University of Chester

Programme Specification
Entrepreneurial Management (WBIS) MA
2017 - 2018

Master of Arts

Entrepreneurial Management (WBIS)

Entrepreneurial Management (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

Classroom / Laboratory, Work-Based inc.(practice / placement)

15 months (typically)

6 Years

Biannual - Variable




17a. Faculty

17b. Department

Business and Management Centre for Work Related Studies

 QAA Level 7 benchmarks for Business & Management will apply.


Work Based & Integrative Studies P/G MAB

Monday 5th June 2017

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 study 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 study 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/intrapreneurial management skills. Crucially, this involves experiential learning in the workplace and reflection on practice.

Subject specific knowledge and understanding will be developed in the context of modules negotiated as part of the student's pathway, including the customised, subject specific, taught work-related modules situated within the pre-validated templates. Across the programme students engage with the principles and practices of work-based learning including - self review, work-based skills and processes, work-based research methods, project design, implementation and evaluation and self-critical reflection. Application, reflection and modification of practice is informed by practice-based and professional expertise. Specifically, students will be able to:

PG Certificate:

1. Apply relevant sources to develop coherent lines of discussion and argument related to the field of practice/subject area concerned.

2. Consider critically the appropriateness of sources and their application to work-based practices, ensuring that any unpublished sources are used in both a critical and accessible manner.

PG Diploma, as above plus:

3.  Formulate ideas and arguments which demonstrate innovative or original ways of thinking and doing in the area of professional practice/subject area.

MA/MSc/MBA, as above plus:

4.  Undertake practitioner research work (e.g. experimental, experiential, reflective) in their field in such a way that it is planned, implemented and evaluated with due regard to appropriate modes of enquiry and evidence.

Module mapping:

PG Certificate modules as follows:

IS7002 - Skills and Approaches for Work Based Learning (20 credits)

IS7262 - Managerial Accounting and Finance (20 credits)

IS7050 - Entrepreneurial Management (20 credits)

PG Diploma modules as above plus:

IS7225 - Practical Marketing Communication (20 credits)

IS7226 - Managing & Leading People (20 credits)

IS7022 - Designing Practitioner Research (20 credits)

MA modules as above plus:

IS7020 - Triple Negotiated Experiential Learning Module (60 credits)

Intellectual and cognitive skills will be developed through generic framework 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.

Specifically, students will be able to:

PG Certificate:

1. Contextualise their role within the workplace and review critically their own perspective on the world of work.

2. Review and critique the current knowledge base underpinning specific areas of work and demonstrate extension of work-based (tacit) knowledge.

3. Critically appraise approaches, methodologies and practices used in the workplace and identify how these might be enhanced.

4. Review published literature and demonstrate how current working practices might be informed and enhanced by relevant research and/or contemporary developments in best practice.

PG Diploma, as above plus:

5. Illustrate appropriate analysis and synthesis of concepts and/or protocols used in one (work-based) context and demonstrate their effective application in another.

MA/MSc/MBA, as above plus:

6. Demonstrate high-level logical thought, interpretation and application in work-based research settings.

Work-based, professional 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 demonstrably competent to make the assessment based on their qualifications and experience.

Specifically, students will be able to:

PG Certificate:

1. Demonstrate the qualities and skills necessary for career progression, professional and personal development in their area of practice, necessitating the exercise of personal responsibilities and the ability to make strategic decisions.

2. Relate relevant practical and professional skills to an academically rigorous course of study in a way which can create positive impact within their organisation.

3. Make and critically justify complex business/organisational decisions.

PG Diploma, as above plus:

4. Apply and adapt a range of appropriate models, tools and techniques to manage the processes of information collection, validation, critical analysis and interpretation of workplace activity.

MA/MSc/MBA, as above plus:

5. Use a systematic approach to plan and undertake a substantial independent investigation that challenges and adds to the body of knowledge in their field of enquiry / area of professional practice.

Written and verbal communications skills (e.g. written report or essay and when giving formal presentations) are integral to the programme and relate intrinsically to the areas of professional practice concerned.

Specifically, students will be able to:

PG Certificate:

1. Communicate a range of complex ideas that relate to both personal CPD opportunities and practice knowledge.

PG Diploma, as above plus:

2. Demonstrate a mastery of professional communication skills in their field of practice.

MA/MSc/MBA, as above plus:

3. Communicate practitioner research findings with clarity and precision so as to meet both academic and professional requirements, as necessary.

As the workplace 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 taught work-related modules where students are equipped with relevant business and entrepreneurial management theory before returning to their workplace environment to put their new learning into practice. This practice is then reflected upon critically.

