FORM B - uwl.ac.uk · Module Title Code Level Credits Pre-requisites Core Optional 1. Academic...

FORM B

Course Specification – BSc Business Economics, Mar 16 of 28

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

BSc (Hons) Business Economics BSc (Hons) Business Economics with Foundation

Course title: e.g. (Digital Media Arts)

Business Economics

Level:

BSc Business Economics BSc Business Economics with Foundation

Credits: 360 credits 480 credits

Exit awards, level and credits: (where applicable)

• 360 credits (L4 120 credits, L5 120 credits, L6 120 credits) – BSc (Hons) Business Economics

• 480 credits (L3 120 credits, L4 120 credits, L5 120 credits, L6 120 credits) – BSc (Hons) Business Economics with Foundation

Other exits • 240 credits (L4 120 credits, L5 120 credits) – Diploma of

Higher Education in Business Economics • 360 credits (L3 120 credits, L4 120 credits, L5 120 credits) –

Diploma of Higher Education in Business Economics with Foundation

120 credits (L4 120 credits) – Certificate of Higher Education in Business Economics

School:

Claude Littner Business School

Field/Subject:

Economics

Academic Partners: (where applicable) Note: Approval for an academic partner to deliver a course requires an additional approval event.

N/A

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


Document version:

V1

Date document completed:

July 2016

Document completed by:

Lucie Ingram


1. Awarding body/Institution

University of West London 2. Teaching institution

University of West London 3. Admissions criteria

Entry requirements: 180 UCAS tariff points for BSc Business Economics with Foundation Year and 280 UCAS tariff points for BSc normally in a minimum of two subject areas. We accept the following qualifications: • BTEC Level 3 Qualifications, or a combination of A Level and Level 3 BTEC qualifications, or Level 3 BTEC and Access courses in Social Care • All Level 3 qualifications, including the Access to HE Diploma with a minimum of 21 Level 3 credits at Merit • Equivalent international qualifications • Where applicants’ combined qualifications fall short of the required UCAS points (as may be the case for applicants returning to studying as mature students) their application may still be considered if there is strong evidence of experience working in an educational setting. In this case the applicant would be invited to interview and required to undertake a short written paper in order to assess their suitability for the academic demands of the course. An offer of a place may subsequently be made. • We also consider applications from those who have gained relevant skills through a wide range of vocational qualifications or responsible experience. Similarly, the applicant would be invited to interview and required to undertake a short written paper in order to assess their suitability for the academic demands of the course. An offer of a place may subsequently be made. Note: Candidates should normally hold GCSEs in English and Mathematics at Grade ‘C’ and above. For those candidates who do not hold these qualifications, the University offers the opportunity to enter at Foundation level, and to re-take GCSEs in Maths and English. Accreditation of Prior Learning (APL) We will also consider students for direct entry into Level 5 (Year 2) and Level 6 (Year 3) providing they meet our criteria for APL.

IELTS Score for International Students (including the minimum score in all elements)

IELTS 6 or above (test from a SELT approved by UKVI) –with relevant minimum requirements in all four elements.

4. Codes

UCAS Code A

UCAS Code B

JACS Code


Other 5. Professional, Statutory and Regulatory Body accreditation (if applicable) N/A The course leader will investigate future accreditation options

6. Career and progression opportunities and employability skills

Include academic, professional progression opportunities and, any specific course outcomes related to employability. This course will attract students with the following career aspirations in:

• Economic, financial and real estate consultancy • Market and business research • E-commerce • Marketing, advertising, PR and sales. • The civil service • Intergovernmental organisations • Management positions in the private and public sectors • The business of entertainment, media and sports

Graduates will also have the option to apply for postgraduate studies in any field related to Business Economics Employability Skills

• Problem solving skills and ability apply to a wide range of technical knowledge and appropriate theories

• Ability to find effective solutions for businesses in the context of complex economic problems

• Effective team working skill, and ability to work independently effectively • Being a reflective individual who is able to develop skills throughout their careers through

continuous professional development and lifelong learning • Being a confident and independent learner who is well versed in the underpinning

disciplines with a critical and creative mind contributing to business behaviour, working alongside peers from other business disciplines as trusted and respected colleagues

• Time management skills • Presentation skills, both written and verbal • Networking skills • Communication and influencing skills

7. Location of delivery

St Mary’s Road and Paragon 8. Mode of delivery (Copy and paste this symbol - ) Full time √ Part time √ Distance learning Work-based learning*


Other If other, please specify:

*Work-based learning - if the course includes work-based learning elements, please specify below:

a. Is employment in a particular work role necessary to complete assessments? b. Are work placements an essential part of the course? (Examples of work experience and

employer engagement are requested in section 24) N/A

9. Planned course duration

4 years full-time study for BSc (Hons) Degree in Information Technology with Foundation 3 years full-time study for BSc (Hons) Degree in Information Technology 10. Sequencing within the academic calendar (Copy and paste this symbol - ) September only start February only start September and February start

Other If other, please specify:

11. First date of delivery of the course (month and year) SEPTEMBER 2016

12. Language of study

English

13. Formalised Links with External Organisations/Industrial Partners

The CLBS has links many industrial links and partners. It will also exploit its existing local authorities links with: • Brentford Chambers of Commerce • Ealing Chamber of Commerce • West London Business • Hounslow Chamber of Commerce • Chartered Management Institute The team also expect to develop Economics specific links to support this course.


