University of Chester

Programme Specification
Entrepreneurial Leadership in Global Business (WBIS) MA
2014 - 2015

Master of Arts

Entrepreneurial Leadership in Global Business (WBIS)

Entrepreneurial Leadership in Global Business (WBIS)

University of Chester

Facilitated through WBIS by CWRS at University of Chester with the Mountbatten Institute (Partner Organisation)

Mountbatten authorised delivery sites in London and New York, also with work-based placement learning supported at distance.

Work Based and Integrative Studies

Full-time and Part-time

Residential and Open,

12 months (typically)

6 Years

Annual

N/A

N200

No

17a. Faculty

17b. Department

Business and Management Centre for Work Related Studies

 QAA Level 7 benchmarks for Business & Management will apply.

N/A

Work Based & Integrative Studies P/G MAB

Saturday 1st February 2014

As for WBIS generally, these are to:

  • provide access to learning opportunities which promote personal and professional development undertaken for academic credit and/or personal need;
  • enhance students' workplace practice through application of the knowledge and skills gained through their academic  programme and elsewhere;
  • deliver coherent, meaningful, approved studies routes which give participants the opportunity to negotiate their learning, plan their study routes and achieve their desired outcomes where applicable;
  • facilitate reflective practice and develop knowledge and understanding of its underpinning theory;
  • develop the skills and knowledge appropriate to the field(s) of learning within approved studies routes and reflect academic development in those fields;
  • work with businesses and organisations who seek staff development and CPD opportunities through higher education;
  • make use of the widest learning resources available, as appropriate, for module achievement.

This specific Mountbatten route aims to provide candidates with the wherewithal to develop practical leadership and entrepreneurial skills in a global business environment. Crucially, this involves experiential learning in the workplace and reflection on practice.


Knowledge and Understanding Subject specific knowledge and understanding will be developed in the context of modules negotiated as part of the student's pathway.
Knowledge and understanding of work-based learning.
Principles of work-based learning - self review, work-based skills and processes, designing practitioner research , project design, implementation and evaluation, self-critical reflection.
Application, reflection and modification of practiceinformed by practice-based and professional expertise.

Thinking or Cognitive Skills Intellectual and cognitive skills will be developed through subject specific modules and those designed with subject and practice-based content specifically for the programme. Intellectual and cognitive skills will be developed through analysis and reflection on the Work-based and Work-related learning experiences which are central to the programme. Exemplar learning outcomes include the ability to:

  • contextualise their role within the workplace and review critically their own perspective on the world of work.
  • analyse critically the current knowledge base underpinning specific areas of work and, as a consequence of this analysis, demonstrate further development of work-based (tacit) knowledge;
  • evaluate critically approaches, methodologies and practicesused in the workplace and identify how these might be enhanced;
  • demonstrate appropriate analysis and synthesis of concepts and/or protocols used in one work-based context and demonstrate their effective application in another;
  • review critically published literature and demonstrate how current working practices might be informed and enhanced by relevant research and/or contemporary developments in evidence-based practice;
  • demonstrate logical thought, interpretation and application in work-based/related settings.




Practical Skills
Work-based skills and processes are central to the programme.
Learning outcomes which focus on practical skills will be specified in the taught module descriptor or Negotiated Experiential Learning Agreement as appropriate. Practice and professionally based skills e.g. for nursing, teaching, business, IT, etc. will reflect specific vocational areas and may be specified within modules. Practical skills and professional competencies will be assessed within the workplace by Associate Tutors, appointed by the Centre for Work Related Studies, Professional Development,who are demonstrablycompetent to make the assessment based on their qualifications and experience.


