International Pre-Masters Diploma in Business Management · International Pre-Masters Diploma...

International Pre-Masters Diploma in Business Management

Programme Handbook

SEPTEMBER 2016

International Pre-Masters Diploma in Business Validation Handbook September 2016

4

FOREWORD .......................................................................................................................................................... 5

INTRODUCTION TO THE PROGRAMME ................................................................................................................. 8

Overview of Programme ...................................................................................................................................... 8

MODULE PROGRESSION ..................................................................................................................................... 10

AIMS AND LEARNING OUTCOMES ...................................................................................................................... 10

PROGRAMME LEARNING OUTCOMES ................................................................................................................. 13

WHAT IS PLAGIARISM? ....................................................................................................................................... 17

OVERALL LEARNING AND TEACHING STRATEGY ................................................................................................. 21

LEARNING OUTCOMES ....................................................................................................................................... 22

MARKING CRITERIA (FOR SUBJECT MODULES) ................................................................................................... 25

ASSESSMENTS LEADING TO AWARD ................................................................................................................... 27

MODULE SPECIFICATIONS .................................................................................................................................. 36

ENGLISH FOR ACADEMIC PURPOSES (EAP) I ....................................................................................................... 36

ENGLISH FOR ACADEMIC PURPOSES (EAP) II ...................................................................................................... 50

STUDY AND EMPLOYABILITY SKILLS .................................................................................................................... 64

UNDERSTANDING ECONOMICS AND BUSINESS .................................................................................................. 78

FINANCIAL PERFORMANCE MANAGEMENT ........................................................................................................ 87

Managing People and Projects ..........................................................................................................................100 MANAGEMENT PLAN AND REPORT………………………………………………….……………………………….……………………........110

DIGITAL MARKETING FOR BUSINESS..................................................................................................................119

PROGRAMME REGULATIONS FOR THE PREMASTERS DIPLOMA IN BUSINESS MANAGEMENT PRE-MASTERS ....138


5

FOREWORD

Welcome by the Dean of the School of Foundation and English Language Studies

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


6

Welcome by the Deputy Dean

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


7

Learning Support for students with learning difficulties or disability Students with a learning difficulty or a disability make up 10% of BPP University students and we are proud of our accessible and inclusive facility. The Learning Support team can provide information, advice and guidance, arrange assessments for dyslexia, support students with their mental health and wellbeing, guide you through the application process for Disabled Students Allowances and much more. The Learning Support team works closely with the examinations team to ensure that adjustments are implemented in your assessments so don’t forget to contact us to ensure everything is in place one month before the date of your assessments. For more information about Learning Support: Email: [email protected], or Tel: 0207 4307069

You can also find a wide range of information on the BPP VLE – More – Learning Support The Learning Support team is there to help solve problems or answer questions. They are knowledgeable, friendly and everything is completely confidential. Inclusion: Equality and diversity at BPP University BPP seeks to enable everyone to achieve success through learning and the processes which this involves. Education by its very nature provides an opportunity to encounter and embrace different cultures, ways of living, new perspectives and ideas including a deeper understanding of each other and the world around us. We look forward to meeting you and learning from you and encourage you to share and learn from your peers. For more information about Equality and Diversity: Email: [email protected] or Tel: 0330 0603342 You can also find a wide range of information on the BPP VLE – More - Inclusion Find out more about our services and how to join our Diversity Groups!

https://www.gov.uk/disabled-students-allowances-dsas/further-information

mailto:[email protected]

mailto:[email protected]


8

INTRODUCTION TO THE PROGRAMME

Programme Title International Pre-Masters Diploma

Qualification(s) International Pre-Masters Diploma in Business Management

Awarding Body BPP University

Overview of Programme

The Internat ional Pre-Masters Diploma in Business programme is designed to provide you with a progression into leading-edge postgraduate degrees with BPP University.

The programme is rigorous and challenging and builds on your prior studies and experience to provide a solid foundation for you to progress to post-graduate study. Our programmes are specially created for international students and this programme will provide you w i t h integrated academic studies in business and management, advanced level English skills and higher level UK study skills.

All programme modules are taught with your progression to a BPP University postgraduate programme in mind and are tailored to meet the needs of international students.

Once the programme has been successfully completed you may then progress automatically on to a relevant postgraduate degree programme within BPP University. However, where internal testing indicates an equivalent IELTS score is less than 6.5 then in-sessional Academic skills and English lessons will be mandatory when you start your Master’s degree programme


9

TERM TWO

DIGITAL MARKETING FOR BUSINESS

15 Credits 3 hrs p/w

MANAGING PEOPLE AND PROJECTS


MANAGEMENT PLAN AND REPORT


ENGLISH FOR ACADEMIC PURPOSES (EAP) II [PRE-MASTERS]

15 Credits / 6 hrs p/w

TERM ONE

ENGLISH FOR ACADEMIC PURPOSES (EAP) I [PRE-MASTERS] 15 Credits 6 hrs p/w

STUDY AND EMPLOYABILITY SKILLS [PRE-MASTERS] 15 credits 4 hrs p/w

FINANCIAL

PERFORMANCE

MANAGEMENT 15 Credits 3 hrs p/w

UNDERSTANDING BUSINESS AND

ECONOMICS 15 Credits 3 hrs p/w


10

MODULE PROGRESSION The modules and elements described below are subject to more detailed briefing papers and bibliographies issued at appropriate points throughout the programme. In some instances information regarding content of a module is indicative, and actual module content will be determined according to considerations (for example developments in the field or contemporary events) which are taken into account closer to the time of delivery. The basic structure of the Diploma is that the programme will take two academic terms (approximately 30 weeks). Successful completion of the programme leads to the award of the International PreMasters Diploma in Business Management.

AIMS AND LEARNING OUTCOMES Programme Aims The aim of the qualification is to prepare you for study on a postgraduate bus iness degree at BPP University. This programme:

develops an embedded understanding of the main themes of the academic study of business, and in particular enables you to follow an MSc programme;

enables you to study business at postgraduate level through the medium of English, understanding English business language;

The modules offer an opportunity to enhance and/or consolidate and/or update subject knowledge and study skills. The English for Academic purposes module provides a route to the higher level of English required for postgraduate study in an English-speaking learning environment. The programme aims are drawn from the QAA (2015) Benchmark Standard for Master's degrees in Business and Management with particular reference to Type 2: Generalist master's degrees for career entry. These programmes are usually one-year programmes, based on any discipline first degree but with little or no experience, and designed to develop master's level knowledge and skills in business and management subjects to enhance the utility and employability of the first discipline. They aim to prepare individuals for employment; either related to your first degree discipline or in a management role and may be linked to professional institute qualifications. In both cases, you will develop a sound understanding of business/organisational contexts and thus should be able to make an early and significant contribution to your employer. (QAA, 2015) The programme learning outcomes are also drawn from QAA (2015) Benchmark Standard for Master's degrees in Business and Management. It should the noted that the pre-master’s diploma provides the foundation for progression to level seven study, hence the use of the Masters benchmark to underpin established modules offered by the BPP Business School.


11

Programme outcomes are based on the following QAA benchmark statement for postgraduate degree programmes Subject knowledge, understanding and skills There is an expectation that generalist degree programmes covered by this subject benchmark statement should provide you with a broad, analytical and integrated study of business and management.

Understanding of organisations, the external context in which they operate and how they are managed (see below). There is likely to be an emphasis on understanding and responding to change and consideration of the future of organisations, and the external context in which they operate.

The interrelationships among and the interconnectedness between the above areas are very important within the overall student learning experience, and should be demonstrated in the capabilities of successful you from all modes of delivery.

'Organisations' encompasses the internal aspects, functions and processes; your diverse nature, purposes, structures, governance, operations and management, together with the individual and corporate behaviours and cultures which exist within and between organisations and your influence on the external context.

'External context' encompasses a wide range of factors including economic, environmental, ethical, legal, political, sociological and technological, together with your effects at local, national and international levels upon the strategy, behaviour, management and sustainability of organisations.

'Management' encompasses the various processes, procedures and practices for effective leadership and management of organisations. It includes theories, models, frameworks, tasks and roles of management together with rational analysis and other processes of decision making within organisations and in relation to the external context. It also includes the critical application of theory to the advancement of management practice.

You will be able to demonstrate a broad knowledge and understanding of organisations, the external context in which they operate and how they are managed, as outlined above. They will be able to understand, respond to and lead change and be able to demonstrate intellectual breadth by making integrative links across the various areas of organisations. They should be able to demonstrate an additional range of skills beyond those general skills expected of first degree holders.

For generalist programmes, you should be able to collect relevant information across a range of areas pertaining to a current situation, analyse that information and synthesise it into an appropriate form in order to evaluate decision alternatives. Within the broad framework of organisations, your external context and management, it is therefore expected that you will gain knowledge and develop understanding in the following areas:

markets - the development and operation of markets for resources, goods and service

customers - customer expectations, service and orientation

finance - the sources, uses and management of finance; the use of accounting and other information systems for managerial applications

people - the management and development of people within organisations


12

operations - the management of resources and operations; information systems;

the development, management and exploitation of information systems and your impact upon organisations

communication and information technology (CIT) - comprehension and use of relevant CIT for application in business and management

business policy and strategy - the development of appropriate policies and strategies within a changing environment, to meet stakeholder interests

pervasive issues - these would include sustainability, globalisation, corporate social responsibility, diversity, business innovation, creativity, enterprise development, knowledge management and risk management

Skills for all master's programmes You are expected to be able to demonstrate a range of cognitive and intellectual skills together with techniques specific to business and management. They should also demonstrate relevant personal and interpersonal skills. These include:

being able to think critically and be creative: manage the creative processes in self and others organise thoughts, analyse, synthesise and critically appraise. This includes the capability to identify assumptions, evaluate statements in terms of evidence, detect false logic or reasoning, identify implicit values, define terms adequately and generalise appropriately

being able to solve complex problems and make decisions: establish criteria, using appropriate decision-making techniques including identifying, formulating and solving business problems; and the ability to create, identify and evaluate options; the ability to implement and review decisions

the ability to conduct research into business and management issues either individually or as part of a team through research design, data collection, analysis, synthesis and reporting using information and knowledge effectively: scanning and organising data,

synthesising and analysing in order to abstract meaning from information and to share knowledge numeracy and quantitative skills including the development and use of relevant business models

effective use of CIT

effective two-way communication: listening, effective oral and written communication of complex ideas and arguments, using a range of media, including the preparation of business reports

high personal effectiveness: critical self-awareness, self-reflection and self-management

time management; sensitivity to diversity in people and different situations and the ability to continue to learn through reflection on practice and experience

effective performance within team environments and the ability to recognise and utilise individuals' contributions in group processes and to negotiate and persuade or influence others; team selection, delegation, development and management

leadership and performance management: selecting appropriate leadership style for different situations; setting targets, motivating, monitoring performance, coaching and mentoring ability to recognise and address ethical dilemmas and corporate social responsibility issues, applying ethical and organisational values to situations and choices


13

PROGRAMME LEARNING OUTCOMES The learning outcomes draw from the QAA benchmark statements above, and describe what you should know and be able to do if you make full use of the opportunities for learning that the Programme provides.

Knowledge and Understanding

Ref A. you should be able to demonstrate a:

K1 Knowledge and understanding of key aspects of English Language for academic study.

K2 Knowledge and understanding of key areas of study in a specialist discipline, and the terminology and language utilised in that specialist area of study.

K3 Knowledge and understanding of internal and external influences on the operating business environment.

K4 Knowledge and understanding of models of contemporary organisational practices

K5 Critical appreciation of the ethical and cultural dimensions of management

Cognitive Skills

Ref B. you should be able to:

C1 Analyse a wide range of demanding/longer texts (oral and written) and recognise implicit meaning in your field of specialization.

C2 Synthesise information and ideas drawn from varied sources, and critically evaluate alternative explanations, arguments and theories in the medium of English language.

C3 Apply the level of language necessary to communicate orally and in writing to follow a course of academic study at postgraduate level.

C4 Critically evaluate supplied or collected information and apply to a scenario to suggest a reasoned conclusion.

Professional Skills and Attitudes

Ref C. you should be able to:

P1 Communicate clearly complex ideas and arguments in English to specialist and non-specialist audiences using a range of media and methods.

P2 Demonstrate the ability to plan and self-manage and have originality in tackling and solving problems in a wide variety of study situations relevant to postgraduate study.

P4 Communicate ideas and analysis clearly and concisely in an appropriate format in order to inform and explain your decision making rationale to others.

P5 Analyse a given scenario and select appropriate models, techniques, frameworks or legal concepts to solve relevant problems or identify opportunities.


14

General Transferable Skills

Ref D. You should be able to:

T1 Exercise initiative and take personal responsibility within agreed guidelines when dealing with different and variable situations.

T3 Demonstrate your ability to reflect upon your experiences and plan your own future development.

T4 Engage effectively in debate and discussion in a professional manner and produce detailed notes or reports of the discussion and outcomes.

T5 Take responsibility as an independent learner using appropriate support as necessary.

These learning outcomes reflect those that will be achieved for the International Diploma. The following represents the descriptor requirements (benchmarked from the QAA) that will be implemented per module for both summative and formative assessments. Modules to be graded A grade is awarded for each level 6 module that a student completes satisfactorily as part of the International Diploma programme. The grades A grade of 'pass', 'merit' or 'distinction' is awarded for each module. No other grades or intermediate grades are used. REFER/FAIL = 0% - 39% (a referred assessment may be re-taken in the following

term. A maximum of 2 re-takes is permitted)

PASS = 40%-59%

MERIT = 60%-69%

DISTINCTION = 70%+

The standard of performance required for a 'pass' grade is the minimum required to meet the specified assessment criteria for the learning outcomes of the unit. 'Merit' and 'distinction' grades indicate higher levels of performance within level 6, as defined by the marking criteria which appear below. If you do not achieve the specified learning outcomes for a unit are not awarded credit for that unit. They are therefore not eligible for a grade.

The grade descriptors There is a common set of broad, generic grade descriptors that relate to areas of performance which are relevant to the assessment of student's studying in HE. The descriptors are grouped under the following headings:

Understanding of the subject

Application of knowledge

Communication and presentation.


15

The descriptors are not subject-specific, nor do they relate to particular types of assessment.

Understanding of the Subject

Use factual, procedural and theoretical understanding to complete tasks and address problems that, while well defined, may be complex and non-routine. Interpret and evaluate relevant information and ideas.

Be aware of the nature of the area of study or work.

Have awareness of different perspectives or approaches within the area of study or work.

Application of knowledge Address problems that, while well defined, may be complex and non-routine. Identify,

select and use appropriate skills, methods and procedures.

Use appropriate investigation to inform actions. Review how effective methods and actions have been.

Communication and presentation Take responsibility for initiating and completing tasks and procedures, including,

where relevant, responsibility for supervising or guiding others.

Exercise autonomy and judgment within limited parameters. Appropriately use language, references and notations.

The grade descriptors will be applied to modules in different subjects and are appropriate for use with a range of assessment methods. The full set of detailed descriptors is made available to all you, and the use of the descriptors in assessment on the programme is explained to you when they start your studies.

Grade descriptors and modules Not all of the grade descriptors are used for every module. An appropriate selection of descriptors is assigned to the module when it is validated. The decision about which descriptors should be assigned to the module takes into account the aspects of performance which are relevant to the individual module. The assigned descriptors are a formal part of the module for its use on any Diploma, wherever that module is used and however it is assessed. Use of grades at programme level The grade descriptors assigned to a module at validation are the key reference point for grading decisions made at programme level. Other descriptors, which have not been assigned to the module, or any other factors, do not contribute to judgments about grades. The assigned descriptors are refined when the module is used on an individual programme. This process involves the selection of elements from within the descriptors, as appropriate to the nature of the particular subject and the type of activity a student would need to engage in to demonstrate your achievement of the learning outcomes. The assigned descriptors (and selected elements of descriptors) for a module are made clear to you, and are included in relevant assignment briefs. Modules are assessed in different ways. Some modules are assessed through a single assignment; others involve more than one assignment. The outcome is a single grade for the module, which indicates the overall standard of performance, irrespective of the number of


16

separate assignments or individual tasks which are used to assess the module. The general principle which lies behind the award of grades for modules which are assessed by several constituent parts is that the final grade should indicate the standard of performance across the module as a whole. Grades given to you are accompanied by appropriate feedback which allows the student to identify why a particular grade has been awarded. This feedback is likely to refer to the performance indicated by the selected descriptors, as well as expectations and requirements for the individual assignment. There are standard requirements which relate to matters such as retakes, resubmissions and referrals. Separate guidance provides the common assessment regulations. Moderation and standardisation Grading decisions are subject to a process of internal verification and external moderation.

The award of grades The grades achieved by a student are formally reported in grade profiles. The individual grades awarded to a student indicate the standard of performance on a range of modules of different sizes, involving different types of learning achieved at different stages, as appropriate to the particular programme. Because of this range and degree of differences, and the need for higher education to identify the standard of performance in particular areas, no overall or final aggregate grade is awarded. If a student fails a module there is no achievement - in terms of credits or grades - to be recorded. A failed module does not form part of the formal record of achievement. Grades are not awarded for achievement that does not contribute to the Diploma. Any such additional achievement and its assessment does not form a part of the qualification specifications.


17

WHAT IS PLAGIARISM? At BPP University you are joining an academic community in which we all share and discuss information and ideas. This enables us to develop and improve our own knowledge and ideas. However, you must acknowledge the source of the information or ideas you are working with. Acknowledgement of where information and ideas come from is not only a matter of academic integrity; it also allows those reading your work to follow up the original sources for yourselves. Proper referencing of appropriate sources shows that work is built on solid foundations. You will be given credit for this when the work is marked. As part of the BPP University academic community you enjoy the same freedom to access information and ideas, but have the same responsibilities to acknowledge them. This should be done in a way which conforms to academic conventions and you will begin to learn how to do this during the programme. Plagiarism (i.e. not acknowledging sources) is a serious offence in all universities and is becoming easier to detect. If plagiarism is suspected then an investigation will be undertaken and if you are found to have plagiarised work then disciplinary action will follow. In cases of serious, proven plagiarism, you may fail the programme and be expelled from the University. You could also be disqualified from working in professions such as Law and Teaching. Plagiarism is very serious and you should take it seriously. To assist you in following the rules, there is a whole section on the VLE that explains what is meant by plagiarism and provides information on the key issues affecting you. The BPP University definition of plagiarism “Using someone else’s words, ideas, or results, whether intentionally or unintentionally, in any kind of assessment, without giving appropriate acknowledgement.” Plagiarism includes, but is not limited to:

Copying the work of another without proper acknowledgement;

Copying from any source without proper acknowledgement;

Downloading and incorporating material from the internet within one’s work without proper acknowledgement;

Paraphrasing or imitating the work of another without proper acknowledgement. “Work‟ may be defined as, but is not limited to: text, illustrations, musical quotations, mathematical derivations, computer code, etc.; material downloaded from websites or drawn from manuscripts or other media; published and unpublished material, including lecture handouts and other you work. Proper acknowledgement requires the identification of the work being used, and explicit attribution by you of the author and the source using referencing acceptable to the University. For information on how to properly reference your work please go to the relevant section on the VLE.


18

Reasons not to plagiarise: A student who plagiarises has learned nothing.

Plagiarism shows a lack of respect for the original author’s hard work.

Plagiarism is cheating and devalues the integrity of the institution and the programme.

Plagiarism discourages and angers the rest of the academic community.

A student who plagiarises will be subject to penalties which may include expulsion from the programme and the University.

Penalties for plagiarism: Penalties for proven plagiarism vary, but at worst could lead to termination of your registration and / or notification of the act of plagiarism to the relevant professional body (i.e. the Solicitors Regulation Authority). For further information please refer to the General Academic Regulations. These can be found in the Academic Registry section on the VLE.

Ways to avoid plagiarising: Plan your time so that you are not rushing to complete work at the last minute.

Get into the habit of careful note taking from the start so that you can easily identify all the sources you wish to reference.

Learn the recommended referencing system of your institution (and department if applicable).

If you are unsure, check with a tutor.


19

Career Ready Skills

Employability is a word used across higher education, to refer to the skills you develop during their studies which will help them in their search for a career after graduation. At BPP we aim to make you Career Ready, by focussing on the key skills and attributes employers expect from day one of the programme. Throughout your studies, you will hear and see reference to Career Ready skills and all modules clearly state the skills and attributes you will develop during your studies. Our Careers Service plays a key role in helping you develop yourself into a Career Ready graduate, and you are encouraged to utilise their services from day one of your studies. Career Ready Icons

Self-Management

Professional Context Skills

Business Understanding

Communications

IT and Numeracy

Problem Solving

Leadership

Individual work

Reflective Skills

Enterprise

Adaptability and Flexibility

Honesty and Integrity


20

WHAT MAKES THIS PROGRAMME UNIQUE

BPP University is innovative and we are focussed on preparing you for the professions, by ensuring they are taught by experts with relevant industry experience and develop the knowledge and skills that employers require. A number of features make our programme unique:

Digital Literacy

Understanding how to use technology and digital tools to help you study and ultimately help you succeed in the workplace is a key skill which is embedded throughout the programme. Whilst many you will be familiar with mainstream IT applications and software, it is not universally the case, and there are always areas on which you can improve. Understanding how to use common software packages, social media and e-learning tools, is structured within the programme from year one...

Global Perspective

Over 70% of SOFELS’s students are from overseas, meaning it is a multi-cultural place to study. Workshop individuals will reflect the diverse nature of the student body and are likely to include students from a number of different countries, both within and outside the EU. The opportunity to learn from your peers about their cultural background, experiences and opinions provides a rich base from which to develop yourself into a Career Ready professional. The world is an increasingly global market, so graduates who are culturally aware are in demand. Global thinking and cultural awareness are embedded into the modules you will study, by using examples and case studies from a wide range of countries and encouraging you to share their own experiences.

