Bsc(Hons) Business Management

This module introduces students to the fundamental principles and functions of management and key theories and applications of organisational behaviour. This module aims to equip students with a sound understanding and critical appreciation of how organisations operate, how people behave within them, and how effective management can influence organisational outcomes. The module encourages appreciation and critical thinking about the challenges facing contemporary managers in dynamic business environments.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Appreciate and evaluate principles of management and organisational behaviour.

b) Apply principles of management and organisational behaviour to understand real-world organisational scenarios.

c) Demonstrate proficiency in synthesising information from various sources to support conclusions.

d) Appreciate and analyse the impact of individual and group behaviour on organisational effectiveness.

Knowledge

At the end of the module/unit the learner will be able to:

a) Explain the core principles and functions of management, including how managers plan, organise and control business activities.

b) Analyse the impact of individual and group behaviour on organisational performance, including individual personality and group dynamic.

c) Apply key organisational behaviour theories to workplace situations, for example, theories on motivation.

d) Analyse and reflect on roles and responsibilities of managers in different organisational contexts, including leadership and management styles.

Skills

At the end of the module/unit the learner will have acquired the following generic skills:

a) Effective verbal, non-verbal and written communication skills.

b) Critical thinking skills, evaluating arguments, information and evidence in management and organisational behaviour.

c) How to access, evaluate and apply information from a variety of sources to understand principles of management and topics in organisational behaviour.

Module-Specific Learner Skills

(Over and above those mentioned in Section B)

At the end of the module/unit the learner will possess the following cognitive skills related to principles of management and organisational behaviour:

a) Analyse and evaluate principles of management and organisational behavioural concepts and theories.

b) How to apply conceptual frameworks to understand and evaluate real-world organisational scenarios.

c) Synthesise information concerning principles and management and organisational behaviour from various sources to draw supported conclusions.

d) The ability to reflect on the impact of individual and group behaviour on organisational performance.

Module-Specific Digital Skills and Competences

(Over and above those mentioned in Section B)

At the end of the module/unit, the learner will be able to:

a) Demonstrate information literacy skills.

b) Work collaboratively with peers on group tasks, discussions, etc.

c) Practice self-reflection and self-directed learning.

d) Apply digital skills to make effective use of the internet to find learning resources and information related to principles of management and organisational behaviour.

e) Use AI to support learning.

Formative assessment

The formative assessment support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment will consist of two components. First, 1,000 word essay on evolution of business management (60%). Second, 500 word case study on centenary companies and their management processes (40%).

This module provides students with an understanding and critical appreciation of the global business environment, global trade structures and the economic trends that shape decision-making in international and domestic contexts. Students will explore key global economic issues, micro and macroeconomic principles the role of international institutions, implications of international policy, and how businesses adapt to changing global conditions.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Appreciate and evaluate the global business environment and economic trends

b) Apply micro and macroeconomic principles to economic policy

c) Demonstrate how to undertake a PESTEL analysis

d) Appreciate the role and influence of global economic institutions, including IMF, World Bank, WTO

e) Demonstrate a critical understanding of current global economic trends.

Knowledge

At the end of the module/unit the learner will be able to:

a) Describe the main components of the global business environment, including economics, political and legal and cultural/social aspects.

b) Identify, discuss and interpret key global economic indicators and trends, for example, digital transformations and emerging markets.

c) Analyse how macroeconomic policies affect business decisions and business performance, for example, inflation, interest rates and unemployment.

d) Understand and evaluate the impact of globalisation, trade policies and international institutions on business

e) Assess how geopolitical and economic events influence international markets and business performance, for example, costs, supply chains and consumer confidence.

Skills

At the end of the module/unit the learner will have acquired the following generic skills:

a) Effective verbal, non-verbal and written communication skills.

b) Critical thinking skills, evaluating arguments, information and evidence related to the global business environment and economic trends.

c) How to access, evaluate and apply information from a variety of sources to understand and evaluate the global business environment and economic trends

d) How to conduct and evaluate a PESTEL analysis.

Module-Specific Learner Skills

(Over and above those mentioned in Section B)

At the end of the module/unit the learner will possess the following cognitive skills related to the global business environment and economic trends:

a) Analyse and evaluate the global business environment and economic trends

b) How to apply conceptual frameworks to understand and evaluate real-world global business issues and economic trends scenarios

c) Synthesise information concerning the global business environment and economic trends from various sources to draw supported conclusions

d) The ability to reflect on the impact of the global business environment and economic trends on organisational performance.

Module-Specific Digital Skills and Competences

(Over and above those mentioned in Section B)

At the end of the module/unit, the learner will be able to

a) Demonstrate information literacy skills.

b) Work collaboratively with peers on group tasks, discussions, etc.

c) Practice self-reflection and self-directed learning.

d) Apply digital skills to make effective use of the internet to find learning resources and information related to principles of management and organisational behaviour.

e) Use AI to support learning.

Formative assessment

The formative assessment support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment will consist of two components.

First, 1,500 word consultancy report diagnosing organisational challenges using, for example, tools like PESTEL and economic analysis. Second, multiple choice questions under examination conditions

This module introduces students to the role of technology in modern business environments, with a focus on digitalisation and its impact on industries. This module explores key technologies shaping contemporary business practices, including data analytics, automation, artificial intelligence (AI, IoT, Fin Tech, cloud computing, and Industry 4.0. The module develops students’ understanding and critical appreciation of how digital tools can enhance business productivity, innovation, and competitiveness.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Appreciate the impact and changes from business using technology and implementing digitalisation

b) Demonstrate a critical understanding of the concept of Industry 4.0 and its implications for change in different business sectors.

c) Appreciate the strategic role of digitalisation in various industries.

d) Evaluate case studies related to digital transformation in different business sectors

e) Appreciate ethical and legal issues and constraints on the use of technology and digitalisation in business industries.

Knowledge

At the end of the module/unit the learner will be able to:

a) Describe the role of digital technology in modern business environments, including improving communication, online sales, automation and decision-making.

b) Explain the principles and applications of key business technologies, for example, data management and continual improvement.

c) Describe the impact of digitalisation and Industry 4.0 on industries and employment, for example, increased automation, change in skill requirements and global connectivity.

d) Explain ethical, legal and social implications of digital technology in business, for example, data privacy, data protection laws and employment changes.