14. Student support arrangements Undergraduate courses Throughout their course of study, each student will have access to a variety of sources of support depending on individual circumstances and needs. Apart from the University-wide support framework, which encompasses the course leaders, the module leaders, the personal tutors, in-course learning skills development and Personal Development Planning (PDP), all students will have at their disposal a variety of different support systems which depend on the nature of the course. Student advice, help and support is further detailed in the Student Handbook with regard to University facilities, services and current policies: http://www.uwl.ac.uk/students/current-students/student-handbook . The following support services are available for students: Careers and Employment Services Student Advice Disability and Mental Health Advice Information and Funding Team Accommodation Service Chaplaincy Counselling Students’ Union Mentoring The development of learning skills includes processes and activities such as critical appraisal, reflection, literature searching, information technology, peer review, group work, presentation, research, practice/professional skills, note-taking, writing skills, electronic information retrieval, communication skills and independent study at home. These skills will be an integral part of learning courses. Students are expected to participate in an induction. This will introduce them to the requirements of their course of study and will provide an opportunity to receive all the relevant course documentation, visit the Library and meet and discuss requirements and expectations of their planned learning experience with the course team. Further course specific information: Induction The course has an induction programme that is tutor facilitated. This includes: 1. Meeting the Dean, Head of Subject, course leader, personal tutors, module leaders and

school administrators as well as a representative from the West London Branch of the CIPD. 2. Meeting the other students 3. Discovering the facilities (Student Union and its societies, library, Learning Skills Unit,

Chaplaincy, Finance, Careers and Employment Service, Special Needs Unit for example) at UWL

4. Discussing expectations for the course, tutors and students. 5. Introduction to the course 6. Introduction to the personal tutoring system and work mentor arrangement 7. Learning groups and personal timetables 8. Details of websites containing important university/course information, semester dates, exam

dates, re-sit dates, progression requirements, and any other course requirements will be given.

Course Leader Course leader has overall responsibility for the efficient and effective operation of the course,

http://www.uwl.ac.uk/students/current-students/student-handbook


continuous development of the course to ensure that the course is up-to-date and relevant for students, monitoring performance of and providing appropriate advice regarding progression for students on the course, providing academic and pastoral advice to students, and delivering a good student learning journey to students throughout the whole course.

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

Personal Tutor A personal tutor is an academic member of staff who will take an active interest in a student's academic progress and university experience, and is concerned for a student's general wellbeing. Each student at all levels is assigned a personal tutor, to ensure personal and professional development, providing pastoral and academic support. E-Learning As part of the course, students will be able to access a variety of learning materials via the university e-learning system: Blackboard, Pebble Pad, and other online study support. Tutors will encourage students to use and access these for such purposes as: • Studying additional learning materials • General or specific notices or announcements relating to the course as a whole or to specific

modules or specific groups. • Networking with tutors and other students via the use of facilitated e-discussions, e-tutorials or

the chat-room facilities • Recording development plans, portfolio of tasks, and reflective learning commentaries • Tracking their personal achievements, marks and feedback. • Communicating work and placement opportunities. Further information including students’ personal access codes will be provided during the induction period. Student Representatives and Course Committee Each level will be represented by at least one student representative who will be in charge of collecting feedback from students and act as a bridge between students and staff on the course. Student representatives play a vital role in the running and development of the course. Student representatives will be there for students on the course to contact regarding any issues and feedback about the course and liaise with staff regarding the same. Course committee will be held once per semester to discuss matters related to the course between staff and student representative.


15. Aims of the course The BSc Business Economics aims to equip students with the knowledge, skills and attributes that will prepare them for a career in the following areas:

- Economic, financial and real estate consultancy - Market and business research - E-commerce - Marketing, advertising, PR and sales. - The civil service - Intergovernmental organisations - Management positions in the private and public sectors - The business of entertainment, media and sports

. Its key features are:

- Learning about both business and economics - A solid basis in business and economics concepts to ensure graduates’ employability in

the BE sector - A focus on applications of BE to varied aspects of today’ varied forms of business

(including start-ups) - An introduction to business economics issues in a globalised world - A focus on research skills development and research-informed teaching to develop critical

understandings of BE - Industry visits - A balance of practical and theory work across the whole course

This course does not pre-suppose any prior knowledge of business or economics. Its main aims therefore are:

- To provide the foundation knowledge and skills to be an effective learner of business economics (in the foundation year)

- To prepare students to pursue a career in BE or general management, offering professional knowledge, skills and attributes that adds value to their employing organisations;