Leadership Development

BPP has a practical approach to teaching leadership and management. Our practitioner faculty are role models in using academic knowledge, practical experience and career-important skills seamlessly. You are exposed to real life scenarios so that you are fully equipped to begin or enhance your career. We recognise that all business roles are likely to contain elements of both leadership and management, so we encourage you to begin to develop these skills from early in your studies. You are encouraged to develop as leaders, through reflection on your skills and abilities.

Professional Recognition

Your degree will provide you with important currency as you enter the world of work, however increasingly, employers value professional recognition as a sign of your employability. Your Master’s Degree programme has been accredited by the Institute of Management and you may use the designation of Associate Member whilst studying – and upgrade your membership status thereafter.

Student Support

At BPP we have an individual body of dedicated International Student Advisors, International Programme Administrators and Personal tutors. You will have a named Personal tutor throughout your time with us, who will assist and advise you as you progress through your studies. The role of your Personal tutors to provide pastoral support and study advice to ensure you have the best possible chance of success. In addition to the Personal tutor individual, your tutors, Module Leaders and the programme leadership individual are of course also available to assist with your studies. There are also student advisers and a dedicated Learning Support & Inclusion individual, to help you if you have any kind of additional learning needs.


21

OVERALL LEARNING AND TEACHING STRATEGY Our aim on the programme is to prepare you as fully as possible for the methods of teaching and learning that can be expected at BPP University Postgraduate study. The style of teaching will typically involve Workshops. Workshops are mainly for you to be active, discussing previous sessions, identifying problems or areas of uncertainty, solving problems and discussing topical issues relating to the content Note: you are also expected to be active in speaking and not to simply memorise what they are told in presentations. You must contribute fully in class – your opinions and experiences are important. Always try and expand your personal knowledge, beyond what is taught in class. Importance of Self-study As well as attending classes each day you are also expected to work hard on your own at times during the day when you have no scheduled classes as well as during the evening and weekends. You will be expected to attend 100% of classes. For every contact hour in class, you are expected to spend a further hour in self-study. So, 16 contact hours a week should be doubled with a further 16 hours of self-study. Do a lot of study in your own time. This includes:

Reading material before lectures and Workshops – this will help you understand the classes much more clearly;

Reading and reviewing material after class – this will help you learn and understand the material much better;

Doing all homework set – especially when group work is needed!

Taking your assignments seriously – do these in your own time. Many of these assignments will go towards your final mark;

Working in groups in your own time, where useful. But, never copy homework or assignments;

Revising hard for all tests and exams;

Thinking openly and creatively – teachers want you to have your own ideas and thoughts.

BPP VLE BPP University’s virtual learning environment is often referred to as the ‘VLE’. You are expected to access and use this regularly. The programme team will upload large amounts of study material which should be used for self-study. You will also commonly be contacted at your BPP University email address through the system. It is very important that you are able to utilise both the VLE and your BPP University email address. Assessment Assessments may be undertaken during the term (assessed tests, assignments etc.) and/or as a final exam. Assessments undertaken during the term will be marked and returned within four weeks, with appropriate comments, where possible. For the assessment method of your award, please refer to the previous section and the module forms later in the Handbook.


22

LEARNING OUTCOMES You may hear the phrase “learning outcomes” used by tutors and academics and wonder what it means. Generally it refers to what you have to show (or indicate) to us, so that we might be satisfied that you have understood a particular subject. In the area of Knowledge and Understanding for instance – if we look at the English for Academic purposes module we can see that at the end of the programme you must be able to show us that you have a: ‘Reasonable understanding of and an ability to use the main language structures with ease and fluency’ You can see it here below:


K1 Reasonable understanding of and an ability to use the main language structures with ease and fluency

So the tutor will indicate to you what these key language structures are and test your understanding through various assessments - such as group presentations, essays, or written reports or exams. Some of these assessments are called either formative or summative and the difference is important; Formative – that means that they are there to check that you understand – but these do not count as part of your final grades – they are a sort of “checking as we go along‟. Summative – although the formative assessments are important, the summative assessments are those that will carry a pass or fail and will contribute to your final grade. Frequently, you don’t think about these until the very last minute and then panic to get them in on time – often meaning that the grade is not as good as you might have achieved if you plan your time. Your subject and personal tutor will help and give you guidance on this. Each modules Learning Outcomes are identified in your individual module specifications below.


23

Strategy for Assessment The assessment strategy is underpinned by the BPP University regulatory framework which states that: Examinations and assessments will be used to:

Provide the basis for decisions on your learning needs;

Provide feedback to you to help with their learning;

Provide a basis for a decision on your readiness to progress;

Provide a basis for a decision whether they qualify for an award;

Provide a basis for a decision about the grading of their achievement.

The Assessment Strategy for the BSc programme has also been designed in accordance with the key principles of assessment as set out in the BPP strategy for assessment enhancement. Care has been taken to include formative and summative assessments which:

Provide opportunities for you to work in individuals and be assessed informally in order to develop employability skills such as individual and individual working and interpersonal skills;

Provide opportunity for regular constructive and developmental feedback;

Encourage the development of academic skills of wider reading and research;

Build a body of knowledge and understanding which can be levered with relevance, confidence and sound judgement to aid business analysis and decision-making with particular respect to the business environment;

Provide a range of opportunities to undertake more ‘practical’ assessments relevant to, and requiring interface with, the real world of employment in terms of the nature and context of, the task set;

Focus on business issues appropriate to the current environment;

Include a range of methods to ensure inclusion and fair opportunity across a diverse body of you.

The programme adopts a criteria approach to assessing achievement against the learning outcomes. Criteria referenced assessment is where your performance is assessed against some fixed, set, or ‘objective’ standard which is not affected by the number of people who reach it. You will notice each level of study has a specific set of criteria. Each summative assessment will have a marking scheme based on the set criteria and this will be made available to you during the module.


24

Strategy for Progression and Development

You will be expected to complete and pass summative assessments at the end of each term in order to progress into the next term, and you must complete all assessments in order to be able to progress.

In order to help and support you, your Personal tutor and the undergraduate individual will monitor your progression, and where necessary meet with you to discuss any concerns you or they may have.


16

MARKING CRITERIA (FOR SUBJECT MODULES)

DISTINCTION MERIT PASS FAIL

Criterion 70+% 60-69% 40-59% 0-39%

Understanding of the subject Deep knowledge of the topic, explicitly related to comprehensive knowledge of the discipline(s). Evaluation of current knowledge. Application of recent emerging thought or practices from the discipline.

(a) Good knowledge and understanding of central topic issues, some explicitly identified. Some appreciation of a wider field. Clear evidence of an understanding of thoughts and practices at the forefront of the discipline.

Some knowledge and understanding of central topic issues. Some evidence of the understanding of the thoughts and practices related to the discipline indicated.

Inadequate, poor or very poor knowledge or understanding of central topic issues. Not clear or precise understanding of thoughts and practices related to the required discipline indicated

Application of knowledge A high level of ability to analyse critically using a range of perspectives. Excellent synthesis of elements of the argument including contrary views. Numeric analysis that is complete and mostly free from errors with fluent and appropriate application of methods. Extremely strong and consistent argument that convincingly addresses issues including uncertainties and conflicts. Excellent use of information gathered which to support and further the argument Substantial research and evidence of an innovative use of a wide range of personal research with clear and consistent

The development of a critical analysis without guidance. Some ability to synthesise concepts, theories and practice. Application of a range of analytical methods appropriate to the task. Numeric analysis that is complete and mostly free from significant or critical errors with appropriate application of methods. Evidence of an overall convincing argument but may have weaknesses, gaps or inconsistencies. Clear use of information gathered but may have some weaknesses in the integration into the argument. Appropriate use of a wide range of personal research which is

Evidence of some critical awareness.

There is analysis which is structured within guidelines. Some difficulty in balancing and substantiating points made. Numeric analysis that is mostly complete but contains errors with significant effect, or methods that are applied inappropriately Evidence of a consistent argument but may have weaknesses, significant gaps or be unconvincing. Clear use of information gathered but may not be sufficient to sustain the argument. Evidence of a consistent argument but may have weaknesses or be

Work is descriptive and uncritical. Generalisations, unsubstantiated assertions and exaggeration. Numeric analysis that is incomplete or contains errors which have critical effect, or methods that are applied inappropriately Lack of consistency or structure in the argument. Serious weaknesses in the integration of evidence and/or no awareness of the limitations or weaknesses of the research. Over reliance on very restricted range of personal or secondary research much of which may not be evaluated and may not be directly


17

evaluation conceptual critically evaluated for key conceptual issues although this may not be consistent throughout

unconvincing. Clear use of information gathered but may not be sufficient to sustain

related to the question


18

DISTINCTION MERIT PASS FAIL

Criterion 70+% 60-69% 40-59% 0-39%

Communication and presentation

Excellent structure and presentation Precise, full and appropriate references and notes. Precise use of language expressing complex thought with clarity, accuracy and precision which furthers and enhances the argument

Good structure and presentation Good references and notes with minor or insignificant errors or omissions Generally clear use of language sufficient for arguments to be readily understood and followed

Adequate structure and presentation Competent references and notes but may contain inconsistencies, errors or omissions Generally understandable use of language but significant errors in expression affecting overall clarity

Poor structure and presentation Poor references and notes with multiple inconsistencies, errors or omissions Serious errors in the use of language which makes meaning unclear or imprecise


19

MARKING CRITERIA (FOR EAP I WRITING EXAM)

Task Response Integration of sources and

referencing skills Cohesion and Coherence Language Use, Appropriacy

and Style

Distinction 70-100% Addresses all parts of the task, presenting a clear position throughout the response.

Main points are easily understood and supporting information is suitably developed and with a little evaluation

Good references and bibliography with minor or insignificant errors or omissions.

Good attempts at paraphrasing and summarising.

Ability to successfully integrate quotations into the text is evident.

Logical structure and presentation with clear progression throughout.

Clear central topic in each paragraph.

Uses a wide range of cohesive devices appropriately, although there may be some over/under use.

Range: Uses a wide range of vocabulary to allow some flexibility and precision. May produce occasional errors in word choice.

Appropriacy: Uses less common lexical items with strong awareness of style and collocation.

Accuracy: Uses a wide range of structures for the task with good control of grammar and punctuation but may make a few errors.

Merit 60.69% Addresses all parts of the task – some parts may be more fully covered than others.

Main points are easily understood and supporting information is suitably developed and limited evaluation

The integration of source materials is appropriate to the task

Often successful attempts to quote, paraphrase or summarise

Provides references and bibliography but may contain minor inconsistencies, errors or omissions.

Overall text is well structured

Paragraphs are suitably organised.

Linking of points is mostly successful.

Range: Uses a good range of vocabulary and grammar for the task

Appropriacy: Uses vocabulary and grammar items appropriately

Accuracy: Uses vocabulary and grammatical items with few inaccuracies.

Pass 40_59% Addresses most of the task but some aspects may be dealt with more fully than others.

Main points are identifiable and with some development

The integration of source materials is attempted with some success

Some attempts to quote, paraphrase and summarise. These are sometimes successful in supporting your points

Overall text is generally well structured

Paragraphing is used, but not always suitably organised.

Linking of points is sometimes successful

Range: Uses an adequate range of vocabulary and grammar which is mostly appropriate for the task.

Appropriacy: Uses vocabulary and grammar items appropriately with a few slips.


20

Attempts to provide references and bibliography but may contain some inconsistencies, errors or omissions

Accuracy: Uses vocabulary and grammar items with some inaccuracies

Needs support 30-39% Addresses some aspects of the task, but some aspects may be dealt with more fully than others.

Main points are identifiable but with little development

The integration of source materials is not always appropriate to the task

Some attempts to quote, paraphrase and summarise, these do not support points

Some evidence of referencing or bibliography skills, but with some errors.

Overall text has some structure, but may not always be clear.

Paragraphing is attempted but might not always be logical.

Linking of points is occasionally successful.

Range: Uses a range of vocabulary and grammar which is just sufficient for the task.

Appropriacy: Uses vocabulary and grammar items which may not always be appropriate to the task.

Accuracy: Uses vocabulary and grammar items with many inaccuracies, although meaning is generally clear.

Refer 0-29% Attempts to address task, with many aspects only partially covered.

Main points are difficult to identify or are limited in development.

The integration of source materials is not attempted.

Little /no attempt to quote, paraphrase and summarise.

No attempt at references

Overall text has very little structure.

Paragraphing is inadequate or unused.

Linking of points is often unsuccessful

Range: Uses a range of vocabulary and grammar which is not sufficient for the task.

Appropriacy: Uses vocabulary and grammar items which are not appropriate to the task.

Accuracy: Uses vocabulary and grammar items with inaccuracies which impede communication.


21

MARKING CRITERIA (FOR EAP II WRITING EXAM)

Task Response Integration of sources and

referencing skills Cohesion and Coherence Language Use, Appropriacy

and Style

Distinction 70-100% Addresses all parts of the task fully, presenting a clear position throughout the response.

Expresses a clear position but this may not always be supported

Main points are easily understood and supporting information is suitably developed with evaluation

Source materials are successfully integrated into the text and they fully support points

Very good use of paraphrases and summaries.

Precise, full and appropriate references, and bibliography.

Sequences information and ideas logically.

Manages all aspects of cohesion well and uses paragraphs appropriately

Range: Uses a wide range of vocabulary with flexibility to convey precise meanings

Appropriacy: Skilfully uses uncommon lexical items but there may be occasional inaccuracies in word choice and collocation.

Range: Uses a wide range of structures, with very good control of grammar and punctuation

Merit 60-69% Addresses all parts of the task, presenting a clear position throughout the response.

Position can be inferred and not always supported and may be descriptive.

Main points are easily understood and supporting information is suitably developed and with some evaluation

Ability to successfully integrate quotations into the text.

Good attempts at paraphrasing, summarising and quotation.

Good references and bibliography with minor or insignificant errors or omissions.

Logical structure and presentation with clear progression throughout.

Clear central topic in each paragraph.

Uses a wide range of cohesive devices appropriately, although there may be some over/under use.

Range: Uses a wide range of vocabulary to allow some flexibility and precision. May produce occasional errors in word choice.

Appropriacy: Uses less common lexical items with strong awareness of style and collocation.

Accuracy: Uses a wide range of structures for the task with good control of grammar and punctuation but may make a few errors.

Pass 40-59% Addresses all parts of the task – some parts may be more fully covered than others.

The integration of source materials is appropriate to the task

Often successful attempts to quote, paraphrase or summarise

Overall text is well structured

Paragraphs are suitably organised.

Linking of points is mostly successful.

Range: Uses an adequate range of vocabulary and grammar for the task


22

The overall position lacks focus and points are sometimes unsupported

Main points are easily understood and supporting information is suitably developed and limited evaluation

Provides references and bibliography but may contain minor inconsistencies, errors or omissions.

Appropriacy: Uses vocabulary and grammar items appropriately

Accuracy: Uses vocabulary and grammatical items with few inaccuracies.

Needs support 30-39% Addresses most of the task but some aspects may be dealt with more fully than others.

The overall position is unclear and points are often unsupported

Main points are identifiable and with some development

The integration of source materials is not always appropriate to the task

Some attempts to quote, paraphrase and summarise. These are sometimes successful in supporting your points

Attempts to provide references and bibliography but may contain some inconsistencies, errors or omissions

Overall text has a basic structure

Paragraphing is used, but not always suitably organised.

Linking of points is sometimes successful

Range: Uses adequate range of vocabulary and grammar which is mostly appropriate for the task.

Appropriacy: Uses vocabulary and grammar items appropriately with a few slips.

Accuracy: Uses vocabulary and grammar items with some inaccuracies

Refer 0-29% Addresses some aspects of the task, but some aspects may be dealt with more fully than others.

Difficult to identify the position or any direction in the essay

Main points are identifiable but with little development

The integration of source materials is attempted

Some attempts to quote, paraphrase and summarise, these do not support points

Little evidence of referencing or bibliography skills, and with e errors.

Overall text has some structure, but may not always be clear.

Paragraphing is attempted but might not always be logical.

Linking of points is occasionally successful.

Range: Uses a range of vocabulary and grammar which is just sufficient for the task.

Appropriacy: Uses vocabulary and grammar items which may not always be appropriate to the task.

Accuracy: Uses vocabulary and grammar items with many inaccuracies.


23

MARKING CRITERIA (FOR EAP I SPEAKING EXAM) Grade Content

(complexity e.g. descriptive vs. analytical; sufficient, clear, relevant inclusions; demonstrated research)

Language Use (Syntax; vocabulary range &

accuracy; discourse features)

Communicative Effectiveness (overall clarity of message; pacing;

coherence; tone of voice; pronunciation; eye contact/body-

language; interaction)

70% + Distinction

Usually communicates clearly and logically

Effective use of research

Contributions are consistently both appropriate and effective

Justifies and elaborates on most points effectively

Generally strong content and line of argument.

Uses a wide range of structures / vocabulary

Shows good awareness of style and collocation

Minor errors may occur but do not impede communication

Can generally be understood throughout, though accent and / or pronunciation may occasionally impede interaction

Some hesitation but is reasonably fluent otherwise

Uses a range of connectives and discourse markers with some flexibility

Manages initiation & turn-taking naturally and skilfully

Clear pronunciation easily understood by a native speaker.

60-69% Communication is successful

Evidence of research (e.g. the use of statistics)

The majority of contributions are appropriate and effective

Some minor omissions or occasional opportunities missed to elaborate further on points although these do not affect sustained interaction.

Has a wide enough vocabulary to discuss the topic at length and make meaning clear in spite of occasional mistakes

Shows some awareness of style and collocation, with some inappropriate choices

Uses a mix of simple and complex structures with some flexibility

Can generally be understood throughout, though accent and / or pronunciation sometimes impedes interaction

Shows generally appropriate and effective use of stress & intonation

Uses a range of connectives and discourse markers with limited flexibility

Manages initiation & turn-taking with good awareness of interpersonal strategies

40-59% Pass

Fulfils the task for the most part.

Some evidence of research, although this may be limited and/or applied with limited effect

Contributions are generally both appropriate and effective

Uses a mix of simple and complex sentences, but with limited flexibility

May make frequent errors with complex structures but these rarely cause comprehension problems

Has a wide enough vocabulary to discuss topics in some detail and

Shows some effective use of features but this is not sustained

Mispronunciation of individual words may occasionally cause strain for the listener.


24

Some elaboration and justification of points

Some opportunities missed to elaborate further on points – although these rarely affect sustained interaction.

make meaning clear in spite of mistakes.

Searches for words and hesitates at times but is reasonably fluent otherwise

Manages initiation & turn-taking with some degree of success.

Occasionally dominates the discussion although shows awareness & appropriate strategies to rectify this.

39% and below Refer

Only partially addresses the task.

Mostly limited elaboration/justification of points.

Some general difficulties coping with initiation & turn-taking particularly when dealing with complex or unfamiliar topics

Contributions are occasionally limited or inappropriate.

A limited range of grammatical structures: mostly simple & occasional compound sentences.

Vocabulary selection & use is generally sufficient to deal with a limited range of issues & ideas.

Frequent grammatical & vocabulary errors

Errors may regularly impede communication.

May often over rely on memorised chunks.

Can speak about the topic but with difficulty.

Problems with stress, rhythm & intonation frequently affect intelligibility.

Rarely coherent in general & familiar topics.

Lack of coherence causes frequent strain on the listener.

Unnatural hesitations & long pauses cause frequent breakdowns in communication/fluency.

May often dominate the discussion or have serious difficulty sustaining interaction.

Frequent omissions or irrelevancies.


25

MARKING CRITERIA (FOR EAP II SPEAKING EXAM) Grade Content

(complexity e.g. descriptive vs. analytical; sufficient, clear, relevant inclusions; demonstrated research)

Language Use (Syntax; vocabulary range & accuracy; discourse features)

Communicative Effectiveness (overall clarity of message; pacing; coherence; tone of voice; eye contact/body-language; visual aids; dealing with questions; pronunciation & fluency)

70% + Distinction

Content is detailed, complex and confidently analytical/evaluative

Ideas relevant, sufficient, very well-developed and clarified

Ideas fully supported with appropriate evidence, examples or explanation.

Excellent research from relevant sources

Original & interesting

Mostly error-free use of a wide range of complex structures and vocabulary.

Fully confident and appropriate use of organisational patterns and cohesive devices

Presents a topic coherently and articulately, structuring, pacing and supporting the talk flexibly to meet the audience’s needs

Voice quality is clear, loud enough and with varied pitch; fully engages with audience

Visuals are clear and support the presentation well

Can depart spontaneously from prepared text without problems; questions dealt with fully

Clear, easily intelligible pronunciation.

60-69% Merit

Descriptive content is detailed, and reasonably analytical/evaluative.

Ideas generally relevant, adequately developed, and clarified;

Ideas supported adequately with evidence, examples or explanation.

Shows a good level of research from relevant sources.

Adequate, generally appropriate, and fairly wide range of structures and vocabulary, in which errors do not usually impede understanding.

Uses a variety of linking words/phrases to mark the relationship between ideas, though there may be some unevenness or inappropriate use.

Gives a clear, mostly well-structured, appropriately paced presentation which highlights significant points and generally satisfies the audience’s needs.

Voice is clear, and loud enough; generally maintains eye contact

Visuals are generally clear

Can respond to questions in a detailed way, and with a good degree of fluency

Pronunciation may occasionally cause strain for listener.


26

40-59% Pass

Mainly descriptive/narrative though some attempt made at analysis or evaluation.

Content not always relevant or sufficiently well-developed and clarified.

Ideas not always supported with evidence, examples or explanation.

Demonstrates research, although this may be rather limited.

Reasonable range of structures and vocabulary; however, attempts at more complex language may lead to errors or misunderstanding sometimes.

