Business Management (Combined) Programme Specification from the Faculty of Arts and Humanities (subject to departmental ratification)

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1 Business Management (Combined) Programme Specification from the Faculty of Arts and Humanities (subject to departmental ratification) Version: 2015/6.1 Last updated: August 2015

2 Programme Specification for Business Management (Combined) Key Facts 1. Study mode(s) and period of registration 2. Frequency of intake Annually in September Full-time or part-time Minimum 3 years maximum 6 years (full-time) Minimum 4 years maximum 10 years (part-time) 3. Awarding body Liverpool Hope University 4. Teaching location(s) Hope Park 5. Final award(s), including any interim awards 6. Relationship with Subject Benchmark Statement BAC Business Management and xxx; Diploma HE (240 credits, achieved by successfully completing two full years of study); Certificate HE (120 credits, achieved by successfully completing one full year of study) 1 The benchmark for general business and management 2007 QAA /07. ISBN (the national expectations of what a good degree in this subject should contain) has been fully used in the development of this provision. 7. FHEQ level(s) 4, 5 6 (first, second and third year at University) 8. Date of initial validation 21 st March Date of first intake September Date of last Review (if applicable) 11. Additional Costs to Students ( estimate) 12. Professional Statutory or Regulatory Body (PSRB)(s) (if applicable) with date/outcome of last PSRB approval 26 th March for Young Enterprise venture (Voluntary contribution) Not applicable 1 Note that interim awards are only given if for some reason students end their studies after one or two years. 1

3 Aims and Learning Outcomes PROGRAMME AIMS: The programme aims to provide student with: 1. A broad based knowledge and understanding of a range of current models, theories, concepts, research and issues relating to key aspects of Small and Medium sized Enterprises (SME), Voluntary and Community Organisations including large organisations, in the private, public and not for profit sectors within the dynamic context and changing environment in which they operate 2. A capacity for critical analysis through the application of extended knowledge within a business and management context 3. A capacity for critical evaluation of information in order to plan and investigate strategies in a business and management environment 4. An understanding of the role and importance of stakeholders of different types of organisations, across a range of sectors, and provide an understanding of the nature and relevance of ethics in Business. 5. A high quality business degree level programme which develops a range of relevant skills in preparation for employment or further study 6. The skills and ability to develop as autonomous and lifelong learners LEARNING OUTCOMES: By the end of this year Students should be able to: Year One C.1. Examine a range of introductory organisational theories, in relation to both the internal and external business environment, and be able to apply them to a range of organisations (Small and Medium sized Enterprises, Voluntary and Community organisations and large organisations) across different UK sectors (private, public and not-for-profit) C.2. Demonstrate, within a theoretical context, an understanding of business and management principles from both a national and global perspective C.3. Develop cognitive skills relevant to the study of business management functions demonstrating an analytical and evaluative approach using written and presentation formats C4. Diagnose self and team skills and appreciate a range of study and research skills including a range of the qualitative and quantitative techniques available to business Year Two I.1. Evaluate the impact that the different functions of business management has on organiastionsal development, and be able to apply them to a range of organisations across different UK sectors (private, public and not-for-profit) suggesting solutions for problems arising from that analysis I.2.Critique and demonstrate the contribution of business and management theories and practices to the area of business management 2

4 I.3. Evaluate, analyse and apply business management theories and practices in the key areas of business management I.4. Critique a range of primary and secondary research pertinent to business management and critically reflect upon it to enhance understanding of the subject and capacity to think independently Year Three H.1. Conduct an in-depth critical analysis of organisational theories and critically apply them to their chosen sector (private, public or not-for-profit) providing rationale for the recommendations for future developments of that organisation and be able to communicate this effectively to specialist and non-specialist audiences H.2. Critically analyse a range of Strategic Management issues and apply within an organisational context H.3. Conduct an in-depth critical analysis of a range of business management factors from a global and national perspective. H.4. Critically review research developments within business management and how they can inform practice or theory through the completion of an extended Consultancy Project/dissertation Teaching Pattern To enable students to learn as effectively as possible, the team has developed a delivery strategy that supports students as they progress through the programme, taking account of their differing needs at each level. Aligned with University s Learning and Teaching Strategy, students will be supported with lectures, attended by all students together, that will map the discipline, providing a general framework in the subject that will enable them to increasingly develop and interrogate, as they grow intellectually. Seminar activities and discussions, in smaller groups, help students to further develop their understanding of the subject and to enhance oral and written communication skills. The seminars also help to develop group cohesion. In weekly, small group tutorials (normally in groups of around ten) students gain the trust they need to try out new skills in a safe and facilitated environment. By working closely with tutors, they will acquire greater confidence in their own abilities. The normal pattern of teaching is that lectures provide three hours of contact time in the first year, and two in subsequent years; seminars provide two hours per week, and tutorials one hour, in all years. This pattern is repeated in both Majors. In addition tutors are available every week at designated times for oneto-one discussions. Assessment Assessment tasks have been devised in accordance with the university norms. Examinations are normally held at the end of each academic year and in addition, students are required to complete a series of assessment tasks during each year, which are linked to the topics covered in seminars and tutorials. These typically include Business Reports, Essays, and a portfolio. In their final year, all students are also required to complete a research project, or a longer dissertation spanning both their Majors. 3