- To enable students to understand and critically apply a range of theories, concepts, and policies relevant to the changing context of BE;

- To equip students to undertake independent research to contribute to useful knowledge to address the changing context of business in the global economy

16. Content of the course by level (UG)/stage (PG) BSc BUSINESS ECONOMICS with Foundation

Year CREDITS

SEMESTE

R

CORE/OPTION

TITLE BRIEF DESCRIPTION

Foundation

2X20 credit

1 and 2

CORE Academic development

INSTIL provision


Entry below 280 points

s Personalised Learning

20 1 CORE Thinking business economics

Introduction to studying at university, including an introduction to business economics; ways of learning, questioning and presenting + skills for writing and studying BE

20 1 CORE Boom and bust A brief history of economics from the 1920s to today

20 2 CORE Foundations of marketing

Main concepts underpinning the study of marketing as a core component of business studies

20 2 CORE Business communications

Understanding simple statistics through the use of everyday examples; developing critical analysis through case studies on business economics

END OF FOUNDATION

120 credits

4 Entry requirements 280 credits

20 1 CORE Becoming an economist

Basic skills to become an economist, intro to the subject + Developing basic skills to undertake research

4 20 1 CORE Understanding business

Exploring the nature, structure and operations of contemporary business organisations

4 20 1 CORE Exploring Micro-economics

Thinking like an economist – understanding, reacting, and controlling micro economics on firms

4 20 2 CORE Principles of Business Law

Introduction to legal issues related to business firms

4 20 2 CORE Introduction to Researching in Business Economics

Understanding simple statistics through the use of everyday examples; developing critical analysis through case studies on business economics

4 20 2 CORE Exploring Macro-economics

An overview of macroeconomics factors affecting businesses (e.g. world economy; interest rates; balance of payments; money markets; labour markets, market regulation)

END OF LEVEL 4

120

5 20 1 CORE Going global: multinational enterprise

Exploring the role of multinational enterprise in the global economy

5 20 1 CORE Welfare economics for business leaders

Public policy and the market place; link to alleviation of


societal problems 5 20 1 OPTION Fashion Business Developing creative and

strategic thinking through the lifecycle of a fashion company

5 20 1 OPTION Urban economics and climate change

Focus on the economics and politics of the interlinked fields of energy and environment

5 20 2 CORE Enterprise Risk Management

Exploring companies risk management strategies in a global economy

5 20 2 CORE Research methods for business economists

Developing a project proposal (dissertation) Quantitative and qualitative research training + presentation skills. Assessment is the research proposal

5 20 1 OPTION Financial markets and Global Financial Centres

Exploring how financial markets affect everyday lives

5 20 2 OPTION Globalisation and Trade

Exploring macroeconomic business issues and the rules regulating international trade

END OF LEVEL 5

120 credits

6 40 1 + 2 CORE Dissertation Workshops + supervision sessions to complete dissertation

6 20 1 CORE Inclusive leadership: Politics and smart economics

Exploring leadership models and what makes a effective leader, with focus on the issues of women empowerment

6 20 1 OPTION Innovation, start-ups and business social networks

Focus on innovation to gain competitive advantage with case studies in Health, Energy and Transport sectors

6 20 1 OPTION Behavioural Economics and Happiness

Examining the power of new economic models based on analysis of human behaviour and consumerism to inform business strategies

6 20 2 CORE Development Economics

A focus on emerging markets

6 20 2 OPTION The Economics of entertainment

Studying the business economics of major entertainment industries in Show Businesses, Sports and Media

6 20 2 OPTION Real Estate Investment and Islamic Finance

A financial option looking at contemporary forms of investment in a globalised financial market

END OF LEVEL 6

120 credits


17. Summary of the Course for the HEAR transcript Constant movements in the global economy coupled with rapid innovations in information technologies have transformed the world of businesses. Faced with intense competition, a complex and rapidly changing environment, and an increase requirement for transparency and accountability, Business Economics professionals need to be equipped with a broad range of skills and knowledge that is up to date and capable to link local to global issues in order to think creatively and critically to solve issues they will face in innovative and accountable ways. The BSc (Hons) in Business Economics course equips students with the latest theories and concepts and focuses on their practical application to real business and economic problems. n. The course discusses the most contemporary issues in the field of Business Economics. This will help students develop a sound and broad understanding of the field of Business Economics, with a good sense of a variety of applications to various sector of the economy. It addresses both practical and strategic dimensions of the subject, linking local and global issues. The course covers the following areas:

- Thinking business economics - Boom and Bust - Foundations of marketing - Business communications - Becoming an economist - Understanding business - Exploring Micro-economics - Principles of Business Law - Introduction to Researching in Business Economics - Exploring Macro-economics - Going global: multinational enterprise - Welfare economics for business leaders - Fashion Business (Option) - Urban economics and climate change (Option) - Enterprise Risk Management - Research methods for business economists - Financial markets and Global Financial Centres (Option) - Globalisation and Trade (Option) - Dissertation - Inclusive leadership: Politics and smart economics - Innovation, start-ups and business social networks (Option) - Behavioural Economics and Happiness (Option) - Development Economics - The Economics of entertainment (Option) - Real Estate Investment and Islamic Finance (Option)

Throughout the course, students are encouraged to pro-actively engage with current issues of Business Economics, and issues that include both the micro and macro dimensions of economics, the legal and regulatory frameworks, and the application to various sectors of the economy.