Can link a series of elements into a connected sequence of points (such as through logic, priority, compare & contrast) though range of discourse markers may be fairly narrow.

Gives a straightforward presentation which is coherent enough to be generally followed without difficulty; however, there may be some problems with structuring, support or delivery.

May sometimes over-rely on notes or written text.

Voice is reasonably clear though may be a little monotonous; may not manage eye contact very well.

Visuals may contain errors.

Can respond simply and with some spontaneity to follow up questions.

Some systematic pronunciation errors may inhibit communication, causing strain for the listener.

39% and below Refer

Ideas may be fairly simple or not well developed.

There is some basic support for ideas (e.g. a reason for an opinion).

Little research shown.

Almost entirely descriptive or narrative (without analysis/evaluation).

Demonstrates control of some simple grammatical structures and basic vocabulary as suitable for the topic; however, errors or gaps in grammar and vocabulary may impede understanding.

Control of only commonly occurring cohesive devices and linking phrases (e.g. for addition, sequencing).

Can give a basic presentation on a familiar topic.

However, there may be problems with coherence, structuring, support or delivery, which hinder the communicative effectiveness; may read from text;

Little variation in voice

Visuals do not support the message well

Responds with some difficulty to follow up questions

Pronunciation can be understood, but with effort from the listener.


27

ASSESSMENTS LEADING TO AWARD

Module Credit Rating Work for Assessment Requirement for Award

English for Academic Purposes I [Pre-Masters]

15 Credits

[Level 6]

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

International PreMasters Diploma in Business Management


28

Summative Assessment (Summative assessments are those assessments which contribute to your module grade and are individual assessments unless otherwise stated.) you at the end of the programme are required to evidence an IELTS equivalent to 6.5 overall (or in the case of the MSc IELTS 6.0, with the requirement that you undertake compulsory In-Sessional EAP and Academic Skills support during the first term of your MSc degree studies). This module is assessed through the completion of independent tasks which consists of:

1. A listening test; 2. A speaking test; 3. A reading test; 4. A writing test which will be assessed through the completion of two (2)

summative tasks;

a) A timed written assessment as directed. (50% of the final writing grade); b) Portfolio submission on academic writing skills which includes (incorporating

quotes, paraphrasing, summaries etc.) and essay drafts. Feedback to be completed on paragraphs, paraphrases and summaries. (50% of the final grade).

c) To achieve a pass in this course all students need to gain a minimum overall

mark of 40% (pass grade) and a minimum of 40% (pass grade) in writing.


English for Academic Purposes II [Pre-Masters]

15 Credits

[Level 6]

Overview Formative Assessments Formative Listening Listening is formatively assessed by evaluating your ability to effectively listen to and answer questions on a formal academic/professional audio-visual talk or lesson. Formative Speaking:


29

A recorded individual presentation on a key element of one of the academic subjects. Formative Reading: A reading comprehension test on the basis of an unprepared and prepared texts associated with the academic subjects. Formative Writing: Weekly submission on academic writing skills (incorporating quotes, paraphrasing, summaries etc.) essay drafts and essays. Feedback to be completed on paragraphs, paraphrases and summaries and other aspects of English for Academic Purposes. Summative Assessment (Summative assessments are those assessments which contribute to your module grade and are individual assessments unless otherwise stated.) you at the end of the programme are required to evidence an IELTS equivalent to 6.5 overall (or in the case of the MSc IELTS 6.0, with the requirement that you undertake compulsory In-Sessional EAP and Academic Skills support during the first term of your MSc degree studies). This module is assessed through the completion of independent tasks which consists of:

1. A listening test; 2. A speaking test; 3. A reading test; 4. A writing test which will be assessed through the completion of two (2)

summative tasks;

a) A timed written assessment as directed. (50% of the final writing grade); b) Portfolio submission on academic writing skills (incorporating quotes,

paraphrasing, summaries etc.) and essay drafts and extended writing tasks. Feedback to be completed on paragraphs, paraphrases and summaries. (50% of the final grade).

c) To achieve a pass in this course all students need to gain a minimum overall

mark of 40% (pass grade) and a minimum of 40% (pass grade) in writing.


30


Understanding Economics and Business

15 Credits [Level 6]

Formative Assessment

1. Case study: For example, a group case study relating to an analysis of an industry with feedback during the following session.

Due Date: Week 5

2. Question & Answer Sets: For example, question and answer sets at the end of week 8 with feedback during the following session.

Summative Assessment

1. Written assignment (for example, demonstrating understanding of a business case study.) [100% of Module Grade]


Managing People and Projects



1. A written piece on a topic from the module;

2. A presentation of the written piece.


1. Written tasks based on content covered in the module from list provided,

totalling 2,500 words [100% of module grade].



31


Digital Marketing in Business


Formative Assessment 1. Portfolio of reflective work demonstrating learning drawn that builds into the

Summative assessment Summative Assessment 1. Portfolio of reflective work demonstrating learning drawn [100% of Module Grade]


Financial Performance Management



1. Double-Entry book keeping

The focus of this assessment is on the use of double entry bookkeeping. You will prepare a set of financial statements from a list of transactions.

2. Mid-Term time constrained Mock Exam

Summative Element 1. A Time constrained examination [100% of Module Grade]



32

Business Plan and Report 15 Credits [Level 6]


1. Summary research proposal, with a word limit of 500 words +/-10%. The summary proposal should include the working title of your research and must explain the topic you have chosen, why it is interesting/important and what are the aim and objectives of the proposed research. You have a very wide choice of topics from which to choose. The only real constraints are:

It must be on a business or management subject;

There needs to be some issue, problem or opportunity on which the research will focus;

It needs to propose a piece of primary research – in other words, research that you could, in principle, carry out (and do so within a period of 3-4 months);

There needs to be sufficient literature for a brief literature review. Summative Assessments

1. Research proposal, with a word limit of 3,500 words +/-10%. This assessment should build on the formative assessment, taking into account the feedback you received. [80% of Module Grade]

2. A piece of reflective writing on one or more areas of personal development

related to the module that the student has worked on over the term, with a word limit of 500 words +/-10%. [20% of Module Grade]



33


Study and Employability Skills [Pre-Masters]



Weekly class exercises using the Microsoft Office Suite.


There are three main parts to your summative assessment for this module:

1. Portfolio Tasks

These are set out for you throughout the module and involve you demonstrating the skills

you have learnt in this module on using Word, PowerPoint and Excel.(70% of your overall

module grade)

2. Written Task

This assessment consists of a 500 word written task on a suitable topic in a specified

format with a quote, bibliography, footnote, and citation. (20% of your overall module

grade).

3. A CV and Cover Letter. (10% of your overall module grade).



31

Expected Study Hours

Sample Level 6 Weekly Curriculum Activities Face to Face Delivery

Activity (Per module) Time

(Hrs) %

Face to face delivery

Workshop preparation and consolidation 2 20%

Required reading 1 10%

Workshop 3 30%

Undertaking formative Assessment 2 20%

Wider Reading 1 10%

Individual study hours per module per week 9 100%

Specific Learning and Teaching Strategy The learning and teaching strategy of the PreMasters degree programme is designed around the concept of progression and the hierarchy of skills development from knowledge acquisition through to analysis and evaluation. Each topic within the modules has been designed to be delivered in a manner most appropriate to achieving the educational aims and the learning outcomes. The precise delivery method and detailed process used will depend on the appropriateness of the method to the learning outcomes and on student numbers and demand. Overall the learning and teaching strategies aim to encourage the skills and culture of independent learning and actively discourage learner dependence. To achieve this, development of student based activity will build your confidence and assist in your development with diminishing levels of supervision over your period of study. A range of subject specific learning strategies will be deployed to achieve this with the main approaches to teaching and learning on the programme being summarised as:

An emphasis on the role of learners in acquiring knowledge and understanding

The need to move from content towards skills-based methodologies, specifically the skills of self-managed learning

A recognition of the role of progression (evidence) through subject integration

A feature of the learning and teaching strategy of the programme will be the use of ‘real world’ activities to provide a student-centred approach which will engage you in problem solving activities in a business context. This may include activities such as presentations, business simulations and real-world case studies. Workshop activities Workshop activities are designed to build upon the knowledge, concepts and principles identified in the online lecture and the required pre-reading. As a consequence the activities will be varied throughout each module.


32

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


33

how you might do things differently next time, what went well and what to continue doing and what action you may need to take to enable yourself to successfully meet the learning outcomes. Our focus here is on the ability to reflect on and learn from experiences. The reflective activities contained in the modules are therefore designed to both help you develop the skills of self-reflection which enables you to take responsibility for your own learning but also to develop the skill of reflection on learning which meets both ‘Professional and Transferable’ learning outcomes.

The role of the Personal Tutor You will have a named Personal tutor throughout your time on the Programme. Their role is to provide pastoral support, monitor attendance, academic progress and achievement. Personal tutors play an important role in ensuring you understand the commitment required to progress through their academic journey and can support you in reaching your end goal. Your personal tutor will guide you through your course by regularly meeting with you and discussing any challenges or issues you are encountering. Personal tutors are a constant source of encouragement and support throughout your time with us and are easily contactable should you need to speak to them. Academic Support Your module tutor is your first point of contact for technical academic queries related to any aspect of your programme modules. They will be able to answer questions you may have about the specific modules you are studying. Their contact details will be available on the VLE. The degree also has a Programme Director, who is responsible for academic oversight of the entire degree, coordination between tutors, personal tutors and academic performance. Your Programme Director is available to assist you and discuss academic queries if your tutor or personal tutor is unable to answer your query. Ultimately, the Programme Director is responsible for the academic content of the programme, student progression and for ensuring that you have the best experience possible during their time with BPP. The Programme Director is available to discuss any issues that you don’t feel able to raise with the wider academic individual.

Acquisition of knowledge

Application of knowledge

Reflection on Application

Improved understanding, skills, and new knowledge

Online lecture & reading

Workshop activities

Discussion Forum, Reflection

Meets educational aims Achieves learning outcomes Ready for next level of study


34

Sample Learning activities at each delivery for each topic:

Face to face delivery

Workshop

Tell Me

Workshop

Show Me

Independent learning

Let me try

Face-to-face Workshop Activities

Workshop Activity 1

Tutor delivered key concepts, examples,

and key points.

Collaboration.

Facilitated group discussion (build

confidence)

Workshop Activity 2

Case study analysis Student led discussion

Problem solving

Individual Presentations / Group

Presentations

Role play Group work extending

over topics

Peer questioning and feedback

Tutor feedback

Portfolio compilation

Research,

Key speakers,

Industry experts

Professional conversations


35

MODULE OUTLINES Introduction The modules and elements described below are subject to more detailed briefing papers and bibliographies issued by your tutors at appropriate points in the programme.

Module Requirement Credits

English for Academic Purposes I [Pre-Masters] Compulsory 15 Credits

English for Academic Purposes II [Pre-Masters] Compulsory 15 Credits

Economics and Business Compulsory 15 Credits

Study and Employability Skills [Pre-Masters] Compulsory 15 Credits

Digital Marketing for Business Compulsory 15 Credits

Managing People and Projects Compulsory 15 Credits

Financial Performance Management Compulsory 15 Credits

Management Plan and Report Compulsory 15 Credits


36

MODULE SPECIFICATIONS

ENGLISH FOR ACADEMIC PURPOSES (EAP) I [Pre-Masters]

General Information

School School of Foundation and English Language Studies

Level Level 6

Credit Value 15 Credits

Contact Hours 60 hours

Programme(s) Pre-Masters Diploma in Business Management

Module Leader(s) Jonathan Dunn

Related Modules

Pre-requisites None

Co-requisites None

Post-requisites None

Excluded Combinations

None

External Accrediting Body None

Introduction The module will provide you with the Academic English skills necessary to undertake a postgraduate degree in Business at BPP University. You will be offered the opportunity to improve your command of English and study skills generally and in the academic setting specifically. This will be done through practice and enhancement of your reading, writing, speaking and listening skills relevant to your chosen field of study. An emphasis will be put on teaching methods, materials and assessments which are relevant to your needs to successfully undertake postgraduate study with BPP University in the immediate future, and also that will help you in your future career The various skills will be reinforced through regular formative assessments, and homework.


37

Educational Aims

This module aims to:

Provide you with essential language skills for undertaking postgraduate study of business,, management or finance through the medium of English at BPP University

Provide you with an opportunity to increase your knowledge of English grammar and vocabulary relevant to your chosen field of postgraduate study and future career

Develop your reading, writing, speaking and listening skills in an academic setting

Develop your communication skills across a range of platforms, including web-based technologies

Provide you with presentation skills relevant to academic studies generally


38

Learning Outcomes



K1 Reasonable understanding of and an ability to use the main language structures with ease and fluency.

K2 Basic understanding of a range of texts of varied length (oral and/or written) and ability to recognise implicit meaning in your field of specialisation.

K3 Ability to write and communicate effectively using an appropriate level of general and academic English.

K4 Productive and receptive use of a core of general academic vocabulary and an active vocabulary in your specific subject.

Cognitive Skills


C1 Differentiate between main and supporting ideas in written texts and oral presentations in your field of study.

C2 Categorise and synthesise information and ideas to produce your own argument.

C3 Recognize English language structures in order to achieve a solid understanding of

academic texts in your field of study.

C4 Evaluate how appropriate different texts are to your field of study.



P1 Communicate in an appropriate format in order to inform and explain your ideas clearly and concisely to others.

P2 Express yourselves with a degree of fluency that makes regular interaction with native speakers possible with minimal strain for either party.

P3 Produce clear, well-structured, oral and/ or written English on complex subjects, showing reasonably controlled use of organisational patterns and connectors.

P4 Recognise and adapt the register of language used to fit a range of academic or professional interactions, both in writing and speaking.


Ref D. you should be able to:

T1 Exercise self-management skills, including the ability to set personal objectives, manage time and tasks and evaluate your own performance.

T2 Exercise initiative and personal responsibility within set parameters for the enhancement of business performance.

T3 Take responsibility to learn effectively and be aware of your own learning strategies, including the ability to learn both independently and co-operatively.


39

Mode of Assessment Overview This module is formatively assessed through the testing of four elements of English study: Listening, Speaking, Reading and Writing. There are summative assessments at the end of EAP (English for Academic Purposes) I which you must pass in order to progress to EAP (English for Academic Purposes) II. Formative assessments are designed to give you the opportunity to practise assessments and to receive tutor feedback on progress against the learning outcomes prior to the final summative assessment. Formative assessments are designed to accurately reflect the processes and procedures of the end-of-term summative assessments. There are ongoing formative assessment tasks, which take the form of homework portfolio assignments and in-class quizzes.

Listening Listening is summatively assessed by evaluating the ability to effectively listen to and take notes from a formal academic/professional audio-visual talk or lecture. Formative assessment is broadly reflective of the summative assessment, in that it aims to develop and evaluate capacities to listen for gist and specific details, and take notes effectively. The talks are chosen from a variety of sources, and will be academic or professional in nature.

Speaking Speaking is summatively assessed through the evaluation of your performance in an academic presentation based on an aspect of your chosen subject (law, business, psychology). You will be assessed on having suitable supportive academic arguments, the appropriate organisation of material, relevant language and vocabulary and effective pronunciation and intonation. Speaking will be formatively assessed through various activities throughout the terms. You will be formatively assessed in all elements of giving a presentation including the structure of a presentation, preparing the slides and using clarity when speaking.

Reading Reading is summatively assessed by evaluating your ability to read and understand a range of academic texts. The assessment questions are designed to test a range of skills, including skim, scan and detailed reading, identifying specific information, as well as more critical reading skills. Reading is formatively assessed through various activities and strategies. A range of professional and academic texts are used. Reading skills are regularly evaluated through reading comprehension activities.

Writing The written assessment takes the form of a timed written task and the submission of

portfolio tasks. In the timed assessment, you are required to write the response to a task, and you should demonstrate an ability to take a position on a certain issue and defend it in an academically sound way. The synoptic task will draw on assessments and material from


40

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


41

Core Text (all subjects) Bailey, S. (2015). Academic writing: a handbook for international you. 4th ed. London: Routledge.

Additional texts by subject area: Business Mascull, B. (2002) Business Vocabulary in use: intermediate. 2nd ed, (Bill Mascull) Cambridge: Cambridge Professional English Recommended Texts and Reading

Longman Dictionary of Contemporary English (6th edition), Harlow, Pearson Education Ltd (2014).

Hamp-Lyons, L. Study Writing: A Programme in Written English for Academic Purposes (2006) 2nd edition Glendinning, E. Study Reading: A Programme in Reading Skills for Academic Purposes (2004) 2nd edition Lynch, T. Study Listening: A programme in listening to self-directed lessons and note-taking, (2004) 2nd ed, CUP Thaine et al, Cambridge Academic English, Upper Intermediate (2012)

Academic and Professional Articles

Your will be strongly encouraged to use journal articles relevant to your area of specialisation, in order to develop your reading and comprehension skills. You are strongly encouraged to read articles from The Economist, and British newspapers such as The Guardian. These will really help you to improve your reading fluency. Your teacher will also recommend books and articles for you to read during the course.

Online Resources The Global English e-Workbook is available for you to practise grammar and vocabulary (self-study). You will also be encouraged to use online resources relevant to your areas of specialisation, in order to develop your reading and comprehension skills.

http://www.amazon.co.uk/Study-Writing-Written-Academic-Purposes/dp/0521534968/ref=pd_bxgy_b_text_c

http://www.amazon.co.uk/Study-Reading-Course-Academic-Purposes/dp/0521547768/ref=pd_bxgy_b_text_b


42

INDICATIVE SCHEME OF WORK In some instances information regarding content of module is indicative - actual module content may change (for example, new developments in the field or new postings on the Internet) which are taken into account at the time of module delivery. The indicative scheme of work details the subject matter and learning and teaching strategy for that week. Actual terms are 10 weeks long in addition in addition to the headstart/induction week. You may have a reading week, consolidation weeks and examinations or assessments weeks. Further details on these will be provided at appropriate points throughout the programme. Module Title: ENGLISH FOR ACADEMIC PURPOSES (EAP) I

Syllabus:

Listening and Speaking Skills:

Listening & note-taking (pre-recorded self-directed lessons, online viewings etc.).

Pre-listening activities include brainstorming and discussion of the forthcoming lesson topic.

Vocabulary development: pre- and post-listening activities include vocabulary building.

Reading and Writing Skills:

Academic study skills: reading skills, exam revision and preparation, etc.

Comprehension skills and strategies: reading for the gist, reading for details etc.

Linguistic knowledge; text structure & purpose.

Intensive & extensive reading through variety of text types.

Critical reading.

Writing process (generating ideas; planning and organisation; revision skills etc.).

Language of academic texts (grammar and sentence structure, academic style and vocabulary).

Different genres of writing (description, compare/contrast; reason/consequence; argument).

Use of source references in academic writing: introduction.

Language Development:

Initial assessment and analysis of your needs.

Systematic work on key areas of grammar, vocabulary and pronunciation (to be adjusted depending on your needs).


43

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

Area of Study EAP I

Listening & Speaking

3 (hrs/week)

Reading & Writing

3 (hrs/week)


44

Term 1 Indicative Scheme of Work:

Areas to be covered Resources & teaching Notes

1 Week 1: Introduction to EAP course

Speaking: Getting to know you

Listening: Introduction to EAP & UK academic culture

Language & Literacy: Sentence structure

As this is the first session, many you will not yet have arrived owing to visa- and other related issues. The aims of this session:

to provide an introduction to the EAP course

to make a start with academic language practice & business vocabulary

to check the basics of sentence structure.

Session 1

1. Speaking: Icebreaker activity

2. Course introduction: Outline of Premasters EAP course & exam; What is academic English? (PPT)

3. Listening: Academic culture: Lectures in UK & China (EAS Listening, unit 1);

Session 2

1. Language & grammar: Sentence structure – simple, compound, complex (Oshima & Hogue, pp162-174; EAS Grammar for Writing)

2. Study skills: Introduction to business vocabulary (EfBS, p6-7)

3. PPT: learning vocabulary 4. Writing diagnostic essay:

In your home country, what factors help or hinder someone from starting your own business?

Homework & Self-study

EBS pp.14-15 dictionary use

Reading and word forms: ‘How is work organized?’ & / or ‘Leadership & teams’ (EBS, pp16-19)

1. Prepare a short group presentation on a ‘business guru’ mentioned in the reading texts above.

2. Academic Writing Quiz: link on VLE (PM1 Introduction tab) to Prepare for Success Academic Writing at University

PPT: EAP 1 assessment overview + study tips (use time management sheet)

PPT: EAP Term 1 (includes reading activity: business gurus)

PPT: learning Vocabulary

+ USEFUL WEBSITES

1. Can also use: 50 Steps…(Step 26) – adapted as worksheet (see week 1 folder)

(Also: Language for Study p.208 – sentence length)

3. PPT on vocab learning could be done in session 1? 4. Before (after?) timed essay, introduce academic writing checklist (title used last term: compare classroom learning in the UK with your country) 1. Alternative: show ppt slide of snipped list of 2015 Businessperson of the Year from fortune.com webpage (see week 1 folder). You can select one from the top ten.

2 Week 2: Lectures, Workshops, and types of academic writing Listening: Preparing for a lecture, predicting lecture content, making notes, lecture organisation, choosing

Session 1

1. Speaking: introduction to academic speaking & Workshops (EAS speaking, unit 2)

2. Listening: (PPT) Introduction to business – listening to lectures (EfBS, p8-9)

Group presentations (set in session 1.1)

1. + PPT: intro to Workshops (see week 2 folder); EAS Speaking, pp. 16 -17

2. Listening: talk about good sources for


45

the best form of notes, making notes

Speaking: Making effective contributions to a Workshop

Writing: Academic genres; Essay structure; introductions, conclusions & linking expressions.

Session aims:

Practice listening to lecture extracts.

