be assessed through the completion of two (2) summative tasks; a) A timed written assessment as directed. (50% of the final writing grade); b) Portfolio submission on academic writing skills which includes (incorporating quotes, paraphrasing, summaries etc.) and essay drafts. Feedback to be completed on paragraphs, paraphrases and summaries. (50% of the final grade). c) To achieve a pass in this course all students need to gain a minimum overall mark of 40% (pass grade) and a minimum of 40% (pass grade) in writing. Module Credit Rating Work for Assessment Requirement for Award English for Academic Purposes II [Pre-Masters] 15 Credits [Level 6] Overview Formative Assessments Formative Listening Listening is formatively assessed by evaluating your ability to effectively listen to and answer questions on a formal academic/professional audio-visual talk or lesson. Formative Speaking: 28

36 A recorded individual presentation on a key element of one of the academic subjects. Formative Reading: A reading comprehension test on the basis of an unprepared and prepared texts associated with the academic subjects. Formative Writing: Weekly submission on academic writing skills (incorporating quotes, paraphrasing, summaries etc.) essay drafts and essays. Feedback to be completed on paragraphs, paraphrases and summaries and other aspects of English for Academic Purposes. Summative Assessment (Summative assessments are those assessments which contribute to your module grade and are individual assessments unless otherwise stated.) you at the end of the programme are required to evidence an IELTS equivalent to 6.5 overall (or in the case of the MSc IELTS 6.0, with the requirement that you undertake compulsory In-Sessional EAP and Academic Skills support during the first term of your MSc degree studies). This module is assessed through the completion of independent tasks which consists of: 1. A listening test; 2. A speaking test; 3. A reading test; 4. A writing test which will be assessed through the completion of two (2) summative tasks; a) A timed written assessment as directed. (50% of the final writing grade); b) Portfolio submission on academic writing skills (incorporating quotes, paraphrasing, summaries etc.) and essay drafts and extended writing tasks. Feedback to be completed on paragraphs, paraphrases and summaries. (50% of the final grade). c) To achieve a pass in this course all students need to gain a minimum overall mark of 40% (pass grade) and a minimum of 40% (pass grade) in writing. 29

37 Module Credit Rating Work for Assessment Requirement for Award Understanding 15 Credits Formative Assessment Economics and [Level 6] Business 1. Case study: For example, a group case study relating to an analysis of an industry with feedback during the following session. Due Date: Week 5 2. Question & Answer Sets: For example, question and answer sets at the end of week 8 with feedback during the following session. Summative Assessment 1. Written assignment (for example, demonstrating understanding of a business case study.) [100% of Module Grade] International PreMasters Diploma in Business Management Managing People and Projects 15 Credits [Level 6] Formative Assessment 1. A written piece on a topic from the module; 2. A presentation of the written piece. Summative Assessment 1. Written tasks based on content covered in the module from list provided, totalling 2,500 words [100% of module grade]. International PreMasters Diploma in Business Management 30

38 Module Credit Rating Work for Assessment Requirement for Award Digital Marketing in 15 Credits Business [Level 6] Formative Assessment 1. Portfolio of reflective work demonstrating learning drawn that builds into the Summative assessment Summative Assessment 1. Portfolio of reflective work demonstrating learning drawn [100% of Module Grade] International PreMasters Diploma in Business Management Financial Performance Management 15 Credits [Level 6] Formative Assessment 1. Double-Entry book keeping The focus of this assessment is on the use of double entry bookkeeping. You will prepare a set of financial statements from a list of transactions. 2. Mid-Term time constrained Mock Exam International PreMasters Diploma in Business Management Summative Element 1. A Time constrained examination [100% of Module Grade] 31

39 Business Plan and Report 15 Credits [Level 6] Formative Assessment 1. Summary research proposal, with a word limit of 500 words +/-10%. The summary proposal should include the working title of your research and must explain the topic you have chosen, why it is interesting/important and what are the aim and objectives of the proposed research. You have a very wide choice of topics from which to choose. The only real constraints are: International PreMasters Diploma in Business Management It must be on a business or management subject; There needs to be some issue, problem or opportunity on which the research will focus; It needs to propose a piece of primary research in other words, research that you could, in principle, carry out (and do so within a period of 3-4 months); There needs to be sufficient literature for a brief literature review. Summative Assessments 1. Research proposal, with a word limit of 3,500 words +/-10%. This assessment should build on the formative assessment, taking into account the feedback you received. [80% of Module Grade] 2. A piece of reflective writing on one or more areas of personal development related to the module that the student has worked on over the term, with a word limit of 500 words +/-10%. [20% of Module Grade] 32

40 Module Credit Rating Work for Assessment Requirement for Award Study and Employability 15 Credits Formative Assessment International Skills [Pre-Masters] [Level 6] PreMasters Diploma Weekly class exercises using the Microsoft Office Suite. in Business Management Summative Assessment There are three main parts to your summative assessment for this module: 1. Portfolio Tasks These are set out for you throughout the module and involve you demonstrating the skills you have learnt in this module on using Word, PowerPoint and Excel.(70% of your overall module grade) 2. Written Task This assessment consists of a 500 word written task on a suitable topic in a specified format with a quote, bibliography, footnote, and citation. (20% of your overall module grade). 3. A CV and Cover Letter. (10% of your overall module grade). 33

41 Expected Study Hours Sample Level 6 Weekly Curriculum Activities Face to Face Delivery Activity (Per module) Face to face delivery Time (Hrs) % Workshop preparation and consolidation 2 20% Required reading 1 10% Workshop 3 30% Undertaking formative Assessment 2 20% Wider Reading 1 10% Individual study hours per module per week 9 100% Specific Learning and Teaching Strategy The learning and teaching strategy of the PreMasters degree programme is designed around the concept of progression and the hierarchy of skills development from knowledge acquisition through to analysis and evaluation. Each topic within the modules has been designed to be delivered in a manner most appropriate to achieving the educational aims and the learning outcomes. The precise delivery method and detailed process used will depend on the appropriateness of the method to the learning outcomes and on student numbers and demand. Overall the learning and teaching strategies aim to encourage the skills and culture of independent learning and actively discourage learner dependence. To achieve this, development of student based activity will build your confidence and assist in your development with diminishing levels of supervision over your period of study. A range of subject specific learning strategies will be deployed to achieve this with the main approaches to teaching and learning on the programme being summarised as: An emphasis on the role of learners in acquiring knowledge and understanding The need to move from content towards skills-based methodologies, specifically the skills of self-managed learning A recognition of the role of progression (evidence) through subject integration A feature of the learning and teaching strategy of the programme will be the use of real world activities to provide a student-centred approach which will engage you in problem solving activities in a business context. This may include activities such as presentations, business simulations and real-world case studies. Workshop activities Workshop activities are designed to build upon the knowledge, concepts and principles identified in the online lecture and the required pre-reading. As a consequence the activities will be varied throughout each module. 31

42 They provide the opportunity for interactive discussion and debate and give you the opportunity to put into practice the application of the concepts. It is therefore important that you ensure all pre-workshop work is undertaken. If you do not complete the pre-workshop work you will generally find that you are unable to participate or contribute to the activities. The old adage you get out what you put in is the key principle at play here. The more you are prepared for the workshop the more you will get out of it. Tutors and Personal tutors work closely together to ensure all you prepare as fully as possible, so as to give you the best chance of success. Throughout the workshops there is an emphasis upon participation and student interaction. The lecturer is a learning facilitator and, therefore, you will be expected to arrive with questions and/or ideas, to have prepared with prior readings, and to lead parts of the session. It is through this method that ideas can best be examined, defended, justified and reflected upon. The combination of independent learning and Workshop activities is designed to maximise your learning opportunity. Online discussion forum/workshops An important part of your learning journey is to interpret and make sense of what you have heard, read, discussed and done. This helps you move beyond looking at face value and enables you to delve deeper into the key concepts and ideas. These forums and Workshops give you the opportunity to enter into discussion with each other, ask and answer questions and to reflect and make sense of what has been learnt. We all learn at our own pace. These activities give you the opportunity outside of the face to face class room to have some time to look back and reflect and make sense of what has been discovered so far. While ultimate deadlines for contribution may be set by your tutor, you have more time to think during these activities than when in the classroom. It is important for the development of your learning and leadership skills that you develop the art of reflection and sense-making in order to consolidate your learning from your activities... Discovery Learning Throughout the programme there is an emphasis on developing your own skills as a learner and you can see this articulated in the design of the programme as discovery learning. Research shows that you who are able to set their own study goals and self-direct their learning are subsequently more able to self-assess and develop effective study paths for successfully completing their qualifications. The discovery learning activities will help you develop the academic skills required of undergraduates that will enable you to develop the skills of independent knowledge acquisition, enquiry, research and ultimately evidence based argument. Reflection Reflection on your experiences and learning enables you to identify skills and knowledge gaps, 32

43 how you might do things differently next time, what went well and what to continue doing and what action you may need to take to enable yourself to successfully meet the learning outcomes. Our focus here is on the ability to reflect on and learn from experiences. The reflective activities contained in the modules are therefore designed to both help you develop the skills of self-reflection which enables you to take responsibility for your own learning but also to develop the skill of reflection on learning which meets both Professional and Transferable learning outcomes. Online lecture & reading Workshop activities Discussion Forum, Reflection Meets educational aims Achieves learning outcomes Ready for next level of study Acquisition knowledge of Application knowledge of Reflection Application on Improved understanding, skills, and new knowledge The role of the Personal Tutor You will have a named Personal tutor throughout your time on the Programme. Their role is to provide pastoral support, monitor attendance, academic progress and achievement. Personal tutors play an important role in ensuring you understand the commitment required to progress through their academic journey and can support you in reaching your end goal. Your personal tutor will guide you through your course by regularly meeting with you and discussing any challenges or issues you are encountering. Personal tutors are a constant source of encouragement and support throughout your time with us and are easily contactable should you need to speak to them. Academic Support Your module tutor is your first point of contact for technical academic queries related to any aspect of your programme modules. They will be able to answer questions you may have about the specific modules you are studying. Their contact details will be available on the VLE. The degree also has a Programme Director, who is responsible for academic oversight of the entire degree, coordination between tutors, personal tutors and academic performance. Your Programme Director is available to assist you and discuss academic queries if your tutor or personal tutor is unable to answer your query. Ultimately, the Programme Director is responsible for the academic content of the programme, student progression and for ensuring that you have the best experience possible during their time with BPP. The Programme Director is available to discuss any issues that you don t feel able to raise with the wider academic individual. 33

44 Sample Learning activities at each delivery for each topic: Face to face delivery Workshop Workshop Independent learning Tell Me Show Me Let me try Face-to-face Workshop Activities Workshop Activity 1 Tutor delivered key concepts, examples, and key points. Workshop Activity 2 Case study analysis Student led discussion Problem solving Portfolio compilation Research, Key speakers, Collaboration. Facilitated group discussion (build confidence) Individual Presentations / Group Presentations Role play Group work extending over topics Industry experts Professional conversations Peer questioning and feedback Tutor feedback 34

45 MODULE OUTLINES Introduction The modules and elements described below are subject to more detailed briefing papers and bibliographies issued by your tutors at appropriate points in the programme. Module Requirement Credits English for Academic Purposes I [Pre-Masters] Compulsory 15 Credits English for Academic Purposes II [Pre-Masters] Compulsory 15 Credits Economics and Business Compulsory 15 Credits Study and Employability Skills [Pre-Masters] Compulsory 15 Credits Digital Marketing for Business Compulsory 15 Credits Managing People and Projects Compulsory 15 Credits Financial Performance Management Compulsory 15 Credits Management Plan and Report Compulsory 15 Credits 35