18. Module list and pre-requisites

Module Title Code Level Credits Pre-requisites Core Optional 1. Academic development

3 20 none Y

2. Personalised Learning 3 20 None Y

3. Thinking business economics

3 20 None Y

4. Boom and bust 3 20 None Y

5. Foundations of marketing

3 20 None Y

6. Business communications

3 20 None Y

7. Becoming an economist 4 20 None Y

8. Understanding business

4 20 None Y

9. Exploring Micro-economics

4 20 None Y

10. Principles of Business Law

4 20 None Y

11. Introduction to Researching in Business Economics

4 20 None Y

12. Exploring Macro-economics

4 20 None Y

13. Going global: multinational enterprise

5 20 None Y

14. Welfare economics for business leaders

5 20 None Y

15. Fashion Business 5 20 None Y

16. Urban economics and climate change

5 20 None Y

17. Enterprise Risk Management

5 20 None Y

18. Research methods for business economists

5 20 None Y

19. Financial markets and Global Financial Centres

5 20 None Y

20. Globalisation and Trade 5 20 None Y

21. Dissertation 6 40 RM for BE Y

22. Inclusive leadership: Politics and smart

6 20 None Y


economics

23. Innovation, start-ups and business social networks

6 20 None Y

24. Behavioural Economics and Happiness

6 20 None Y

25. Development Economics

6 20 None Y

26. The Economics of entertainment

6 20 None Y

27. Real Estate Investment and Islamic Finance

6 20 None Y

19. Course Structure diagram indicating the Module Delivery Plan (delete UG/PG as

appropriate) Undergraduate

Semester 1 Semester 2 Semester 3

Level 3 Academic development

Academic development

Personalised Learning

Personalised Learning

Boom and bust Foundations of marketing

Thinking business economics

Business communications

Level 4 Becoming an economist

Principles of Business Law

Understanding business

Introduction to Researching in

Business Economics

Exploring Micro-economics

Exploring Macro-economics

Level 5 Going global: multinational

enterprise

Enterprise Risk Management

Welfare economics for business leaders

Research methods for business economists

Fashion Business Financial markets and Global Financial

Centres

Urban economics and climate change

Globalisation and Trade

Level 6 Dissertation Dissertation

Inclusive leadership: Politics and smart

Development Economics


economics

Innovation, start-ups and business social

networks

The Economics of entertainment

Behavioural Economics and

Happiness

Real Estate Investment and Islamic

Finance

20. Course Learning Outcomes

Level 3 Relevant modules

A – Knowledge and understanding

A1 – Major economic events and boom and bust periods of past and current century A2 – Basic economic concepts and applications to business context A3- Basic marketing concepts in business context A4 - Profit maximising behaviour of local and global firms

All

B – Intellectual skills B1 – Conceptualisation and critical thinking

B2- Problem-solving

B3- Synthesising

B4 – Analysing and evaluating

All

C – Subject practical skills C1 Compose written forms of communication suited to business situations C2- Present a new idea confidently using correct register

C3- Organizing ideas into persuasive written and oral argument

All

D – Key / Transferable skills D1 - Present work with clarity and accuracy D2 - Identifying the strengths of weaknesses of written and oral communication of others

All


D3 – Interpersonal and communications skills



A1 - Basic economic, micro and macro-economic concepts A2 - Role of main stakeholders, business forces, and context for economic activities A3 - Beneftis and limiatitons of free markets A4 - Basic rules and principles of business law

Decision-making

Becoming an economist Understanding business Exploring Micro-economics Principles of Business Law Introduction to Researching in Business Economics Exploring Macro-economics

B – Intellectual skills B1 - Critical analysis and application to context and social issues of law items and economic concepts B2 – Problem solving B 3 – Application of concepts to practical situations B4- Synthesing


C – Subject practical skills C1- Analyse how the main business functions operate in practice

C2 - Apply basic mathematical techniques in economic contexts C3 - Interpret simple statistical data


D – Key / Transferable skills D1 - Handle data via SPSS D2 - Identify basic statistical concepts D3 - Apply basic techniques using simple tools (Excel/ SPSS)

Becoming an economist Understanding business Exploring Micro-economics Principles of


D4 - Present work with clarity and accuracy

Business Law Introduction to Researching in Business Economics Exploring Macro-economics



A1 - Corporate risk. A2 - International business, mulitnattionals and foreign direct investment

A3 - Government spending and taxation

A4 - Supply and demand and market intervention

AO 1 - Energy industry and urbanization

AO 2 – Climate change issues, policies and agreemetns

AO 3 - Fashion industry

AO 4 - Evolution of the financial sector and key drivers for financial markets and economy

AO 5 - Banking system and regulation of the banks

AO 6 - Free trade and protectionism and regulation of global trade.