Develop knowledge of different notetaking styles

Introduce Workshops

Introduce styles of academic writing

build knowledge of essay introductions and conclusions

3. Listening & Study skills: Notetaking styles (EfBS, p9-11)

Session 2

1. Writing: General features of academic writing; stating aims in a formal register (language for Study pp.46-47)

2. Writing: Differences in academic writing genres, especially essays and reports (AWfISB, pp3-7)

3. Writing: Essay structure: introductions, conclusions & linking expressions (EAS Writing, p22-24; 48-9; also, EfBS p. 69 – good for essay plans, and/or Skills for Study 3E pp122-123,esp. 123)

Session 2 needs to include summarising (in preparation for week 4 submission: article summary) (Possible mats: Academic Writing Course, pp.94 – 95 + brief PPT?)


1. You prepare in groups for Workshop discussion in following week: ‘What effects has the internet and social media had on the business world?’

2. Accuracy in writing: punctuation (AWfIBS, pp205-209)

listening practice + listening habits?

Session 2

+ peer evaluation / feedback of diagnostic essays

Can use these titles from the 1st ppt to stimulate student thinking on how they would approach writing an essay: Compare and contrast current broadband services in __________ and the UK. Compare classroom learning with online learning. What are the advantages and disadvantages of teleworking compared with working in the office? 1. Also use PPTs on

comparison essay writing, introductions & main body, conclusions (see week 2 folder). Include writing outline (+ topic sentences)?

2. Also use essay – report comparison worksheet (see week 2 folder)

H/W

1. In preparation for this: Play an excerpt from previous EAP1 exam group Workshop?

2. Set instead EAS Grammar unit 4 – model comparison essay gap-fill for revision of linking words. ALSO: give BBC text on teleworking essay. You should research possible texts for other titles.

3 Week 3: Topic – IT; compare & contrast

Session 1


46

Speaking: Workshop practice, with teacher-directed feedback

Reading & Writing: Compare & contrast essays; structure & linking expressions

Study skills: Learning academic vocabulary

Writing: Organising paragraphs

Session aims:

develop IT vocabulary

Practice a spoken Workshop, with feedback

develop knowledge of compare & contrast essay structure

learn an academic reading method (SQ3R)

1. Speaking: you do Workshop (prepared as HW), with teacher providing feedback

2. Study skills: selecting & evaluating sources (EfBS, p34-35);

3. Skills for writing: Evaluating the value of sources for your writing (Research Methods for Business you, pp84-85; Skills for Study p103-109)

4. Study skills: Introduction to referencing (AWfIBS, u1.8)

Session 2

1. Writing: Compare & Contrast Essay structure (Oshima & Hogue, pp. 111-26; Great Essays pp65-74); Paragraph structure (AWfISB, 71-77)

2. Reading skills: The SQ3R method for academic reading (EAS Reading, p20-22 + source reading 1b)

Homework:

1. Reading: Read profiles of Apple and Microsoft for essay planning next week or source new texts?

2.Language: prefixes and suffixes (AWfIBS, pp195-199)

1. Introduction to AWS (EAS Vocabulary, sub list 1)

Also: Study Skills EBS pp.34-35, selecting & evaluating sources

HW: EBS pp.32-33 Reading: ‘Change or die’.

Session 1; 3 & 4 better in session 2?

Session 2: focus on production

1. Review PPTs from 2.2. Remind them of essay titles. Outlines for these? Aim is to produce introductions. Also, topic sentences? They draw on texts sourced / given in 2.2 HW.

1. EBS, p.34, 4.3 C. (researching on the internet)

2. Write main body paragraph

4 Week 4: Topic - marketing

Language: Vocabulary: marketing

Listening: Recognising the speaker’s point of view, taking notes, signposts for an argument; TED talk practice

Writing: Using sources in academic writing: referencing & paraphrasing.

Session aims:

Practice listening to a longer lecture

Session 1

1. Language: vocabulary – marketing (EfBS pp. 38-9)

2. Listening: lecture on marketing – lecture structure & signposts (EfBS, p40-41)

3. Speaking: Making effective contributions to a Workshop (EBS, pp42-3)

Session 2

1. Writing: EAS Writing: 2. pp.22-24 – introductions;

pp.48-49 – conclusions 3. Reading: Extended

reading - What is a critical review? (Research

Session 1

2. Also used: 5-min TED Talk (How to get more sleep). Better to use: ‘What physics taught me about marketing’ (Dan Cobley, TED.com)

Session 2

1. Also, PPT on comparison essay outline

Also used:

EAS Grammar:


47

Develop awareness of lecture structure

Provide background ideas and vocabulary for next week’s Workshop practice

Develop awareness of appropriate use of sources in writing

Methods for Business you, pp70-75 + websites)


2. Essay: Compare Microsoft with Apple. Which company is likely to be more successful in the next decade?

3. Prepare for week 6 mock Workshop

Logical links (2) – sentence transformations

Portfolio Task 1

5 Week 5: Topic – mock exams

Mock exams:

To familiarise you with the format of the final EAP exams

(NB: you are not allowed to keep any of the mock exam papers; email results to module leader)

Session 1

1. Mock Listening exam 2. listening feedback

Session 2

Mock reading and writing exam

Homework:

1. Review: finance vocabulary

2. Language: using articles (AWfIBS, pp177-180)

Session 1

1. Also, EAS Vocabulary pp.22-25 prefixes & suffixes (warmer week 4?)

Session 2

1. Also, S4S pp.40-41, separating writer’s ideas from sources

3.writing: writing an introduction

HW:

EBS p.78 company finance

6 Week 6: money

Session 1

Mock speaking exam (followed by Speaking feedback

Follow-up practice: TED talk (= ‘An ultra-low cost college degree’)

Listening: Cornell notetaking; lecture – financial management (EBS, pp72-3)

Session 2

Reading: academic article

Feedback on reading & writing Mock Exam


1. Reading: EBS pp.64-65: ‘Every little helps’

2. Language: vocabulary - finance (EfBS pp. 70-1)


48

7 Week 7: Topic – Operations and production

Speaking: Workshop exam practice

Language: operations vocabulary

Writing: Summarising; creating an essay plan for a compare and contrast essay

Session aims:

practice Workshop contributions

identity structure of lectures

review mock exam essays

develop summarising skills

Session 1

1. Listening: using mind maps for notetaking; lecture on PESTLE (EfBS, pp86-88)

2. Listening: Managing

operations, sequencing information in lectures (EfBS pp. 56-57) something else needed here instead.

Session 2

3. Writing: Feedback / peer correction from last week’s mock exam.

4. Writing: Summarising (AWfISB pp. 51-7)

5. Reading: article needed linked to PESTLE


6. Reading for next week’s Workshop practice ‘Which PESTLE factor has the greatest effect on businesses?’ (e.g. from ‘The business environment’)

7. Prepare for Workshop: ‘Which PESTLE factor has the greatest effect on businesses?’

8. Language: using synonyms (EBS p62)

Session 1

Feedback on listening exam answers & notes

Session 2

Individual & group feedback. Group feedback on common issues.

Reviewed writing process, esp. brainstorming & planning.

Focus on model introduction, main body paragraph & conclusion for mock exam essay question (PPT)

Week 8: Topic – PESTLE factors

Listening: Fixed phrases, sequencing information in sentences, stress within words, giving sentences a special focus

Language: Linkers

Reading: Contrast the views of two texts on globalisation

Writing: Writing a compare & contrast essay

Session aims:

Session 1

1. Speaking: Workshop practice & feedback ‘Which PESTLE factor has the greatest effect on businesses?’

1. Study skill: using synonyms for paraphrase (AWfIBS, pp215-219)

Session 2

2. Writing: Using linking expressions (AWfISB pp. 185-190)

3. Writing: Essay in class: To what extent do the political, legal and social factors in 2 different countries impact a

Session 1

Also:

Listening: 6-min TED Talk: The 100, 000 student classroom.

Speaking: (adapted from EAS Speaking) Workshop phrases worksheet

Reading: newspapers (FT & City AM) & note-taking

Session 2

1. Used O & H Linking in comparison essays.

2. Adapted this question to: You are looking to set up a


49

expand vocabulary of production

develop awareness of sequencing of information in lectures

develop range of linking in writing

practice timed essay writing in class

multinational such as Tesco or Macdonald’s?


retail business in [name of country]. Compare and contrast social factors in the UK and the other country. Which would have the greatest impact on your business? (see lesson plan 8.2 for more detail)

Portfolio Task 2:

9 Week 9: EAP course review

Feedback & revision

Session aims;

To focus on the main needs of the group in preparation of the exams

(NB: teachers should inform you about arrangements for the speaking exam next week, and where on the Moodle you will be able to find the first seen reading exam text)

Session 1

2. Revision: Listening / speaking practice according to teacher’s choice and group needs

Session 2

1. Revision: Feedback on last week’s timed essay

2. Writing: Academic Style (AWfISB pp. 147-159)

Session 1

2.EAS Listening unit 7: lecture structure

Session 2

Also, EAS Reading unit 6 TB (timed reading practice)

10 Week 10: Exam revision or Speaking tests

Further exam revision or speaking exam


50

ENGLISH FOR ACADEMIC PURPOSES (EAP) II [Pre-Masters] General Information


Level Level 6


Contact Hours 60 contact hours

Programme(s) Pre-Masters Diploma in Business Management

Module Leader(s) Jonathan Dunn

Related Modules

Pre-requisites None

Co-requisites None



None


Introduction The module will provide you with the English for Academic Purposes skills necessary to undertake a postgraduate degree in either Law or Business at BPP University. You will be offered the opportunity to improve your command of English and study skills generally and in the academic setting specifically. This will be done through practice and enhancement of your reading, writing, speaking and listening skills relevant to your chosen field of study. An emphasis will be put on teaching methods, materials and assessments which are relevant to your needs to successfully undertake postgraduate study with BPP University in the immediate future, and also that will help you in your future career The various skills will be reinforced through regular formative assessments, and homework.


51

Educational Aims


Provide you with essential language skills for undertaking postgraduate study of business,, management or finance through the medium of English at BPP University

Provide you with an opportunity to increase your knowledge of English grammar and vocabulary relevant to your chosen field of postgraduate study and future career

Develop your reading, writing, speaking and listening skills in an academic setting

Develop your communication skills across a range of platforms, including web-based technologies

Provide you with presentation skills relevant to academic studies generally


52

Learning Outcomes Knowledge and Understanding


K1 Reasonable understanding of and an ability to use the main language structures with ease and fluency.

K2 Basic understanding of a range of texts of varied length (oral and/or written) and ability to recognise implicit meaning in your field of specialisation.

K3 Ability to write and communicate effectively using an appropriate level of general and academic English.

K4 Productive and receptive use of a core of general academic vocabulary and an active vocabulary in your specific subject.

Cognitive Skills


C1 Differentiate between main and supporting ideas in written texts and oral presentations in your field of study.

C2 Categorise and synthesise information and ideas to produce your own argument.

C3 Recognize English language structures in order to achieve a solid understanding of

academic texts in your field of study.

C4 Evaluate the appropriacy of different texts to your field of study.



P1 Communicate in an appropriate format in order to inform and explain your ideas clearly and concisely to others.

P2 Express yourselves with a degree of fluency that makes regular interaction with native speakers possible with minimal strain for either party.

P3 Produce clear, well-structured, oral and/ or written English on complex subjects, showing reasonably controlled use of organisational patterns and connectors.

P4 Recognise and adapt the register of language used to fit a range of academic or professional interactions, both in writing and speaking.


Ref D. you should be able to:

T1 Exercise self-management skills, including the ability to set personal objectives, manage time and tasks and evaluate your own performance.

T2 Exercise initiative and personal responsibility within set parameters for the enhancement of business performance.

T3 Take responsibility to learn effectively and be aware of your own learning strategies, including the ability to learn both independently and co-operatively.


53

Mode of Assessment Overview This module is formatively assessed through the testing of four elements of English study: Listening, Speaking, Reading and Writing. There is a final summative assessment in EAP II when you are required to evidence an overall IELTS equivalent score of 6.5 (6.0 for MSc with In-Sessional support thereafter) in order to progress onto your postgraduate degree studies. Formative assessments are designed to give you the opportunity to practise assessments and to receive tutor feedback on progress against the learning outcomes prior to the final summative assessment. Formative assessments are designed to accurately reflect the processes and procedures of the end-of-term summative assessments. There are ongoing formative assessment tasks, which take the form of homework portfolio assignments and in-class quizzes.

Listening In EAP II, listening is summatively assessed by evaluating the ability to effectively listen to and take notes from a formal academic/professional audio-visual talk or lecture. Formative assessment is broadly reflective of the summative assessment, in that it aims to develop and evaluate capacities to listen for gist and specific details, and take notes effectively. The talks are chosen from a variety of sources, and will be academic or professional in nature.

Speaking In EAP II, speaking is summatively assessed through the evaluation of your performance in an academic presentation based on an aspect of your chosen subject (law, business, psychology). You will be assessed on having suitable supportive academic arguments, the appropriate organisation of material, relevant language and vocabulary and effective pronunciation and intonation. Speaking will be formatively assessed through various activities throughout the terms. You will be formatively assessed in all elements of giving a presentation including the structure of a presentation, preparing the slides and using clarity when speaking.

Reading In EAP II, reading is summatively assessed by evaluating your ability to read and understand a range of academic texts. The assessment questions are designed to test a range of skills, including skim, scan and detailed reading, identifying specific information, as well as more critical reading skills. Reading is formatively assessed through various activities and strategies. A range of professional and academic texts are used. Reading skills are regularly evaluated through reading comprehension activities.

Writing The written assessment takes the form of a timed written task at the end of EAP II and the

submission of portfolio tasks. In the timed assessment, you are required to write the response to a discursive task, and you should demonstrate an ability to take a position on a


54

certain issue and defend it in an academically sound way. The task will draw on assessments and material from your subject specific modules, which will then be assessed for your English for Academic Purposes in terms of structure, grammar and lexis. Formative assessments reflect the above in terms of your style and focus. You are evaluated on your knowledge of various elements of academic discourse and style, incorporating elements such as paragraphing, argumentation and academic referencing.

Core Text (all subjects) Bailey, S. (2015). Academic writing: a handbook for international you. 4th ed. London: Routledge.

Additional texts by subject area: Business Mascull, B. (2002) Business Vocabulary in use: intermediate. 2nd ed, (Bill Mascull) Cambridge: Cambridge Professional English Recommended Texts and Reading

Longman Dictionary of Contemporary English (6th edition), Harlow, Pearson Education Ltd (2014).

Hamp-Lyons, L. Study Writing: A Programme in Written English for Academic Purposes (2006) 2nd edition Glendinning, E. Study Reading: A Programme in Reading Skills for Academic Purposes (2004) 2nd edition Lynch, T. Study Listening: A programme in listening to self-directed lessons and note-taking, (2004) 2nd ed, CUP Thaine et al, Cambridge Academic English, Upper Intermediate (2012)


You are strongly encouraged to use journal articles relevant to your area of specialisation, in order to develop your reading and comprehension skills. You are strongly encouraged to read articles from The Economist, and British newspapers such as The Guardian. These will really help you to improve your reading fluency. Your teacher will also recommend books and articles for you to read during the course.

Online Resources The Global English e-Workbook is available for you to practise grammar

http://www.amazon.co.uk/Study-Writing-Written-Academic-Purposes/dp/0521534968/ref=pd_bxgy_b_text_c

http://www.amazon.co.uk/Study-Reading-Course-Academic-Purposes/dp/0521547768/ref=pd_bxgy_b_text_b


55

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


56

INDICATIVE SCHEME OF WORK In some instances information regarding content of module is indicative - actual module content may change (for example, new developments in the field or new postings on the Internet) which are taken into account at the time of module delivery. The indicative scheme of work details the subject matter and learning and teaching strategy for that week. Actual terms are 10 weeks long in addition to the headstart/induction week. You may have a reading week, consolidation weeks and examinations or assessments weeks. Further details on these will be provided at appropriate points throughout the programme. Module Title: ENGLISH FOR ACADEMIC PURPOSES II

Syllabus:

Listening and Speaking Skills:

Listening & note-taking (pre-recorded self-directed lessons, online viewings etc.).

Pre-listening activities include brainstorming and discussion of the forthcoming lesson topic.

Vocabulary development: pre- and post-listening activities include vocabulary building.

Reading and Writing Skills:

Academic study skills: reading skills, exam revision and preparation, etc.

Comprehension skills and strategies: reading for the gist, reading for details etc.

Linguistic knowledge; text structure & purpose.

Intensive & extensive reading through variety of text types.

Critical reading.

Writing process (generating ideas; planning and organisation; revision skills etc.).

Language of academic texts (grammar and sentence structure, academic style and vocabulary).

Different genres of writing (description, compare/contrast; reason/consequence; argument).

Use of source references in academic writing: introduction.

Language Development:

Initial assessment and analysis of your needs.

Systematic work on key areas of grammar, vocabulary and pronunciation (to be adjusted depending on your needs).


57

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

Area of Study EAP II

Listening & Speaking

3 (hrs/week)

Reading & Writing

3 (hrs/week)


58

Pre-Masters Term 2 Indicative Scheme of Work:

Areas to be covered Resources & teaching Notes

1 Week 1: Topic - Advertising

Review: Learning from EAP 1; essay structure

Speaking: Making effective contributions in a Workshop

Reading: Finding key points and note-making

Writing: Introduction to argumentative essay structure

This week the structure and features of argumentative essays is first covered. Anyone who misses this should be directed to the EAP Now! Handout on the VLE

Session 1

4. Review of Term 1: learners’ SWOT analysis

5. Briefing: EAP assessments for Term 2

6. Vocabulary: Human Resource Management (EAS Reading p68-9)

7. Reading & language: Creating definitions & identifying key points (EAS Reading, p70--74)

Session 2

5. Writing: Review of essay structure AND writing longer essays (Bailey, 262 – 269: 262 – 264 in class & 265 – 269 for HW?)

Writing: Argument essay structure (Oshima & Hogue, p142-6)

1. Plan essay: ‘Is HRM the most crucial factor for business success?’ Alternative titles:

‘Leaders are born, not made. To what extent do you agree with this statement?’

OR ‘Women make better leaders than men. Discuss’


1. Vocabulary: Human Resource Management (Business Vocabulary in Use (u5-6) (for wk. 2.1)

2. Essay on one of above titles (for wk. 2.2)

PPT: intro to term 2

Key events sheet

Time management sheet

VLE Forum + assignment / Turnitin submissions

Reading: text (‘contemporary issues in HRM’)

PPT / mind map: learning vocab

Session 2

Also: worksheet on essays & reports (upload to VLE report writing resources)

2. EBS p.69 essay types & PPT: ‘essay structure review’

3. PPT: polishing your essay (open university)

H/W

1. Alternative HW: EAS Vocab: AWL?

2. Essay to be uploaded to VLE forum by session 2.2

2 Week 2: Topic – Research & Development

Speaking: introduction to presentations

Reading: Understanding organization of a reading text

Writing: Writing an argumentative essay: ‘Business interests are

Session 1

4. Listening: Identifying key points; lecture extracts on franchising (EAS Listening u3)

5. Speaking: Introduction to presentations (Onestopenglish worksheet; HAS 2, p40-1)

Session 2

Or paraphrasing worksheets (see wk. 2 folder)


59

corrupting science. Discuss’

Language: Understanding words from context

1. Language: Paraphrasing (AWfISB pp.44-50)

2. Reading: Reading for detail, recognising structure; guessing meaning from context (EAS Reading, pp31-5, text 3a)

3. Planning an essay / report


1. Preparation: Give a 4-minute presentation about a current news topic/issue. No PPT.

2. Peer evaluation of essays (via VLE forum)

1. Select a recent headline, e.g.

Tearful Obama lays down the on guns (Guardian 6/1/16)

- Identify / understand the issue

- Establish stance - Background - Counter-argument - Rebuttal with own argument

(Newspaper headlines BBC is a good source)


60

3 Week 3: Business & the environment

Listening: Notetaking skills for lectures

Reading & Writing: Using sources in writing assignments

Writing & Language: Argument & discussion

Reading, Writing & Language: Paraphrasing at a sentence level, identifying subject-verb-object in long sentences, paraphrasing

Session 1

1. Listening: developing notetaking skills for lectures (EAS Listening, u5)

2. Speaking: Presentation practice with peer feedback: a 4-minute presentation about a famous person you admire (not from your country!)

Session 2

3. Writing: Argument essay structure & expressions for argument essays (Bailey, p85-91

Timed writing: Is globalisation a force for good or bad in the modern world?


4. Reading: IHRM text 6g 1. Writing: self – evaluation

of timed essay (with evaluation worksheet)

Alternative listening: lecture on globalisation & internationalisation (approx.. 12 mins; audio only) + worksheets

Session 2

Feedback on week 1 essay

1. Also, Bailey pp.96-103; also used own PPT (in week 3 folder)

1. Timed writing: use exam paper & stress use of planning page. Copy these – original to you for HW, other for tutor marking

Session 1 HW: EAS Reading: internet HRM text 6b (identifying references); AND/OR: submit titles & slides for session 4.2 (in preparation for week 5 mock)

Portfolio Task 3:

4 Week 4: Topic – Global trade

Speaking: presentation structure & topics

Listening: Listening for detail

Writing: constructing counter arguments

Language: economics vocabulary

Session 1

5. Listening: Listening for detail – true / false statements ((HAS 3, p14)

6. Speaking: Presentation structure: introductions; conclusions & signposts (HAS 3 p16-17; Presentations in English p24-5, 30-31)

2. Speaking: Deciding topics & titles for academic presentations (Premasters PPT ‘SEA’)

Session 2

7. Reading & writing: Developing understanding of different uses of

Feedback on timed essay


61

sources for writing (JY’s worksheet)

3. Study skills: Review of Harvard referencing; problems with bibliographies using the Harvard style (‘Problems with referencing’ worksheet)

Writing: Counter arguments in argument essays: fair trade (HAS Reading & Writing 3); school uniforms / gun control (Great essays p110-7)


Prepare for Mock presentations

5 Week 5: Mock exams

Mock exams

(The mock exams should mimic exam conditions as much as possible).