Skills

At the end of the module/unit the learner will have acquired the following generic skills:

a) Effective verbal, non-verbal and written communication skills.

b) Critical thinking skills, evaluating arguments, information and evidence related to business technology and digitalisation

c) How to access, evaluate and apply information from a variety of sources to understand and evaluate technology, digitalisation and Industry 4.0

d) How to analyse case studies of digital transformations in different business sectors.

Module-Specific Learner Skills

(Over and above those mentioned in Section B)

At the end of the module/unit the learner will possess the following cognitive skills related to technology, digitalisation and Industry 4.0:

a) Analyse and evaluate the rise of technology and digitalisation in different business sectors.

b) Understand and evaluate the transformation of industry through the integration of digital technologies including the Internet of Things (IoT), cloud computing, AI and big data analysis.

c) Discuss and critically evaluate ethical and legal issues in the business use of technology and digitalisation.

d) The ability to reflect on the impact and potential future developments of business using technology and digitalisation.

Module-Specific Digital Skills and Competences

(Over and above those mentioned in Section B)

At the end of the module/unit, the learner will be able to:

a) Demonstrate information literacy skills.

b) Work collaboratively with peers on group tasks, discussions related to business technology and digitalisation.

c) Practice self-reflection and self-directed learning.

d) Apply digital skills to make effective use of the internet to find learning resources and information related to the global business environment and economic trends.

e) Use AI to support learning and understanding of business technology and digitalisation.

Formative assessment

The formative assessment support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment will consist of two components. First 1,500 word consultancy report on how an SME company could leverage one 4.0 technology to unlock new revenue streams. Second, group presentation on key findings on how Industry 4.0 technologies impact SMEs.

This module introduces students to the principles of marketing and communication in the context of a digitally connected world. It explores how digital technologies have transformed consumer behaviour, marketing strategies, and communication channels. This module covers different types of digital tools, social media platforms and business communication skills. The module also examines ethical considerations, content creation, and data-driven marketing.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Appreciate the importance of digital approaches to marketing and communication.

b) Demonstrate how to use digital marketing and communication to plan and align with business goals

c) Appreciate the role and importance of different digital communication channels in marketing

d) Demonstrate how to use data to measure, analyse and improve digital marketing campaigns.

e) Appreciate ethical and legal issues related to data protection and advertising.

Knowledge

At the end of the module/unit the learner will be able to:

a) Explain key principles of digital marketing and communication, including customer-centric approach, consistency and brand identity and measurability.

b) Identify and evaluate major digital channels and platforms, for example, social media channels, blogs, and search engines.

c) Analyse consumer behaviour in digital environments, for example, online research, personalisation and market targeted marketing.

d) Explain and evaluate the role of influencers in digital marketing and communication.

e) Understand and discuss ethical and legal issues in digital marketing, including data protection and advertising standards.

Skills

At the end of the module/unit the learner will have acquired the following generic skills:

a) Effective verbal, non-verbal and written communication skills.

b) Critical thinking skills, evaluating arguments, information and evidence related to marketing and communication in the digital world

c) How to access, evaluate and apply information from a variety of sources to understand, apply and evaluate marketing and communication in the digital world

d) The role and importance of influencers in marketing and communication.

Module-Specific Learner Skills

(Over and above those mentioned in Section B)

At the end of the module/unit the learner will possess the following cognitive skills related to marketing and communication in the digital world:

a) Analysis and evaluation of digital and marketing literacy

b) How to apply different digital communication channels (website, social media, email, etc.) to marketing and maintain consistency between different channels

c) Produce digital content across communication channels to be engaging and support strategic priorities.

d) How to optimise search and paid digital advertising to promote business goals.

Module-Specific Digital Skills and Competences

(Over and above those mentioned in Section B)

At the end of the module/unit, the learner will be able to:

a) Demonstrate information literacy skills.

b) Work collaboratively with peers on group tasks, discussions, etc.

c) Practice self-reflection and self-directed learning.

d) Apply digital skills to make effective use of the internet to find learning resources and information related to marketing and commuinication in the digital world

e) Use AI to support learning.

Formative assessment

The formative assessment support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment will consist of two components. First, 1,500 word group digital campaign and pitch presentation (60%). Second, 1,000 word Podcast – content creation.

This module introduces students to key concepts and techniques of data analysis and their application to business decision-making. Students will learn how to collect, organise, analyse, and interpret data, and how to use quantitative tools to support informed decision-making in a variety of business contexts. Students will be introduced to statistical tools, become proficient in the use of Excel, descriptive analytics and the use of data for business insights.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Appreciate the role of data in business analysis and decision making

b) Demonstrate collection and organisation of data relevant to business challenges and problems

c) Demonstrate the application of statistical techniques to summarise and interpret business data

d) Demonstrate the use of spreadsheet software, for example, Excel for data analysis and presentation

e) Appreciate how to make data-informed decisions using quantitative evidence.

Knowledge

At the end of the module/unit the learner will be able to:

a) Describe and evaluate the use of data in supporting strategic and data-driven decision making, for example, strategic planning and forecasting, risk management and problem-solving.

b) Understand and apply key statistical tools, including measures of central tendency, variability, correlation, confidence intervals, hypothesis testing and regression analysis to business data.

c) Know how to visualise data by, for example, creating and interpreting charts, graphs and dashboards in Excel to communicate insights to stakeholders.

d) Know how to use Excel techniques such as formulas, IF statements, LOOKUPs, data sorting and filtering and pivot tables as applied to business data.

e) Apply data analysis to different business functions such as marketing, finance and operations.

Skills

At the end of the module/unit the learner will have acquired the following generic skills:

a) Effective verbal, non-verbal and written communication skills.

b) Critical thinking skills, evaluating arguments, information and evidence related to data analysis and decision making

c) How to access, evaluate and apply information from a variety of sources to understand, apply and evaluate the role of data in business analysis and decision making

d) Use spreadsheet software, for example, Excel for data anlysis and presentation.

e) Apply statistical techniques to summarise and interpret business-related data.