Going global: multinational enterprise Welfare economics for business leaders Fashion Business Urban economics and climate change Enterprise Risk Management Research methods for business economists Financial markets and Global Financial Centres Globalisation and Trade

B – Intellectual skills B1 Analysis of data and texts B2 – Problem solving B 3 – Application of concepts to practical situations B4- Synthesing of data

Going global: multinational enterprise Welfare economics for business leaders Fashion Business Urban economics and climate change Enterprise Risk Management Research methods for business economists Financial markets


and Global Financial Centres Globalisation and Trade

C – Subject practical skills C 1- Identify how practical issues investigated relate to theory

C2 - Critical appraisal of primary information

C3 - Analysing and presenting data and findings in an ethical manner

C 4 - Write and present in a professional manner


D – Key / Transferable skills D1 – Developing writing skills D2 – Presenting texts and data in a structured and professional way D3- Ethical considerations




A 1 - Key themes and issues of economic development, inclusive leadership, BE issues, and organizational change

A 2 - Poverty and population issues, and the role of foreign aid.

Dissertation Inclusive leadership: Politics and smart economics Innovation, start-


A 3 Extensive knowledge of a chosen BE topic A4- Knowledge of the research process and presentation of research findings AO1 – Behavioural and neo-classical economy AO2 – Entertainment industry AO3 – Sports economics AO4 – Innovation and start-up firms AO5 – Real estate finance and Islamic finance

ups and business social networks Behavioural Economics and Happiness Development Economics The Economics of entertainment Real Estate Investment and Islamic Finance

B – Intellectual skills B1 - Critical analysis B2 – Problem solving skills B 3 – Relation of theory to practice B4- Synthesing and presentation of research findings

Dissertation Inclusive leadership: Politics and smart economics Innovation, start-ups and business social networks Behavioural Economics and Happiness Development Economics The Economics of entertainment Real Estate Investment and Islamic Finance

C – Subject practical skills C1 –Make and evaluate policy recommendations

C2 - Critical appraisal of primary data

C3 - Analysing and presenting data and findings in an ethical manner

C 4 – Critical evaluation of concepts



D – Key / Transferable skills D 1- Relate research questions to methods of investigations and findings D2 - Relate theory to practice D 3 – Collecting and analysing extensive data set D4 – Presenting complex research data and findings


21. Course Level Skills Development Through the suite of modules on the course the students would develop the following course level skills:

• The exercise of initiative, sound judgement and personal responsibility • Working effectively with others • Ability to make decisions in complex and unpredictable situations • Independent learning ability aligned to continuing professional development • Originality in tackling and solving problems • Ability to deal with complex issues both systematically and creatively • Communicate effectively both orally and in writing • Critical thinking • Ability to conduct research • Effective and critical use of information • Competency in use of IT • Personal effectiveness (self-management, time management, sensitivity to others, etc) • People management and leadership skills • Take responsibility for continuing to develop their own knowledge and skills • Being a reflective individual The skills development is staggered as follows: At Level 3 (and 4) students are introduced to the use of evidence when making a statement, and to basic aspects of communicating clearly At Level 4, they are introduced to group work, and working collaboratively, with an introduction to research and simple theories. They learn to be critical when presenting information At Level 5, students are asked to apply theories, hone in their research skills, and relate policy and regulation to practical situations, in a global context. They move gradually from the micro context, to the macro. They further develop their critical skills in both written and oral work.


At Level 6, research and criticality are further emphasised, students apply all skills already acquired to their dissertation By the end of the degree course the students will have developed cognitive skills at Level 6 involving conceptualisation and critical thinking, problem solving, research and enquiry, synthesis, creativity, analysis and evaluation.

22. Teaching and Learning Approaches

The curriculum is based on a broad view of economics, that includes the social and global dimensions of the topic, in addition to the theoretical focuses on micro and macro economics. The course is aimed at students who do not have prior knowledge of business or economics, and the emphasis in the majority of modules in on economics in a business context. With the exception of Real Estate Investment and Islamic Finance, even the more specialist modules include a Business dimension. The course philosophy is therefore based on the direct relevance of students’ studies to the real world, and the related link to employability. The topics covered include theoretical concepts as well as drawing directly from the press and news to explore the application of theory to practice. The approaches to deliver the modules include interactive lectures, use of print media, electronic media, class debates, business games, simulations, power point presentations, problem-solving, case studies, project based learning, performance related task. The class tasks include group work, debates, discussions, case studies, press analysis, presentations; all these tasks are particularly relevant to develop employability skills. The assignments are also aligned with this philosophy and will allow students to develop skills in critical thinking, oral and written presentation, information retrieval and summary, influencing, analyzing data and evaluating impact, collaborative work, and reflection on performance. UWL Graduate Attributes are embedded in the subject and involve preparedness and the confidence to analyse, question, categorise, interpret, see relations, explain, theorise, and reflect with reference to the broader context. Graduating at the University of West London means that a student will develop the following Graduate Attributes and become:

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

presentations) o Working independently (through a number of individual assignments, including

personal presentations, pitching and Ted talk) o Taking initiative (through Reflective e- portfolio, dissertation choice, decisions

regarding certain assignments) • A reflective and critical lifelong learner

o Using and disseminating information effectively in a range of contexts (through a number of assignments + dissertation)

o Solving problems and promoting solutions (through case study analysis, analysis of risk register, reports)

o Planning and evaluating own development (e-portfolio of tasks) • A globally aware individual

o Awareness of global and of ethical issues ( through different modules covering global perspectives and link to social and local issues)

o Cultural diversity and human rights (through a number of modules covering those topics)

o Awareness of own responsibilities in a global context (through the full range of modules)

Follow the link below for an interactive representation of these attributes:


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

23. Teaching and Learning Tools The tools used to guide and facilitate the learning under that teaching and learning strategy include: • 4-hour sessions combining traditional lectures and seminars in a more flexible and

interactive delivery approach to disseminate concepts, theories and information; and promote discussion and debate.

• Use of case teaching methods to enhance student engagement, including group work,

class debates, presentations • Workshops to provide students with the opportunities to develop their communication and

presentation skills. • Use of case studies to provide students with experience of both historical and latest

examples of business economics issues • Directed reading through the use of essential texts and articles/handouts. • Use of written and oral presentations, pitching, Ted presentation, to support students

when applying concepts/models/frameworks related to business economics. • Visiting experts to articulate current industry approaches, views and ideas on particular

issues. • Development of research skills, analytical skills, and critical thinking through a number of

modules, and very specifically the research methods modules. The varied range of activities and exposures appropriately support students as independent learners working towards achieving high standards of performance. It also accommodates the differing learning styles of students by providing opportunities for learning which match individual styles. Each module applies a selection of methods and activities appropriate to its learning outcomes. Learning materials are provided on Blackboard throughout the whole course.

24. Technology Enhanced Learning (TEL) Learning, Teaching and Assessment of the course has been designed in a way that Blackboard platform becomes an integrated part of the studies. Specifically, all course documentation including handbooks and module study guides will be distributed through the platform. In addition, all materials of the modules (i.e. lecture slides, notes, hand-outs, articles) will be uploaded onto the electronic classroom for students to access. Assessments will be solely submitted in electronic copies and students receive their feedback online. Discussion boards will be encouraged in various modules, where there is room for students to

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


exchange ideas, thoughts and materials. Blackboard collaborate - an online conference meeting feature - has also been pilot tested and it is planned to gradually introduce it as an additional available tool for students. Flipped classroom using technology such as Panopto will be employed on some modules to engage with students, induce interests and enhance students’ learning. Lecture recording using Panopto will also be used on some modules to facilitate students’ learning. Throughout the course, students will review, record and develop their professional skills to compile a portfolio showing their achievements

25. Assessment Approaches

The course has an integrated teaching, learning and assessment strategy which is appropriate in relation to the students’ profile and the course intended learning outcomes, delivering knowledge and skills relevant to the field of Business Economics. All modes of delivery and assessments intend to develop an independent learning culture and provide a challenging learning experience. Also, all the assessments will prepare students for their final dissertation – in which they will chose a topic of their choice, from those discussed during their studies. The assessment strategy is designed to monitor student performance regularly in the context of specific requirements of individual topics, and the personal and group management skills required to be a successful professional. It will also bear on the relation between theory and practice, and the implications of policy in practice. This will be achieved via both formative and summative feedback. While it is difficult to stagger all assessment deadlines in each semester because students do need to have learnt certain amount of module materials before they could be formally assessed, the course team is aware of the important of feedback in helping students develop as they move along on the course and therefore while it is inevitable in some cases where deadlines are bunched within the same week, lots of opportunities for students to obtain informal feedback on their learning and the development of their assessment work will be put in place. Means that will be used for formative feedback include online discussion, interactive activities in classes, and reading and commenting of draft work by tutors for students prior to formal submission. The university has a three working week turnaround policy and therefore students would be able to get formal feedback on their submitted work in the first semester before they would be asked to submit assessed work in the second semester and therefore they could make use of the feedback obtained in the first semester to help them improve their performance in assessed work in the second semester. It has also been in the design that there are group presentations, reports, written assignments, and reflective work in each level to ensure students develop those skills from one level to another throughout the course. The same applies to the requirement to collect and analyse data in their assessments. Another feature in the assessment strategy is that it engages students with economic and business realities. The overall assessment arrangements for this course are based on an appropriate mix of assessment approaches. The rationale for having a balance between time-constrained and continuous assessment is to support a student-centred learning approach, in which the student's ability to research, analyse and present appropriately to specific audiences in such formats as essays, reports, problem-solving, guidance, presentations and reflective statements will be developed and assessed. The assessment strategy also stresses the integration between theory and practice and this will


be achieved by a variety of means. Overall, the assessment methods aim to develop and assess achievements, both formatively and summatively, over the whole degree course. More specifically: o There is a combination of assessed coursework, examinations, individual and group

presentations for the taught modules to assess knowledge and understanding. Detailed knowledge and skills in a selected topic is assessed via a supervised dissertation project.