Session 1

1. Listening: mock exam + feedback

2. Using your voice: stress & pauses (HAS 1, p54-5); 'Coke-cola' talk practice (Presenting in English, Comfort); using pauses with signposts (Presentations in English, p18)

Session 2

1. Reading & Writing: mock exams

Homework: ongoing work on portfolio essay

Discussion of presentation preparation

Portfolio Task 4:

6 Week 6: finance

Session 1

1. Mock presentations

Session 2

1. Reading & Writing: mock exam feedback

2. Reading: EBS pp.80-81 (sources)


1. Listening: 1. from Notes column

Additional listening practice:

1. TED Talks (The hidden force in global economics) About 15 mins long + adapted worksheet for exam practice of sections B & C

7 Week 7: change management

Reading & Writing: Identifying the structure & purpose of different parts of a reading text.

Session 1:

Listening:

Session 2

1. Reading: new reading needed (EBS pp.96-97)

Session 1

This is in week 5.

Portfolio Task 5:


62

2. Writing: integrating sources into writing


1. Reading: new text needed 2. Speaking: agree titles for

final presentation with tutor by end of week 8. (Final presentation should take a theme from the Project Report module; it should not be an attempt to present a summary of the project report)

8

Week 8: Topic – Visuals for presentations

Speaking: Using visuals in presentations.

Listening: notetaking for lectures

Language: linking ideas in a text through pronoun use and linking words

Writing: Review of argument essays

Session 1

4. Speaking: Using visuals / PPT effectively for presentations (Presentations in English p36-40; HAS 1, p36)

5. Speaking: Watching a model SOFELS student presentation, and comparing good & bad SOFELS student PPT. (Jon: University of Bedford presentations as examples)

Session 2

1. Language for writing: Linking writing by pronoun use (AWfISB, u2.3) and linking words (AWfISB, u3.5 or EAS Grammar for Writing, u5)

2. Writing: Review of argument essay structure: family structure (EAP Now, p43-47)


1. Speaking: prepare PPT for final presentation, send to tutor to sign-off by end of week 9.

Session 1

1. Example PPT used instead

Also, Listening: mock listening exam

Additional Listening practice: TED Talks (Why X is the unknown). A short talk (= 5 mins + short worksheet

Session 2

Used instead: EAS Grammar 6.3 (prison v community service essay); analysis of essay title & essay planning (The impact of immigrants on the country they move to is mainly negative. Discuss.)

Reading: How does immigration benefit the US (Forbes online reading) (= paragraph matching)

9 Week 9: Expressing argument in writing

Listening: Practice listening to a lecture and taking notes

Session 1

1. Listening: Notetaking to complete lecture – TBC

2. Speaking / Listening: Workshop on improving

Portfolio Task 6:


63

Speaking: workshop for final presentation

Language: Expressing caution

final presentation structure & PPT.

Session 2

3. Writing workshop: responding to questions / titles; planning & brainstorming, etc.


4. Reading: new text needed 5. Final preparation for

presentations exam in week 10 – check you are clear about day, time & place of exam.

10 Week 10: Final revision (This is the final week before assessments, so flexibility should be allowed in terms of what is covered).

Session 1

1. FINAL SPEAKING EXAM: presentations

Session 2

2. Reading & Writing: preparation for the final exams as appropriate for the individual groups.



64

STUDY AND EMPLOYABILITY SKILLS [Pre-Masters] General Information


Level Level 6


Contact Hours 30 Hours

Programme(s) PreMasters Diploma in Business Management

Module Leader(s) Marshall Hall

Related Modules

Pre-requisites None

Co-requisites None



None


Introduction The skills which employers look for in potential employees are precisely those needed to gain academic benefit from a course. By developing those skills you simultaneously improve your success in your university experience and make yourselves more employable. Designed to promote your academic development you this module applies basic management concepts to the process of learning. Included are note taking, following instructions, information sources, information technology, critical thinking skills, and working in groups. Using a variety of delivery methodologies you will develop the academic tools needed for success in core curriculum courses and for success in navigating the transition into university level study. Throughout the module an emphasis is placed on writing skills and English grammar with regular formative assignments. There are 4 assessment instruments in this module, a written assignment at midterm, a group presentation of an interview with a business person, work experience at a volunteer centre, and an IT portfolio. A series of case studies from a range of industries and countries will be used to illustrate the theory discussed in the module. One of the main focuses for the design of this module has been the further development of relevant employability and professional skills.


65

Educational Aims


Improve on your basic study skills as an integral part of preparing you for your Masters.

Develop your communication skills across a range of platforms, including web-based technologies;

Provide you with the necessary skills required at Masters level to enter the world of employment;

Improve on your study skills in the areas of computer usage and appropriate software.

Develop your ability to work alone and with colleagues.

Learning Outcomes By the end of the module you should be able to:

1. Effectively utilise basic study skills as an integral part of the learning experience;

2. Understand and perform advanced Information Technology concepts and functions;

make professional presentations and manage projects;

3. Create advanced spreadsheets and charts;

4. Work effectively as an individual and with others.

LO1 LO2 LO3 LO4


X X X

Cognitive Skills

X

Professional Skills and attitudes

X X


X


66

Mode of Assessment Formative Assessment

Weekly class exercises using the Microsoft Office Suite including advanced spreadsheet based scenarios


There are two main parts to your summative assessment for this module.

4. Portfolio Tasks

These are set out for you throughout the module and involve you demonstrating the skills

you have learnt in this module on using Word, PowerPoint and Excel.

(This is worth 70% of your overall module grade)

5. Written Tasks

a) This assessment consists of a 500 word written task on a suitable topic in a

specified format with a quote, bibliography, footnote, and citation.

(This is worth 20% of your overall module grade).

b) Additionally you will produce a CV and Cover Letter.

(This is worth 10% of your overall module grade).


67

Indicative Reading

Core Text (all subjects) Lee-Davies, L., (2006), Developing Work and Study Skills: a swot approach, 1st ed., London Cengage Learning.

Microsoft Office 2013 Step by Step Copyright © 2013 by Beth Melton, Mark Dodge, Echosvoice, LLC, Andrew Couch, Eric Legault Consulting Inc., Ben Schorr, Rusen N. Ciprian Adrian ISBN: 978-0-7356-6941-3

Additional texts by subject area: Linda Bergman, Academic Research and Writing. 1st Edition, 2010, Longman Publishers, ISBN10: 0321091841. Power Listening: Mastering the Most Critical Business Skill of All by Bernard T. Ferrari (Mar 1, 2012) The Hard Truth about Soft Skills: Workplace Lessons Smart People Wish They'd Learned Sooner by Peggy Klaus (Jan 22, 2008) 10 Steps to Successful Business Writing (10 Steps) by Jack E. Appleman (Feb 1, 2008) Writing That Works; How to Communicate Effectively In Business by Kenneth Roman and Joel Raphaelson (Aug 22, 2000)

Online Resources

www.skillsoft.com www.bis.gov.uk/ www.pearson.com

http://www.skillsoft.com/

http://www.bis.gov.uk/

http://www.pearson.com/


68

INDICATIVE SCHEME OF WORK In some instances information regarding content of module is indicative - actual module content may change (for example, new developments in the field or new postings on the Internet) which are taken into account at the time of module delivery. The indicative scheme of work details the subject matter and learning and teaching strategy for that week. Actual terms are 10 weeks long in addition in addition to the headstart/induction week. You may have a reading week, consolidation weeks and examinations or assessments weeks. Further details on these will be provided at appropriate points throughout the programme.

Module Title: STUDY AND EMPLOYABILITY SKILLS

Syllabus:

MS Excel Basics

MS Word

MS Word Auto referencing

MS Excel Beyond Basics

5 Paragraph Essay and Brainstorming

MS PowerPoint Creating a Show

MS PowerPoint Beyond Basics

Making Presentations

Writing Employment Documents


69

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


70

Study and Employability Skills

Week

Content Learning and Teaching Strategy

Head Start

Module Introduction

Also

Explanation on How to Use the BPP VLE

Introduction to the module

In the Head Start Week, the students will work through a PP presentation which explains what the module will cover and an overview of the module subjects and assessments. Included are:

Introduction to the Tutor

Inclusion into the on-line community

What are the skills employers are looking for?

The Module Guide

Skill Sets

Assessments and operations Quizzes Plagiarism Report Employment Documents Portfolio of work

Expectations of you as a student

Independent activities / study

Key Textbook – Davies

Key Readings

Interactive lesson and Workshop activity based on the subject matter

Workshop:

Brief Overview of the Module Introduction – 5 minutes

Opportunity for the participants to ask questions on the module

Answer specific questions on the assessments & requirements

Review the BPP VLE functions

Discuss Assessments & Portfolio

Expectations of you as an on-line student

Week 1 Excel Basics

The focus of this week is on:

What does MS Excel do?

Worksheets and workbooks

Rows and Columns

Formulas

Basic data entry

Functions

Formatting

Saving and Printing


Workshop:

Brief Overview of the lesson content – 5 minutes

Brief review of the lesson quiz – 5 minutes

Review submission of documents via the VLE

Opportunity for the participants to ask questions on material presented

Answer specific questions on the homework (practical exercise below)

Not a re-teaching of the on-line lesson but instead Q&A

Independent Study:

Complete the Portfolio exercise “Old City Ford”

Topics:

Discuss the practical use of Excel in the workplace

Open Discussion

Key Reading:


71

Week

Content Learning and Teaching Strategy

Microsoft Excel Tutorials File

MS Excel Glossary

Using Excel at Work

Read Chapters 1 & 2 in Davies,

Week 2 MS Word Editing


Opening and navigating in MS Word

Selecting and altering text

Copy & Paste

Editing

Saving in MS Word

Inserting a table

Watermarks

Footnotes


Workshop:





Not a re-teaching of the on-line lesson but instead Q&A Topics:

Discuss the practical use of Word in the workplace

Open Discussion

Independent Study:

Complete MS Word Portfolio Exercise “Media Bias and Reality” part 1

Key Reading:

Microsoft Word Glossary-1 File

Keyboard Shortcuts for Microsoft Office Word 2010 File

Using Mail Merge in MS Word 2010 File

Microsoft Word Tutorials File

WP Exercise Instructions File

WP Exercise Pdf of Completed Paper File

Media Bias and Reality File

Read chapters 3 & 4 in Davies,

Week 3 MS Word

Auto Referencing


Referencing definitions

Referencing styles (Harvard)

Footnotes and endnotes

Bibliographies and Works Cited

MS Word – Auto Referencing


Workshop:



Discuss the upcoming Plagiarism Report assignment


72

Searching & Researching




Topics:

Discuss plagiarism in the workplace: Does it happen? How can I avoid it? What causes it?

Open Discussion

Independent Study:

Complete MS Word Portfolio Exercise “Media Bias and Reality” part 2

Key Reading:

WP Exercise Instructions File

WP Exercise Pdf of Completed Paper File

Media Bias and Reality File

Harvard Referencing Guide

Read chapters 5 in Davies,

Week 4

Excel Beyond the Basics


Complex Formulas

Cell references

Functions

Sorting and filtering

shortcuts

Tables, charts & graphs

Adding comments

Conditional formatting

Protecting a workbook


Workshop:



Review again the upcoming Plagiarism Report assignment




How has Excel changed the way business is conducted?

Open Discussion

Independent Study:

Complete Excel Portfolio Exercise “Brick Layers Arms” Spreadsheet

Key Reading:

Using Microsoft Excel 2-

Calculations

Using Microsoft Excel 3-Formatting


73

Using Microsoft Excel 4-Charts

Using Microsoft Excel 5-Lists

Using Microsoft Excel 6 Working

With Sheets

Using Microsoft Excel 7-Advanced

Bricklayers Arms Weekly Takings

Read chapter 6 in Davies,

Week 5

Five Paragraph

Essay, Brainstorming


Difference between an essay and a report

Starting to write a paper – The processes

Intro to the 5 paragraph essay/report

When to break the 5 paragraph essay rules

Brainstorming

The creative process inside you


Workshop:



Review the upcoming Employment Documents assignment




Topics:

Discuss how humans think. Interesting facts about the brain. Origins of Creativity, are we born creative?

Open Discussion Independent Study:

Watch Video on The 5 Paragraph Essay

Watch Video on How to Write an Outline

Key Reading:

Brainstorming

Getting Started with Academic Research

Illustration of the Information Timeline

Brainstorming Definitions

Read chapter 7 in Davies,

Week 6

PowerPoint Creating a

Show


Function Ribbon

Creating and Opening presentations

Slide Basics

Customizing Layouts

Managing Slides and Presentations

Use of Slide Notes


Workshop:



Review the quizzes



74

Using Text

Applying Themes

Inserting Images

Inserting Screenshots

Applying Transitions

Advancing Slides

Inserting a Table or Chart

Saving and Printing PowerPoint



When are presentations necessary in the workplace?

Open Discussion

Independent Study:

Complete the PowerPoint Portfolio

Exercise “It’s a Small World

Travel Company”

View the Following Videos:

Using PowerPoint 2010 - A

Complete Tutorial of Most Features

Don McMillan: Death by

PowerPoint

How NOT to do PowerPoint by Don

McMillan. 4:24

Key Reading:

Microsoft PowerPoint Exercises 1 -

Getting Started


Formatting Slides

PowerPoint and Presentation

Tips(1)

Excel Charts and PowerPoint

MS PowerPoint Exercise - 6 – It’s a

Small World Travel Company

Read chapter 8 & 9 in Davies,

Week 7

PowerPoint Beyond the

Basics


Lists and bullets

Indentation and spacing

Word Art in PowerPoint

Shapes and Text Boxes

PowerPoint Themes

Formatting Pictures

Adding animation

Adding audio

Setting up your show;

Timings

Inserting Video

Presentation Tools


Workshop:



Review the process of downloading content from the web




When are presentations necessary in the workplace?


75

Independent Study:

Complete the PowerPoint Portfolio Exercise “Nature’s Sounds”

Key Reading:

The PowerPoint portion of your

Presentation Assignment

MS PowerPoint Exercise - 7 -

Natures Sounds


Drawing


Audio


Custom Animation

Add and play sounds in a

presentation

Read chapter 10 in Davies

Week 8 Making

Presentations


Presentation Skills.

When one might be required of you

Preparing a presentation

Practicing your ...

Delivering your presentation

Using visual support in your ...

10 Points to remember about presentations


Workshop:






Not a re-teaching of the on-line lesson but instead Q&A Topics:

How do I overcome nerves when under pressure?

What creates confidence?

Open Discussion Independent Study:


How to Make a Dynamite

Presentation without exploding!

What you Employer wants from

your presentation.

Key Reading:

PowerPoint and Presentation Tips


Week 9

Teamwork




76

Working in Groups

Definitions

What makes a good team member

Why is it important

Is one needed?

Types of Teams

Team Roles

Team Stages

Managing Conflict 1

Workshop:



Discuss the upcoming Employment Documents assignment




Topics:

Why do students hate working in groups?

How to re-shape your opinion of group work.

Open Discussion

Independent Study:


I Hate Working in Groups!

The Difference Between a Group

and a Team

How to Work in a Team

Working in a Team – Part 1



Key Reading:

How to be an Effective Team Member

How to be an Effective Team Leader

Team working Skills


Week 10

Employment Documents


The employment process

What employers are

looking for

Writing an effective resume

and cover letter

Survey of other

employment documents

Interviewing


Workshop:








77

What are your Career Goals? Do you have a plan?

What is this Survey thing all about?

Independent Activity:

Write your Resume and Cover Letter


No Experience? How to make your

CV Stand Out!

3 Tips – How to Write a Top CV

Cover Letters ... Why bespoke is

SO Important!

Complete your End of Module Student Survey

Key Reading:

The Resume and Cover Letter Assignment Instructions

Writing the Curriculum Vitae

Resume Design

Sample Resume

The Application Cover Letter

Tips and Terms for the International Student’s Job Search



78

UNDERSTANDING ECONOMICS AND BUSINESS General Information


Level Level 6



Programme(s) International Diploma in Business Studies

Module Leader TBC

Related Modules

Pre-requisites None

Co-requisites None



None


Introduction In 1820 a grocer’s shop in Birmingham grew into a successful family business manufacturing cocoa and drinking chocolate. 200 years later Cadbury was taken over by the US Company Kraft. David Cumming, head of UK equities at Cadbury shareholder Standard Life, said: "Kraft are getting a good deal. It's sad that Cadbury is gone, but business is business." (www.news.bbc.co.uk) What was the operating environment within which Cadbury operated as a business over hundreds of years prior to the takeover? How do they survive in the ever changing world of technology and still remain competitive? Why, after so many years, did they decide to agree to a takeover? Studying this module, you will be debating the highly topical nature of the real world of business. Through a review of developments and trends within the business sector, an examination of the inter-relationship between the business sector and other elements of social and economic activity, you will be provided with the knowledge and understanding of factors relating to the business environment within which businesses like Cadbury/Kraft operate. This will enable you to understand David Cumming’s statement “business is business”.

http://www.news.bbc.co.uk/


79

Educational Aims This module aims to:

Review current developments and trends within the business sector and examine the inter-relationship between the sector and other elements of social and economic activities;

Provide you with an insight into the key factors which generate competitive advantage within organisations,

Provide you with a broad knowledge and comprehension of basic principles, concepts and techniques of economics

Increase your awareness of the broader social, political and ethical dimensions of business activity within an international context;

Learning Outcomes Learning Outcomes By the end of the module you should be able to:

1. Identify the factors that determine competitive advantage within organisations; 2. Analyse business environments for the purpose of contributing to wider business

understanding; 3. Evaluate the reliability of economic data in different contexts in order to support the

achievement of successful business outcomes; 4. Communicate with justification your ideas and solutions to problems identified within the

business environment; 5. Apply economic techniques to collect and categorise information and ideas.

LO1 LO2 LO3 LO4 LO5


X X

Cognitive Skills

X X X X

Professional Skills and attitudes

X X X


X X


80

Mode of Assessment Formative Assessment

1. Case study: For example, a group case study relating to an analysis of an industry with feedback during the following session.

Question & Answer Sets: For example, question and answer sets at the end of week 8 with feedback during the following session.


1. Written assignment [100% of Module Grade] (for example, demonstrating understanding of a business case study.)


81

Indicative Reading To develop your skills in finding, accessing and analysing business information, data and knowledge you are encouraged to explore all sources of information to drive and enhance your learning (books, academic and professional journals, online resources, etc.). Below is an indicative list of reading that you may find helpful in your studies; more specific readings may be utilized throughout the module.

Core Text Worthington, I. & Britton, C. (2009) The Business Environment, 6th edition, Harlow: Pearson Education.

Additional Books and Texts

Begg, D. and Ward, D. (2012) Economics for Business, London, Mcgraw-Hill Education – Europe.

Curran, J (1999) Taking the Fear out of Economics, London, Cengage Learning. Griffiths, A. & Wall, S. (2007) Applied Economics, Harlow, Pearson Education. Kew, J. and Stredwick, J. (2008) Business Environment: Managing in a Strategic

Context, London, CIPD. Lipsey, R.G. and Chrystal, A. (2011) Economics, Oxford, Oxford University Press. Sloman, J (2011) Economics and the Business Environment, Harlow, Pearson Education

Academic and Professional Articles You will be strongly encouraged to use journal articles relevant to your areas of research. These may include articles extracted from the following sources, which are not exhaustive: The Economist, The Financial Times; Strategic Change, Strategic Management Journal; Strategic Organisation, Strategy and Leadership.

Online Resources

The Bank of England [www.bankofengland.co.uk] The Economist [www.economist.com] The European Central Bank [www.ecb.int] European Commission [www.ec.europa.eu]

Financial Times [www.ft.com] The Office for National Statistics [www.statistics.gov.uk] Organisation for Economic Co-operation and Development [www.oecd.org] Thomson

Reuters [www.thomsonreuters.com] World Trade Organisation [www.wto.org].

http://www.bankofengland.co.uk/

http://www.economist.com/

http://www.ecb.int/

http://www.ec.europa.eu/

http://www.ft.com/

http://www.statistics.gov.uk/

http://www.oecd.org/

http://www.thomsonreuters.com/

http://www.wto.org/


82

INDICATIVE SCHEME OF WORK In some instances information regarding content of module is indicative - actual module content will be determined according to considerations (for example, opportunities for work with specific external partners or new developments in the field) which are taken into account at the time of module delivery. Module Title: Understanding Economics and Business.

Syllabus: The internal and external business environment; Business types, structures, objectives and related stakeholders; The microeconomic environment; The macroeconomic environment; The changing worlds of technology and people (including changing social

and demographic trends with reference to sustainability); The competitive environment (market system and structure); Globalisation and the international business environment (including trade controls

and forms of regional economic integration).


83

Week Content Learning and Teaching Strategy

Head Start A Context for Business The head start week requires you to consider: What is a “Business‟ and how can

businesses be classified? Business as an integrated and

transformational system. The environment in which

businesses operate.

Preparation for Week 1: Key Reading: Chapters 1, 2 and 3 of Worthington, I. and Britton, C. (2009) The Business Environment, 6th edition, Harlow: Pearson Education. Henceforth W&B

Week 1 Organisations and the Environment This week will focus on developing your awareness of the overall internal and external forces that business organisations face in the business world. This will concentrate on: An overview of the external forces

acting on organisations; The complexity and volatility of the

business environment; Factors affecting organisations doing

business internationally.