Module-Specific Learner Skills

(Over and above those mentioned in Section B)

At the end of the module/unit the learner will possess the following cognitive skills related to data analysis and decision making:

a) Use of data in supporting business strategy and data-driven decision-making

a) How to use and apply key statistical tools to inform, analyse and support business development

b) Use Excel techniques for business analysis

c) How to present develop and present visual representations of data to communicate to audiences

d) How to apply data analysis to business functions such as marketing, finance and operations.

Module-Specific Digital Skills and Competences

(Over and above those mentioned in Section B)

At the end of the module/unit, the learner will be able to

a) Demonstrate information literacy skills.

b) Work collaboratively with peers on group tasks, discussions, etc.

c) Practice self-reflection and self-directed learning.

d) Apply digital skills to make effective use of the internet to find learning resources and information related to data analysis and decision-making

e) Use AI to support learning.

Formative assessment

The formative assessment support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment will consist of two components. First, 1,500 word individual practical assignment involving completing applied data analysis tasks using Excel and statistical tools (60%). Second, four in-class computer-based assessments (40%).

This module aims to provide students with a solid foundation in financial principles relevant to managerial decision-making. This module introduces key financial concepts, tools, and language to equip students with the confidence and capability to interpret financial information, assess business performance, and support strategic decisions. The module covers financial statements, planning and budgeting techniques, cost behaviour and financial decision-making.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Appreciate to importance of financial management for business sustainability and business development

b) Demonstrate how to use and apply financial statements, income statements, balance sheet, cash flow statements

c) Appreciate and apply capital budgeting and forecasting for financial planning and analysis

d) Demonstrate how different types of financial data inform business decision-making

e) Demonstrate understanding and application of key financial terminology in a range if business settings.

Knowledge

At the end of the module/unit the learner will be able to:

a) Understand and explain the role of financial information in business management, including planning and budgeting, monitoring performance and control, and risk management.

b) Interpret key financial statements such as income statements, balance sheets and cash flow statements

c) Apply basic financial analysis techniques to assess business performance, for example, budgeting, cash-flow management and cost-control and cost management.

d) Use financial information to support budgeting, forecasting and decision making

e) Understand ethics and accountability in financial management, for example, honesty and integrity, fairness, conflicts of interest.

Skills

At the end of the module/unit the learner will have acquired the following generic skills:

a) Effective verbal, non-verbal and written communication skills.

b) Critical thinking skills, evaluating arguments, information and evidence related to financial literacy for managers

c) How to access, evaluate and apply information from a variety of sources to understand, apply and evaluate financial literacy for managers

d) Apply logical reasoning to financial business problems and challenges

e) Communicate financial information effectively in business reports and to audiences.

Module-Specific Learner Skills

(Over and above those mentioned in Section B)

At the end of the module/unit the learner will possess the following cognitive skills related to financial literacy:

a) How to interpret and analyse different types of financial information to inform business performance appraisal and decision making

b) How to evaluate the financial health and sustainability of a business organisation

c) Apply the principles of capital budgeting and forecasting for financial planning and analysis

d) Critical understanding of ethics and accountability in financial management

Module-Specific Digital Skills and Competences

(Over and above those mentioned in Section B)

At the end of the module/unit, the learner will be able to:

a) Demonstrate basic financial literacy skills.

b) Work collaboratively with peers on group tasks, discussions, etc.

c) Practice self-reflection and self-directed learning.

d) Apply digital skills to make effective use of the internet to find learning resources and information related to financial literacy for managers

e) Use AI to support learning.

Formative assessment

The formative assessment support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment will consist of two components. First, 1,500 word individual financial business report (60%). Second, small group classroom debate where students take role of finance manager (60%). Each group analyses provided financial statements, diagnoses key performance issues and defends interpretations and recommendations (40%).

This module introduces students to the interconnected roles of sustainability, ethics, and corporate governance in modern business management. This module aims to develop awareness of responsible management practices, the ethical dimensions of business decisions, and the frameworks that guide corporate governance and sustainable development. This module also address issues concerned with anti-corruption compliance and stakeholder ethics.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Demonstrate a critical understanding of CSR frameworks, Board structures and ESG reporting and accountability

b) Appreciate stakeholder ethics and issues concerned with anti-corruption

c) Apply ethical theories to corporate business conduct

d) Appreciate anti-bribery laws and their relevance to business management

e) Demonstrate an understanding of international tax planning and compliance frameworks.

Knowledge

At the end of the module/unit the learner will be able to:

a) Describe and discuss key concepts of sustainability, ethics and corporate governance in business

b) Evaluate the roles and responsibilities of governance structures in ensuring business accountability, for example, strategic oversight, compliance and stakeholder protection.

c) Analyse ethical dilemmas in business and propose solutions, for example misuse of financial information, environmental responsibility and employee rights.

d) Apply sustainability frameworks and ESG metrics to business organisational practices, for example, ESG metrics such as environmental, social and governance.

e) Critically reflect on business responsibilities to a range of audiences and potential stakeholders.

Skills

At the end of the module/unit the learner will have acquired the following generic skills:

a) Effective verbal, non-verbal and written communication skills.

b) Critical thinking skills, evaluating arguments, information and evidence related to sustainability, ethics and corporate governance.

c) How to access, evaluate and apply information from a variety of sources to understand, apply and evaluate sustainability, ethics and corporate governance in business management

d) Apply logical ethical standards related to sustainability and corporate governance to business managment

e) Communicate financial information effectively in business reports and to audiences.

Module-Specific Learner Skills

(Over and above those mentioned in Section B)

At the end of the module/unit the learner will possess the following cognitive skills related to sustainability, ethics and corporate governance in business management:

• How to apply CSR, ESG and corporate governance principles to a range of business management contexts

• Critical understanding of principles of corporate governance, board structures, roles and responsibilities.

• Sustainability and risk management in different business contexts

• Critical understanding of ethical issues and their resolution in global business contexts

Module-Specific Digital Skills and Competences

(Over and above those mentioned in Section B)

At the end of the module/unit, the learner will be able to:

a) Work collaboratively with peers on group tasks, discussions, etc.

b) Practice self-reflection and self-directed learning.

c) Apply digital skills to make effective use of the internet to find learning resources and information related to sustainability, ethics and corporate governance.

d) Use AI to support learning.