46 MODULE SPECIFICATIONS ENGLISH FOR ACADEMIC PURPOSES (EAP) I [Pre-Masters] General Information School Level Level 6 Credit Value Contact Hours Programme(s) Module Leader(s) Related Modules Pre-requisites Co-requisites Post-requisites Excluded Combinations External Accrediting Body Introduction School of Foundation and English Language Studies 15 Credits 60 hours Pre-Masters Diploma in Business Management Jonathan Dunn None None None None None The module will provide you with the Academic English skills necessary to undertake a postgraduate degree in Business at BPP University. You will be offered the opportunity to improve your command of English and study skills generally and in the academic setting specifically. This will be done through practice and enhancement of your reading, writing, speaking and listening skills relevant to your chosen field of study. An emphasis will be put on teaching methods, materials and assessments which are relevant to your needs to successfully undertake postgraduate study with BPP University in the immediate future, and also that will help you in your future career The various skills will be reinforced through regular formative assessments, and homework. 36

47 Educational Aims This module aims to: Provide you with essential language skills for undertaking postgraduate study of business,, management or finance through the medium of English at BPP University Provide you with an opportunity to increase your knowledge of English grammar and vocabulary relevant to your chosen field of postgraduate study and future career Develop your reading, writing, speaking and listening skills in an academic setting Develop your communication skills across a range of platforms, including web-based technologies Provide you with presentation skills relevant to academic studies generally 37

48 Learning Outcomes Knowledge and Understanding Ref A. you should be able to demonstrate a: K1 K2 K3 K4 Reasonable understanding of and an ability to use the main language structures with ease and fluency. Basic understanding of a range of texts of varied length (oral and/or written) and ability to recognise implicit meaning in your field of specialisation. Ability to write and communicate effectively using an appropriate level of general and academic English. Productive and receptive use of a core of general academic vocabulary and an active vocabulary in your specific subject. Cognitive Skills Ref C1 C2 C3 C4 B. you should be able to: Differentiate between main and supporting ideas in written texts and oral presentations in your field of study. Categorise and synthesise information and ideas to produce your own argument. Recognize English language structures in order to achieve a solid understanding of academic texts in your field of study. Evaluate how appropriate different texts are to your field of study. Professional Skills and Attitudes Ref P1 P2 P3 P4 C. you should be able to: Communicate in an appropriate format in order to inform and explain your ideas clearly and concisely to others. Express yourselves with a degree of fluency that makes regular interaction with native speakers possible with minimal strain for either party. Produce clear, well-structured, oral and/ or written English on complex subjects, showing reasonably controlled use of organisational patterns and connectors. Recognise and adapt the register of language used to fit a range of academic or professional interactions, both in writing and speaking. General Transferable Skills Ref T1 T2 T3 D. you should be able to: Exercise self-management skills, including the ability to set personal objectives, manage time and tasks and evaluate your own performance. Exercise initiative and personal responsibility within set parameters for the enhancement of business performance. Take responsibility to learn effectively and be aware of your own learning strategies, including the ability to learn both independently and co-operatively. 38

49 Mode of Assessment Overview This module is formatively assessed through the testing of four elements of English study: Listening, Speaking, Reading and Writing. There are summative assessments at the end of EAP (English for Academic Purposes) I which you must pass in order to progress to EAP (English for Academic Purposes) II. Formative assessments are designed to give you the opportunity to practise assessments and to receive tutor feedback on progress against the learning outcomes prior to the final summative assessment. Formative assessments are designed to accurately reflect the processes and procedures of the end-of-term summative assessments. There are ongoing formative assessment tasks, which take the form of homework portfolio assignments and in-class quizzes. Listening Listening is summatively assessed by evaluating the ability to effectively listen to and take notes from a formal academic/professional audio-visual talk or lecture. Formative assessment is broadly reflective of the summative assessment, in that it aims to develop and evaluate capacities to listen for gist and specific details, and take notes effectively. The talks are chosen from a variety of sources, and will be academic or professional in nature. Speaking Speaking is summatively assessed through the evaluation of your performance in an academic presentation based on an aspect of your chosen subject (law, business, psychology). You will be assessed on having suitable supportive academic arguments, the appropriate organisation of material, relevant language and vocabulary and effective pronunciation and intonation. Speaking will be formatively assessed through various activities throughout the terms. You will be formatively assessed in all elements of giving a presentation including the structure of a presentation, preparing the slides and using clarity when speaking. Reading Reading is summatively assessed by evaluating your ability to read and understand a range of academic texts. The assessment questions are designed to test a range of skills, including skim, scan and detailed reading, identifying specific information, as well as more critical reading skills. Reading is formatively assessed through various activities and strategies. A range of professional and academic texts are used. Reading skills are regularly evaluated through reading comprehension activities. Writing The written assessment takes the form of a timed written task and the submission of portfolio tasks. In the timed assessment, you are required to write the response to a task, and you should demonstrate an ability to take a position on a certain issue and defend it in an academically sound way. The synoptic task will draw on assessments and material from 39

50 your subject specific modules, which will then be assessed for your English for Academic Purposes in terms of structure, grammar and lexis. Formative assessments reflect the above in terms of your style and focus. You are evaluated on your knowledge of various elements of academic discourse and style, incorporating elements such as paragraphing, argumentation and academic referencing. To achieve a pass in this course all students need to gain a minimum overall mark of 40% (pass grade) and a minimum of 40% (pass grade) in writing. 40

51 Core Text (all subjects) Bailey, S. (2015). Academic writing: a handbook for international you. 4th ed. London: Routledge. Additional texts by subject area: Business Mascull, B. (2002) Business Vocabulary in use: intermediate. 2 nd ed, (Bill Mascull) Cambridge: Cambridge Professional English Recommended Texts and Reading Longman Dictionary of Contemporary English (6 th edition), Harlow, Pearson Education Ltd (2014). Hamp-Lyons, L. Study Writing: A Programme in Written English for Academic Purposes (2006) 2 nd edition Glendinning, E. Study Reading: A Programme in Reading Skills for Academic Purposes (2004) 2 nd edition Lynch, T. Study Listening: A programme in listening to self-directed lessons and note-taking, (2004) 2nd ed, CUP Thaine et al, Cambridge Academic English, Upper Intermediate (2012) Academic and Professional Articles Your will be strongly encouraged to use journal articles relevant to your area of specialisation, in order to develop your reading and comprehension skills. You are strongly encouraged to read articles from The Economist, and British newspapers such as The Guardian. These will really help you to improve your reading fluency. Your teacher will also recommend books and articles for you to read during the course. Online Resources The Global English e-workbook is available for you to practise grammar and vocabulary (self-study). You will also be encouraged to use online resources relevant to your areas of specialisation, in order to develop your reading and comprehension skills. 41

52 INDICATIVE SCHEME OF WORK In some instances information regarding content of module is indicative - actual module content may change (for example, new developments in the field or new postings on the Internet) which are taken into account at the time of module delivery. The indicative scheme of work details the subject matter and learning and teaching strategy for that week. Actual terms are 10 weeks long in addition in addition to the headstart/induction week. You may have a reading week, consolidation weeks and examinations or assessments weeks. Further details on these will be provided at appropriate points throughout the programme. Module Title: ENGLISH FOR ACADEMIC PURPOSES (EAP) I Syllabus: Listening and Speaking Skills: Listening & note-taking (pre-recorded self-directed lessons, online viewings etc.). Pre-listening activities include brainstorming and discussion of the forthcoming lesson topic. Vocabulary development: pre- and post-listening activities include vocabulary building. Reading and Writing Skills: Academic study skills: reading skills, exam revision and preparation, etc. Comprehension skills and strategies: reading for the gist, reading for details etc. Linguistic knowledge; text structure & purpose. Intensive & extensive reading through variety of text types. Critical reading. Writing process (generating ideas; planning and organisation; revision skills etc.). Language of academic texts (grammar and sentence structure, academic style and vocabulary). Different genres of writing (description, compare/contrast; reason/consequence; argument). Use of source references in academic writing: introduction. Language Development: Initial assessment and analysis of your needs. Systematic work on key areas of grammar, vocabulary and pronunciation (to be adjusted depending on your needs). 42

53 INDICATIVE OUTLINES The English for Academic Purposes (EAP) I module is organised as follows (split is an expected average per week of face to face study and may be adjusted on week-by-week basis according to the needs of the individual or cohort). In addition there will be support Workshops and forum postings, together with portfolio homework. Area of Study Listening & Speaking EAP I 3 (hrs/week) Reading & Writing 3 (hrs/week) 43

54 Term 1 Indicative Scheme of Work: Areas to be covered Resources & teaching Notes 1 Week 1: Introduction to EAP course Session 1 Speaking: Getting to know you Listening: Introduction to EAP & UK academic culture Language & Literacy: Sentence structure As this is the first session, many you will not yet have arrived owing to visa- and other related issues. The aims of this session: to provide an introduction to the EAP course to make a start with academic language practice & business vocabulary to check the basics of sentence structure. 2 Week 2: Lectures, Workshops, and types of academic writing Listening: Preparing for a lecture, predicting lecture content, making notes, lecture organisation, choosing 1. Speaking: Icebreaker activity 2. Course introduction: Outline of Premasters EAP course & exam; What is academic English? (PPT) 3. Listening: Academic culture: Lectures in UK & China (EAS Listening, unit 1); Session 2 1. Language & grammar: Sentence structure simple, compound, complex (Oshima & Hogue, pp ; EAS Grammar for Writing) 2. Study skills: Introduction to business vocabulary (EfBS, p6-7) 3. PPT: learning vocabulary 4. Writing diagnostic essay: In your home country, what factors help or hinder someone from starting your own business? Homework & Self-study EBS pp dictionary use Reading and word forms: How is work organized? & / or Leadership & teams (EBS, pp16-19) 1. Prepare a short group presentation on a business guru mentioned in the reading texts above. 2. Academic Writing Quiz: link on VLE (PM1 Introduction tab) to Prepare for Success Academic Writing at University Session 1 1. Speaking: introduction to academic speaking & Workshops (EAS speaking, unit 2) 2. Listening: (PPT) Introduction to business listening to lectures (EfBS, p8-9) PPT: EAP 1 assessment overview + study tips (use time management sheet) PPT: EAP Term 1 (includes reading activity: business gurus) PPT: learning Vocabulary + USEFUL WEBSITES 1. Can also use: 50 Steps (Step 26) adapted as worksheet (see week 1 folder) (Also: Language for Study p.208 sentence length) 3. PPT on vocab learning could be done in session 1? 4. Before (after?) timed essay, introduce academic writing checklist (title used last term: compare classroom learning in the UK with your country) 1. Alternative: show ppt slide of snipped list of 2015 Businessperson of the Year from fortune.com webpage (see week 1 folder). You can select one from the top ten. Group presentations (set in session 1.1) 1. + PPT: intro to Workshops (see week 2 folder); EAS Speaking, pp Listening: talk about good sources for 44