Independent Study: Task: Identify ways in which different types of businesses (organisations) are affected/ influenced by your environment. Workshop Activity: 1: Activity1: Interactive Workshop: examining and discussing how understanding the external factors is of vital importance to successful business activity and the additional factors facing organisations doing business internationally. Workshop Activity: 2: Activity 1: Workshop: building on the head start week to consider and discuss the basic operational areas of business activity and business functions. Independent Study: Key Reading: Directed reading from journal articles.

Week 2 Size and Structure of Firms & Industries This week will develop your understanding of the varying scale and focus of business organisations. This will concentrate on: The objectives and interests of

organisations (including stakeholders);

Types and classifications of organisation and structures (legal and otherwise) in the private and public sector.

Independent Study: Key Reading: Chapters 10, 11 and 12 of Worthington, I. and Britton, C. (2009) The Business Environment, 6th edition. Workshop Activity: 1: Activity 1: Case study to examine how the objectives of British Airways are affected by balancing the needs of its stakeholders. Workshop Activity: 2: Activity 1: Case study to explore the advantages and disadvantages of a business changing from one structure to another. Independent Study: Key Reading: Chapters 4 and 8, of W&B.


84

Week 3 The Political and Legal (including regulatory) Environment

This week will highlight the political and legal frameworks within which businesses operate. This will concentrate on: The political context in which business operates; Key political institutions and processes; Legislative process in the UK and EU and principal areas e.g. consumer, employees, etc.

Key Reading: Directed reading from a journal on a recent change in the European Union e.g. progress on enlargement or a change in legislation. Task: Identify the recent changes in the European Union e.g. enlargement, etc. and consider the likely benefit to businesses. Workshop Activity: 1: Activity1: Case study examining national, sub- national and supra-national government. Consider how a change of government (in your country for instance) would affect the business community. Workshop Activity: 2: Activity 1: Workshop: examining the essential features of the UK legal system and the nature of regulation in respect of contract, consumer and competition.

Independent Study: Task: In groups, examine the case for and against increased government control over business practices e.g. the impact on businesses of legislation to reduce the consumption of plastic bags. Independent Study: Key Reading: Chapters 6, 7 and 9 W&B. Task: Consider the implications for organisations in terms of changing markets/ activities arising from demographic and social changes.

Week 4 Demographic, Social Trends, Technology and Environmental issues

This week will develop your knowledge of the demographic and social trends that are important to a business. Particular attention will be given to the relationship these trends have with technology. This will concentrate on: Demographic and social trends and

influences and the interrelationship of these with technology.

The complex and dynamic nature of social, cultural and demographic forces and your impact and consequences.

How technology affects organisations, people and employment.

Workshop Activity: 1: Activity 1: Workshop: identifying and discussing the importance of demographic trends. Activity 2: Workshop: examining the use of statistics and sources of information in relation to demographic and social trends. Workshop Activity: 2: Activity 1: Workshop: to identify and discuss social trends and your relationship with technology and vice versa. Independent Study:

Task: In groups, perform a PESTLE analysis of an industry with feedback in the following session.

Week 5 Introduction to Macroeconomics and the role of Government

This week will provide you with knowledge of the fundamental principles

Workshop Activity: 1: Activity 1: Workshop: examining the key concepts (macro/ micro), the economic „problem‟ and the main approaches to economic manage.


85

Please Note: Group case study due. (2004) Economics for Business and Management, Harlow: Pearson Education.

Week 7 National Finances This week will develop your understanding of accounting and funding at the macro level This will concentrate on: The measures and indicators of a

countries economic problems and your use;

The role of financial assets, markets and institutions.

Workshop Activity: 1: Activity 1: Workshop: on the measurement and the output, expenditure and income approach (including adjustments). Discussion of income as a comparator. Workshop Activity: 2: Activity 1: Workshop: to discuss issues around government funding, money and flow, UK financial intermediaries, liquidity and government borrowing. Independent Study: Key Reading: Directed reading of journal articles.

Week 8 An Introduction to Microeconomics This week will focus on the micro (industry) environment and the analysis of market forces (including price determination). This will concentrate on: Demand and supply curves –

applied to the „real‟ world; Elasticity of demand and supply –

Workshop Activity 1: Activity 1: Workshop: which explores and applies the key concepts of microeconomics in a business context - the factors affecting demand and supply curves; elasticity of demand, supply and income and cross elasticity. Activity 2: Case studies exploring consumer behaviour with respect to the

of macroeconomics relevant to a business. You will be given an insight into government decision making over economic policy. This will concentrate on: Fundamental Principles: The economic problem and basic

principles related to this; An overview of the main approaches

to economic management. Government and the macro economy: Government objectives regarding

growth, inflation and unemployment. The objectives of demand

management and supply side policies.

Please Note: Case Study Due

Workshop Activity: 2: Activity 1: Workshop: analysing the role of government in the macro economy, policies and objectives on which they are based. Independent Study: Task: In groups, complete a case study related to economic indicators and the next MPC meeting. Independent Study: Key Reading: Chapter 13, 16 and 17 of W&B and other directed reading.

Week 6 The Influence of Government on International Trade This week will develop your understanding the rationale and forms of trade control and the role of the WTO. It gives an overview of the forms of economic cooperation and integration between countries. This will concentrate on: The rationale of government

influence on trade; The forms and impact of trade

controls – both tariff and non-tariff; The role of the WTO and the rounds

of negotiations.

Workshop Activity: 1: Activity 1: Case study examining the impact of the recent economic crisis on businesses and the objectives of the G20. Workshop Activity: 2: Activity 1: Workshop: focusing on the characteristics of the main regional economic blocs. Independent Study: Key Reading: Directed readings and case studies. Key Reading: Chapter 9 of Griffiths, A. and & Wall, S.


86

applied to the real‟ world; Utility and consumer behaviour.

tobacco and drug industries. Workshop Activity: 2: Activity 1: Workshop: examining the concepts of utility and related concepts. Market failures and the form of government intervention. Activity 2: Case studies on the unintended consequences of business activities, the debate surrounding pollution and climate change. Independent Study: Key Reading: Directed reading of journal articles.

Week 9 The Economies of the Firm This week will focus on developing your knowledge of several features of the markets within which businesses operate as well as allowing you to reflect upon the ways that these influence the behaviour of firms. This will concentrate on: Profit maximisation; Competitive and monopolistic

behaviour; Market rivalry and oligopoly; Pricing under different objectives ; Scarcity, choice and cost.

Please Note: Question & Answer sets due.

Workshop Activity: 1: Activity 1: Workshop: to examine the economics of the firm with respect to revenues, costs and profits to consider these in the context of resources and decision making. Activity 2: Case study on companies doing business in China, examining the ethical concerns regarding businesses pursuing profit maximisation. Workshop Activity: 2: Activity 1: Workshop: examining the different market structures and your characteristics. Activity 2: Case studies relating to examples of cartels and collusive behaviour in different industries. Independent Study: Key Reading: Directed readings on game theory. Task: Reflect on the effect of a price war on the profit of the firms in the industry and on the profitability of the industry itself.

Week 10 Globalisation, International Trade and CSR This week will provide you with an international perspective to the business environment. You will develop your understanding of the global influences upon a business. This will concentrate on: Globalisation; Comparative advantage and free

trade; An overview of the balance of

payments and the problem of deficit;

An introduction to exchange rates and your impact on businesses;

CSR and international trade.

Independent Study: Key Reading: Chapter 13 W&B. Chapter 14 (relevant sections) G&W. Further directed reading from journal articles. Workshop Activity: 1: Activity 1: Workshop: examining the concept of globalisation, principle of comparative advantage, specialism and criticisms and restrictions to trade. Activity 2: Case studies examining the CSR issues relating to international trade faced by businesses. Workshop Activity: 2: Activity 1: Workshop: examining the balance of payments, exchange rates and the impact on businesses. Activity 2: Case study examining the issues contributing to the UK‟s balance of payments and the implications for businesses. Independent Study: Key Reading: Directed reading of journal articles.

International Pre-Masters Diploma in Business Validation Handbook 2016

87

FINANCIAL PERFORMANCE MANAGEMENT General Information

School SOFELS

Level Level 6 (Honours)



Programme

International Pre-Masters Diploma in Business

First year of the Extended Masters Programme – various disciplines

Module Leader Kyriakos Kyriakopoulos

Related Modules

Pre-requisites N/A

Co-requisites N/A

Post-requisites N/A


N/A

External Accrediting Body N/A

Introduction Studying Financial Performance is relevant for any business context where resources are used: for commercial firms; not-for-profit; large restaurants, or sole traders starting up their own business. Whatever the strategic objective of the organisation managers and decision makers will be very interested in using its resources in the most efficient way. Management and budgeting of sales and cost is of critical importance in the support of all business activities and can lead to the financial success or failure of an organisation. Performance management has evolved from being purely concerned with the recording and measurement of costs, to supporting decision makers in their routine and strategic decisions. The aim of this module is to provide you with an understanding of the fundamentals of cost and management budgeting and control by introducing you to the principles, mechanics and subjective issues involved in the preparation of internal organisational information together with performance knowledge and techniques. This module is designed to provide you with a tool kit that you can use to develop a better understanding of the performance of businesses and the decisions and problems that businesses face.


88

Educational Aims


Develop your knowledge and understanding of the basic

concepts, theories and context that underpin management

Develop your technical skills to analyse cost, volume and pricing

structures

Gain an understanding of budgetary control, variance analysis to

measure and improve performance

Develop an understanding of techniques used for long and short term

decision making


89

Learning Outcomes After completing this module, you will be able to:

1 Explain the purpose of the role of the management accountant and discuss the

changing role of management accounting.

2 Demonstrate an understanding and knowledge of the costing techniques, methods of budgeting and variance analysis.

3 Identify, calculate and critically evaluate the relevant data for use in management decision making both in the short term and long term.

4 Demonstrate the ability to manipulate basic data and information for the purposes of business decision making and comment on the effects

The table shows where the module learning outcomes above achieve the stage one learning outcomes

Learning

Outcome 1

Learning

Outcome 2

Learning

Outcome 3

Learning

Outcome

4

Knowledge and

understanding

Cognitive

(thinking) skills

Professional skills

and attitudes

Transferable skills


90

Mode of Assessment Formative Elements Please note: These elements do not count towards your final module grade:

1. Formative Element 1: (Week 5) Undertake a mock assessment based on the initial weeks study

2. Formative Element 2: (Week 9) A final mock timed exam

The assessments are marked according to the Level 6 Marking Criteria contained in your programme handbook.

Summative Elements

1. This module is assessed through the completion of an examination.(100% of module grade) The examination will be assessed using level 6 criteria

For the classification of your degree (Distinction, Pass) the final module grades will be combined according to the Diagram of Outcomes Leading to Award, detailed in your programme handbook.


91

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

CIMA – www.cimaglobal.com

http://www.local.gov.uk/


92

INDICATIVE SCHEME OF WORK In some instances information regarding content of module is indicative - actual module content will be determined according to considerations (for example, opportunities for work with specific external partners or new developments in the field) which are taken into account at the time of module delivery. Syllabus:

Management accounting

Cost accounting

Budgeting

Financial Performance Management

Decision making


93

Topic

Content

Learning and Teaching Strategy

INDUCTION (Headstart Week)

Module Overview

At the end of this session you will have an understanding of what you will learn by studying this module and how it will be assessed. Key topics and resources.

Preparation Session: 60 minutes

Podcast:

Assessment News

Week 1 Nature and functions of cost 1

In this topic we will explore the classification of costs and at the end of it you will be able to:

Understand different types of costs – (fixed, stepped, variable costs)

Explain the importance of cost nature and functions in organisations

Identify differences between variable/marginal costs

Demonstrate your understanding of appropriate costing: fixed, variable, marginal costing and absorption costing techniques

Reading:

Guided reading and individual research

Podcast:

Introducing the reading materials for this topic.

Formative Assessment: Testing understanding of key definitions, concepts and theory of costing.

Independent Study:

Conduct research on types of costs in a

chosen organisation

Discussion Forum:

Based on your research, post your thoughts to the discussion forum, giving examples. Read other posts and prepare some notes for a Workshop: discussion.

Workshop Activity 1:

Group discussion based on the discussion forum posts.

Task: Explain the types of costs identified and Discuss


Examine costs of products/services using marginal and absorption costing and make decisions based on the 2 techniques.

Task:

Examine a case study together with cost information and apply costing models based on scenarios of different levels of activity and the relationship between fixed/stepped and variable costs

Formative Assessment:

Recapping of key definitions, concepts and theory.

Reflection:

Reflect on the topic. Have you achieved


94

the learning outcomes? Identify areas where you require further clarification.

Week 2 Nature and functions of cost 2

In this topic we will further explore the costs by examining a case study and at the end of it you will be able to:

Demonstrate understanding of different cost types

Demonstrate differences between variable/marginal costs

Apply absorption costing

Select and apply cost techniques

Calculate Break-even

Identify resource needs

Identify costing scenarios which apply fixed and variable cost information

Reading:



Testing understanding and demonstrating key definitions, concepts and theory of costing.

.

Independent Study:


chosen organisation

Discussion Forum:



Task: Explain the costing techniques used, identified and be able to Discuss the data and analysis


Examine organisational costs of products/services using case studies and consider fixed and variable cost dynamics.

Task:

Examine a case study together with cost information and apply costing models based on scenarios



Reflection:

Reflect on the topic. Have you achieved the learning outcomes? Identify areas where you require further clarification.

Week 3 Introduction to Budgetary Planning & Control

In this topic we will examine the need for budgeting and the importance as a planning and control tool and refer to

Reading:


.


Testing and demonstrating


95

organisational case studies and at the end of it you will be able to:

Understand what is meant by the term ‘budgeting’

Identify what are the revenue and costs needed for budgeting purposes

Explain budgetary terminology for different types of organisations

Understand why budgets are important planning and control tools

Demonstrate the importance of budgets in contemporary business planning and control scenarios

Apply revenues, costs and evaluate the key areas within organisational budgets

understanding of key definitions, concepts and theory of budgetary planning & control.

Independent Study:


chosen organisation

Discussion Forum:



Explain the types of budgets identified and research an organisation to consider the nature of costs and cost functions


Examine budgetary information

Task:

Examine a case study based on contemporary issues and identify budgeting planning and control aspects

Reflection:


Week 4 Budgetary Planning & Control

In this topic we will further explore the budgetary control and planning environment by examining a case study and at the end of it you will be able to:

Identify budgets to actual performance

Understand actual performance to planned performance through variance analysis concepts

Demonstrate the knowledge and apply variance analysis

Identify and apply major revenues and costs and consider resource planning and control environments

Identify key areas for budgetary control and resource planning

Reading:


..

Independent Study:

Conduct research on an organisation

and how it might construct its budgetary

planning & control process

Discussion Forum:



Explain the types of costs and revenues and demonstrate knowledge of variance analysis from a set of data ‘actual’ v budget’ and be able to discuss


Examine budgetary information and


96

Demonstrate value added concepts of budgetary scenarios from ‘flexed-budgeting’ considering the products / services as part of the budgetary planning process

consider performance improvement initiatives

Task:

Examine a case study containing together with cost information and apply knowledge of performance measures and initiatives

.

Reflection:


Week 5 Formative Assessment

Going through the formative tutorial with the you to reinforce the knowledge gained from Week 1 to week 4

Reading:



Testing understanding of topics covered from week 1 to week 4; assessments to be marked by the tutor and feedback will be provided.

Week 6 Introduction to Financial Performance Management

In this topic we will examine issues of Financial Performance Management and some of the drivers for efficient resource planning and the performance dashboard/indicators and at the end of it you will be able to:

Understand what are performance measures

Identify suitable key performance indicators

Explain the uses and value of performance measures

Reading:


Independent Study:


chosen organisation

Discussion Forum:



Explain the types of performance measures and Discuss


Examine from your research a business set of data and identify suitable KPI’s



Reflection:


Week 7 Financial Performance Management Techniques & Improvement Initiatives

Reading:



97

In this topic we will examine Financial Performance Management techniques and improvement initiatives concerning resource allocation and at the end of it you will be able to:

Understand some performance measurement techniques

Demonstrate your understanding of the uses of performance measures and the support for decision-making

Explain why performance measures are a useful technique/tool

Podcast:


Independent Study:

Conduct research on types of performance measurement techniques

Discussion Forum:



Explain the types of costs identified and Discuss


Examine a case study

Task:

Examine a case study based on scenarios

Formative Assessment: Recapping of key definitions, concepts and theory.

Reflection:


Week 8 Financial Performance Management Techniques & Improvement Initiatives

In this topic we will examine Financial Performance Management techniques and improvement initiatives and at the end of it you will be able to:

Identify specific performance measures from specific cases

Analyse information and identify KPI’s

Demonstrate an understanding of performance measures

Reading:


Podcast:


..

Independent Study:


chosen organisation

Discussion Forum:



.Explain the types of costs identified and Discuss


Identify via research specific performance measures from case studies


98

Analyse information and identify KPI’s and demonstrate an understanding of Findings / research

Task:

Examine a case study or research together with cost information and apply costing models based on scenarios

.

Reflection:


Week 9 Decision-making

In this topic we will consider the decision-making process and how it relates to planning & control of the areas covered earlier in the module and relate to the contemporary challenges of change and the need for performance improvement / enhancement initiatives and at the end of it you will be able to:

Understand the decision-making process in the context of performance measures and improvement initiatives

Identify specific performance measures from specific cases and consider decision-making to improve performance and performance initiative concepts

Analyse information and consider the key decision-making KPI’s

Demonstrate an understanding of performance measures

Reading:


Independent Study:


chosen organisation

Discussion Forum:



Explain performance measurement and the relevant decision-making process and the relevance to aiding improved performance initiatives.

Demonstrate your understanding of the uses of performance measures and the support for decision-making and enhance planning and control.


Examine and research information and identify and explain why performance measures are a useful technique/tool to aide performance measures and importantly identify performance improvement decisions

Reflection:


Week 10

Revision

Exam preparation

In this session, we will bring together the various exam techniques developed over the course. At the end

Mock Question Day:

You sit an invigilated mock exam under exam conditions. The tutor debriefs the exam


99

Exam of it you will be able to:

Demonstrate knowledge of all key syllabus areas.

Manage your time appropriately in the exam.

Breakdown the requirements of a question with reference to the mark allocation.

Combine technical knowledge and commercial awareness with reference to the scenario.

Communicate the key issues clearly and concisely.

and the student self-marks.

At the end of each question, you will identify what they have done well that they want to repeat, and what they haven’t done well ─ that they need to work on.

Workshop:

Interactive session summarising the format of the exam, technical content to be learned, exam technique explained through examples of question practice.


100

Managing People and Projects General Information

School SOFELS

Level Level 6 (Honours)


Contact Hours 30 hrs

Programme

International Pre-Masters Diploma in Business

First year of the Extended Masters Programme – various disciplines

Module Leader

Related Modules

Pre-requisites N/A

Co-requisites N/A

Post-requisites N/A


N/A

Awarding Body BPP University

Introduction Senior professionals are increasingly expected to effectively manage and motivate their staff to meet business objectives. That means they may have to lead individuals of staff on specific projects, or to participate (or even head) cross-functional individuals that draw together people from different departments and skill-sets. At other times, you may be expected to lead people through times of organisational change. This can only be done if you have the knowledge and understanding of how to manage people and organisational culture effectively. Therefore, this module is aimed at increasing your employability, and to arm you with a sound understanding of a range of critical considerations in relation to managing people and cultures so that you can meet the emerging needs of successful organisations. In this module we address some of the key theories and principles of effective people and organisational management. It provides a substantive contemporary learning platform for you to maximise the performance, motivation and commitment of the people around you once you enter the working environment.


101

Educational Aims


1 Develop your understanding of the concept of strategic fit and the

tools and techniques used to analyse the competitive environment

as a basis for strategic decisions

2 Provide an understanding of the key concepts of managing people

and projects, and appreciate how approaches must be aligned to an

organisation’s strategic context

3 Demonstrate the integrative relationship between organisational

structure, culture, and leadership and how each have important roles

in effective management of people and projects

4 Help you develop a range of relevant skills to lead and manage

individual, individual and individual behaviour within organisations

5 Understand and use project management tools and techniques


102

Learning Outcomes On successfully completing this module, you will be able to:

1. Analyse business and organisational scenarios using a range of techniques

and perspectives in order to facilitate appropriate management

recommendations;

2. Demonstrate the contribution that motivation, organisational culture, structure

and leadership can contribute to organisational project success;

3. Evaluate how effective individual and team working can improve

organisational effectiveness, and how this relates to project management;

4. Understand key tools and principles of project management and how to apply

them appropriately.

The table shows where the module learning outcomes above achieve the stage one learning outcomes

Learning

Outcome

1

Learning

Outcome

2

Learning

Outcome

3

Learning

Outcome

4

Knowledge

and

understanding

√ √

Cognitive

(thinking)

skills

√ √

Professional

skills and

attitudes

√

√

Transferable

skills √

√


103

Mode of Assessment This module is assessed through the completion of one (1) independent task (the summative element). In addition to the summative element, the module contains the following formative elements:

Formative

1. A written reflective piece on an element of people management from the module;

2. A written reflective piece on a project management technique from the module;

Summative

1. A case study analysis and recommendation involving management of people through

a change process and suggested application of project management principles

[100% of module grade].

For the classification of your degree the final module grades will be combined according to the Diagram of Outcomes Leading to Award, detailed in your programme handbook.