Formative assessment

The formative assessment support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment will consist of two components. First, 1,500 word write up of project on business compliance (60%). Second, 500 word compliance audit and simulation (40%).

This module examines the challenges and opportunities of managing and leading people in diverse cultural environments. It explores leadership theories, cultural dimensions, and cross-cultural communication strategies. The aim is to equip students with skills to lead ethically and effectively in global and multicultural workplaces. This module covers human capital management, leadership development, managing multi-cultural teams using models such as Hofstede and Globe.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Appreciate how cross-cultural theories and frameworks can be employed to support effective multicultural business teams

b) Apply leadership models and adapt leadership styles to multi-cultural environments

c) Solve problems and meet challenges in culturally complex business environments

d) Know how to manage conflict and communications in multi-cultural contexts

e) Appreciate diversity, equity and inclusion in multi-cultural workplaces.

f) Appreciate and apply leadership ethics and cultural sensitivity to business organisations.

Knowledge

At the end of the module/unit the learner will be able to:

a) Explain major theories of leadership and cross-cultural management

b) Understand and analyse the influence of national/international and organisational cultures on leadership and employee behaviour, including, leadership influence, employee behaviour.

c) Know how to apply cross-cultural models to resolve communication and leadership challenges in business organisations.

d) Discuss and evaluate leadership strategies to develop diverse and effective international teams, for example, promote cultural awareness, inclusive leadership and building trust and team cohesion.

e) Reflect on own cultural biases and leadership style in multicultural business settings.

Skills

At the end of the module/unit the learner will have acquired the following generic skills:

a) Effective verbal, non-verbal and written communication skills.

b) Critical thinking skills, evaluating arguments, information and evidence related to leading and managing people across cultures

c) How to access, evaluate and apply information from a variety of sources to understand, apply and evaluate issues related to leading and managing people across cultures

d) Apply ethical considerations related to leading and managing people across cultures

e) Communicate to diverse audiences with recognition of cultural sensitivities.

Module-Specific Learner Skills

(Over and above those mentioned in Section B)

At the end of the module/unit the learner will possess the following cognitive skills related to sustainability, ethics and corporate governance in business management:

• How to apply CSR, ESG and corporate governance principles to a range of business management contexts

• Critical understanding of principles of corporate governance, board structures, roles and responsibilities.

• Sustainability and risk management in different business contexts

• Critical understanding of ethical issues and their resolution in global business contexts

Module-Specific Digital Skills and Competences

(Over and above those mentioned in Section B)

At the end of the module/unit, the learner will be able to:

a) Work collaboratively with peers on group tasks, discussions, etc.

b) Practice self-reflection and self-directed learning.

c) Apply digital skills to make effective use of the internet to find learning resources and information related to leading and managing people across organisations

d) Use AI to support learning.

Formative assessment

The formative assessment support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment will consist of two components. First, individual video presentation on leadership styles with a comparative analysis (60%). Second, four in-class simulation activities – recruitment, selection, training and promotion in a multicultural environment (40%).

This module aims to provide students with the theoretical knowledge and practical knowledge, skills and competences required to conduct successful business negotiations and develop effective sales strategies. Students will learn about principles of negotiation (distributive/integrative), negotiation techniques, relationship management approaches, and sales techniques and planning skills applicable to diverse business contexts.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Appreciate principles and frameworks of negotiation and types of negotiations (distributive vs integrative)

b) Apply the negotiation process together with the phases of negotiation to different business scenarios

c) Know how to use different techniques of persuasion and communication to business negotiations and sales

d) Appreciate and apply ethical principles and standards to business negotiations and sales

e) Apply digital tools to sales and negotiations.

Knowledge

At the end of the module/unit the learner will be able to:

a) Explain key principles and theories of negotiations and sales, for example, preparation and planning, win-win approach, effective communication and ethics.

b) Apply negotiation techniques to achieve mutually beneficial outcomes, for example, persuasion and influence, active listening and anchoring

c) Understand and apply sales strategies to different markets and customers

d) Analyse factors influencing buyer behaviour and decision making, including, cultural, social and psychological factors.

e) Discuss, evaluate and apply effective communication and persuasion skills in business interactions, for example, clarity and conciseness, non-verbal communication and understanding needs and motivations.

Skills

At the end of the module/unit the learner will have acquired the following generic skills:

a) Effective verbal, non-verbal and written communication skills.

b) Critical thinking skills, evaluating key principles, strategies, information and evidence related to business negotiations and sales strategies

c) How to access, evaluate and apply information from a variety of sources to understand, apply and evaluate issues related to business negotiations and sales strategies

d) Apply ethical considerations related to negotiations and sales

e) Communicate to diverse audiences with recognition of cultural sensitivities.

Module-Specific Learner Skills

(Over and above those mentioned in Section B)

At the end of the module/unit the learner will possess the following cognitive skills related to leading and managing people across cultures:

a) Critical analysis of strategies related to negotiation and sales

b) Critical understanding of problem-solving in challenging sales strategies

c) Critical appreciation of the negotiation process and different phases leading up to closing sales

d) How to evaluate buyer behaviour and decision-making models

e) Critical understanding of ethical principles and issues in sales and negotiations.

Module-Specific Digital Skills and Competences

(Over and above those mentioned in Section B)

At the end of the module/unit, the learner will be able to:

a) Work collaboratively with peers on group tasks, discussions, etc.

b) Practice self-reflection and self-directed learning.

c) Apply digital skills to make effective use of the internet to find learning resources and information related to business negotiations and sales strategies

d) Use AI to support learning.

Formative assessment

The formative assessment support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment will consist of two components. First, a 2,000 word negotiation strategy dossier – written report of comprehensive negotiation strategy using tools such as ZOPA, A and stakeholder analysis. Second, a sales pitch and strategy presentation (40%).