o All coursework and the dissertation project are designed to assess intellectual skills.

o So are class presentations, which are assessed by tutors.

o All work is assessed for referencing o Reflection and professional development is assessed via reflective assessment and

formatively assessed by personal tutors via discussion basing on students’ e-portfolio. o The combination of all the assessments develops students’ ability to work both in groups and

independently. For group work, whenever it is appropriate, peer-assessment of contribution from each group member will be incorporated to avoid free-riding and encourage teamwork.

26. Assessment Matrix Module Title Lev

el Credit

Assessment Type (see definitions below)

Weighting (%)

Overall pass mark

Submission: Week Number

Academic development (1 and 2)

3 20 50% 40

Personalised Learning (1 and 2)

3 20 50% 40

Thinking business economics

3 20 Individual presentation 50% 40 4 Porfolio of quizzes 50% 40 12

Boom and bust 3 20 Problem-solving 50% 40 6 Short written review 50% 40 10


Foundations of marketing

3 20 Group work designing and developing low cost products and services that are affordable for a target market

50% 40 6

Reflective task related to individual contribution to the group work

50% 40 10

Business communications

3 20 In class assessment: identify and correct inadequate written communication

20% 40 4

In class assessment: discuss strengths and weaknesses in oral presentation

20% 40 6

Write in class from a choice of 3 types of business communications

30% 40 8

Individual presentation 30% 40 12 Becoming an economist

4 20 Short essay 60% 40 7 Data-handling exercise using SPSS 40% 40 11

Understanding business

4 20 Essay 50% 40 7 Case study analysis 50% 40

Exploring Micro-economics

4 20 Poster presentation + written commentary

50% 40 6

Case study writing 50% 40 13 Principles of Business Law

4 20 Case study analysis 50% 40 5 Policy analysis 50% 40 11

Introduction to Researching in Business Economics

4 20 Group work+ presentation + reflective account

50% 40 8

Literature review 50% 40 12

Exploring Macro-economics

4 20 Poster session 40% 40 6 Report 60% 40 12

Going global: multinational enterprise

5 20 Synthesis of case studied in class 40% 40 7 Group work + presentation + reflection

60% 40 13

Welfare economics for business leaders

5 20 Essay 50% 40 6 Poster presentation + reflection 50% 40 11

Fashion Business 5 20 Critical analysis of 2 case studies 50% 40 7 Essay 50% 40 12

Urban economics and climate change

5 20 Portfolio on urbanisation 60% 40 9 Policy analysis 40% 40 13

Enterprise Risk Management

5 20 Short essay 40% 40 7 Risk Register analysis 60% 40 13

Research methods for business economists

5 20 Portfolio (ideas,objectives, aims, research questions)

40% 40 8

Research proposal 60% 40 13 Financial markets and Global Financial Centres

5 20 Essay 50% 40 9 Press review 50% 40 13

Globalisation and Trade

5 20 Essay 50% 40 9 Case study analysis 50% 40 13

Dissertation (1 and 2)

6 40 Dissertation 100% 40 May

Inclusive leadership: Politics

6 20 TED talk + written analysis 50% 40 6 and 7


and smart economics

Case study + analysis of model 50% 40 12

Innovation, start-ups and business social networks

6 20 Start-up company analysis 40% 40 7 Dragon’s Den + business plan 60% 40 13

Behavioural Economics and Happiness

6 20 Written assignment 40% 40 7 Dragon’s Den pitch + business plan 60% 40 13

Development Economics

6 20 Group presentation + reflection 50% 40 6 Short essay 50% 40 12

The Economics of entertainment

6 20 Report 50% 40 8 SWOT Essay 50% 40 13

Real Estate Investment and Islamic Finance

6 20 Group presentation 50% 40 8 Problem solving 50% 40 13

Yellow indicates OPTIONS, grey indicates 1st Semester Assessment type KIS category Written exam Written Written assignment, including essay Coursework Report Coursework Dissertation Coursework Portfolio Coursework Project output (other than dissertation) Coursework Oral assessment and presentation Practical Practical skills assessment (including OSCE) Practical Set Exercise Varies (see below*) *Examples might include data interpretation, data analysis exercises and problem-based or problem-solving exercises. The categorisation of set exercises will depend on the nature of the exercise being set. Typically, set exercises will not be conducted under exam conditions and will therefore normally be coursework. Where the set exercise is performed under exam conditions and does not involve the use of practical skills it should be treated as a written exam. Otherwise it should be a practical exam. 27. Opportunities for work experience and employer engagement The course will include sessions led by business specialists who will bring in their own experience of industry. The teaching and learning methods will include direct reference to today’s issues and explore solutions to those. In the dissertation, students are encouraged to work on a real-life business economics or choosing a topic that has direct connection with business issues. 28. Personal Development Planning (PDP) At the start of the course, students are introduced to the concept and practice of continuous professional development, taking responsibility for their own development – and how this practice will yield benefits throughout their professional career.