104

Indicative Reading

Books and Texts

Indicative Texts

Mullins, L. (2013) Management and Organisational Behaviour, 10th edition, Harlow, Pearson

Additional Resources

Buchanan, D. and Huczynski, A. (2013) Organisational Behaviour: An Introductory Text, 8th

edition, London: Pearson Higher Education

Morgan, G. (2006), Images of Organization, London, 2nd edition, Sage

Mullins, L., Brassington, F. (2007), Managing People, Finance and Marketing, 2nd edition, Pearson Education

Newton, R. (2007) Project Management Step By Step: How To Plan a Highly Successful

Project, Pearson Higher Education, 2nd edition

Sheldrake, J (2010), Management Theory, 2nd Edition, Thomson Learning

Volberda, H., Morgan, E., Reinmoeller, P. (2011) Strategic Management, 2nd edition, Cengage Learning

Worthington I and Britton C (2009), The Business Environment, 6th edition, Prentice hall

Yukl, G. (2009), Leadership in Organisations, 5th Ed, Prentice Hall: New Jersey.


David Marginson and Stuart Ogden (2005), Managers, budgets and organisational change: unbundling some of the paradoxes, Journal of Accounting & Organisational Change Vol 1, pp 45-62

Tim Brady and Andrew Davies (2010), From hero to hubris – Reconsidering the project management of Heathrow’s Terminal 5, International Journal of Project Management, Vol 28 (2010) 151–157

Anna Lund Jepsen and Pernille Eskerod (2009), Stakeholder analysis in projects: Challenges in using current guidelines in the real world, International Journal of Project Management, Vol 27, 335–343

Online Resources

Business Week online (www.businessweek.com)

Financial Times (www.ft.com)

Global Reporting Initiative (www.globalreporting.org/Home)

Management Today.com: (www.managementtoday.co.uk)

People Management Journal (access via BPP on-line library)


105

The Times: (www.thetimes100.co.uk/theory)

INDICATIVE SCHEME OF WORK In some instances information regarding content of module is indicative - actual module content will be determined according to considerations (for example, opportunities for work with specific external partners or new developments in the field) which are taken into account at the time of module delivery. Module Title: Managing People and Projects Syllabus:

The strategic context of managing people

The importance of motivation, and how this can be maximised at the workplace

The influence and role of organisational culture and organisational structure

Understanding leadership

The importance of individual working, and what makes effective project individuals

The principles and tools of project management


106

Week

Content


Week 1 The Strategic Nature of Managing People

In this topic we will:

1. Understand the internal, micro and macro environments, and how we can analyse them by using appropriate tools for effective strategic decision making

2. Appreciate the changing nature of the competitive landscape

3. Understanding how competitive direction and strategy impact on how we approach managing people and projects

4. Explain the concept and importance of ‘strategic fit’, and how this requires vertical and horizontal alignment of the organisation

Workshop Activities

Activity 1

Introduction to the module, its objectives and its relevance to their careers. This will also include a review of the forms of assessment

Activity 2

Dewar And Sons

– A fictitious company that has some interesting approaches to managing people! This will be used to introduce the range of subject areas that will be covered in module, and allow them to reflect on employment situations so far in their lives

Activity 3

Competitive Strategies and Managing People

- You are asked to consider generic implications of a business adopting different competitive strategies in relation to how it approaches managing people and projects

Activity 4

Strategic Fit

– The key element of the Workshop: is understanding the principles of strategic fit and how these can be applied to a case study on a major brand.

Week 2 Motivation and Reward


1. Contrast and compare different management assumptions about how to motive people at work

2. Use motivation theory to understand how it can be applied to the workplace in order to maximise commitment and performance

3. Define intrinsic and extrinsic reward, and the role of money as a motivator

Workshop Activities

Activity 1

Why Do People Work? – A class discussion on our assumptions about what motivates us, and why we work. Why do some people work for nothing?

Activity 2

The Surprising Truth About What Motivates Us

– we will watch a video presentation on what research has shown us about the what really motivates us, particularly how money rewards can reduce cognitive performance


107

4. Understand the assumptions behind Total Reward and the advantages it brings

Activity 3

Applying Motivation Theory to a brand

– You will use the case study from the previous week to apply motivational theory to explain how they have created such motivated, creative workforce. Their conclusions will be presented to the rest of the class for discussion

Week 3 Organisational Culture


1. Define organisational culture

2. Understand its importance to organisational success

3. Explain and discuss theoretical models that can be used to understand culture

4. Explain and apply cultural typologies

5. Appreciate the integrative importance of organisational culture in relation to motivation, and organisational control

Workshop Activities

Activity 1

Appropriate Organisational Cultures: is this only applicable to large organisations?

- You will be asked to think about a business they would like to control. What would be the type of culture appropriate to its success? What are the values and beliefs that would lie at its heart, and why are they important? How would these articulate themselves in how you manage people? Are any of the cultural typologies learnt useful?

Activity 2

Understanding the Culture at Ritz Carlton – a number of multi-media clips and a case study will be used to illustrate a luxury brand approach to cultural management. How is this culture appropriate to the needs of the business?

Activity 3

Organisational Culture and the Banking Crisis

– An investigation and discussion into the role of organisational culture in the global financial crisis. How does this relate to the reward structure of investment banks?

Week 4 Organisational Structure


1. Define organisational structure and clarify its importance to organisational success

2. Explain how organisational structure influences the

Workshop Activities

Activity 1

A comparative study of Travel Lodge and Intercontinental Hotels

– Two radically different organisational structures, with two radically different organisational aims. You will identify wider consequences and considerations in relation to managing people and


108

dynamics of managing people and projects

3. Discuss the main structural approaches and typologies

4. Understand how organisational structure must be aligned and appropriate to meeting organisational objectives

projects

Activity 2

Imagine if companies had a flat structure?

– a short exercise, where you will identify the consequences of an inappropriate structure

Activity 3

Written exercise

– You will be given a formative task to show their understanding of the module to date. In-class feedback and peer review will be given

Week 5 Leadership and Management


1. Explain the relationship between leadership and management

2. Understand the range of theoretical approaches to understanding leadership and their use in managing people and projects

3. Investigate the influence of leadership on organisational culture and motivation

4. Explain contemporary perspectives of organisational leadership, in particular the idea of ‘distributed leadership’

Workshop Activities

Activity 1

The Importance of Situational Leadership

We look at what happened when one highly successful manager took over from another at an operation. What approach did he take? Was it successful?

Activity 2

Assessing Your Own Style of Leadership

– you answer a range of MCQ’s in order to plot themselves in the Mouton and Blake Leadership/management Grid

Activity 3

Distributed Leadership – an exercise where you analyse a famous manager’s leadership

Week 6 Managing Teams


1. Differentiate between individuals and teams

2. Identify the principles of teams and groupthink and clarify the importance of managing

3. Identify the organisational advantages of teamwork

Workshop Activities

Activity 1

Comparing Project Based Organisations

– You will compare and contrast different company’s use of individual working. What are the similarities? What are the differences and why?

Activity 2

Working For McDonalds


109

4. Understand the key success factors for effective team working

5. Investigate the emergence of virtual individuals, and the challenges this brings to managing projects

– We finish this week with the most substantive Workshop: activity thus far. The activity revolves around a case study of how McDonald’s addressed perceptions of a typical ‘McJob’, and how by focusing on a strategic approach to managing its people (incorporating individual working, culture, motivation) it increased engagement and organisational performance. This case study embraces all aspects of the module covered so far.

Week 7 The Principles of Project Management


1. Define a project

2. Understand the key stages of project delivery and planning

3. Explain the role and importance of the project manager

4. Clarify the principles of project management

5. Identify the critical success factors for project delivery

6. Explain key tools for project management and what they contribute

Workshop Activities

Activity 1

Case Study 1

You will have researched the background to this undertaking, and assessed whether it has been a success in terms of its objectives. A class discussion will be undertaken

Activity 2

Case Study 2

You will be given a project brief concerning the relocation of a business. Amongst the tasks they must undertake is a network analysis and critical path identification.

Activity 3

Building a Workshop -

Projects aren’t always big. The final activity is planning for the building of a workshop. You will compare alternative project decisions, and how different factors must be considered before the appropriate decision is made

Week 8 Project Control and Risk Management


1. Identify the elements of a control system appropriate to a particular project

2. Determine key performance indicators

3. Understand the nature of risk in project management, and how it can be managed

Workshop Activities

Activity 1

Case study 3

You will have researched this project, and with the use of the iron triangle of projects, assess

A/ was it a success compared to the project targets?

B/ what aspects of control management needed to be addressed?

Case Study 4


110

4. The concept of project opportunity

You will assess the critical success factors and approach to leadership that delivered success to this project

Case Study 5

A hypothetical case study where you must assess risk to project success, and decide on mitigating action

Week 10 Revision

Assessment preparation

In this session, we will bring together the various concepts and principles developed over the course. At the end of it you will be able to:


Plan time appropriately in order to meet the assessment requirements.

Breakdown the requirements of the tasks with reference to the mark allocation.

Communicate the key issues clearly and concisely.

Develop a line of reasoning and draw a conclusion.

Workshop Activities

Activity 1

A tutor led review of the key knowledge areas of the module


111

Management Plan and Report

General Information


Level Level 6

Credit Value 15 credits

Contact Hours 40 hours (4 hrs x10 weeks).

Programme(s) International Pre-Masters Diploma in Business

Module Leader TBC

Pre-requisites None

Co-requisites None


Excluded Combinations None


Introduction This module is designed to improve your ability to undertake practical research into a strategic management issue. The skills you develop on this module are vital in the modern world of business. In your business career, you may well have to carry out research on a practical business problem or opportunity, such as how the organisation deals with low staff morale or how best to market a new product. You will certainly have to understand research carried out by others and be able to evaluate its strengths and weaknesses and whether its recommendations are ones you should support.

You will be required to identify a business specific operational issue and, relating this issue to management theory, produce of a fully developed research proposal for a business or management topic. For example – how zero hours/flexible contracts introduced in a restaurant affects motivation and quality of service. On completion of this module you should be able to carry out a range of typical of business projects, such as market research or a feasibility study, based on collecting and analysing your own data.


112

Learning Outcomes On successfully completing this module, you will be able to:

1. Demonstrate a comprehensive understanding of the main concepts, frameworks and processes that need to be considered when addressing organisational issues

2. Demonstrate research skills contiguous with the organisational problem or

opportunity identified.

3. Develop and deliver a project proposal

4. Source and utilise relevant information from a range of sources to support critical analysis, evaluation and problem solving

Learning

Outcome 1

Learning

Outcome

2

Learning

Outcome

3

Learning

Outcome

4

Knowledge

and

understanding

x x

Cognitive

(thinking)

skills

x x

Professional

skills and

attitudes

x x x

Transferable

skills x x


113

Educational Aims This module aims to:

1

Allow you to demonstrate your ability to utilise and

contextualise significant amount of research, applying

investigatory and analytical skills to present meaningful

outcomes

2 Demonstrate the ability to present a sustained piece of

writing that address a business issue or opportunity

3

Create an opportunity for you to develop a range of skills

associated with research including analysis, interpretation,

written expression, formal report writing and self-disciplined

study

4 Allow you to work on a complex, integrated activity that will

consolidate and integrate previous skills and learning


114

Assessments There are one formative and two summative assessments for this module. The formative assessment is intended to give you useful feedback and guide your progress, but it will not be given a specific mark. The summative assessments count towards your mark for this module. Formative Assessment

1. Summary research proposal, with a word limit of 500 words +/-10%. The summary proposal should include the working title of your research and must explain the topic you have chosen, why it is interesting/important and what are the aim and objectives of the proposed research.

Summative Assessments (2 ELEMENTS)

1. Full research proposal, with a word limit of 3,500 words +/-10%. This assessment should build on the formative assessment, taking into account the feedback you received. This assignment contributes 80% of the available marks for the module.

2. A piece of reflective writing on one or more areas of personal development related

to the module that the student has worked on over the term, with a word limit of 500 words +/-10%. This assignment contributes 20% of the available marks for the module.

.


115

Indicative Reading Core Text Saunders et al., (2015) Research Methods for Business you, 7th edition, Harlow: Pearson. Horn, R. (2009) The Business Skills Handbook, Chartered Institute of Personnel and Development

Supplementary Texts Bryman, A. and Bell,E.(2007) Business Research Methods, 2ndedition, Oxford: Oxford

University Press (hard copy only) Collis, J. and Hussey, R. (2014) Business Research, Basingstoke: Macmillan Cooper, D.R.,& Schindler, P. (2001) Business Research Methods, 8thedition, Irwin:

McGraw-Hill (hard copy only) Creswell, J. W. (2013) Research Design: Qualitative, Quantitative, and Mixed Methods

Approaches, 3rdedition, London: Sage Publications (hard copy only) Malhotra, N. K. and Birks, D. F. (2007) Marketing Research: An Applied Approach,

Harlow: Pearson Education Ltd Matthews, B and Ross, L. (2010) Research Methods, Harlow: Pearson Education Ltd Denscombe, M. (2007) The Good Research Guide: For Small-Scale Social Research

Projects, 3rd edition, Maidenhead: Open University Press On-Line Resources The University subscribes to many academic and other databases which are likely to be useful to you. Among the most useful are likely to be:

EBSCO Business Source Complete

Emerald Management

SAGE

Dawson Books

Financial Times


116

Indicative content

Week Content Learning and Teaching Strategy

Induction Head Start Week

Introduction to the Module This week will explain what the module is about and how it will be assessed. We will look at possible research topics, so you can start identifying possible subjects for your research proposal. We will also look at what is meant by reflective writing, focussing on good and bad examples, and will discuss the types of personal development goal that you should focus on for the reflective writing assignment.

Workshop Activity: 1: Introduction by the tutor. Workshop Activity: 2: You will practice a short piece of reflective writing on an incident from your academic career to date. Preparation for Week 1: • Read materials on the module on the

VLE. • Student thinks about possible topic for

research proposal. Reading:

Saunders et al (2009), Ch. 1

Week 1 Introduction to the Research Process Topics covered in this session include: The nature of the research process. Quantitative and qualitative approaches

to research Key structural aspects of the research

process Central concepts used in research

methods

Workshop Activity: 1: Presentation and tutor-led discussion on the nature of the research process and the two main research strategies. Workshop Activity: 2: You will consider how to adopt a qualitative and a quantitative approach to the same business problem. Reading: Saunders et al (2009), Ch. 4

Week 2 Research models, variables, relationships and developing suitable aims and objectives

Using research models to clarify

possible variables and relationships The distinction between correlation and

causation Focussing on key variables and

discussion of a suitable aim, objectives, research questions, hypotheses etc.

Operationalising the chosen variables

Workshop Activity: 1: Presentation and tutor-led discussion on formulating the purpose of the research and thinking about key variables. Workshop Activity: 2: You will review examples of research questions and aims - and to work on developing a suitable aim and objectives for your own research topics. Reading: Saunders et al (2009), Ch. 2

Week 3 Introduction to Sampling Topics covered in this Workshop Activity: include:

• Sampling, representativeness of a sample, sampling techniques

• Levels of measurement • Reliability and different types of

validity • Social desirability bias

Workshop Activity: 1: Presentation and tutor-led discussion on sampling methods in business research and other issues relevant to research reliability and validity. Workshop Activity: 2: Group discussion of population definition, sampling frames, sampling methods and application of different techniques to different scenarios. Reading:


117


Week 4 Literature review, ethics and research Topics in this session include: Literature searches Critically reviewing the literature Writing a literature review Key issues and concepts in conduct of

ethical research Examples of ethical failure in research Areas of ethical conflict in the research

process Strategies for gaining access

Workshop Activity: 1: Presentation and tutor-led discussion on the ethics of business research and on the purpose of a literature review and how to prepare for and write one. Workshop Activity: 2: Identifying and searching for academic articles and other resources. Looking at article extracts and seeing how these can provide insights to guide the primary research on the given topic. Reading: Saunders et al (2009), Ch. 3

Week 5 Overview of Data Collection – Questionnaire surveys Topics covered in this session include: Forms of survey – advantages and

limitations Questionnaire design. Piloting Questionnaire administration

Workshop Activity: 1: Presentation and tutor-led discussion on how to put together a questionnaire and conduct a questionnaire survey. Workshop Activity: 2: You will review good and bad examples of survey questions and look at developing questions based on relevant literature (article extracts). Reading: Saunders et al (2009), Ch. 11

Week 6 Overview of Data Collection – semi-structured interviews and observation methods Forms of interviewing Preparing for and managing an

interview Observational techniques Participant observation Unobtrusive measures Structured observation

Workshop Activity: 1: Presentation and tutor-led discussion on interview and observation methods in business research. Workshop Activity: 2: Role plays of a research interview Reading: Saunders et al (2009), Ch. 10

Week 7 Overview of Data Analysis Quantitative data presentation, analysis

and interpretation

Workshop Activity: 1: Presentation and tutor-led discussion on quantitative data, how to present it and how to analyse it. Workshop Activity: 2: Group exercises involving the interpretation of data. Reading: Saunders et al (2009), Ch. 12

Week 8 Overview of Data Analysis

• Qualitative analysis of data. • Introduction to content analysis

Workshop Activity: 1: Presentation and tutor-led discussion on the principles and practice of content analysis. Workshop Activity: 2: You will apply ideas of content analysis to specimen material. Reading:


118


Week 9 Managing resources and planning Topics covered in this session include

• Resource management

• Gantt charts and budgets

• The idea of the critical path and network diagrams

• Presenting the research

Workshop Activity: 1: Presentation and tutor-led discussion on managing resources and planning the research process, and on presenting a research report. Workshop Activity: 2: You will produce outline plan for your own research project. Reading: Collis and Hussey (2014), Ch. 2

Week 10 Wrap and Review

Review of course

Class survey

Refresher on structure, formatting and referencing

Reading: Saunders et al (2009), Ch. 14


119

DIGITAL MARKETING FOR BUSINESS General Information

School SOFELS

Level Level 6


Contact Hours 30 hours

Programme International Pre-Masters in Business Management

Module Leader

Related Modules

Pre-requisites None

Co-requisites None



None


Introduction Digital marketing is a very fast-paced environment and should be considered at the online hybrid of the traditional ‘marketing methods’ as significant advancements in mobile and tablet adoption and then interaction which has given both brands and customers 24/7 access to key information on their products and services globally. Today’s revenue strategists must be digital marketing professionals. They have to communicate in the way their customers most prefer. They are active on social media and have a strong online presence. We need revenue teams to do the same and recognise that these online customers need to be understood, nurture and managed with the correct online planning and communications. Schools and organisations need to educate young (business people) on properly segmenting their business, understanding the different personas, building loyalty and nurturing it through social media and other digital channels. These are vital skills in driving and managing demand. Michael McCartan, Duetto Managing Director, Europe, Middle East and Africa (2016) The 24-hour-library (google search), social media platforms and apps have accelerated the amount of live feedback from consumer behaviour which can have positive and negative impacts for a business. It is essential that there are intelligent communication and market planning strategies in place in order for brands to fully respond with robust control mechanisms across the many digital marketing channels. An online brand must be able to deal with the multi-faceted customer groups interactions in order to credibly manage online reputations. It is also essential that a comprehensive understanding of these platforms is applied in practice in order for a business to truly profit and/or success in securing a credible value added proposition from their digital marketing strategy.


120

Educational Aims

Examine the role of digital media and the various frameworks that are used for evaluating the effectiveness of digital channel performance;

Critically analyse and evaluate the digital marketing framework and its links to the fast-paced and sensitive environment of social media;

Examine why so many digital and social factors have to be included in the marketing mix in order to great business growth;

Explore relevant marketing theories and practices affecting digital marketing and how social media directly influences the broader context of online campaigns and integrated marketing communications.

Critically examine the key differences in B2C & B2B digital marketing practices and the how supporting platforms and technologies are critical to successful implementation of digital business plans.


121


Equip you with the skills needed to become an effective independent digital learner

Enable you to be critically aware of factors that affect the management of Digital Marketing and its links to key customer channels (social media/website)

Ensure you have a comprehensive understanding of the key facts of digital marketing in practice

Allow you to work on a complex, integrated activity that will consolidate and integrate previous skills and learning that are able to be applied in a digital environment.

Ensure you understand how the digital marketing function supports the wider corporate objectives of businesses and therefore its impacts to decisions made.

Provide you with professional digital skills and are able to in context of the industry or sector in which the digital environment resides and also that learners have the ability to manage and make key decisions appropriately and their impacts to business


122

Learning Outcomes At the end of this module you will be able to:

1 Be critically aware of how to use and manage digital marketing with a view to growing a business;

2 Identify the critical factors of digital marketing and their links to social media;

3 Understand key digital marketing tools and how they might be used to measure success;

4 Demonstrate the ability to differentiate between digital audiences and the required marketing practices to satisfy these markets.

The table shows where the module learning outcomes above achieve the learning outcomes

Learning Outcome 1

Learning Outcome 2

Learning Outcome 3

Learning Outcome 4

Knowledge and understanding

x x x x

Cognitive (thinking) skills

x

Professional skills and attitudes

x x x

Transferable skills

x x x


123

Mode of Assessment This module is assessed through the completion of two tasks (see below) using an online professional portfolio software that will enable you to transport your reflection into practice. In addition to the summative elements, the module contains a formative assessment to assist you in evaluating your progress in the module. Formative Elements

Please Note: These elements build towards the overall Summative assessed element of the module.

1. Portfolio Content Over the course of the term you will be required to produce a robust business case for digital marketing which can help meet the future aims and objectives for a brand provided from an approved list.

Summative Elements

1. Portfolio Content - Digital Marketing Business Case [75% of Module Grade] Over the course of the term you will be required to produce a portfolio of evidence comprising of robust business case for digital marketing which can help meet the future aims and objectives or a brand provided from an approved list.

2. Individual Presentation [25% of Module Grade]:

In Week 8 of your final term you will present your business case in the form of slides for a corporate presentation (PPT/PDF).The presentation will aim to be 15-20 minutes long (maximum of 15 slides including supporting diagrams/research)

The graded elements are awarded a percentage grading according to the Marking Criteria contained in your programme handbook.