5 In addition to this students are provided with multiple opportunities for formative assessment where assessments are marked to enable guidance and development, but with opportunities to improve before a final mark is given. The assessment strategy is designed to develop key business skills in addition to forming the means of academic progression. Curriculum Diagram Year Indicative Topics Covered One Introduction and theoretical underpinning for OB Individuals in organisations Human Resource Management (HRM) Introducing Business ethics and CSR Decision making in business ethics Introduction to Strategy Operations management Business organisations and the law Marketing and MIS Entrepreneurship Micro economics Finance Two Decision Making and Communications Leadership Globalisation and markets Sustainable development and social entrepreneurship Strategic choice Project management planning, costing, cycles and evaluation Performance and reward management Knowledge creation Performance and reward management Macro economics Money theory and social economy Managing Finance cash flows, balance sheets and P&Ls Three Organisational design and change Performance and reward management Introduction to Strategic choices Developments in the third sectors Strategic Management Project Management Enhanced skills development Portfolio development Knowledge creation Management Information Systems (MIS) 4

6 Macro economics Further Information Development of Key Generic (transferable) and Subject-specific skills for both core and additional curriculum for students completing an Award in Business Management Subject Specific Skills: The range of subject-specific abilities that students would be expected to develop as defined within the QAA Subject benchmark (2007) and implemented within this programme are: the inclusion of European, global and international business management principles and practice competence in using business management theory, concepts and models of business problems and phenomena to understand: o markets - the development and operation of markets for resources, goods and services o customers - customer expectations, service and orientation o finance - the sources, uses and management of finance; the use of accounting and other information systems for managerial applications o people - the management and development of people within organisations o operations - the management of resources and operations o information systems - the development, management and exploitation of information systems and their impact upon organisations o communication and information technology - the comprehension and use of relevant communication and information technologies for application in business o the changing role and business models of firms, companies and organisations within a rapidly evolving social and business culture competence in using cognitive skills of critical thinking, analysis and synthesis. This includes the: o capability to identify assumptions, evaluate statements in terms of evidence, o ability to detect false logic or reasoning, to identify implicit values, to define terms adequately and to generalise appropriately o effective use of problem solving and decision making techniques when using appropriate quantitative and qualitative skills including identifying, formulating and solving business problems. o ability to create, evaluate and assess a range of options together with the capacity to apply ideas and knowledge to a range of situations o effective use of communication, oral and in writing, using a range of media which are widely used in business such as the preparation and presentation of business reports o numeracy and quantitative skills including data analysis, interpretation and extrapolation competence in numeracy and quantitative skills including data analysis, interpretation and extrapolation the ability to analyse, assess and communicate empirical information about business management the ability to identify and deploy a range of research strategies including qualitative and quantitative methods and the use of published data sources and to select and apply appropriate strategies for specific research problems (year two and three). 5