55 the best form of notes, making notes Speaking: Making effective contributions to a Workshop Writing: Academic genres; Essay structure; introductions, conclusions & linking expressions. Session aims: Practice listening to lecture extracts. Develop knowledge of different notetaking styles Introduce Workshops Introduce styles of academic writing build knowledge of essay introductions and conclusions 3 Week 3: Topic IT; compare & contrast 3. Listening & Study skills: Notetaking styles (EfBS, p9-11) Session 2 1. Writing: General features of academic writing; stating aims in a formal register (language for Study pp.46-47) 2. Writing: Differences in academic writing genres, especially essays and reports (AWfISB, pp3-7) 3. Writing: Essay structure: introductions, conclusions & linking expressions (EAS Writing, p22-24; 48-9; also, EfBS p. 69 good for essay plans, and/or Skills for Study 3E pp ,esp. 123) Session 2 needs to include summarising (in preparation for week 4 submission: article summary) (Possible mats: Academic Writing Course, pp brief PPT?) Homework & Self-study 1. You prepare in groups for Workshop discussion in following week: What effects has the internet and social media had on the business world? 2. Accuracy in writing: punctuation (AWfIBS, pp ) Session 1 listening practice + listening habits? Session 2 + peer evaluation / feedback of diagnostic essays Can use these titles from the 1 st ppt to stimulate student thinking on how they would approach writing an essay: Compare and contrast current broadband services in and the UK. Compare classroom learning with online learning. What are the advantages and disadvantages of teleworking compared with working in the office? 1. Also use PPTs on comparison essay writing, introductions & main body, conclusions (see week 2 folder). Include writing outline (+ topic sentences)? 2. Also use essay report comparison worksheet (see week 2 folder) H/W 1. In preparation for this: Play an excerpt from previous EAP1 exam group Workshop? 2. Set instead EAS Grammar unit 4 model comparison essay gap-fill for revision of linking words. ALSO: give BBC text on teleworking essay. You should research possible texts for other titles. 45

56 Speaking: Workshop practice, with teacherdirected feedback Reading & Writing: Compare & contrast essays; structure & linking expressions Study skills: Learning academic vocabulary Writing: Organising paragraphs Session aims: develop IT vocabulary Practice a spoken Workshop, with feedback develop knowledge of compare & contrast essay structure learn an academic reading method (SQ3R) 1. Speaking: you do Workshop (prepared as HW), with teacher providing feedback 2. Study skills: selecting & evaluating sources (EfBS, p34-35); 3. Skills for writing: Evaluating the value of sources for your writing (Research Methods for Business you, pp84-85; Skills for Study p ) 4. Study skills: Introduction to referencing (AWfIBS, u1.8) Session 2 1. Writing: Compare & Contrast Essay structure (Oshima & Hogue, pp ; Great Essays pp65-74); Paragraph structure (AWfISB, 71-77) 2. Reading skills: The SQ3R method for academic reading (EAS Reading, p source reading 1b) Homework: 1. Reading: Read profiles of Apple and Microsoft for essay planning next week or source new texts? 2.Language: prefixes and suffixes (AWfIBS, pp ) 1. Introduction to AWS (EAS Vocabulary, sub list 1) Also: Study Skills EBS pp.34-35, selecting & evaluating sources HW: EBS pp Reading: Change or die. Session 1; 3 & 4 better in session 2? Session 2: focus on production 1. Review PPTs from 2.2. Remind them of essay titles. Outlines for these? Aim is to produce introductions. Also, topic sentences? They draw on texts sourced / given in 2.2 HW. 1. EBS, p.34, 4.3 C. (researching on the internet) 2. Write main body paragraph 4 Week 4: Topic - marketing Language: Vocabulary: marketing Listening: Recognising the speaker s point of view, taking notes, signposts for an argument; TED talk practice Writing: Using sources in academic writing: referencing & paraphrasing. Session aims: Practice listening to a longer lecture Session 1 1. Language: vocabulary marketing (EfBS pp. 38-9) 2. Listening: lecture on marketing lecture structure & signposts (EfBS, p40-41) 3. Speaking: Making effective contributions to a Workshop (EBS, pp42-3) Session 2 1. Writing: EAS Writing: 2. pp introductions; pp conclusions 3. Reading: Extended reading - What is a critical review? (Research Session 1 2. Also used: 5-min TED Talk (How to get more sleep). Better to use: What physics taught me about marketing (Dan Cobley, TED.com) Session 2 1. Also, PPT on comparison essay outline Also used: EAS Grammar: 46

57 Develop awareness of lecture structure Provide background ideas and vocabulary for next week s Workshop practice Develop awareness of appropriate use of sources in writing 5 Week 5: Topic mock exams Mock exams: To familiarise you with the format of the final EAP exams (NB: you are not allowed to keep any of the mock exam papers; results to module leader) Methods for Business you, pp websites) Homework & Self-study 2. Essay: Compare Microsoft with Apple. Which company is likely to be more successful in the next decade? 3. Prepare for week 6 mock Workshop Session 1 1. Mock Listening exam 2. listening feedback Session 2 Mock reading and writing exam Homework: 1. Review: finance vocabulary 2. Language: using articles (AWfIBS, pp ) Logical links (2) sentence transformations Portfolio Task 1 Session 1 1. Also, EAS Vocabulary pp prefixes & suffixes (warmer week 4?) Session 2 1. Also, S4S pp.40-41, separating writer s ideas from sources 3.writing: writing an introduction 6 Week 6: money Session 1 Mock speaking exam (followed by Speaking feedback Follow-up practice: TED talk (= An ultra-low cost college degree ) Listening: Cornell notetaking; lecture financial management (EBS, pp72-3) Session 2 Reading: academic article Feedback on reading & writing Mock Exam Homework & Self-study 1. Reading: EBS pp.64-65: Every little helps 2. Language: vocabulary - finance (EfBS pp. 70-1) HW: EBS p.78 company finance 47

58 7 Week 7: Topic Operations and production Speaking: Workshop exam practice Language: operations vocabulary Writing: Summarising; creating an essay plan for a compare and contrast essay Session aims: practice Workshop contributions identity structure of lectures review mock exam essays develop summarising skills Session 1 1. Listening: using mind maps for notetaking; lecture on PESTLE (EfBS, pp86-88) 2. Listening: Managing operations, sequencing information in lectures (EfBS pp ) something else needed here instead. Session 2 3. Writing: Feedback / peer correction from last week s mock exam. 4. Writing: Summarising (AWfISB pp. 51-7) 5. Reading: article needed linked to PESTLE Homework & Self-study 6. Reading for next week s Workshop practice Which PESTLE factor has the greatest effect on businesses? (e.g. from The business environment ) 7. Prepare for Workshop: Which PESTLE factor has the greatest effect on businesses? 8. Language: using synonyms (EBS p62) Session 1 Feedback on listening exam answers & notes Session 2 Individual & group feedback. Group feedback on common issues. Reviewed writing process, esp. brainstorming & planning. Focus on model introduction, main body paragraph & conclusion for mock exam essay question (PPT) Week 8: Topic PESTLE factors Listening: Fixed phrases, sequencing information in sentences, stress within words, giving sentences a special focus Language: Linkers Reading: Contrast the views of two texts on globalisation Writing: Writing a compare & contrast essay Session aims: Session 1 1. Speaking: Workshop practice & feedback Which PESTLE factor has the greatest effect on businesses? 1. Study skill: using synonyms for paraphrase (AWfIBS, pp ) Session 2 2. Writing: Using linking expressions (AWfISB pp ) 3. Writing: Essay in class: To what extent do the political, legal and social factors in 2 different countries impact a Session 1 Also: Listening: 6-min TED Talk: The 100, 000 student classroom. Speaking: (adapted from EAS Speaking) Workshop phrases worksheet Reading: newspapers (FT & City AM) & note-taking Session 2 1. Used O & H Linking in comparison essays. 2. Adapted this question to: You are looking to set up a 48

59 expand vocabulary of production develop awareness of sequencing of information in lectures develop range of linking in writing practice timed essay writing in class 9 Week 9: EAP course review Feedback & revision Session aims; To focus on the main needs of the group in preparation of the exams (NB: teachers should inform you about arrangements for the speaking exam next week, and where on the Moodle you will be able to find the first seen reading exam text) 10 Week 10: Exam revision or Speaking tests multinational such as Tesco or Macdonald s? Homework & Self-study Session 1 2. Revision: Listening / speaking practice according to teacher s choice and group needs Session 2 1. Revision: Feedback on last week s timed essay 2. Writing: Academic Style (AWfISB pp ) Further exam revision or speaking exam retail business in [name of country]. Compare and contrast social factors in the UK and the other country. Which would have the greatest impact on your business? (see lesson plan 8.2 for more detail) Portfolio Task 2: Session 1 2.EAS Listening unit 7: lecture structure Session 2 Also, EAS Reading unit 6 TB (timed reading practice) 49

60 ENGLISH FOR ACADEMIC PURPOSES (EAP) II [Pre-Masters] General Information School Level Level 6 Credit Value Contact Hours Programme(s) Module Leader(s) Related Modules Pre-requisites Co-requisites Post-requisites Excluded Combinations External Accrediting Body Introduction School of Foundation and English Language Studies 15 Credits 60 contact hours Pre-Masters Diploma in Business Management Jonathan Dunn None None None None None The module will provide you with the English for Academic Purposes skills necessary to undertake a postgraduate degree in either Law or Business at BPP University. You will be offered the opportunity to improve your command of English and study skills generally and in the academic setting specifically. This will be done through practice and enhancement of your reading, writing, speaking and listening skills relevant to your chosen field of study. An emphasis will be put on teaching methods, materials and assessments which are relevant to your needs to successfully undertake postgraduate study with BPP University in the immediate future, and also that will help you in your future career The various skills will be reinforced through regular formative assessments, and homework. 50

61 Educational Aims This module aims to: Provide you with essential language skills for undertaking postgraduate study of business,, management or finance through the medium of English at BPP University Provide you with an opportunity to increase your knowledge of English grammar and vocabulary relevant to your chosen field of postgraduate study and future career Develop your reading, writing, speaking and listening skills in an academic setting Develop your communication skills across a range of platforms, including web-based technologies Provide you with presentation skills relevant to academic studies generally 51

62 Learning Outcomes Knowledge and Understanding Ref A. you should be able to demonstrate a: K1 K2 K3 K4 Reasonable understanding of and an ability to use the main language structures with ease and fluency. Basic understanding of a range of texts of varied length (oral and/or written) and ability to recognise implicit meaning in your field of specialisation. Ability to write and communicate effectively using an appropriate level of general and academic English. Productive and receptive use of a core of general academic vocabulary and an active vocabulary in your specific subject. Cognitive Skills Ref C1 C2 C3 C4 B. you should be able to: Differentiate between main and supporting ideas in written texts and oral presentations in your field of study. Categorise and synthesise information and ideas to produce your own argument. Recognize English language structures in order to achieve a solid understanding of academic texts in your field of study. Evaluate the appropriacy of different texts to your field of study. Professional Skills and Attitudes Ref P1 P2 P3 C. you should be able to: Communicate in an appropriate format in order to inform and explain your ideas clearly and concisely to others. Express yourselves with a degree of fluency that makes regular interaction with native speakers possible with minimal strain for either party. Produce clear, well-structured, oral and/ or written English on complex subjects, showing reasonably controlled use of organisational patterns and connectors. P4 Recognise and adapt the register of language used to fit a range of academic or professional interactions, both in writing and speaking. General Transferable Skills Ref T1 T2 T3 D. you should be able to: Exercise self-management skills, including the ability to set personal objectives, manage time and tasks and evaluate your own performance. Exercise initiative and personal responsibility within set parameters for the enhancement of business performance. Take responsibility to learn effectively and be aware of your own learning strategies, including the ability to learn both independently and co-operatively. 52