Key Skills


Students will be required to demonstrate effective:
  • Communication written and verbal communications skills (e.g. written report or essay and when giving formal presentations.)
Example learning outcome: Disseminate the researchfindings and recommendations arising fromyour work-based project by preparing and delivering a formal presentation.
  • Application of Number
Appropriate use of numerical and statistical techniques will be incorporated, where relevant, into the student's negotiated approved studies route. For example, when collecting andanalysing quantitative data in a 40 credit, Level 7, NELM module,(ifappropriate.)
Expressed as a Learning Outcome : select and deploy appropriate and effective tools for data collection and analyse quantitative data using suitable statistical techniques.
  • Information Literacy and Technology
Literature search and retrieval e.g. use of internet, word processing skills, use of databases and statistical packages (whereappropriate).
  • Improving own learning and performance
This programme is designed to enable students to reflect critically ontheir own professional practices and those of the organisation in which they work. In the initial self-review module,students are asked to examine their own preferredlearning styles, political compassand to reflect critically on their pre-suppositions and assumptions as a way of enhancing their learning and development.
The assessment strategy of most modulesincludes a component in which the student is requiredto reflect critically on theirapproach to andperformance in work-based tasks orinitiatives as they strive to become self-reflective practitioners.
Expressed as an examplelearning outcome : analyse and reflect critically on your approach to and performance inleading and managing work-based teams.
  • Working with others
Due to the work-based nature of the programme, students routinely work with other members of their organisation invarious ways. Typical examples might include:working as a leader/ member of work-based teams, leadership and managementof staff, working with customers, stakeholders and/orclients, and students may reflect on their negotiation, influencing and communication skills when working with these groups. The personal learning outcomes specified in the learning agreement will focus on the students development of these skills and on their reflections on their approach to and performance in developing them.
  • Problem solving (in the workplace)
Students are frequently required to demonstrate and reflect critically on theirproblem solving abilities when completing work-based projects assessed through the Negotiated Experiential Learning Modules. The learning outcomes specified in the NELA and the negotiated assessmentbriefwillreflect this as appropriate.
Expressed as an examplelearning outcome: devise, implement and evaluatea strategy for enhancing employee engagement within your department or organisation.


Transferable Professional Skills
One of the primary aims of this programme is to enable students to develop and demonstrate their application of a range oftransferable professional skills through work-based or work-related learning. Students are encouraged to specify, as learning outcomeswithin the Negotiated Experiential Learning Agreement (NELA), the personal and professional transferable skills they intend todevelop or demonstrate. Students are required to complete the NELA prior to commencing the Negotiated Experiential Learning Module.
Examples include: coaching skills, negotiation skills, influencing people, leading and managing teams, managing conflict,project management.




As the work place is a site of knowledge generation, an existing WBIS framework module, known as Skills and Approaches for Work Based Learning will be the first module that students undertake.  This Module (Module 1) will enable learners to:

  • recognise the potential of the workplace as a forum for learning and innovative practice.
  • explore ideas related to different work cultures and values
  • understand the role of teamwork in the workplace, together with the importance of group dynamics and communication
  • engage with academic models and theories that can help deepen the process of reflection
  • plan experiential learning such as work based projects, and formulate Negotiated Experiential Learning Agreements

The second, third, fourth and fifth modules are newly designed taught work-related modules where students are equipped with relevant business theory before returning to their work place environment to put their new learning into practice. This practice is then reflected upon critically.

Module 2, entitled Leadership and Organisational Effectiveness is designed to enable learners to:

  • develop the abilities to lead talent within the organisation
  • lead complex change initiatives which increase organisational effectiveness
  • lead and develop teams which enhance productivity
  • learn to lead in the creation of sustainable enterprises and create shared value
  • understand how to develop into a leader who increases employee motivation and satisfaction.

Module 3, entitled Managerial Accounting and Finance is designed to enable learners to:

  • develop and analyse appropriate financial data
  • understand the important relationship between various financial instruments
  • support and evaluate a company's financial goals and objectives
  • create an appropriate future financial strategy
  • understand the important relationship between financial instruments, decision-making and business strategy.

Module 4, entitled Design, Innovation and Entrepreneurship is designed to enable learners to:

  • engage in design-thinking the utilization of style in product and service creation
  • develop a strategic plan for integrating design, innovation and technology in the creation of a new entrepreneurial business
  • understand the conventionalisation, development and management of new ventures
  • create a successful business plan for an entrepreneurial start-up.