This module provides students with a critical understanding of the principles, strategies, and tools of operations and supply chain management. This module explores how organisations design, manage, and improve processes to create value, and how supply chain networks operate to meet customer demands efficiently and sustainably.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Appreciate key aspects of operations, logistics and supply chain management

b) Apply fundamentals of lean operations, process design and capacity planning

c) Know how to manage quality, conduct process analysis and apply a continuous improvement approach to supply chain management

d) Apply principles of sustainability and ethical practices to supply chain management.

Knowledge

At the end of the module/unit the learner will be able to:

a) Explain the principles of operations and supply chain management, for example, quality management, efficiency and productivity, and resource planning.

b) Analyse process design, capacity management and quality control methods, for example, work flow optimisation, resource allocation, flexibility and customer focus.

c) Evaluate sourcing, procurement, inventory and logistics strategies

d) Understand how to apply supply chain models and techniques to improve efficiency and resilience, for example models of push supply chain, pull supply chain and agile supply chain.

e) Know how to assess the impact of sustainability and technology on operations and supply chains.

Skills

At the end of the module/unit the learner will have acquired the following generic skills:

a) Effective verbal, non-verbal and written communication skills.

b) Critical thinking skills, evaluating key principles, strategies, processes and evidence related to business operations and supply chain management

c) How to access, evaluate and apply information from a variety of sources to understand, apply and evaluate topics and processed related to business operations and supply chain management

d) Critical understanding of sustainability and ethical supply chain practices

e) Communicate to diverse audiences with recognition of cultural sensitivities.

Module-Specific Learner Skills

(Over and above those mentioned in Section B)

At the end of the module/unit the learner will possess the following cognitive skills related to operations and supply chain management:

a) Critical understanding and analysis of key aspects of business operations related to supply chain management

b) Critical appreciation of lean operations, process design and capacity planning

c) Evaluation of inventory management, optimisation techniques and control systems

d) Critical understanding of Demand forecasting and replenishment, performance measurement and dashboards

e) How to use and apply technology in operations (ERP, AI, Blockchain, IoT)

Module-Specific Digital Skills and Competences

(Over and above those mentioned in Section B)

At the end of the module/unit, the learner will be able to:

a) Work collaboratively with peers on group tasks, discussions, presentations, etc.

b) Practice self-reflection and self-directed learning.

c) Apply digital skills to make effective use of the internet to find learning resources and information related to business operations and supply chain management

d) Use AI to support learning.

Formative assessment

The formative assessment support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment will consist of two components. First, a 2,000 word supply chain redesign project (60%). Second, multiple choice examination – 25 MCQs (40%).

This module provides students with knowledge and critical understanding of agile project management methodologies and change leadership principles relevant to dynamic business environments. Emphasising adaptive planning, iterative development, and stakeholder engagement, this module explores tools such as Scrum and Kanban alongside change models like Kotter’s 8 Steps and Lewin’s Change Management framework. Students will develop strategic, analytical, and interpersonal skills required to manage projects, navigate organisational transformation, and deliver continuous value in complex and fast-evolving sectors, particularly those driven by digital innovation and cross-functional collaboration.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Know how to apply Agile principles project and change management contrasting with traditional, for example, waterfall, approaches.

b) Know how to use Kanban and flow management together with visualisation boards and continuous flow in operational settings.

c) Demonstrate Agile planning and the use of metrics in project and change management.

d) Know how to manage and overcome resistance to change and get buy in to change.

e) Know how to use a range of different tools and technologies for Agile project management delivery and change management.

Knowledge

At the end of the module/unit the learner will be able to:

a) Explain the principles of and values of Agile project management, including customer collaboration, responding to change, workable solutions.

b) Describe and evaluate different Agile frameworks and their applicability to different project and change business contexts

c) Describe and evaluate the application of Agile practices to managing organisational change and stakeholder engagement.

d) Understand and critically assess challenges and risks in Agile-driven change initiatives, for example, resistance to change, inadequate agile knowledge and skills, leadership support, scope creep.

e) Design a change management plan that integrates Agile principles to achieve business outcomes.

Skills

At the end of the module/unit the learner will have acquired the following generic skills:

a) Effective verbal, non-verbal and written communication skills.

b) Critical thinking skills, evaluating key principles, theories, processes and evidence related agile project and change management.

c) How to access, evaluate and apply information from a variety of sources to understand, apply and evaluate topics and processes related to agile project and change management.

d) Critical understanding managing organisational change and overcoming resistance to change

e) Communicate to diverse audiences with recognition of cultural sensitivities.

Module-Specific Learner Skills

(Over and above those mentioned in Section B)

At the end of the module/unit the learner will possess the following cognitive skills related to agile project and change management:

a) Critical understanding of principles and values of the Agile approach to project and change management.

b) Critical appreciation of the Scrum framework and Kanban and flow management.

c) Critical understanding and evaluation of Agile planning and associated metrics.

d) Analysis and evaluation of foundation of change management including, for example, Lewin’s freeze-change and unfreeze model.

e) Critical understanding of the importance of stakeholder engagement and communication.

Module-Specific Digital Skills and Competences

(Over and above those mentioned in Section B)

At the end of the module/unit, the learner will be able to:

a) Work collaboratively with peers on group tasks, discussions, presentations, etc.

b) Practice self-reflection and self-directed learning.

c) Apply digital skills to make effective use of the internet to find learning resources and information related to agile project and change management.

d) Problem solving and analytical thinking

e) Use AI to support learning.

Formative assessment

The formative assessment support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment will consist of two components. First, a 2,000 word product requirement document for an App that will bring digital transformation for an organisation (60%). Second, 1,000 word reflection report involving critical consideration of what would work well and what challenges might arise when leading or contributing to an agile digital transformation project (40%).

This module provides students with theory, concepts, principles and tools related to innovation management and design thinking. The module emphasises creativity, problem-solving, and human-centred approaches to developing new products, services, and business models. Students will learn to identify opportunities for innovation, apply design thinking methodologies, and develop innovative solutions to real-world challenges.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Appreciate how to apply innovation theories to business innovation and design thinking.

b) Know how to apply principles of human-centred design to business innovation and design thinking.

c) Know how to frame the right challenge in terms of ‘how might we’ questions.

d) Appreciate how to bring design to business including translating prototypes into reality.

e) Measure innovation impact and know how to embed an innovative culture into business organisations.