63 Mode of Assessment Overview This module is formatively assessed through the testing of four elements of English study: Listening, Speaking, Reading and Writing. There is a final summative assessment in EAP II when you are required to evidence an overall IELTS equivalent score of 6.5 (6.0 for MSc with In-Sessional support thereafter) in order to progress onto your postgraduate degree studies. Formative assessments are designed to give you the opportunity to practise assessments and to receive tutor feedback on progress against the learning outcomes prior to the final summative assessment. Formative assessments are designed to accurately reflect the processes and procedures of the end-of-term summative assessments. There are ongoing formative assessment tasks, which take the form of homework portfolio assignments and in-class quizzes. Listening In EAP II, listening is summatively assessed by evaluating the ability to effectively listen to and take notes from a formal academic/professional audio-visual talk or lecture. Formative assessment is broadly reflective of the summative assessment, in that it aims to develop and evaluate capacities to listen for gist and specific details, and take notes effectively. The talks are chosen from a variety of sources, and will be academic or professional in nature. Speaking In EAP II, speaking is summatively assessed through the evaluation of your performance in an academic presentation based on an aspect of your chosen subject (law, business, psychology). You will be assessed on having suitable supportive academic arguments, the appropriate organisation of material, relevant language and vocabulary and effective pronunciation and intonation. Speaking will be formatively assessed through various activities throughout the terms. You will be formatively assessed in all elements of giving a presentation including the structure of a presentation, preparing the slides and using clarity when speaking. Reading In EAP II, reading is summatively assessed by evaluating your ability to read and understand a range of academic texts. The assessment questions are designed to test a range of skills, including skim, scan and detailed reading, identifying specific information, as well as more critical reading skills. Reading is formatively assessed through various activities and strategies. A range of professional and academic texts are used. Reading skills are regularly evaluated through reading comprehension activities. Writing The written assessment takes the form of a timed written task at the end of EAP II and the submission of portfolio tasks. In the timed assessment, you are required to write the response to a discursive task, and you should demonstrate an ability to take a position on a 53

64 certain issue and defend it in an academically sound way. The task will draw on assessments and material from your subject specific modules, which will then be assessed for your English for Academic Purposes in terms of structure, grammar and lexis. Formative assessments reflect the above in terms of your style and focus. You are evaluated on your knowledge of various elements of academic discourse and style, incorporating elements such as paragraphing, argumentation and academic referencing. Core Text (all subjects) Bailey, S. (2015). Academic writing: a handbook for international you. 4th ed. London: Routledge. Additional texts by subject area: Business Mascull, B. (2002) Business Vocabulary in use: intermediate. 2 nd ed, (Bill Mascull) Cambridge: Cambridge Professional English Recommended Texts and Reading Longman Dictionary of Contemporary English (6 th edition), Harlow, Pearson Education Ltd (2014). Hamp-Lyons, L. Study Writing: A Programme in Written English for Academic Purposes (2006) 2 nd edition Glendinning, E. Study Reading: A Programme in Reading Skills for Academic Purposes (2004) 2 nd edition Lynch, T. Study Listening: A programme in listening to self-directed lessons and note-taking, (2004) 2nd ed, CUP Thaine et al, Cambridge Academic English, Upper Intermediate (2012) Academic and Professional Articles You are strongly encouraged to use journal articles relevant to your area of specialisation, in order to develop your reading and comprehension skills. You are strongly encouraged to read articles from The Economist, and British newspapers such as The Guardian. These will really help you to improve your reading fluency. Your teacher will also recommend books and articles for you to read during the course. Online Resources The Global English e-workbook is available for you to practise grammar 54

65 and vocabulary (self-study). You will also be encouraged to use online resources relevant to your areas of specialisation, in order to develop your reading and comprehension skills. 55

66 INDICATIVE SCHEME OF WORK In some instances information regarding content of module is indicative - actual module content may change (for example, new developments in the field or new postings on the Internet) which are taken into account at the time of module delivery. The indicative scheme of work details the subject matter and learning and teaching strategy for that week. Actual terms are 10 weeks long in addition to the headstart/induction week. You may have a reading week, consolidation weeks and examinations or assessments weeks. Further details on these will be provided at appropriate points throughout the programme. Module Title: ENGLISH FOR ACADEMIC PURPOSES II Syllabus: Listening and Speaking Skills: Listening & note-taking (pre-recorded self-directed lessons, online viewings etc.). Pre-listening activities include brainstorming and discussion of the forthcoming lesson topic. Vocabulary development: pre- and post-listening activities include vocabulary building. Reading and Writing Skills: Academic study skills: reading skills, exam revision and preparation, etc. Comprehension skills and strategies: reading for the gist, reading for details etc. Linguistic knowledge; text structure & purpose. Intensive & extensive reading through variety of text types. Critical reading. Writing process (generating ideas; planning and organisation; revision skills etc.). Language of academic texts (grammar and sentence structure, academic style and vocabulary). Different genres of writing (description, compare/contrast; reason/consequence; argument). Use of source references in academic writing: introduction. Language Development: Initial assessment and analysis of your needs. Systematic work on key areas of grammar, vocabulary and pronunciation (to be adjusted depending on your needs). 56

67 INDICATIVE OUTLINES The English for Academic Purposes II module is organised as follows (split is an expected average per week of self-directed study and may be adjusted on week-by-week basis according to the needs of the individual or cohort). In addition there will be support Workshops and forum postings, together with portfolio homework. Area of Study Listening & Speaking EAP II 3 (hrs/week) Reading & Writing 3 (hrs/week) 57

68 Pre-Masters Term 2 Indicative Scheme of Work: Areas to be covered Resources & teaching Notes 1 Week 1: Topic - Advertising Session 1 Review: Learning from EAP 1; essay structure Speaking: Making effective contributions in a Workshop Reading: Finding key points and note-making Writing: Introduction to argumentative essay structure This week the structure and features of argumentative essays is first covered. Anyone who misses this should be directed to the EAP Now! Handout on the VLE 2 Week 2: Topic Research & Development Speaking: introduction to presentations Reading: Understanding organization of a reading text Writing: Writing an argumentative essay: Business interests are 4. Review of Term 1: learners SWOT analysis 5. Briefing: EAP assessments for Term 2 6. Vocabulary: Human Resource Management (EAS Reading p68-9) 7. Reading & language: Creating definitions & identifying key points (EAS Reading, p70--74) Session 2 5. Writing: Review of essay structure AND writing longer essays (Bailey, : in class & for HW?) Writing: Argument essay structure (Oshima & Hogue, p142-6) 1. Plan essay: Is HRM the most crucial factor for business success? Alternative titles: Leaders are born, not made. To what extent do you agree with this statement? OR Women make better leaders than men. Discuss Homework & Self-study 1. Vocabulary: Human Resource Management (Business Vocabulary in Use (u5-6) (for wk. 2.1) 2. Essay on one of above titles (for wk. 2.2) Session 1 4. Listening: Identifying key points; lecture extracts on franchising (EAS Listening u3) 5. Speaking: Introduction to presentations (Onestopenglish worksheet; HAS 2, p40-1) Session 2 PPT: intro to term 2 Key events sheet Time management sheet VLE Forum + assignment / Turnitin submissions Reading: text ( contemporary issues in HRM ) PPT / mind map: learning vocab Session 2 Also: worksheet on essays & reports (upload to VLE report writing resources) 2. EBS p.69 essay types & PPT: essay structure review 3. PPT: polishing your essay (open university) H/W 1. Alternative HW: EAS Vocab: AWL? 2. Essay to be uploaded to VLE forum by session 2.2 Or paraphrasing worksheets (see wk. 2 folder) 58

69 corrupting science. Discuss Language: Understanding words from context 1. Language: Paraphrasing (AWfISB pp.44-50) 2. Reading: Reading for detail, recognising structure; guessing meaning from context (EAS Reading, pp31-5, text 3a) 3. Planning an essay / report Homework & Self-study 1. Preparation: Give a 4- minute presentation about a current news topic/issue. No PPT. 2. Peer evaluation of essays (via VLE forum) 1. Select a recent headline, e.g. Tearful Obama lays down the on guns (Guardian 6/1/16) - Identify / understand the issue - Establish stance - Background - Counter-argument - Rebuttal with own argument (Newspaper headlines BBC is a good source) 59

70 3 Week 3: Business & the environment Listening: Notetaking skills for lectures Reading & Writing: Using sources in writing assignments Writing & Language: Argument & discussion Reading, Writing & Language: Paraphrasing at a sentence level, identifying subject-verb-object in long sentences, paraphrasing Session 1 1. Listening: developing notetaking skills for lectures (EAS Listening, u5) 2. Speaking: Presentation practice with peer feedback: a 4-minute presentation about a famous person you admire (not from your country!) Session 2 3. Writing: Argument essay structure & expressions for argument essays (Bailey, p85-91 Timed writing: Is globalisation a force for good or bad in the modern world? Homework & Self-study 4. Reading: IHRM text 6g 1. Writing: self evaluation of timed essay (with evaluation worksheet) Alternative listening: lecture on globalisation & internationalisation (approx.. 12 mins; audio only) + worksheets Session 2 Feedback on week 1 essay 1. Also, Bailey pp ; also used own PPT (in week 3 folder) 1. Timed writing: use exam paper & stress use of planning page. Copy these original to you for HW, other for tutor marking Session 1 HW: EAS Reading: internet HRM text 6b (identifying references); AND/OR: submit titles & slides for session 4.2 (in preparation for week 5 mock) 4 Week 4: Topic Global trade Speaking: presentation structure & topics Listening: Listening for detail Writing: constructing counter arguments Language: economics vocabulary Session 1 5. Listening: Listening for detail true / false statements ((HAS 3, p14) 6. Speaking: Presentation structure: introductions; conclusions & signposts (HAS 3 p16-17; Presentations in English p24-5, 30-31) 2. Speaking: Deciding topics & titles for academic presentations (Premasters PPT SEA ) Session 2 7. Reading & writing: Developing understanding of different uses of Portfolio Task 3: Feedback on timed essay 60

71 5 Week 5: Mock exams Mock exams (The mock exams should mimic exam conditions as much as possible). sources for writing (JY s worksheet) 3. Study skills: Review of Harvard referencing; problems with bibliographies using the Harvard style ( Problems with referencing worksheet) Writing: Counter arguments in argument essays: fair trade (HAS Reading & Writing 3); school uniforms / gun control (Great essays p110-7) Homework & Self-study Prepare for Mock presentations Session 1 1. Listening: mock exam + feedback 2. Using your voice: stress & pauses (HAS 1, p54-5); 'Coke-cola' talk practice (Presenting in English, Comfort); using pauses with signposts (Presentations in English, p18) Discussion of presentation preparation Portfolio Task 4: Session 2 1. Reading & Writing: mock exams 6 Week 6: finance Session 1 Homework: ongoing work on portfolio essay 1. Mock presentations Session 2 1. Reading & Writing: mock exam feedback 2. Reading: EBS pp (sources) Homework & Self-study 1. Listening: 1. from Notes column Additional listening practice: 1. TED Talks (The hidden force in global economics) About 15 mins long + adapted worksheet for exam practice of sections B & C 7 Week 7: change management Reading & Writing: Identifying the structure & purpose of different parts of a reading text. Session 1: Listening: Session 2 1. Reading: new reading needed (EBS pp.96-97) 61 Session 1 This is in week 5. Portfolio Task 5:

72 2. Writing: integrating sources into writing Homework & Self-study 1. Reading: new text needed 2. Speaking: agree titles for final presentation with tutor by end of week 8. (Final presentation should take a theme from the Project Report module; it should not be an attempt to present a summary of the project report) Week 8: Topic Visuals for presentations Speaking: Using visuals in presentations. Listening: notetaking for lectures Language: linking ideas in a text through pronoun use and linking words Writing: Review of argument essays Session 1 4. Speaking: Using visuals / PPT effectively for presentations (Presentations in English p36-40; HAS 1, p36) 5. Speaking: Watching a model SOFELS student presentation, and comparing good & bad SOFELS student PPT. (Jon: University of Bedford presentations as examples) Session 1 1. Example PPT used instead Also, Listening: mock listening exam Additional Listening practice: TED Talks (Why X is the unknown). A short talk (= 5 mins + short worksheet 8 9 Week 9: Expressing argument in writing Listening: Practice listening to a lecture and taking notes Session 2 1. Language for writing: Linking writing by pronoun use (AWfISB, u2.3) and linking words (AWfISB, u3.5 or EAS Grammar for Writing, u5) 2. Writing: Review of argument essay structure: family structure (EAP Now, p43-47) Homework & Self-study 1. Speaking: prepare PPT for final presentation, send to tutor to sign-off by end of week 9. Session 1 1. Listening: Notetaking to complete lecture TBC 2. Speaking / Listening: Workshop on improving Session 2 Used instead: EAS Grammar 6.3 (prison v community service essay); analysis of essay title & essay planning (The impact of immigrants on the country they move to is mainly negative. Discuss.) Reading: How does immigration benefit the US (Forbes online reading) (= paragraph matching) Portfolio Task 6: 62

73 Speaking: workshop for final presentation Language: Expressing caution 10 Week 10: Final revision (This is the final week before assessments, so flexibility should be allowed in terms of what is covered). Session 2 final presentation structure & PPT. 3. Writing workshop: responding to questions / titles; planning & brainstorming, etc. Homework & Self-study 4. Reading: new text needed 5. Final preparation for presentations exam in week 10 check you are clear about day, time & place of exam. Session 1 1. FINAL SPEAKING EXAM: presentations Session 2 2. Reading & Writing: preparation for the final exams as appropriate for the individual groups. Homework & Self-study 63

74 STUDY AND EMPLOYABILITY SKILLS [Pre-Masters] General Information School Level Level 6 Credit Value Contact Hours Programme(s) Module Leader(s) Related Modules Pre-requisites Co-requisites Post-requisites Excluded Combinations External Accrediting Body Introduction School of Foundation and English Language Studies 15 Credits 30 Hours PreMasters Diploma in Business Management Marshall Hall None None None None None The skills which employers look for in potential employees are precisely those needed to gain academic benefit from a course. By developing those skills you simultaneously improve your success in your university experience and make yourselves more employable. Designed to promote your academic development you this module applies basic management concepts to the process of learning. Included are note taking, following instructions, information sources, information technology, critical thinking skills, and working in groups. Using a variety of delivery methodologies you will develop the academic tools needed for success in core curriculum courses and for success in navigating the transition into university level study. Throughout the module an emphasis is placed on writing skills and English grammar with regular formative assignments. There are 4 assessment instruments in this module, a written assignment at midterm, a group presentation of an interview with a business person, work experience at a volunteer centre, and an IT portfolio. A series of case studies from a range of industries and countries will be used to illustrate the theory discussed in the module. One of the main focuses for the design of this module has been the further development of relevant employability and professional skills. 64

75 Educational Aims This module aims to: Improve on your basic study skills as an integral part of preparing you for your Masters. Develop your communication skills across a range of platforms, including web-based technologies; Provide you with the necessary skills required at Masters level to enter the world of employment; Improve on your study skills in the areas of computer usage and appropriate software. Develop your ability to work alone and with colleagues. Learning Outcomes By the end of the module you should be able to: 1. Effectively utilise basic study skills as an integral part of the learning experience; 2. Understand and perform advanced Information Technology concepts and functions; make professional presentations and manage projects; 3. Create advanced spreadsheets and charts; 4. Work effectively as an individual and with others. LO1 LO2 LO3 LO4 Knowledge and Understanding Cognitive Skills Professional Skills and attitudes General Transferable Skills X X X X X X X 65

76 Mode of Assessment Formative Assessment Weekly class exercises using the Microsoft Office Suite including advanced spreadsheet based scenarios Summative Assessment There are two main parts to your summative assessment for this module. 4. Portfolio Tasks These are set out for you throughout the module and involve you demonstrating the skills you have learnt in this module on using Word, PowerPoint and Excel. (This is worth 70% of your overall module grade) 5. Written Tasks a) This assessment consists of a 500 word written task on a suitable topic in a specified format with a quote, bibliography, footnote, and citation. (This is worth 20% of your overall module grade). b) Additionally you will produce a CV and Cover Letter. (This is worth 10% of your overall module grade). 66

77 Indicative Reading Core Text (all subjects) Lee-Davies, L., (2006), Developing Work and Study Skills: a swot approach, 1 st ed., London Cengage Learning. Microsoft Office 2013 Step by Step Copyright 2013 by Beth Melton, Mark Dodge, Echosvoice, LLC, Andrew Couch, Eric Legault Consulting Inc., Ben Schorr, Rusen N. Ciprian Adrian ISBN: Additional texts by subject area: Linda Bergman, Academic Research and Writing. 1st Edition, 2010, Longman Publishers, ISBN10: Power Listening: Mastering the Most Critical Business Skill of All by Bernard T. Ferrari (Mar 1, 2012) The Hard Truth about Soft Skills: Workplace Lessons Smart People Wish They'd Learned Sooner by Peggy Klaus (Jan 22, 2008) 10 Steps to Successful Business Writing (10 Steps) by Jack E. Appleman (Feb 1, 2008) Writing That Works; How to Communicate Effectively In Business by Kenneth Roman and Joel Raphaelson (Aug 22, 2000) Online Resources

78 INDICATIVE SCHEME OF WORK In some instances information regarding content of module is indicative - actual module content may change (for example, new developments in the field or new postings on the Internet) which are taken into account at the time of module delivery. The indicative scheme of work details the subject matter and learning and teaching strategy for that week. Actual terms are 10 weeks long in addition in addition to the headstart/induction week. You may have a reading week, consolidation weeks and examinations or assessments weeks. Further details on these will be provided at appropriate points throughout the programme. Module Title: STUDY AND EMPLOYABILITY SKILLS Syllabus: MS Excel Basics MS Word MS Word Auto referencing MS Excel Beyond Basics 5 Paragraph Essay and Brainstorming MS PowerPoint Creating a Show MS PowerPoint Beyond Basics Making Presentations Writing Employment Documents 68

79 INDICATIVE OUTLINES The Study and Employability Skills module is organised as follows (split is an expected average per week of self-directed study and may be adjusted on week-by-week basis according to the needs of the individual or cohort). In addition there will be support Workshops and forum postings, together with portfolio homework. 69

80 Study and Employability Skills Week Head Start Module Introduction Also Explanation on How to Use the BPP VLE Week 1 Excel Basics Content Introduction to the module In the Head Start Week, the students will work through a PP presentation which explains what the module will cover and an overview of the module subjects and assessments. Included are: Introduction to the Tutor Inclusion into the on-line community What are the skills employers are looking for? The Module Guide Skill Sets Assessments and operations Quizzes Plagiarism Report Employment Documents Portfolio of work Expectations of you as a student Independent activities / study Key Textbook Davies Key Readings The focus of this week is on: What does MS Excel do? Worksheets and workbooks Rows and Columns Formulas Basic data entry Functions Formatting Saving and Printing Learning and Teaching Strategy Interactive lesson and Workshop activity based on the subject matter Workshop: Brief Overview of the Module Introduction 5 minutes Opportunity for the participants to ask questions on the module Answer specific questions on the assessments & requirements Review the BPP VLE functions Discuss Assessments & Portfolio Expectations of you as an on-line student Interactive lesson and Workshop activity based on the subject matter Workshop: Brief Overview of the lesson content 5 minutes Brief review of the lesson quiz 5 minutes Review submission of documents via the VLE Opportunity for the participants to ask questions on material presented Answer specific questions on the homework (practical exercise below) Not a re-teaching of the online lesson but instead Q&A 70 Independent Study: Topics: Key Reading: Complete the Portfolio exercise Old City Ford Discuss the practical use of Excel in the workplace Open Discussion

81 Week Content Learning and Teaching Strategy Microsoft Excel Tutorials File MS Excel Glossary Using Excel at Work Read Chapters 1 & 2 in Davies, The focus of this week is on: Opening and navigating in MS Word Selecting and altering text Copy & Paste Editing Saving in MS Word Inserting a table Watermarks Footnotes Interactive lesson and Workshop activity based on the subject matter Workshop: Brief Overview of the lesson content 5 minutes Brief review of the lesson quiz 5 minutes Opportunity for the participants to ask questions on material presented Answer specific questions on the homework (practical exercise below) Not a re-teaching of the online lesson but instead Q&A Topics: Week 2 MS Word Editing Discuss the practical use of Word in the workplace Open Discussion Independent Study: Complete MS Word Portfolio Exercise Media Bias and Reality part 1 Key Reading: Microsoft Word Glossary-1 File Keyboard Shortcuts for Microsoft Office Word 2010 File Using Mail Merge in MS Word 2010 File Microsoft Word Tutorials File WP Exercise Instructions File WP Exercise Pdf of Completed Paper File Media Bias and Reality File Read chapters 3 & 4 in Davies, Week 3 MS Word Auto Referencing The focus of this week is on: Referencing definitions Referencing styles (Harvard) Footnotes and endnotes Bibliographies and Works Cited MS Word Auto Referencing 71 Interactive lesson and Workshop activity based on the subject matter Workshop: Brief Overview of the lesson content 5 minutes Brief review of the lesson quiz 5 minutes Discuss the upcoming Plagiarism Report assignment

82 Searching & Researching Opportunity for the participants to ask questions on material presented Answer specific questions on the homework (practical exercise below) Not a re-teaching of the on-line lesson but instead Q&A Topics: Discuss plagiarism in the workplace: Does it happen? How can I avoid it? What causes it? Open Discussion Independent Study: Complete MS Word Portfolio Exercise Media Bias and Reality part 2 Key Reading: WP Exercise Instructions File WP Exercise Pdf of Completed Paper File Media Bias and Reality File Harvard Referencing Guide Read chapters 5 in Davies, Week 4 Excel Beyond the Basics The focus of this week is on: Complex Formulas Cell references Functions Sorting and filtering shortcuts Tables, charts & graphs Adding comments Conditional formatting Protecting a workbook Interactive lesson and Workshop activity based on the subject matter Workshop: Brief Overview of the lesson content 5 minutes Brief review of the lesson quiz 5 minutes Review again the upcoming Plagiarism Report assignment Opportunity for the participants to ask questions on material presented Answer specific questions on the homework (practical exercise below) Not a re-teaching of the on-line lesson but instead Q&A How has Excel changed the way business is conducted? Open Discussion Independent Study: Complete Excel Portfolio Exercise Brick Layers Arms Spreadsheet Key Reading: Using Microsoft Excel 2- Calculations Using Microsoft Excel 3-Formatting 72