Module 5, entitled Global Business is designed to enable learners to:

  • examine the importance of regional business for the development of global advantage and regional integration
  • develop expertise in navigating the laws, regulations and trade agreements important to the success of global enterprises
  • understand the impact of globalisation upon the activities of multinational enterprises.

Module 6, is an existing WBIS Framework Module entitled, Designing Practitioner Research (DPR), which is compulsory for all WBIS Master's degree students.  This module is designed to enable learners to:

  • identify a problem, issue or area for development in the workplace capable of investigation and likely to generate useable findings as the basis for future actions
  • choose a suitable range of investigative methods appropriate to a Level 7 investigation in a Negotiated Experiential Learning Module
  • design a practitioner research proposal which is valid and ethical.

Modules 7, 8 and 9 are a Triple Negotiated Experiential Learning Module (NELM), also compulsory for full Master's degree students on WBIS, and this is essentially an experiential learning module which involves undertaking practitioner research which has been designed and justified in the previous DPR module. Specifically, it enables learners to:

  • demonstrate appropriate knowledge and skills resulting from the scoping, planning and implementation of systematic practitioner enquiry at work
  • apply critically the key concepts, methods and theoretical ideas required for such practitioner enquiry - as negotiated in the module - recognising their inter-relationships and distinctiveness
  • develop a comprehensive critique and evaluation of the enqiry undertaken, its methods and outputs
  • reflect critically on their effectiveness as practitioners with reference to a reading of a range of relevant literature sources, their application of contemporary practices and justification of new approaches
  • identify, and reflect critically upon, the organisational and personal learning generated by the enquiry, explaining how this will inform future plans and developments.

 

 

Mod-Code Level Title Credit Single
IS7002 7 Skills and Approaches for Work-Based Learning 20 Comp
IS7020 7 Negotiated Experiential Learning Module (Triple) 60 Comp
IS7022 7 Designing Practitioner Research 20 Comp
IS7261 7 Leadership and Organisational Effectiveness 20 Comp
IS7262 7 Managerial Accounting and Finance 20 Comp
IS7263 7 Design, Innovation and Entrepreneurship 20 Comp
IS7264 7 Global Business 20 Comp

180 credits at Level 7 for the MA, 120 credits at Level 7 for the PG Diploma, 60 credits at Level 7 for the PG Certificate.
The PG Certificate and PG Diploma are not target awards and all students undertaking this route will register for the full MA (WBIS).

Candidates undertaking study at FHEQ Level 7 on this route are required to have a first degree from a post-secondary academic institution outside the United States as required for the Mountbatten New York Programme.  For the Mountbatten London Programme, a Bachelor's degree is required from an American or international university outside the UK.  Applications from current students are accepted provided the applicant is scheduled to graduate before beginning a Mountbatten Programme.  The Mountbatten Admissions team (Associate Tutors) take an holistic approach to each application, reviewing all aspects of a candidate's experience, education, references and personal achievements.  Typically, applicants will be expected to hold an undergraduate degree classified at 2.2, or above, or equivalent. 

English Language Requirements

This Programme of study is taught and assessed in English. Applicants whose first language is not English must have an appropriate level of English proficiency certification before applying. This should include the name and result of any English language test taken, as well as copies of the appropriate certificate.

We recognise the following, most common, English proficiency examinations. Please note that the validity of IELTS and TOEFL qualifications is 2 years. They cannot be verified after two years and, if expired, may not be accepted by UKBA.

Postgraduate Study

IELTS 6.5 (with no less than 5.5 in any band)

TOEFL 88 (internet based) with the following minimum scores in each component: listening 21, reading 23, speaking 23, writing 21

PTE Academic with overall score of 63 and no less than 51 in any component

TOEIC 750 or above with the following minimum scores in each component: listening 400, reading 385,speaking 160, writing 150

More information about English Language proficiency can be found at http://www.chester.ac.uk/international/apply/requirements

The Mountbatten Program requires a minimum one full year of relevant business experience or the equivalent of one full year’s relevant business experience as measured by the aggregation of a series of part-time appointments over a two-year period.