Knowledge

At the end of the module/unit the learner will be able to:

a) Explain innovation theory and key concepts of innovation, creativity and design thinking.

b) Explain the principles and applications of human-centred design, for example, empathy and user focus, usability and accessibility, contextual thinking.

c) Understand and discuss creativity and ideation processes, such as divergent thinking, risk-taking and mind-mapping.

d) Understand and explain the role of qualitative research and empathy mapping in innovation and design thinking.

e) Understand how to embed an innovation culture in business organisations.

Skills

At the end of the module/unit the learner will have acquired the following generic skills:

a) Effective verbal, non-verbal and written communication skills.

b) Critical thinking skills, evaluating key principles, strategies, processes and evidence related to business innovation and design thinking

c) How to access, evaluate and apply information from a variety of sources to understand, apply and evaluate topics and processed related to business innovation and design thinking

d) Communicate to diverse audiences with recognition of cultural sensitivities.

Module-Specific Learner Skills

(Over and above those mentioned in Section B)

At the end of the module/unit the learner will possess the following cognitive skills related to innovation and design thinking

a) Critical understanding of innovation theory, including Schumpeter’s creative design destruction and Roger’s diffusion of innovations.

b) Critical evaluation of principles of human-centred design including d-school’s five-phase process.

c) Analysis of divergent and convergent ideation techniques.

d) Critical appreciation of the use of qualitative research and empathy mapping related to innovation and design thinking.

e) Critical understanding of iterative testing and feedback loops for innovation and design thinking.

Module-Specific Digital Skills and Competences

(Over and above those mentioned in Section B)

At the end of the module/unit, the learner will be able to:

a) Work collaboratively with peers on group tasks, discussions, presentations, etc.

b) Practice self-reflection and self-directed learning.

c) Apply digital skills to make effective use of the internet to find learning resources and information related to business innovation and design thinking

d) Use AI to support learning.

Formative assessment

The formative assessment support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment will consist of two components. First, a 1,500 word group prototype and pitch (60%). Second, a 1,000 word Linkedin insight reflections analysing insights from engaging with Linkedin content on innovation and design thinking (40%).

This module develops students’ financial knowledge and analytical skills to support strategic decision-making. This module critically evaluates key areas of corporate finance, including capital structure, investment appraisal, working capital, risk assessment, and international finance. Students will evaluate financial strategies in global and uncertain environments, fostering financial literacy, strategic thinking, and leadership. Students will develop the ability to make strategic financial decisions that align with organisational goals, shareholder expectations, and sustainable business practices.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Appreciate concepts and principles related to strategic financial management in a global environment.

b) Know how to appraise and apply project finance and investment techniques for effective strategic financial management

c) Know how to conduct strategic financial risk management to support strategic decision-making.

d) Demonstrate appreciation of the importance of appropriate corporate governance and ethics strategic financial management.

e) Know how to select and critically analyse case studies for different types of global businesses.

Knowledge

At the end of the module/unit the learner will be able to:

a) Explain the principles and practice of strategic financial management in a global context.

b) Critically analyse international financial markets, exchange rates and capital structures.

c) Evaluate investment appraisal techniques and financial options for multinational enterprises, including, profitability, risk and feasibility of potential investments

d) Critically assess financial risks and recommend appropriate risk management strategies, for example, market risk, credit risk, liquidity risk and regulatory risk.

e) Explain the impact of globalisation, regulation and ethics on strategic financial decision-making.

Skills

At the end of the module/unit the learner will have acquired the following generic skills:

a) Effective verbal, non-verbal and written communication skills.

b) Critical thinking skills, evaluating key principles, strategies, processes and evidence related to strategic financial management in a global environment.

c) How to access, evaluate and apply information from a variety of sources to understand, apply and evaluate topics and processed related to strategic financial management in a global environment.

d) Critical understanding Corporate governance, ethics and sustainable finance

e) Communicate to diverse audiences with recognition of cultural sensitivities.

Module-Specific Learner Skills

(Over and above those mentioned in Section B)

At the end of the module/unit the learner will possess the following cognitive skills related to strategic financial management in a global environment:

a) Critical evaluation of capital structure and funding decisions in global markets.

b) Critical understanding of project finance and investment appraisal.

c) Appreciation and critical analysis of strategic working capital and risk management.

d) Critical analysis and evaluation of case studies in global financial strategy and management.

e) Critical understanding of corporate governance, ethics and sustainable finance.

Module-Specific Digital Skills and Competences

(Over and above those mentioned in Section B)

At the end of the module/unit, the learner will be able to:

a) Work collaboratively with peers on group tasks, discussions, presentations, etc.

b) Practice self-reflection and self-directed learning.

c) Apply digital skills to make effective use of the internet to find learning resources and information related to strategic financial management in a global environment.

d) Problem solving and analytical thinking

e) Use AI to support learning.

Formative assessment

The formative assessment support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment will consist of two components. First, a 2,000 word report analysing financial strategies in a global context applying tools such as capital structure analysis, investment appraisal, working capital management, risk assessment and international finance with recommendations for strategic decision-making (60%). Second, multiple choice questions examination (equivalent to 1,000 words) (40%).

This module provides students with a critical understanding of how organisations formulate, implement, and evaluate strategies to achieve and sustain competitive advantage. Students will learn to apply strategic analysis frameworks, assess industry and internal environments, and develop actionable strategic plans. The emphasis is on critical thinking, strategic decision-making, and the practical application of theory to real-world business challenges.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Critically appreciate the importance of vision, mission and strategic objectives for strategic management and competitive advantage.

b) Demonstrate how to conduct external environment analyses and internal analysis using, for example, value chain, core competences, resource-based view.

c) Critically appreciate the importance of strategic alliances, mergers and acquisitions in relation to strategic management and competitive advantage.

d) Know how to develop and implement strategy, change management and performance evaluation.

e) Apply and evaluate ethical and sustainable considerations to strategic management and maintain competitive advantage.