This is embedded in a number of assignments, some done in class - which students are advised to retain as part of their e-portfolio. Students are invited in many assignments to reflect on their contribution or their performance, as reflective practice is the basis of personal development, which can be cultivated and enhanced overtime. 29. QAA Subject Benchmarks / Foundation Degree Benchmarks The relevant benchmarks for this course can be downloaded from: http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx

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

Economics is a major social science which draws on and influences other social sciences. It also links with other subject areas such as ethics, finance, geography, history, international relations, law, philosophy and psychology. It uses and interacts with mathematical and statistical methods and sciences such as environmental science, biology and medicine. As economics is integral to understanding business behaviour, strategy and corporate performance, it is also one of the core disciplines informing the study of business and management (QAA benchmarks). Business economics is a field in economics that deals with issues such as business organization, management, expansion and strategy. Studies might include how and why corporations expand, the impact of entrepreneurs, the interactions between corporations and the role of governments in regulation (Investopeida.com). It falls in the category of ‘applied economics’, JACS code L110.

A graduate in economics who has attained the typical level should have demonstrated:

1. Understanding of economic concepts, principles and tools 2. Understanding of distinctive economic theories, interpretations and modelling approaches,

and their competent use 3. Proficiency in quantitative methods and computing techniques and know how to use these

techniques and methods effectively across a range of problems 4. Understanding of the sources and content of economic data and evidence and of those

methods that might be applied appropriately to the analysis of such data 5. Know how to apply economic reasoning to policy issues in a critical manner 6. An understanding of the historical, political, institutional, international, social and

environmental contexts in which specific economic analysis is applied 7. Knowledge in an appropriate number of specialised areas in economics, as well as an

appreciation of the research literature in these areas 8. Familiarity with the possibility that many economic problems may admit of more than one

approach.

30. QAA Qualification Descriptors The relevant qualification descriptors for this course can be downloaded from: http://www.qaa.ac.uk/AssuringStandardsAndQuality/Qualifications/Pages/default.aspx

Descriptor for a higher education qualification at level 6: Bachelor's degree with honours

The descriptor provided for this level of the FHEQ is for any bachelor's degree with honours

http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx

http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx

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


which should meet the descriptor in full. This qualification descriptor can also be used as a reference point for other level 6 qualifications, including bachelor's degrees, graduate diplomas etc.

Bachelor's degrees with honours are awarded to students who have demonstrated:

• a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of a discipline

• an ability to deploy accurately established techniques of analysis and enquiry within a discipline

• conceptual understanding that enables the student: o to devise and sustain arguments, and/or to solve problems, using ideas and

techniques, some of which are at the forefront of a discipline o to describe and comment upon particular aspects of current research, or equivalent

advanced scholarship, in the discipline • an appreciation of the uncertainty, ambiguity and limits of knowledge • the ability to manage their own learning, and to make use of scholarly reviews and primary

sources (for example, refereed research articles and/or original materials appropriate to the discipline).

Typically, holders of the qualification will be able to:

• apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects

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

• communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

And holders will have:

• the qualities and transferable skills necessary for employment requiring: o the exercise of initiative and personal responsibility o decision-making in complex and unpredictable contexts o the learning ability needed to undertake appropriate further training of a professional

or equivalent nature.

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

37 Holders of a bachelor's degree with honours should have the qualities needed for employment in situations requiring the exercise of personal responsibility, and decision-making in complex and unpredictable circumstances.

38 Bachelor's degrees with honours form the largest group of higher education qualifications. Typically, learning outcomes for these programmes would be expected to be achieved on the basis of study equivalent to three full-time academic years and lead to awards with titles such as Bachelor of Arts, BA (Hons) or Bachelor of Science, BSc (Hons). In addition to bachelor's degrees at this level are short courses and professional 'conversion' courses, based largely on undergraduate material, and taken usually by those who are already graduates in another


discipline, leading to, for example, graduate certificates or graduate diplomas.

Comments on how met

Students demonstrate that they meet the QAA qualification descriptors through successful completion of the module coursework portfolios and examinations, fulfilling the module learning outcomes. The programme learning outcomes together with the module learning outcomes when combined meet the descriptors. The learning outcomes are designed so as to develop skills progressively through the programme to higher levels of evaluation and analysis. This is a vocational programme to ready the learner for the workplace; a common thread which is reflected in the aims of the programme and its design.

At level 6, learners undertake individual projects to show their ability to complete individually directed study to exhibit research and academic skills appropriate for the honours level 31. External Examiner Arrangements

Indicate the current status of External Examiner (EE) arrangements related to this Course(s) i.e. use of existing EE’s for shared modules and, the requirement for additional EE’s. TBA

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