7 the ability to examine, interpret and understand the internal workings and external and stakeholder environment relationships of a business, sufficient to be able to address the organisation s needs, as a business consultant (year three). through the programme of visiting speakers and annual research days, the ability to engage with leading academics and business management professionals as they reflect on business management policy development and research and professional practice. Generic (transferable) skills: It is expected that students will be able to: gather, retrieve and synthesise data and information Level make reasoned arguments and communicate them effectively through presentations, discussions and writing reflect in critical and constructive ways on their own learning become effective at self-management in terms of time, planning and behaviour, motivation demonstrate knowledge and awareness of information technology and its application listen and interact with other people and groups taking account of their own and others moral position, enhancing their ability to negotiate, persuade and present information increase performance, within a team environment, including leadership, team building, influencing and project management skills manage and organise their learning and demonstrate their ability to work autonomously (particularly year three) increase their ability to be self-starting, to demonstrate individual initiative and enterprise (particularly at year two and three) Special Features of the programme The distinctive nature of the Business Management programme which is holistic in that, in line with the University Mission, organisation theory and practice is studied within an ethical framework which recognises that there may be conflicting interests of stakeholders and managerial and/or organisational concerns and as a result of this, social responsibility of organisations extends beyond the interest of owners and managers. This ethical context is further developed and will inform decisions, both personally and professionally, helping graduates to consider and deal with ethical dilemmas in an increasingly turbulent and complex environment. The impact of globalisation is studied and considered, along with the increasing role for social entrepreneurs in today s business world, along with the importance of valuing difference, and managing equality and diversity in organisations and society. This distinctive and innovative nature is reflected in the fact that the programme has been developed to meet the demands of undergraduates, employers, employees, voluntary and community workers and organisations. It is recognised that much of the current management theory focuses upon large organisations, although management is an activity that is undertaken in a wide range of contexts, so the design of the programme includes the study of SMEs, VCOs and large organisations in private, public and not for profit sectors, and where appropriate International Development agencies such as the United 6

8 Nations, ensuring students knowledge and understanding of Business Management will be holistic in nature. No prior knowledge of the subject is assumed or expected, hence, the Business Management programme contributes to the University s continuing aim of widening participation. The team is also of the view that study abroad, in a suitable business environment, is an ideal enhancement to a student s degree experience. Hence contacts have been further developed and made with higher education establishments which include: Berufsakakademie, Karlsruhe, Germany; University in Lyons, France and Christ College, Bangalore, India, with the aim of facilitating student and staff exchanges. Inclusive Curriculum Design Statement Liverpool Hope University has a commitment to promoting diversity and equality of opportunity and to the elimination of discrimination. The Business Management Single Honours programme is underpinned by an ethical framework (see B1.4 below). The distinctive nature of the Pathway and Programme outlined below (see section b1.4) will focus students attention on issues of gender, race, class and disability. For example, the compulsory HRM &D course examines equality and difference issues in organisations and society. It is therefore anticipated that the programme will only have a positive impact in terms of promoting equality and as such, is likely to be beneficial to a variety of groups of people. The Business Management Single Honours programme Co-ordinators review statistics of students on their Programmes relating to gender, race and disability as part of the annual monitoring process This award recognises that an inclusive curriculum is one where all students entitlement to access and participate in a course is anticipated, acknowledged and taken into account (Higher Education Academy, Inclusive curriculum design in higher education, 2011, p. 7). It seeks to reflect the following principles, as enunciated by the HEA: - Anticipatory: Adopting an anticipatory approach reduces the need for reactive and individualised responses that can arise when inclusive issues have not been considered at the design phase; - Flexible: it is open, versatile and responsive to an evolving student population, and to changes in circumstances that may require adaptations to accommodate student availability; - Accountable: it encourages staff and students to be responsible for the progress they have made against equality objectives and actions agreed; - Collaborative: it builds on partnership between students, colleagues and other stakeholders including professional bodies, sector bodies, international partners and employers to enrich the curriculum content and relevance; This translates into this provision as follows: - Anticipatory: students are encouraged to think about maintaining a quality experience in the classroom as a way of widening the interests and aspirations of all students. In this regard the student voice is heard and acted upon through a number of mechanisms. These include: o Staff-Student Liaison Committee meetings, the minutes of which are laid before the departmental meeting; 7

9 o Monthly meetings between class representatives and the Head of Department; o Student feedback, notably in the small group sessions; o Student representation in the wider framework of Faculty and University Boards and Committees - Flexibility: Members of the teaching team often with the support of colleagues in Student Development and Well Being as well as Student Administration - make every effort, within the framework of University regulations and processes, to meet with individual student needs responsively, creatively and fairly. This approach includes meeting with students in difficulty outside of office hours or, subject to due process, setting alternative assessment forms; - Accountability: The teaching team and students share a responsibility to uphold inclusivity and fairness for everyone. Through the structure of small teaching groups, in particular, potentially harmful or hurtful behaviour is intercepted and positive relations fostered; - Collaborative: To ensure enhanced opportunities for students, the teaching team fosters collaborative relations with a range of professional bodies. ENTRANCE REQUIREMENTS gives full details. There are no special requirements. In certain circumstances the University also permits study that students have already carried out at University level to be taken into account see This specification last updated: August 2015 Updated by: 8