Knowledge

At the end of the module/unit the learner will be able to:

a) Explain and discuss the principles, processes and frameworks of strategic management, for example, principles of goal orientation and sustainability, processes such as environmental scanning and strategy formulation, and frameworks such as SWOT and PESTEL.

b) Analyse an organisation’s internal and external environment to identify strategic opportunities and threats

c) Evaluate sources of competitive advantage and sustainability in different business organisations, for example, cost, competitive advantage, differentiation, innovation and technology, brand and reputation.

d) Develop strategic recommendations supported by analytical evidence.

e) Critically assess the challenges of strategy execution and organisational change, including poor communication, resistance to change and changes in the external environment.

Skills

At the end of the module/unit the learner will have acquired the following generic skills:

a) Effective verbal, non-verbal and written communication skills.

b) Critical thinking skills, evaluating key principles, strategies, processes and evidence related to strategic management and competitive advantage.

c) How to access, evaluate and apply information from a variety of sources to understand, apply and evaluate topics and processed related to strategic management and competitive advantage

d) Critical understanding of sustainable strategy considerations

e) Communicate to diverse audiences with recognition of cultural sensitivities.

Module-Specific Learner Skills

(Over and above those mentioned in Section B)

At the end of the module/unit the learner will possess the following cognitive skills related to strategic management and competitive advantage:

a) Critical understanding of processes involved in strategic management and levels of strategy.

b) How to conduct external environment analyses using, for example. PESTEL, five forces, industrial cycle analysis.

c) Critical understanding of internal analysis, including value-chain, core competences, resource-based view.

d) Critical understanding of different business models and innovation strategies.

e) How to implement strategy, change management and performance evaluation.

Module-Specific Digital Skills and Competences

(Over and above those mentioned in Section B)

At the end of the module/unit, the learner will be able to:

a) Work collaboratively with peers on group tasks, discussions, presentations, etc.

b) Practice self-reflection and self-directed learning.

c) Apply digital skills to make effective use of the internet to find learning resources and information related to strategic management and competitive advantage.

d) Use AI to support learning.

Formative assessment

The formative assessment support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment will consist of two components. First, 1,500 word strategic advantage plan applying strategic tools, for example, Porter’s Five Forces, Value Chain, VRIO, etc. to analyse an organisation and propose how it can build and sustain competitive advantage (60%). Second, Competitive advantage storytelling case presentation (40%).

This module aligns with emerging needs in industry for “data translators”: business professionals who may not build dashboards or databases themselves, but who can frame business questions in data terms, interpret insights, and communicate with technical teams to drive decision-making. This module develops students’ ability and analytic skills to transform complex big data into actionable strategic insights. This module explores advanced analytical tools, data visualisation techniques, and decision-support systems that enable business managers to identify trends, optimise performance, and drive evidence-based strategic planning.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Know how to develop and appraise business intelligence strategies to drive organisational insight and change.

b) Know how to use data visualisation tools, including Power BI, Tableau, Qlik Sense to support strategic insight

c) Demonstrate how to design and interpret key performance indicators and performance dashboards to provide strategic insight.

d) Know how to apply business intelligence to support strategic decision-making and data-driven business strategies.

e) Apply business intelligence to support product development, testing and improvement.

Knowledge

At the end of the module/unit the learner will be able to:

a) Explain principles and processes underlying business intelligence, for example, data-driven decision-making, accuracy, consistency and timeliness, continuous improvement.

b) Critically evaluate the role of business intelligence in supporting organisational strategy and competitive advantage.

c) Apply data analytic and visualisation tools to obtain insights from business data, for example, descriptive, diagnostic, predictive and prescriptive tools; dashboards and graphical analytics.

d) Explain the importance of ethics, governance and data quality issues in business intelligence.

e) Design a business intelligence solution of dashboard that provides actionable insights for strategic decision-making.

Skills

At the end of the module/unit the learner will have acquired the following generic skills:

a) Effective verbal, non-verbal and written communication skills.

b) Critical thinking skills, evaluating key principles, strategies, processes and evidence related to business intelligence for strategic insight.

c) How to access, evaluate and apply information from a variety of sources to understand, apply and evaluate topics and processed related to business intelligence and strategic insight.

d) Critical understanding of ethical considerations in data use, including accuracy, governance and privacy.

e) Communicate to diverse specialist and non-specialist audiences with recognition of cultural sensitivities.

Module-Specific Learner Skills

(Over and above those mentioned in Section B)

At the end of the module/unit the learner will possess the following cognitive skills related to business intelligence for strategic insight:

a) Critical understanding of business intelligence and its role in strategic management and business development.

b) Critical evaluation of the use of data analysis to identify business trends and patterns to provide strategic insight.

c) Critical understanding of the use of data visualisation tools to provide strategic insight and business development.

d) Critical appreciation of how to design and use key performance indicators and performance dashboards to provide strategic insight.

e) Critical understanding how to use and apply business intelligence to support strategic decision-making and the development of data-driven business strategies.

Module-Specific Digital Skills and Competences

(Over and above those mentioned in Section B)

At the end of the module/unit, the learner will be able to:

a) Work collaboratively with peers on group tasks, discussions, presentations, etc.

b) Practice self-reflection and self-directed learning.

c) Apply digital skills to make effective use of the internet to find learning resources and information related to business intelliegnce for strategic insight.

d) Using and applying data analysis and digital data visualisation to real data sets.

d) Problem solving and analytical thinking

e) Use AI to support learning.

Formative assessment

The formative assessment support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment will consist of two components. First, 2,000 word business intelligence strategy brief (60%). Practical assignment implementing a business intelligence strategy brief producing video presentation (60%). Video presentation using Tableau or Power BI to create a dashboard from a provided data set and present insights in clear, accessible language for a non-technical audience (equivalent to 1,000 words) (40%).

This module critically examines and evaluates how businesses can create economic, social, and environmental value through sustainable models and innovative practices. This module explores entrepreneurship as a catalyst for social change, with a focus on circular economy principles, impact-driven ventures, and regenerative strategies.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Appreciate ideas and concepts related to sustainable business and social innovation.

b) Know how different business models support sustainability and business systems change.

c) Know how to engage stakeholders and conduct ecosystem mapping.

d) Appreciate and know how to apply ethical practices to sustainable business, social innovation and entrepreneurship.

e) Know how to apply and evaluate design thinking and innovation for social good.