After submitting a completed application, the interview process for successful applicants takes place in locations in the Americas, Europe or Asia and includes the following:

1) Interview with Recruiting Team

2) Interview with Sponsorship Team

3) Interview with the Academic Team

4) Conference with applicant to structure a CV to present to Sponsors

5) Interview with the Sponsor

6) Acceptance based on successful interviews with the Recruiting, Sponsorship, Academic Teams and the Sponsor.
N.B. ALL INTERVIEWS ARE IN ENGLISH

In response to the Recommendations of the Validation Panel:

1) The Mountbatten Institute will seek early engagement and subsequent approval from the QAA to qualify as a Highly Trusted Sponsor. Such applications are in the process of being completed to begin the process of review scrutiny.

2) The already existing Centre for Entrepreneurship (CfE) at the Mountbatten Institute will provide a monthly series of required presentations in both New York and London on design, innovation, entrepreneurship, start-ups and new business funding. The content of these required monthly presentations will be integrated into all of the modules of the MA – Entrepreneurial Leadership in Global Business Degree Program.

3) In addition to the learning resources available to enrolled graduate students at the University of Chester, our graduate students will have access to the following:

a. The EBSCO online research database – LONDON & NEW YORK.

b. The Business Source Elite online research database – LONDON & NEW YORK


c. The Graduate Center of the City University of New York (research library, meeting rooms, student cubicles with PCs, cafeteria, student lounge) – NEW YORK

d. The New York Science, Industry and Business Research Library – NEW YORK

e. The New York Public Library – NEW YORK

f. The City Business Library – LONDON

g. The Barbican Library – LONDON

h. London Metropolitan University Library - LONDON

This WBIS route (like many others) does not coincide neatly with QAA subject benchmark definitions as it is essentially work-based learning with a number of negotiable aspects/elements. However, the nearest benchmarks for this route are those for Level 7 Business and Management, which are taken from: 

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/BusinessManagementMasters.pdf

"Master's degrees in the business and management field are awarded to students
who have demonstrated during their programme:

a systematic understanding of relevant knowledge about organisations, their
external context and how they are managed


application of relevant knowledge to a range of complex situations taking
account of its relationship and interaction with other areas of the business
or organisation


a critical awareness of current issues in business and management which is
informed by leading edge research and practice in the field


an understanding of appropriate techniques sufficient to allow detailed
investigation into relevant business and management issues

creativity in the application of knowledge, together with a practical
understanding of how established techniques of research and enquiry are used
to develop and interpret knowledge in business and management


ability to acquire and analyse data and information, to evaluate their relevance
and validity, and to synthesise a range of information in the context of
new situations


conceptual understanding that enables the student to:


evaluate the rigour and validity of published research and assess its
relevance to new situations


extrapolate from existing research and scholarship to identify new or
revised approaches to practice


ability to conduct research into business and management issues that requires
familiarity with a range of business data, research sources and appropriate
methodologies, and for such to inform the overall learning process
ability to communicate effectively both orally and in writing, using a range
of media


operate effectively in a variety of team roles and take leadership roles,
where appropriate.

Once they are in professional practice, Master's graduates should be able to:


consistently apply their knowledge and subject-specific and wider intellectual skills

deal with complex issues both systematically and creatively, make sound
judgements in the absence of complete data, and communicate their conclusions
clearly to a range of audiences


be proactive in recognising the need for change and have the ability to
manage change


be adaptable, and show originality, insight, and critical and reflective abilities
which can all be brought to bear upon problem situations


make decisions in complex and unpredictable situations


evaluate and integrate theory and practice in a wide range of situations


be self-directed and able to act autonomously in planning and implementing
projects at professional levels

take responsibility for continuing to develop their own knowledge and skills.