124

Indicative Reading To develop your skills in finding, accessing and analysing business information, data and knowledge you are encouraged to explore all sources of information to drive and enhance your learning (books, academic and professional journals, online resources, etc.). Below is an indicative list of reading that you may find helpful in your studies; more specific readings may be used throughout the module. Core Text · Chaffey, D. Ellis-Chadwick, F. (2012) Digital Marketing, 5th edition (revised), Pearson

Education Limited

DIGITAL MARKETING, Integrating Strategy and Tactics with Values by Ira Kaufman

& Chris Horton, Routledge, 2015

Additional Texts · Newland , M. (2011) Online Marketing: A User’s Manual. John Wiley and Sons Ltd · Onkin, S.Caleb, Whitmore S., Null L, Justin, Cutroni J. (2010) Performance Marketing with

Google Analytics: Strategies and Techniques for Maximizing Online ROI John Wiley and Sons,

· Parkin, G. (2010) Strategies for Online Success New Holland · Shish, C. (2011) Facebook Era: Tapping Online Social Networks to Market, Sell and

Innovate, 2nd edition, Pearson Education Ltd · Smith, P. Chaffey D. (2008) Marketing Excellence 3rd Edition Butterworth-Heinemann · Straus, J. Frost, R. (2011) E- marketing 6th Edition Persons Education · Thomas, B. Housden, M. (2010) Direct and Digital Marketing in Practice A& C Black · Varnali, K. Toker, A. Yilmax, C. (2011) Mobile Marketing McGraw-Hill Education - Europe · Weber, L. (2009) Marketing to the Social Web. 2nd Edition John Wiley and Sons Ltd Useful websites

www.cim.co.uk

www.marketignweek.com

www.socialmediaexaminer.com

www.brandrepublic.com

www.buzzfeed.com

www.digitalmarketingmagazine.co.uk/

www.emarketer - http://www.emarketer.com/ www.theidm.com Academic and Professional Articles Nation Branding Dinnie K (2016) Brand, A. (2016) The best luxury services are customized, not standardized. Harvard Business Review https://hbr.org/2016/03/the-best-luxury-services-are-customized-not-standardized

http://www.marketignweek.com/

http://www.socialmediaexaminer.com/

http://www.brandrepublic.com/

http://www.buzzfeed.com/

http://www.digitalmarketingmagazine.co.uk/

http://www.emarketer.com/


125

INDICATIVE SCHEME OF WORK In some instances information regarding content of module is indicative - actual module content will be determined according to considerations (for example, opportunities for work with specific external partners or new developments in the field) which are taken into account at the time of module delivery. Module Title: Digital Marketing for Business:

What is digital marketing?

The importance of digital primary and secondary research.

Digital marketing audit

Organisational digital business strategy

Assessing social media platforms

Idea and campaign management

Digital segmentation, targeting and positioning

Controls – monitor and evaluation

Reporting – ROI and new recommendations


126

Term 1 Lesson outline

Topic

Content


INDUCTION WEEK

Module Overview

At the end of this session you will have an understanding of what are the fundamentals of digital marketing and how it will be assessed.

Preparation Session: 60 minutes

Online Recording:

Delivered by the Module Leader

Ted Talk / Podcast:

https://www.youtube.com/watch?v=m_KX_vxVsJc

Begin preparation work for session 1 –

Chaffey, D. Ellis-Chadwick, F. (2012) Digital Marketing 5th edition revised Pearson Education Limited (Chapter One, Pages 4 – 24)

Week 1

Topic Title: What is Digital Marketing?

This week we will learn and discuss the key aspect of digital marketing (search engines, social media, paid advertising, video, online campaigns) and how they link to the traditional marketing methods (events, networking, PR, print) which remain important to the industry

This subject issues will be decided by our digital marketing professional’s forum on an ongoing basis

Reading:

Chaffey, D. Ellis-Chadwick, F. (2012) Digital Marketing 5th edition revised Pearson Education Limited (Chapter One 26 – 45)

Ted Talk / Podcast

Social Media...You Haven't Seen Anything Yet by Jerry Kane

https://www.youtube.com/watch?v=KzcQzM8CgIc


Interactive seminar examining and discussing how key aspects of digital marketing relate to traditional marketing methods. Students will learn the fundamental aspects of digital marketing from search engines, paid advertising, social media and online campaigns). Understanding these digital factors is of vital importance to successful digital business activity and the additional factors facing organisations doing business internationally.


Review and discuss the 5 core outcomes from the case study – Travel Republic

Chaffey, D. Ellis-Chadwick, F. (2012) Digital Marketing 5th edition revised Pearson Education Limited (Chapter One 41 – 42)

Reflection:






127

What have students learned from the chapter, case study and ted talk?

Week 2

Topic Title: The importance of digital primary and secondary research.

This week we will learn and discuss the importance of digital primary and secondary research (often with fast-paced un-predictable results) and its importance to building a robust justification and then commercial business case.


Reading: Chaffey, D. Ellis-Chadwick, F. (2012) Digital Marketing 5th edition revised Pearson Education Limited (Chapter Two 57 – 91)

Podcast/Ted Talk

Why All Good, and Some Bad, Research Is Improbable: Marc

Abrahams at TEDxCERN https://www.youtube.com/watch?v=1b3iteSyg1I

Six Reasons Why Research is Cool:

Quique Bassat at TEDxBarcelonaChange

https://www.youtube.com/watch?v=RA-imyU9je0

Online Recorded Lecture:

Independent Study: Research a brand of your choice and critically explain where it sits in the market based on digital research factors


Interactive workshop where students will build a list of differences between traditional and digital market research. The students will critically appraise the advantages/disadvantages of each type and how this may impact to marketing planning and business cases.


Students will choose their top 3 key research elements and explain how they will use them to build an effective plan and a solid business case. This must also include risks of credibility and issues around fast paced consumer behaviour and market trends.

Reflection

Students should be able to complete a checklist of research methods that will be able to inform their own academic activities that support their summative assessment.

Week 3 Topic Title: Digital Marketing Audit Reading: Chaffey, D. Ellis-Chadwick, F.


128

This week we will learn and discuss an understanding of a digital marketing audit which will help shape the business case, your objectives and recommendations.

We will be learning some of the key tools and frameworks which help create a compelling audit. From this the results are twinned with week 2 market research tasks. This in turn leads to SMART objective setting.


(2012) Digital Marketing 5th edition revised Pearson Education Limited (Chapter Two 91 – 116)

Chaffey, D. Ellis-Chadwick, F. (2012) Digital Marketing 5th edition revised Pearson Education Limited (Chapter Three 151 – 176)

Podcast/Ted Talk:

Marketing Audit 101

https://www.youtube.com/watch?v=0JXSCm9VqX0

6-Step Marketing Audit

https://www.youtube.com/watch?v=btajwiZQ0fE


Independent Study:

Understand core marketing models - SWOT/PESTEL/ANSOFF/VALUE CHAIN

Discussion Forum:


Students will choose a brand of their choice and complete a SWOT and Pestle analysis for review and discussion. This will aid students build a compelling framework for their summative assessment.


Students will choose a brand of their choice and complete an Ansoff and Value Chain analysis for review and discussion. This will aid students build a compelling framework for their summative assessment.

Reflection:

Students will be required to complete a 250 word reflective log demonstrating the importance of a digital audit and its impacts to a marketing plan and business case.

Week 4 Topic Title: Organisational Digital Business Strategy

Reading: Chaffey, D. Ellis-Chadwick, F. (2012) Digital Marketing 5th edition revised Pearson Education Limited






129

This week we will discuss the current (case study/agree brand) organisational digital business strategy to ensure that what students build and recommend as part of their plan is aligned with the current and or future growth of the real world business.

This is also a chance to review the feasibility of what students recommend in order with the capacity of the business in question.

(Chapter Four 188 – 242)

Podcast/Ted Talk

Build a Digital Strategy in 5 Steps

https://www.youtube.com/watch?v=KgwrnjVRHRw

What is a digital marketing strategy?

https://www.youtube.com/watch?v=1JNZcNeXBOk


Independent Study:

Research brands that have best practice with regards good organisational digital business strategy and to compile a check list to help guide their own conclusions.

Discussion Forum:


Students will be asked to select a brand to which they need to compose their summative report on, and explain their reasons why?

Students will need to tackle key issues within their chosen brand in order to fully explore the critical success factors and challenges when implementing new marketing plans that will have direct impacts to the social media and digital marketing plans.


Students will be required to highlight three key growth opportunities for their chosen brands and then critically evaluate the rationale behind their choices.

From this rationale students will begin to compile the framework for their summative assessment and begin to ask deeper questions into the viability, risks, success factors and outcomes that would face a real world marketing plan.

Reflection

Students will be able to build a key




130

criteria list which they can follow as a skeleton argument in order to make their summative assessment both justifiable and evaluative.

Week 5

Topic Title: Assessing Social Media Platforms

This week we will discuss and develop a deep understanding of the key social media platforms and how each one uniquely targets different customer groups. The focus will enable students understand and evaluate the importance of mobile marketing.

Students will be able to evaluate which one is the most relevant for their summative assessment and the risks/impacts that each channel has with their defined development strategy.

Key platforms discussed will be:

Facebook, Twitter, LinkedIn, You Tube, Instagram and Snapchat.

Reading: Chaffey, D. Ellis-Chadwick, F. (2012) Digital Marketing 5th edition revised Pearson Education Limited (Chapter Five 257 – 300)

Podcast/Ted Talk

How Social Media is Changing What We Share About Our Lives

https://www.youtube.com/watch?v=Rbc7ytkTiQ4

How One Tweet Can Ruin Your Life

https://www.youtube.com/watch?v=wAIP6fI0NAI


Independent Study:

Find snapchats’ paid for advertising partners and evaluate what benefits these brands are getting from connecting to customers.

Discussion Forum:


Students will be asked to examine five key social media platforms and evaluate their differences

1.Facebook

2. Twitter

3. You Tube

4. Instagram

5. Snapchat

Students will be asked how each of these social media platforms can positively or negatively impact on their digital business planning and how they are going to respond to these key issues with practical solutions.

Students will be able to use the ted talks to use this as a basis for their discussions.






131


Case study – The new Napster changes the music marketing mix (Chaffey, D. Ellis-Chadwick, F. (2012) Digital Marketing 5th edition revised Pearson Education Limited (Chapter Five 301 – 304)

Students will be asked to evaluate the fast changing digital music services and how they impact the music industry as a result of technology.

It is critical to evaluate the proposition to both music consumers and also the other competitors such as iTunes in this busy market.

Reflection

Students will need to summarise what the Napster cast study does for music consumers and the music industry. Then reflect how case study evidence like this can impact their own assessment.

Week 6

Topic Title: Idea and campaign management

This week we will discuss and develop the BIG IDEA that will be the key driver in students’ business case. This will be the promotional aspect that will make sure your competitors are not able to compete easily with your stand-out idea. This will enable your digital marketing to drive either:

a) Brand awareness or

b) Lead generation or

c) Both

This idea will also be the backbone of the business case where a full risk assessment and viability methods become at the forefront of students minds. Making this a commercial win for their ‘chosen’ business is critical.

Reading: Chaffey, D. Ellis-Chadwick, F. (2012) Digital Marketing 5th edition revised Pearson Education Limited (Chapter Eight 426 – 468)

Podcast/Ted Talk

Seth Godin: How to get your ideas to spread

https://www.youtube.com/watch?v=xBIVlM435Zg

The shape of ideation by Stefan Mumaw

https://www.youtube.com/watch?v=BErt2qRmoFQ


Independent Study:

Look at the big idea of the week from marketing week and or brand republic and see how you adopt some of their executive thinking into your own work.

Discussion Forum:




132


Students are required to work in a group or individual activity to analyse the rationale behind the LYNX case study (Chapter 8 page 465 – 466). Try and explain what markets they were targeting and why and whether you agree with the ideation, images, wording (digital marketing communications) and overall design.


Students will critically analyse their own ideas and online strategies in order to drive their business plan. There is no right answer with a creative idea but it is very important to justify and critically evaluate how students reached the ideation and what are the likely impacts to their overall business case/plan

Reflection

Students should review how much extra creative intelligence will need to be built into the ideation so that their ideas are both feasible and practical. Or has this exercise helped to reaffirm that their creative ideas are robust

Week 7

Topic Title: Digital Customer Engagement

This week we will discuss the key aspects of customer engagement and how to ensure what customers values are really at the heart of your digital marketing planning.

Direct and relevant information will be derived and analysed from the previous market research tasks, the audit, organisational aims and objectives.

This then links to the consumer behaviours that are active on each of the social media channels from week 5 and then to the ideation of week 6. From this students will be able to build upon relationship marketing from customer loyalty, valued added proposition and use of e-marketing methods.

This reverse tail approach will enable

Reading: Chaffey, D. Ellis-Chadwick, F. (2012) Digital Marketing 5th edition revised Pearson Education Limited (Chapter Six 310 – 356)

Podcast/Ted Talk

Customer loyalty programmes... why bother! : Lance Walker

https://www.youtube.com/watch?v=5EkiOwoLz-4


Independent Study:

Review the article from smart social and see what are the impacts that you can introduce to your assessment

http://www.smartinsights.com/digital-marketing-strategy/customer-retention-strategy/7-questions-to-drive-customer-engagement/








133

students to build a first-class, commercial and real-world digital marketing business case/plan.

Discussion Forum:


Based upon the ted talk video, students are asked to critically discuss and evaluate would a customer loyalty programme be a good options for their business case/plan?

And have they fully considered what this means to their own digital consumer engagement strategy


Using the Facebook case study for Princess Cruises students are asked to critically evaluate the use of online competitions to drive consumer engagement. Students should also the use of Facebook tabs, email marketing and inspire by blog tactics in order to increase their chances of a success marketing campaign.

Reflection

Students should be able to build a robust checklist of what they will need to implement a competition based marketing strategy and to what social media channels and/or website.

Week 8

Topic Title: Managing Digital Media Channels

This week we will develop a deep understanding of marketing communications that can help manage and positively influence digital media channels (SEO/Online PR/Affiliate partners/Display advertising/email/social and viral marketing)

This information will be key to building a comprehensive justification when managing digital media channels.

Reading: Chaffey, D. Ellis-Chadwick, F. (2012) Digital Marketing 5th edition revised Pearson Education Limited (Chapter Nine 483 – 544)

Podcast:

Reading:

Podcast

Maria Mandel on Evaluating Digital Media Channels

https://www.youtube.com/watch?v=Lp7Dnvu1NsU

In Paid Media Brands Need to Remember Context is Everything! - Scott Clark

https://www.youtube.com/watch?v=9DkmbOd-DKI






134


Independent Study:

Discussion Forum:


Students are required to critically discuss what digital media channels they would use and what customer groups would they be targeted at?

What are the impacts (good and bad) to using these?

Brands have limited budgets so a huge movie trailer is not going to work for most organisations.


Students will need to give vital consideration to the context of their digital marketing planning through media channels as there is a high risk that lack of adoption could exist from the varied customer groups. If the critical analysis is not discussed and evaluated there can be a high failure rate of digital marketing planning.

Reflection

Students should build a check list (priority rated) so that they can build a robust media channel strategy to ensure that their digital plan has strong evidence of success.

Week 9

Topic Title: Managing Digital Channels

The campaign is ready! – We will be discussing and developing a deep and comprehensive understanding of how to measure and control your digital performance.

Students will learn how to pre-empt digital key issues that may limit the success of the campaign. We will also look at pre-crisis, crisis and post crisis communications to ensure that the business case can change in an agile and robust manner.

Reading: Chaffey, D. Ellis-Chadwick, F. (2012) Digital Marketing 5th edition revised Pearson Education Limited (Chapter Ten 554- 593)

Podcast/Talks

Justin Cutroni Presents: "Rethinking Digital Analytics"

https://www.youtube.com/watch?v=B4Ori9l_Sgo


Independent Study:

Review of digital marketing




135

Discussion Forum:


Building upon the live seminar from Justin Cutroni, students will critically discuss and evaluate the associated challenges around managing and monitoring of digital channel performance. Who will do it? How? What matters as a metric? How is the relevant to the live campaign and it’s a planning? What issues arrive from brands in the digital and social space with a live campaign?


Students should consider the risk analysis of crisis communications and how brands need to factor in the opinions (often negative) of campaigns that often start out as simple and fun in their ideation.

It is very important that it is clear from their plan who owns the ‘live process, the content, the format and how this can impact the end results

Reflection

Students will be able to build in a level of contingency planning for the fast-paced real-world of website and social media channels that can have an effect on brand reputation.

Week 10

Topic Title: Managing Digital B2C & B2B consumers

Students will learn the importance differences of marketing practice in B2C & B2B customers which impacts marketing plans and strategies.

Understand the differing elements of each customer group will help student’s finalise the critical detail of their reporting.

Students will learn that being mindful that their reports will have distinct differences if they are planning to target both customer groups and the direct impact it will have on shaping a business.

Revision and reflection session

Reading: Chaffey, D. Ellis-Chadwick, F. (2012) Digital Marketing 5th edition revised Pearson Education Limited (Chapter Eleven 598 – 614 and Chapter Twelve 622 - 643)

Podcast/B2C Ted Talk

Philip Kotler on creating a cult brand with true raving fans!

https://www.youtube.com/watch?v=QcUq2WM2Luc

Podcast/B2B Podcast




136

Philip Kotler: Emotions in B2B

https://www.youtube.com/watch?v=sgXhsTC_lKU


Independent Study:

Review Blog on 2016 B2C & B2B Convergence

https://blogs.adobe.com/digitalmarketing/digital-marketing/exploring-the-convergence-of-b2c-and-b2b-marketing/

Discussion Forum:


Students will critically discuss the depth to which they have considered B2C and/or B2B marketing within their business plans, ideation, social media and the impacts to risks, contingencies and the all-important critical success factors


Based on the B2C Kotler ted talk, Students will critically discuss what it will take to create a cult brand with raving fans (advocates) from their selected brand for summative assessment

It will highlight the depth of students thinking from strategy to tactical campaigns that lead to business success.

Students who express a fluid and comprehensive argument will be the ones who truly understand the corporate brand, the digital channels, the digital customers and the online impacts of their recommendations.

Reflection

Students will be able to create a list of best practices formed by their own opinion from group discussions. This will allows students to build a final check list in order to review their summative assessment ahead of submissions.

Coursework Preparation

Portfolio preparation

In this session, we will bring together the

Workshop:

Coursework development workshop.








137

various concepts and principles developed over the course. At the end of it you will be able to:


Plan time appropriately in order to meet the submission deadline.

Develop a line of reasoning and make effective decisions

Discussion with you on the research they have completed, the completion of the assignment and the next steps.

Webinar:

Coursework Skills Research Techniques Report Writing Portfolio Presentation


138

PROGRAMME REGULATIONS FOR THE PREMASTERS DIPLOMA IN BUSINESS MANAGEMENT PRE-MASTERS

1. Authority These regulations are made under the University’s General Academic Regulations, Part A, Paragraph 7 and are cited as the International Diploma Programme Regulations.

2. Conflict with the General Academic Regulations In the event of a conflict between these regulations and the University’s General Academic Regulations, and its sub-regulatory instruments, the latter shall prevail, unless a derogation has been approved.

3. Conditions for Admission

Students need to have completed a level 5 qualification or equivalent and show

reasonable evidence of ability to complete the programme successfully and progress to your chosen postgraduate degree.

Both 'international' and EU students may apply. Students must be 18 years or older on commencement and have an overall IELTS

score of 5.5 or equivalent with 5.5 in writing.

4. Conditions of Acceptance An offer of a place on the programme is subject to the terms and conditions stated in the documentation accompanying the offer, these regulations and the University’s General Academic Regulations as in force at the time of interpretation. The acceptance of the offer is take as agreement to these regulations.

5. Programme Structure and Core modules The programme can only be studied full-time; The programme comprises 120 credits

6. Changing Modules You must complete all the modules on the programme.

7. Pass Mark The pass mark for all assessments is 40%. Where a programme is made up of more than one module, the aggregate mark of all

modules is calculated to give the final programme mark. Grades available for International Diploma programme are ‘pass’, ‘merit’ and ‘distinction’. English for Academic Purposes module has four parts to one assessment. You must obtain at least 40% in the writing part and 40% overall to pass the module.

8. Reassessment of Failed Assessment Components Where a module has more than one assessment component, each component must

be passed in order to pass the module. A student who fails one or more assessment component will only be reassessed in the failed assessment component(s).


139

A student shall be permitted three attempts at each assessment component; one first sit and two resits.

Where a student undertakes a resit and passes an assessment component the mark shall be capped at the pass mark and the capped mark shall appear on the transcript.

Where a student undertakes a second resit in any assessment component and fails that assessment component they will fail the programme overall.

9. Presentation of coursework and portfolio assignments Candidates must comply with the requirements on the presentation of assignments

stated in the Programme Handbook. Assignments which do not comply with these requirements may be rejected by the

Programme Leader. The Programme Leader may require assignments or assessments which do not

comply with the relevant requirements to be amended and resubmitted. Assessments or Assignments not amended and submitted by the due submission date will incur the standard penalties for late submission contained in the General Academic Regulations.

10. Examinations Board The International Diploma Examinations Board shall be structured as a Single Programme Board as defined in regulation I/2(a) of the University’s General Academic Regulations. An Examinations Board will be held after each term.

11. Conditions for the award of the International Diploma

Candidates shall be awarded the International PreMasters Diploma in Business Management completed the 30 credit English for Academic Purposes and 30 credit Project and

Report module; completed a further 60 credits consisting of the modules which are compulsory for

the award being studied; and Obtained a mark of at least 40% in each assessment component of each module.

12. Progression to postgraduate degree programmes

Students who successfully complete the programme will be permitted to progress directly onto a relevant BPP University postgraduate degree programme and Level 7 Postgraduate Certificates and Diplomas.

International Pre-Masters Diploma in Business Management · International Pre-Masters Diploma...

Documents

Transcript of International Pre-Masters Diploma in Business Management · International Pre-Masters Diploma...