83 Using Microsoft Excel 4-Charts Using Microsoft Excel 5-Lists Using Microsoft Excel 6 Working With Sheets Using Microsoft Excel 7-Advanced Bricklayers Arms Weekly Takings Read chapter 6 in Davies, The focus of this week is on: Difference between an essay and a report Starting to write a paper The processes Intro to the 5 paragraph essay/report When to break the 5 paragraph essay rules Brainstorming The creative process inside you Interactive lesson and Workshop activity based on the subject matter Workshop: Brief Overview of the lesson content 5 minutes Brief review of the lesson quiz 5 minutes Review the upcoming Employment Documents assignment Opportunity for the participants to ask questions on material presented Answer specific questions on the homework (practical exercise below) Not a re-teaching of the on-line lesson but instead Q&A Week 5 Five Paragraph Essay, Brainstorming Topics: Discuss how humans think. Interesting facts about the brain. Origins of Creativity, are we born creative? Open Discussion Week 6 PowerPoint Creating a Show The focus of this week is on: Function Ribbon Creating and Opening presentations Slide Basics Customizing Layouts Managing Slides and Presentations Use of Slide Notes 73 Independent Study: Watch Video on The 5 Paragraph Essay Watch Video on How to Write an Outline Key Reading: Brainstorming Getting Started with Academic Research Illustration of the Information Timeline Brainstorming Definitions Read chapter 7 in Davies, Interactive lesson and Workshop activity based on the subject matter Workshop: Brief Overview of the lesson content 5 minutes Brief review of the lesson quiz 5 minutes Review the quizzes Opportunity for the participants to ask questions on material presented

84 Using Text Answer specific questions on the Applying Themes homework (practical exercise below) Inserting Images Not a re-teaching of the Inserting Screenshots on-line lesson but instead Q&A Applying Transitions Advancing Slides Inserting a Table or Chart Saving and Printing When are presentations necessary PowerPoint in the workplace? Open Discussion Independent Study: Complete the PowerPoint Portfolio Exercise It s a Small World Travel Company View the Following Videos: Using PowerPoint A Complete Tutorial of Most Features Don McMillan: Death by PowerPoint How NOT to do PowerPoint by Don McMillan. 4:24 Key Reading: Microsoft PowerPoint Exercises 1 - Getting Started Microsoft PowerPoint Exercises 2 - Formatting Slides PowerPoint and Presentation Tips(1) Excel Charts and PowerPoint MS PowerPoint Exercise - 6 It s a Small World Travel Company Read chapter 8 & 9 in Davies, Week 7 PowerPoint Beyond the Basics The focus of this week is on: Lists and bullets Indentation and spacing Word Art in PowerPoint Shapes and Text Boxes PowerPoint Themes Formatting Pictures Adding animation Adding audio Setting up your show; Timings Inserting Video Presentation Tools Interactive lesson and Workshop activity based on the subject matter Workshop: Brief Overview of the lesson content 5 minutes Brief review of the lesson quiz 5 minutes Review the process of downloading content from the web Opportunity for the participants to ask questions on material presented Answer specific questions on the homework (practical exercise below) Not a re-teaching of the on-line lesson but instead Q&A When are presentations necessary in the workplace? 74

85 Independent Study: Complete the PowerPoint Portfolio Exercise Nature s Sounds Key Reading: The PowerPoint portion of your Presentation Assignment MS PowerPoint Exercise Natures Sounds Microsoft PowerPoint Exercises 3 - Drawing Microsoft PowerPoint Exercises 4 - Audio Microsoft PowerPoint Exercises 5 - Custom Animation Add and play sounds in a presentation Read chapter 10 in Davies The focus of this week is on: Presentation Skills. When one might be required of you Preparing a presentation Practicing your... Delivering your presentation Using visual support in your Points to remember about presentations Interactive lesson and Workshop activity based on the subject matter Workshop: Brief Overview of the lesson content 5 minutes Brief review of the lesson quiz 5 minutes Review the process of downloading content from the web Opportunity for the participants to ask questions on material presented Answer specific questions on the homework (practical exercise below) Not a re-teaching of the on-line lesson but instead Q&A Week 8 Making Presentations Topics: How do I overcome nerves when under pressure? What creates confidence? Open Discussion Week 9 Teamwork The focus of this week is on: Independent Study: View the Following Videos: How to Make a Dynamite Presentation without exploding! What you Employer wants from your presentation. Key Reading: PowerPoint and Presentation Tips Read chapter 11 in Davies Interactive lesson and Workshop activity based on the subject matter 75

86 Working in Groups Workshop: Definitions Brief Overview of the lesson content What makes a good team 5 minutes member Brief review of the lesson quiz 5 Why is it important minutes Is one needed? Discuss the upcoming Employment Types of Teams Documents assignment Team Roles Opportunity for the participants to Team Stages ask questions on material presented Managing Conflict Answer specific questions on the homework (practical exercise below) Not a re-teaching of the on-line lesson but instead Q&A Topics: Why do students hate working in groups? How to re-shape your opinion of group work. Open Discussion Independent Study: View the Following Videos: I Hate Working in Groups! The Difference Between a Group and a Team How to Work in a Team Working in a Team Part 1 Working in a Team Part 2 Working in a Team Part 3 Key Reading: How to be an Effective Team Member How to be an Effective Team Leader Team working Skills Read chapter 12 in Davies Week 10 Employment Documents The focus of this week is on: The employment process What employers are looking for Writing an effective resume and cover letter Survey of other employment documents Interviewing Interactive lesson and Workshop activity based on the subject matter Workshop: Brief Overview of the lesson content 5 minutes Brief review of the lesson quiz 5 minutes Review the process of downloading content from the web Opportunity for the participants to ask questions on material presented Answer specific questions on the homework (practical exercise below) Not a re-teaching of the on-line lesson but instead Q&A 76

87 What are your Career Goals? Do you have a plan? What is this Survey thing all about? Independent Activity: Write your Resume and Cover Letter View the Following Videos: No Experience? How to make your CV Stand Out! 3 Tips How to Write a Top CV Cover Letters... Why bespoke is SO Important! Complete your End of Module Student Survey Key Reading: The Resume and Cover Letter Assignment Instructions Writing the Curriculum Vitae Resume Design Sample Resume The Application Cover Letter Tips and Terms for the International Student s Job Search Read chapter 13 in Davies 77

88 UNDERSTANDING ECONOMICS AND BUSINESS General Information School Level Credit Value Contact Hours Programme(s) Module Leader Related Modules Pre-requisites Co-requisites Post-requisites Excluded Combinations External Accrediting Body School of Foundation and English Language Studies Level 6 15 Credits 30 Hours International Diploma in Business Studies TBC None None None None None Introduction In 1820 a grocer s shop in Birmingham grew into a successful family business manufacturing cocoa and drinking chocolate. 200 years later Cadbury was taken over by the US Company Kraft. David Cumming, head of UK equities at Cadbury shareholder Standard Life, said: "Kraft are getting a good deal. It's sad that Cadbury is gone, but business is business." ( What was the operating environment within which Cadbury operated as a business over hundreds of years prior to the takeover? How do they survive in the ever changing world of technology and still remain competitive? Why, after so many years, did they decide to agree to a takeover? Studying this module, you will be debating the highly topical nature of the real world of business. Through a review of developments and trends within the business sector, an examination of the inter-relationship between the business sector and other elements of social and economic activity, you will be provided with the knowledge and understanding of factors relating to the business environment within which businesses like Cadbury/Kraft operate. This will enable you to understand David Cumming s statement business is business. 78

89 Educational Aims This module aims to: Review current developments and trends within the business sector and examine the inter-relationship between the sector and other elements of social and economic activities; Provide you with an insight into the key factors which generate competitive advantage within organisations, Provide you with a broad knowledge and comprehension of basic principles, concepts and techniques of economics Increase your awareness of the broader social, political and ethical dimensions of business activity within an international context; Learning Outcomes Learning Outcomes By the end of the module you should be able to: 1. Identify the factors that determine competitive advantage within organisations; 2. Analyse business environments for the purpose of contributing to wider business understanding; 3. Evaluate the reliability of economic data in different contexts in order to support the achievement of successful business outcomes; 4. Communicate with justification your ideas and solutions to problems identified within the business environment; 5. Apply economic techniques to collect and categorise information and ideas. LO1 LO2 LO3 LO4 LO5 Knowledge and Understanding Cognitive Skills X X X X X X Professional Skills and attitudes X X X General Transferable Skills X X 79

90 Mode of Assessment Formative Assessment 1. Case study: For example, a group case study relating to an analysis of an industry with feedback during the following session. Question & Answer Sets: For example, question and answer sets at the end of week 8 with feedback during the following session. Summative Assessment 1. Written assignment [100% of Module Grade] (for example, demonstrating understanding of a business case study.) 80

91 Indicative Reading To develop your skills in finding, accessing and analysing business information, data and knowledge you are encouraged to explore all sources of information to drive and enhance your learning (books, academic and professional journals, online resources, etc.). Below is an indicative list of reading that you may find helpful in your studies; more specific readings may be utilized throughout the module. Core Text Worthington, I. & Britton, C. (2009) The Business Environment, 6 th edition, Harlow: Pearson Education. Additional Books and Texts Begg, D. and Ward, D. (2012) Economics for Business, London, Mcgraw-Hill Education Europe. Curran, J (1999) Taking the Fear out of Economics, London, Cengage Learning. Griffiths, A. & Wall, S. (2007) Applied Economics, Harlow, Pearson Education. Kew, J. and Stredwick, J. (2008) Business Environment: Managing in a Strategic Context, London, CIPD. Lipsey, R.G. and Chrystal, A. (2011) Economics, Oxford, Oxford University Press. Sloman, J (2011) Economics and the Business Environment, Harlow, Pearson Education Academic and Professional Articles You will be strongly encouraged to use journal articles relevant to your areas of research. These may include articles extracted from the following sources, which are not exhaustive: The Economist, The Financial Times; Strategic Change, Strategic Management Journal; Strategic Organisation, Strategy and Leadership. Online Resources The Bank of England [ The Economist [ The European Central Bank [ European Commission [ Financial Times [ The Office for National Statistics [ Organisation for Economic Co-operation and Development [ Thomson Reuters [ World Trade Organisation [ 81

92 INDICATIVE SCHEME OF WORK In some instances information regarding content of module is indicative - actual module content will be determined according to considerations (for example, opportunities for work with specific external partners or new developments in the field) which are taken into account at the time of module delivery. Module Title: Understanding Economics and Business. Syllabus: The internal and external business environment; Business types, structures, objectives and related stakeholders; The microeconomic environment; The macroeconomic environment; The changing worlds of technology and people (including changing social and demographic trends with reference to sustainability); The competitive environment (market system and structure); Globalisation and the international business environment (including trade controls and forms of regional economic integration). 82

93 Week Content Learning and Teaching Strategy Head Start A Context for Business The head start week requires you to consider: What is a Business and how can businesses be classified? Business as an integrated and transformational system. The environment in which businesses operate. Preparation for Week 1: Key Reading: Chapters 1, 2 and 3 of Worthington, I. and Britton, C. (2009) The Business Environment, 6th edition, Harlow: Pearson Education. Henceforth W&B Week 1 Organisations and the Environment This week will focus on developing your awareness of the overall internal and external forces that business organisations face in the business world. This will concentrate on: An overview of the external forces acting on organisations; The complexity and volatility of the business environment; Factors affecting organisations doing business internationally. Independent Study: Task: Identify ways in which different types of businesses (organisations) are affected/ influenced by your environment. Workshop Activity: 1: Activity1: Interactive Workshop: examining and discussing how understanding the external factors is of vital importance to successful business activity and the additional factors facing organisations doing business internationally. Week 2 Size and Structure of Firms & Industries This week will develop your understanding of the varying scale and focus of business organisations. This will concentrate on: The objectives and interests of organisations (including stakeholders); Types and classifications of organisation and structures (legal and otherwise) in the private and public sector. Workshop Activity: 2: Activity 1: Workshop: building on the head start week to consider and discuss the basic operational areas of business activity and business functions. Independent Study: Key Reading: Directed reading from journal articles. Independent Study: Key Reading: Chapters 10, 11 and 12 of Worthington, I. and Britton, C. (2009) The Business Environment, 6th edition. Workshop Activity: 1: Activity 1: Case study to examine how the objectives of British Airways are affected by balancing the needs of its stakeholders. Workshop Activity: 2: Activity 1: Case study to explore the advantages and disadvantages of a business changing from one structure to another. Independent Study: Key Reading: Chapters 4 and 8, of W&B. 83