The work-based and (within parameters) negotiated nature of the programme requires that tutorial staff adopt flexible strategies for teaching and learning. A range of approaches are thus used depending on the focus of the module and the mode of delivery appropriate to the client group. Some examples are listed below:

  • Individual face-to-face tuition plus support and guidance via e-mail and telephone (e.g. Skills and Approaches for WBL) 
  • Blended Learning predominantly using a web-based VLE but with additional e-mail/ telephone tutorial support
  • Group Workshops plus online and e-mail support (e.g. Designing Practitioner Research, Taught WBIS modules, Skills and Approaches to Work-based Learning)
  • Action Learning sets
  • Role play activities and analysis of case studies/simulation exercises (Modules 2,3,4, and 5) 

Students are supported and their progress monitored by:

i.  e-mail, phone and where feasible, face-to-face contact.

ii. formative feedback on assignments.

iii. Contact with their PAT on a regular basis.



In the spirit of work-based learning, assessment within this programme is often negotiable within set parameters outlined in the module descriptors, allowing participants to present workplace artefacts (where appropriate), and negotiate forms of assessment that otherwise have relevance to the workplace.

Description of the range of assessment methods 

Assessment and learning are seen as complementary and interdependent. Where modules allow students to negotiate individual assignments, these will be designed to assess all or some of the learning outcomes.

A number of modules on the programme (e.g. Skills & Approaches to WBL, DPR, the NELM modules) enable students to identify realistic outcomes and promote self-audit of intellectual and practical capability, and attainment of personal development through critical reflection. Students are encouraged to reflect critically on some of the following areas: relevant professional knowledge, current working practices, problem solving, analytical and decision-making skills, pro-activity, creativity, and their ability to relate theory to practice, personal transferable skills, sensitivity to people and events, emotional resilience.

The modes of assessment used on the programme will include for example: critically reflective essay, presentation, project report, dialogue interview, simulation exercise reflections, an experiential learning proposal, a work-based research proposal and, on negotiation, work place artefacts. Examples of such artefacts might include: a website designed by the student, a video or DVD produced by the student, company report, policy or procedure, a database and supportive training documentation developed by the student. The mode of assessment appropriate to and agreed in the Negotiated Experiential Learning Modules, will be formalised in the Negotiated Experiential Learning Agreement (NELA). Formal examinations are not normally used as a mode of assessment within the WBIS accredited modules.

Re-assessment will normally be designed to assess the same qualities and learning outcomes as the original assessment. However the method by which these are assessed may be changed in order that students are given maximum opportunity to demonstrate their learning. This will be specified in the module descriptor.

Level related assessment criteria: Assessment for all modules within this programme will conform to the generic FHEQ 7 Level descriptors, and the assessment criteria and methods published for those modules.

As WBIS is a programme which is designed to facilitate work-based and work-related learning, students following the route are in employment or undertaking internships (in the case of this Mountbatten route, usually the latter). Graduates who have already completed the programme indicate that the skills and abilities they have developed during their period of study have enabled them to reflect upon, and consider, their personal and professional development in some depth.

Career paths followed by WBIS students generally are hugely varied, but it is expected that Mountbatten students graduating with this MA award (through the University of Chester) will be working in an international corporate business environment. Given the nature of the route as one of relevant work-related and work-based learning which goes beyond passive learning of theory and requires high-level practical engagement and reflection, it is anticipated that alumni will be well placed to fast-track towards senior positions. These are most likely of all to be in finance, banking, asset management and other fields where such corporate leadership skills and entrepreneurial insight are in demand.

The WBIS programme fully embraces the University's Lifelong Learning and Widening Access and Participation agendas, being specifically designed to facilitate a negotiated curriculum that is tailored to client and learner needs and flexible in terms of both the mode and location of delivery, and of assessment. The programme is open to all students who meet the admission requirements specified in section 30 above.

The needs of students with specific needs or disabilities are closely managed in collaboration with the University's Disability Support Service. A number of staff within the Centre have experience in supporting students with specific needs /disabilities and will liaise with Mountbatten staff over these issues.

Disclosure and Barring Service (DBS) checks (previously Criminal Records Bureau (CRB) checks) will not normally be required unless, in completing a module(s), students are working with children or vulnerable adults. In the case of NELM modules, this issue will be discussed during negotiation of the Negotiated Experiential Learning Agreement (NELA).

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