Knowledge

At the end of the module/unit the learner will be able to:

a) Explain the principles of sustainable business models and social innovation.

b) Critically appreciate the role of entrepreneurship in driving sustainability and social impact.

c) Explain and analyse frameworks for developing and assessing sustainable and socially innovative ventures, for example, business model canvas, theory of change and social return on investment.

d) Design a sustainable business model for a real-world or hypothetical business opportunity.

e) Critically assess ethical, social and environmental implications of entrepreneurial decisions, including fairness and integrity, employment and labour practices and sustainable innovation.

Skills

At the end of the module/unit the learner will have acquired the following generic skills:

a) Effective verbal, non-verbal and written communication skills.

b) Critical thinking skills, evaluating key principles, strategies, processes and evidence related to sustainable business models, social innovation and entrepreneurship

c) How to access, evaluate and apply information from a variety of sources to understand, apply and evaluate topics and processed related to sustainable business models, social innovation and entrepreneurship.

d) Critical understanding ethical, social and envirnmental issues related to social innovation and entrepreneurship.

e) Communicate to diverse audiences with recognition of cultural sensitivities.

Module-Specific Learner Skills

(Over and above those mentioned in Section B)

At the end of the module/unit the learner will possess the following cognitive skills related to sustainable business models, social innovation and entrepreneurship

a) Critical evaluation of the role of business in systems change.

b) Critical understanding of different business models supporting sustainability.

c) Critical analysis of the circular economy, regenerative innovation and entrepreneurial impact.

d) Appreciation and evaluation of design thinking and innovation for the social good.

e) Critical understanding of financing social enterprises and impact investment.

Module-Specific Digital Skills and Competences

(Over and above those mentioned in Section B)

At the end of the module/unit, the learner will be able to:

a) Work collaboratively with peers on group tasks, discussions, presentations, etc.

b) Practice self-reflection and self-directed learning.

c) Apply digital skills to make effective use of the internet to find learning resources and information related to sustainable business models, social innovation and entrepreneurship.

d) Use AI to support learning.

Formative assessment

The formative assessment support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment will consist of two components. First, a 2,000 word business plan designing a sustainable and socially innovative business model (60%). Second, a 1,000 word entrepreneurial learning portfolio (40%).

The BA (Hons) Business Management final year Capstone Project/Dissertation module provides students with the opportunity to undertake an independent project that demonstrates their ability to apply knowledge and skills acquired throughout their undergraduate studies on this programme. The module enables students to work on a substantial project related to a specific area of business management under the supervision of academic staff. Students will have the flexibility to choose a project topic of their interest (subject to availability of academic staff subject expertise), conduct research, design and implement, analyse data, draw conclusions, make recommendations and present findings to a wider audience.

This module guides students through the practical realisation of their project proposal. It also prepares students for the final presentation and provides insights into potential professional and career development opportunities.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

a) Effectively plan, organise and manage a business management project/dissertation.

b) Create and define a relevant project/dissertation problem or issue related to the real world.

c) Conduct a literature seacrh and produce a literature review.

c) Be responsible for designing a project/dissertation based on a real life issue in a defined area of business management.

d) Be responsible for planning, implementing and conducting a research project ina defined area of business management

e) Produce clear and comprehensive documentation throughout the project lifecycle.

f) Produce a project/disseration report to accepted academic standards and conventions.

g) Demonstrate autonomy, project management and ethical practice in business research.

Knowledge

At the end of the module/unit the learner will be able to:

a) Critically appreciate different theoretical frameworks that underpin business research

b) Discuss the relationship between theory, empirical evidence and professional practice in the context of business research.

c) Formulate and justify a clear research/project aim, objectives, and questions.

d) Conduct a critical review of relevant academic literature and business/industry sources.

e) Appreciate different research methodologies and research paradigms and be able to appropriately apply to developing a research project.

f) Collect, analyse, and interpret data (qualitative, quantitative, or mixed methods).

g) Critically evaluate findings in relation to theory, practice, and organizational context.

h) Present conclusions and actionable recommendations for business or management practice.

i) Critically appreciate principles of business research in relation to validity, reliability and ethics.

Skills

At the end of the module/unit the learner will have acquired the following generic skills:

a) Effective verbal, non-verbal and written communication skills.

b) Critical thinking skills, evaluating key principles, theories, processes and evidence related the business management Capstone project/dissertation.

c) How to access, evaluate and apply information from a variety of sources to understand, apply and evaluate topics and processes related to related the business management Capstone project/dissertation.

d) Critical evaluation of project/dissertation strenghts, weakness,limitations and applicability to business managment solutions

e) Communicate to diverse audiences with recognition of cultural sensitivities.

Module-Specific Learner Skills

(Over and above those mentioned in Section B)

At the end of the module/unit the learner will possess the following cognitive skills related to developing, implementing and critically appraising their project/dissertation:

a) Critical evaluation of published literature related to specific project/dissertation area in business management.

b) Critical evaluation of strengths and weakness of quantitative and qualitative research methods related to business management.

c) Analysis of research data collected for the Capstone project/dissertation.

d) Draw reasoned conclusions and recommendations from analysis of research data.

e) Critically appraise strengths, limitations and application of conducted Capstone project/dissertation

f) Provide reasoned responses to queries and questions concerning poster presentation of project/dissertation.

Module-Specific Digital Skills and Competences

(Over and above those mentioned in Section B)

At the end of the module/unit, the learner will be able to:

a) Demonstrate information literacy skills

b) Be able to use search engines to find published articles, etc. related to project/dissertation proposal

c) Be able to use software such as Microsoft Office, especially, Word, Excel and PowerPoint for formative and summative assessed work

d) Practice self-reflection and self-directed learning.

e) Apply digital skills to make effective use of the internet to find learning resources and information related to agile project and change management.

f) Problem solving and analytical thinking

g) Use AI to support learning.

Formative assessment

The formative assessment support will help students to understand the summative assessment requirements and to improve their confidence the different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to the main summative assessment. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative submission. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

The summative assessment will consist of three components. First, 750 words project proposal (15%); second, 5,000 word project report (70%); and, third a poster presentation of the project to peers and tutors with responses to queries/questions (15%). Each component must be attempted in order to pass the module.