94 Week 3 The Political and Legal (including regulatory) Environment This week will highlight the political and legal frameworks within which businesses operate. This will concentrate on: The political context in which business operates; Key political institutions and processes; Legislative process in the UK and EU and principal areas e.g. consumer, employees, etc. Key Reading: Directed reading from a journal on a recent change in the European Union e.g. progress on enlargement or a change in legislation. Task: Identify the recent changes in the European Union e.g. enlargement, etc. and consider the likely benefit to businesses. Workshop Activity: 1: Activity1: Case study examining national, sub- national and supra-national government. Consider how a change of government (in your country for instance) would affect the business community. Workshop Activity: 2: Activity 1: Workshop: examining the essential features of the UK legal system and the nature of regulation in respect of contract, consumer and competition. Independent Study: Task: In groups, examine the case for and against increased government control over business practices e.g. the impact on businesses of legislation to reduce the consumption of plastic bags. Week 4 Week 5 Independent Study: Key Reading: Chapters 6, 7 and 9 W&B. Task: Consider the implications for organisations in terms of changing Demographic, Social Trends, Workshop Activity: 1: Technology and Environmental issues Activity 1: Workshop: identifying and This week will develop your knowledge of the demographic and social trends that are important to a business. Particular attention will be given to the relationship these trends have with technology. This will concentrate on: Demographic and social trends and influences and the interrelationship of these with technology. The complex and dynamic nature of social, cultural and demographic forces and your impact and consequences. How technology affects organisations, people and employment. Introduction to Macroeconomics and the role of Government This week will provide you with knowledge of the fundamental principles discussing the importance of demographic trends. Activity 2: Workshop: examining the use of statistics and sources of information in relation to demographic and social trends. Workshop Activity: 2: Activity 1: Workshop: to identify and discuss social trends and your relationship with technology and vice versa. Independent Study: Task: In groups, perform a PESTLE analysis of an industry with feedback in the following session. Workshop Activity: 1: Activity 1: Workshop: examining the key concepts (macro/ micro), the economic problem and the main approaches to economic manage. 84

95 of macroeconomics relevant to a business. You will be given an insight into government decision making over economic policy. This will concentrate on: Fundamental Principles: The economic problem and basic principles related to this; An overview of the main approaches to economic management. Government and the macro economy: Government objectives regarding growth, inflation and unemployment. The objectives of demand management and supply side policies. Workshop Activity: 2: Activity 1: Workshop: analysing the role of government in the macro economy, policies and objectives on which they are based. Independent Study: Task: In groups, complete a case study related to economic indicators and the next MPC meeting. Independent Study: Key Reading: Chapter 13, 16 and 17 of W&B and other directed reading. Week 6 Week 7 Week 8 Please Note: Case Study Due The Influence of Government on International Trade This week will develop your understanding the rationale and forms of trade control and the role of the WTO. It gives an overview of the forms of economic cooperation and integration between countries. This will concentrate on: The rationale of government influence on trade; Please Note: Group case study due. National Finances This week will develop your understanding of accounting and funding at the macro level This will concentrate on: The measures and indicators of a countries economic problems and The forms and impact of trade controls both tariff and non-tariff; The role of the WTO and the rounds of negotiations. your use; The role of financial assets, markets and institutions. An Introduction to Microeconomics This week will focus on the micro (industry) environment and the analysis of market forces (including price determination). This will concentrate on: Demand and supply curves applied to the real world; Elasticity of demand and supply 85 Workshop Activity: 1: Activity 1: Case study examining the impact of the recent economic crisis on businesses and the objectives of the G20. Workshop Activity: 2: Activity 1: Workshop: focusing on the characteristics of the main regional economic blocs. Independent Study: Key Reading: Directed readings and case studies. Key Reading: Chapter 9 of Griffiths, A. and & Wall, S. (2004) Economics for Business and Management, Harlow: Pearson Education. Workshop Activity: 1: Activity 1: Workshop: on the measurement and the output, expenditure and income approach (including adjustments). Discussion of income as a comparator. Workshop Activity: 2: Activity 1: Workshop: to discuss issues around government funding, money and flow, UK financial intermediaries, liquidity and government borrowing. Independent Study: Key Reading: Directed reading of journal articles. Workshop Activity 1: Activity 1: Workshop: which explores and applies the key concepts of microeconomics in a business context - the factors affecting demand and supply curves; elasticity of demand, supply and income and cross elasticity. Activity 2: Case studies exploring consumer behaviour with respect to the

96 applied to the real world; tobacco and drug industries. Utility and consumer behaviour. Workshop Activity: 2: Activity 1: Workshop: examining the concepts of utility and related concepts. Market failures and the form of government intervention. Activity 2: Case studies on the unintended consequences of business activities, the debate surrounding pollution and climate change. Independent Study: Key Reading: Directed reading of journal articles. Week 9 Week 10 The Economies of the Firm This week will focus on developing your knowledge of several features of the markets within which businesses operate as well as allowing you to reflect upon the ways that these influence the behaviour of firms. This will concentrate on: Profit maximisation; Competitive and monopolistic behaviour; Market rivalry and oligopoly; Pricing under different objectives ; Scarcity, choice and cost. Please Note: Question & Answer sets due. Globalisation, International Trade and CSR This week will provide you with an international perspective to the business environment. You will develop your understanding of the global influences upon a business. This will concentrate on: Globalisation; Comparative advantage and free trade; An overview of the balance of payments and the problem of deficit; An introduction to exchange rates and your impact on businesses; CSR and international trade. Workshop Activity: 1: Activity 1: Workshop: to examine the economics of the firm with respect to revenues, costs and profits to consider these in the context of resources and decision making. Activity 2: Case study on companies doing business in China, examining the ethical concerns regarding businesses pursuing profit maximisation. Workshop Activity: 2: Activity 1: Workshop: examining the different market structures and your characteristics. Activity 2: Case studies relating to examples of cartels and collusive behaviour in different industries. Independent Study: Key Reading: Chapter 13 W&B. Chapter 14 (relevant sections) G&W. Further directed reading from journal articles. Workshop Activity: 1: Activity 1: Workshop: examining the concept of globalisation, principle of comparative advantage, specialism and criticisms and restrictions to trade. Activity 2: Case studies examining the CSR issues relating to international trade faced by businesses. Workshop Activity: 2: Activity 1: Workshop: examining the balance of payments, exchange rates and the impact on businesses. Activity 2: Case study examining the issues contributing to the UK s balance of payments and the implications for businesses. 86 Independent Study: Key Reading: Directed reading of journal articles.

97 International Pre-Masters Diploma in Business Validation Handbook 2016 FINANCIAL PERFORMANCE MANAGEMENT General Information School Level Credit Value Contact Hours Programme Module Leader Related Modules Pre-requisites Co-requisites Post-requisites Excluded Combinations External Accrediting Body SOFELS Level 6 (Honours) 15 Credits 30 Hours International Pre-Masters Diploma in Business First year of the Extended Masters Programme various disciplines Kyriakos Kyriakopoulos N/A N/A N/A N/A N/A Introduction Studying Financial Performance is relevant for any business context where resources are used: for commercial firms; not-for-profit; large restaurants, or sole traders starting up their own business. Whatever the strategic objective of the organisation managers and decision makers will be very interested in using its resources in the most efficient way. Management and budgeting of sales and cost is of critical importance in the support of all business activities and can lead to the financial success or failure of an organisation. Performance management has evolved from being purely concerned with the recording and measurement of costs, to supporting decision makers in their routine and strategic decisions. The aim of this module is to provide you with an understanding of the fundamentals of cost and management budgeting and control by introducing you to the principles, mechanics and subjective issues involved in the preparation of internal organisational information together with performance knowledge and techniques. This module is designed to provide you with a tool kit that you can use to develop a better understanding of the performance of businesses and the decisions and problems that businesses face. 87

98 International Pre-Masters Diploma in Business Validation Handbook 2016 Educational Aims This module aims to: Develop your knowledge and understanding of the basic concepts, theories and context that underpin management Develop your technical skills to analyse cost, volume and pricing structures Gain an understanding of budgetary control, variance analysis to measure and improve performance Develop an understanding of techniques used for long and short term decision making 88

99 International Pre-Masters Diploma in Business Validation Handbook 2016 Learning Outcomes After completing this module, you will be able to: 1 Explain the purpose of the role of the management accountant and discuss the changing role of management accounting. 2 Demonstrate an understanding and knowledge of the costing techniques, methods of budgeting and variance analysis. 3 Identify, calculate and critically evaluate the relevant data for use in management decision making both in the short term and long term. 4 Demonstrate the ability to manipulate basic data and information for the purposes of business decision making and comment on the effects The table shows where the module learning outcomes above achieve the stage one learning outcomes Learning Outcome 1 Learning Outcome 2 Learning Outcome 3 Learning Outcome 4 Knowledge and understanding Cognitive (thinking) skills Professional skills and attitudes Transferable skills 89

100 International Pre-Masters Diploma in Business Validation Handbook 2016 Mode of Assessment Formative Elements Please note: These elements do not count towards your final module grade: 1. Formative Element 1: (Week 5) Undertake a mock assessment based on the initial weeks study 2. Formative Element 2: (Week 9) A final mock timed exam The assessments are marked according to the Level 6 Marking Criteria contained in your programme handbook. Summative Elements 1. This module is assessed through the completion of an examination.(100% of module grade) The examination will be assessed using level 6 criteria For the classification of your degree (Distinction, Pass) the final module grades will be combined according to the Diagram of Outcomes Leading to Award, detailed in your programme handbook. 90

101 International Pre-Masters Diploma in Business Validation Handbook 2016 Indicative Reading Core Atrill, P., McLaney, E. (2015) Management Accounting for Decision Makers, 8th edition, Harlow: Pearson Education Limited. Proctor, R. (2012) Managerial Accounting: Decision Making and Performance Improvement, 4 th edition, Harlow: Pearson Education Limited. Books and Texts Drury, C. (2015) Management and Cost Accounting, 9th edition, London: Cengage Learning. Academic and Professional Articles The Lean Start-up: How Constant Innovation Creates Radically Successful Businesses [Paperback] Author Eric Ries. The Lean Start-up is a new approach to business that's being adopted around the world. It is changing the way companies are built and new products are launched. Examines performance initiatives and performance improvement. You will be strongly encouraged to use journal articles relevant to their areas of research. These may include articles extracted from the following sources, which are not exhaustive: Accountancy Accounting, Organisations and Society Contemporary Cost Accounting and Control Financial Management Harvard Business review Journal of Accounting Research Journal of Business Finance and Accounting Journal of Cost Management Journal of Management Accounting Research Management Accounting Management Accounting Research Managerial Auditing Journal The Accounting Review The International Journal of Accounting Online Resources Professional bodies: ICAEW ACCA CIMA

102 International Pre-Masters Diploma in Business Validation Handbook 2016 INDICATIVE SCHEME OF WORK In some instances information regarding content of module is indicative - actual module content will be determined according to considerations (for example, opportunities for work with specific external partners or new developments in the field) which are taken into account at the time of module delivery. Syllabus: Management accounting Cost accounting Budgeting Financial Performance Management Decision making 92

103 International Pre-Masters Diploma in Business Validation Handbook 2016 Topic Content Learning and Teaching Strategy INDUCTION (Headstart Week) Module Overview At the end of this session you will have an understanding of what you will learn by studying this module and how it will be assessed. Key topics and resources. Preparation Session: 60 minutes Podcast: Assessment News Week 1 Nature and functions of cost 1 In this topic we will explore the classification of costs and at the end of it you will be able to: Understand different types of costs (fixed, stepped, variable costs) Explain the importance of cost nature and functions in organisations Identify differences between variable/marginal costs Demonstrate your understanding of appropriate costing: fixed, variable, marginal costing and absorption costing techniques Reading: Guided reading and individual research Podcast: Introducing the reading materials for this topic. Formative Assessment: Testing understanding of key definitions, concepts and theory of costing. Independent Study: Conduct research on types of costs in a chosen organisation Discussion Forum: Based on your research, post your thoughts to the discussion forum, giving examples. Read other posts and prepare some notes for a Workshop: discussion. Workshop Activity 1: Group discussion based on the discussion forum posts. Task: Explain the types of costs identified and Discuss Workshop Activity 2: Examine costs of products/services using marginal and absorption costing and make decisions based on the 2 techniques. Task: Examine a case study together with cost information and apply costing models based on scenarios of different levels of activity and the relationship between fixed/stepped and variable costs Formative Assessment: Recapping of key definitions, concepts and theory. Reflection: Reflect on the topic. Have you achieved 93

104 International Pre-Masters Diploma in Business Validation Handbook 2016 the learning outcomes? Identify areas where you require further clarification. Week 2 Nature and functions of cost 2 In this topic we will further explore the costs by examining a case study and at the end of it you will be able to: Demonstrate understanding of different cost types Demonstrate differences between variable/marginal costs Apply absorption costing Select and apply cost techniques Calculate Break-even Identify resource needs Identify costing scenarios which apply fixed and variable cost information Reading: Guided reading and individual research Formative Assessment: Testing understanding and demonstrating key definitions, concepts and theory of costing.. Independent Study: Conduct research on types of costs in a chosen organisation Discussion Forum: Based on your research, post your thoughts to the discussion forum, giving examples. Read other posts and prepare some notes for a Workshop: discussion. Workshop Activity 1: Task: Explain the costing techniques used, identified and be able to Discuss the data and analysis Workshop Activity 2: Examine organisational costs of products/services using case studies and consider fixed and variable cost dynamics. Task: Examine a case study together with cost information and apply costing models based on scenarios Formative Assessment: Recapping of key definitions, concepts and theory. Reflection: Reflect on the topic. Have you achieved the learning outcomes? Identify areas where you require further clarification. Week 3 Introduction to Budgetary Planning & Control In this topic we will examine the need for budgeting and the importance as a planning and control tool and refer to 94 Reading: Guided reading and individual research. Formative Assessment: Testing and demonstrating

105 International Pre-Masters Diploma in Business Validation Handbook 2016 organisational case studies and at the end of it you will be able to: Understand what is meant by the term budgeting Identify what are the revenue and costs needed for budgeting purposes Explain budgetary terminology for different types of organisations Understand why budgets are important planning and control tools Demonstrate the importance of budgets in contemporary business planning and control scenarios Apply revenues, costs and evaluate the key areas within organisational budgets understanding of key definitions, concepts and theory of budgetary planning & control. Independent Study: Conduct research on types of costs in a chosen organisation Discussion Forum: Based on your research, post your thoughts to the discussion forum, giving examples. Read other posts and prepare some notes for a Workshop: discussion. Workshop Activity 1: Explain the types of budgets identified and research an organisation to consider the nature of costs and cost functions Workshop Activity 2: Examine budgetary information Task: Examine a case study based on contemporary issues and identify budgeting planning and control aspects Reflection: Reflect on the topic. Have you achieved the learning outcomes? Identify areas where you require further clarification. Week 4 Budgetary Planning & Control In this topic we will further explore the budgetary control and planning environment by examining a case study and at the end of it you will be able to: Identify budgets to actual performance Understand actual performance to planned performance through variance analysis concepts Demonstrate the knowledge and apply variance analysis Identify and apply major revenues and costs and consider resource planning and control environments Identify key areas for budgetary control and resource planning Reading: Guided reading and individual research.. Independent Study: Conduct research on an organisation and how it might construct its budgetary planning & control process Discussion Forum: Based on your research, post your thoughts to the discussion forum, giving examples. Read other posts and prepare some notes for a Workshop: discussion. Workshop Activity 1: Explain the types of costs and revenues and demonstrate knowledge of variance analysis from a set of data actual v budget and be able to discuss Workshop Activity 2: Examine budgetary information and 95

106 International Pre-Masters Diploma in Business Validation Handbook 2016 Demonstrate value added concepts of budgetary scenarios from flexedbudgeting considering the products / services as part of the budgetary planning process consider performance improvement initiatives Task: Examine a case study containing together with cost information and apply knowledge of performance measures and initiatives. Reflection: Reflect on the topic. Have you achieved the learning outcomes? Identify areas where you require further clarification. Week 5 Formative Assessment Going through the formative tutorial with the you to reinforce the knowledge gained from Week 1 to week 4 Reading: Guided reading and individual research Formative Assessment: Testing understanding of topics covered from week 1 to week 4; assessments to be marked by the tutor and feedback will be provided. Week 6 Introduction to Financial Performance Management In this topic we will examine issues of Financial Performance Management and some of the drivers for efficient resource planning and the performance dashboard/indicators and at the end of it you will be able to: Understand what are performance measures Identify suitable key performance indicators Explain the uses and value of performance measures Reading: Guided reading and individual research Independent Study: Conduct research on types of costs in a chosen organisation Discussion Forum: Based on your research, post your thoughts to the discussion forum, giving examples. Read other posts and prepare some notes for a Workshop: discussion. Workshop Activity 1: Explain the types of performance measures and Discuss Workshop Activity 2: Examine from your research a business set of data and identify suitable KPI s Formative Assessment: Recapping of key definitions, concepts and theory. Reflection: Reflect on the topic. Have you achieved the learning outcomes? Identify areas where you require further clarification. Week 7 Financial Performance Management Techniques & Improvement Initiatives Reading: Guided reading and individual research 96

107 International Pre-Masters Diploma in Business Validation Handbook 2016 In this topic we will examine Financial Performance Management techniques and improvement initiatives concerning resource allocation and at the end of it you will be able to: Understand some performance measurement techniques Demonstrate your understanding of the uses of performance measures and the support for decisionmaking Explain why performance measures are a useful technique/tool Podcast: Introducing the reading materials for this topic. Independent Study: Conduct research on types of performance measurement techniques Discussion Forum: Based on your research, post your thoughts to the discussion forum, giving examples. Read other posts and prepare some notes for a Workshop: discussion. Workshop Activity 1: Explain the types of costs identified and Discuss Workshop Activity 2: Examine a case study Task: Examine a case study based on scenarios Formative Assessment: Recapping of key definitions, concepts and theory. Reflection: Reflect on the topic. Have you achieved the learning outcomes? Identify areas where you require further clarification. Week 8 Financial Performance Management Techniques & Improvement Initiatives In this topic we will examine Financial Performance Management techniques and improvement initiatives and at the end of it you will be able to: Identify specific performance measures from specific cases Analyse information and identify KPI s Demonstrate an understanding of performance measures Reading: Guided reading and individual research Podcast: Introducing the reading materials for this topic... Independent Study: Conduct research on types of costs in a chosen organisation Discussion Forum: Based on your research, post your thoughts to the discussion forum, giving examples. Read other posts and prepare some notes for a Workshop: discussion. Workshop Activity 1:.Explain the types of costs identified and Discuss Workshop Activity 2: Identify via research specific performance measures from case studies 97

108 International Pre-Masters Diploma in Business Validation Handbook 2016 Analyse information and identify KPI s and demonstrate an understanding of Findings / research Task: Examine a case study or research together with cost information and apply costing models based on scenarios. Reflection: Reflect on the topic. Have you achieved the learning outcomes? Identify areas where you require further clarification. Week 9 Decision-making In this topic we will consider the decision-making process and how it relates to planning & control of the areas covered earlier in the module and relate to the contemporary challenges of change and the need for performance improvement / enhancement initiatives and at the end of it you will be able to: Understand the decisionmaking process in the context of performance measures and improvement initiatives Identify specific performance measures from specific cases and consider decision-making to improve performance and performance initiative concepts Analyse information and consider the key decisionmaking KPI s Demonstrate an understanding of performance measures Reading: Guided reading and individual research Independent Study: Conduct research on types of costs in a chosen organisation Discussion Forum: Based on your research, post your thoughts to the discussion forum, giving examples. Read other posts and prepare some notes for a Workshop: discussion. Workshop Activity 1: Explain performance measurement and the relevant decision-making process and the relevance to aiding improved performance initiatives. Demonstrate your understanding of the uses of performance measures and the support for decision-making and enhance planning and control. Workshop Activity 2: Examine and research information and identify and explain why performance measures are a useful technique/tool to aide performance measures and importantly identify performance improvement decisions Reflection: Reflect on the topic. Have you achieved the learning outcomes? Identify areas where you require further clarification. Week 10 Revision Exam preparation In this session, we will bring together the various exam techniques developed over the course. At the end 98 Mock Question Day: You sit an invigilated mock exam under exam conditions. The tutor debriefs the exam

109 International Pre-Masters Diploma in Business Validation Handbook 2016 Exam of it you will be able to: Demonstrate knowledge of all key syllabus areas. Manage your time appropriately in the exam. Breakdown the requirements of a question with reference to the mark allocation. Combine technical knowledge and commercial awareness with reference to the scenario. Communicate the key issues clearly and concisely. and the student self-marks. At the end of each question, you will identify what they have done well that they want to repeat, and what they haven t done well that they need to work on. Workshop: Interactive session summarising the format of the exam, technical content to be learned, exam technique explained through examples of question practice. 99

110 Managing People and Projects General Information School Level Credit Value Contact Hours Programme Module Leader Related Modules Awarding Body Pre-requisites Co-requisites Post-requisites Excluded Combinations SOFELS Level 6 (Honours) 15 Credits 30 hrs International Pre-Masters Diploma in Business First year of the Extended Masters Programme various disciplines N/A N/A N/A N/A BPP University Introduction Senior professionals are increasingly expected to effectively manage and motivate their staff to meet business objectives. That means they may have to lead individuals of staff on specific projects, or to participate (or even head) cross-functional individuals that draw together people from different departments and skill-sets. At other times, you may be expected to lead people through times of organisational change. This can only be done if you have the knowledge and understanding of how to manage people and organisational culture effectively. Therefore, this module is aimed at increasing your employability, and to arm you with a sound understanding of a range of critical considerations in relation to managing people and cultures so that you can meet the emerging needs of successful organisations. In this module we address some of the key theories and principles of effective people and organisational management. It provides a substantive contemporary learning platform for you to maximise the performance, motivation and commitment of the people around you once you enter the working environment. 100

111 Educational Aims This module aims to: 1 Develop your understanding of the concept of strategic fit and the tools and techniques used to analyse the competitive environment as a basis for strategic decisions 2 Provide an understanding of the key concepts of managing people and projects, and appreciate how approaches must be aligned to an organisation s strategic context 3 Demonstrate the integrative relationship between organisational structure, culture, and leadership and how each have important roles in effective management of people and projects 4 Help you develop a range of relevant skills to lead and manage individual, individual and individual behaviour within organisations 5 Understand and use project management tools and techniques 101