Module 2 (IS7262), 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 3 (IS7050), entitled Entrepreneurial Management is designed to enable learners to:

  • engage in creative, innovative thinking associated with entrepreneurship in respect of both new business venture; start-ups and also within a corporate setting;
  • understand and develop a strategic plan to enable exploitation of innovation, creativity and technology in the creation of entrepreneurial business activities;
  • understand the development, management and longer term prospects of new business ventures.

Module 4 (IS7225), entitled Practical Marketing Communication is designed to enable learners to:

  • explore traditional marketing concepts and how these relate to the contemporary business environment, social media;
  • Understand and apply a range of marketing tools and techniques to undertake strategic market analysis;
  • Critically evaluate the role of marketing where resources are constrained (e.g. MMEs and SMEs, self-employed etc.); 
  • Critically analyse and evaluate different modes of marketing communication;
  • Identify and examine current trends in marketing (e.g. viral marketing, guerrilla marketing etc.);
  • Critically assess and evaluate the role of the technology and the internet on marketing (e.g. social media).

Module 5 (IS7226), entitled Managing & Leading People is designed to enable learners to:

  • critically evaluate underpinning theoretical concepts relevant to managing and leading people;
  • interrelate concepts and appropriate methodologies relevant to managing and leading people from academic literature and current practice, with a coherently expressed viewpoint;
  • demonstrate ability to apply, extend and evaluate concepts and methodologies associated with managing and leading people to the work context. 

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 enquiry 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.

Successful completion of modules 1-3 only leads to the award of PG Certificate, completion of modules 1-6 only leads to the award of PG Diploma, and completion of all of the modules 1-9 leads to the full MA.

Mod-Code Level Title Credit Single
IS7002 7 Skills and Approaches for Work-Based Learning 20 N/A
IS7020 7 Negotiated Experiential Learning Module (Triple) 60 N/A
IS7022 7 Designing Practitioner Research 20 N/A
IS7050 7 Entrepreneurial Management 20 N/A
IS7225 7 Practical marketing communication 20 N/A
IS7226 7 Managing and Leading People 20 N/A
IS7262 7 Managerial Accounting and Finance 20 N/A

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.

As this is a programme of work based learning, full student anonymity with regard to assessment is not possible.


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 a 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 qualification is 2 years. It cannot be verified after two years and, if expired, may not be accepted by UKVI.

Postgraduate Study

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

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

More information about English Language proficiency can be found at

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, an interview process for 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.

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:

As it is part of the WBIS route, the MA Entrepreneurial Management meets the requirement of University regulations for standard approved structures of postgraduate programmes. The model of 20 credit modules satisfies both QAA subject and discipline benchmarks.  The programme offers a fixed diet of modules which meet the business and management benchmark statements at Masters level which culminates in a substantial practitioner based research project and critically reflective learning log via a Triple NELM.  This major piece of work gives the student an opportunity to demonstrate and comply with this QAA benchmark as well as enhance their own career development within a working environment.  The core values of the MA offer include: (1) entrepreneurial leadership; (2) integrity and ethics; (3) and reflective action learning, which are cross-cutting across all the teaching and assessment. All have been developed in alignment with the QAA subject benchmarks i.e. Section 3. 1 to 3.7 and 3.13.

Under QAA typology the MA Entrepreneurial Management is defined as a type 2 career development level 7 programme.  This requires students to have little or no previous work experience, although there is an expectation that successful applicants will have completed the equivalent of at least one year's relevant work experience in a business related field. 

The MA Entrepreneurial Management (WBIS) is firmly grounded in reflective, work based learning demonstrated through the learning methods and experience of the teaching team of academics and practitioners.  Many of the teaching team hold professional qualifications in addition to academic qualifications.  The main emphasis of this programme is on entrepreneurial leadership and management with a strong practical and professional orientation within the curriculum.

Section 3.1, 3.8, 3.10 (type 2)  The MA Entrepreneurial Management provides graduates with a sound theoretical grounding in business and management concepts and skills.  In addition, it incorporates some specialism in the form of Entrepreneurial Management which is becoming a significant area of study within the broader field of business and management. (QAA 2015)

Section 3.12 (type 2 and 3) The MA Entrepreneurial Management (WBIS) is a career development generalist programme for those with limited business related post-graduate work experience.  The programme forms part of an international work placement providing students with relevant work based experiential learning opportunities, which is used as a basis for learning and assessment within the programme. The main emphasis of the MA Entrepreneurial Management (WBIS) is on entrepreneurial and intrapreneurial leadership and management. To facilitate this, the programme offers a strong practical and professional orientation to the curriculum. (QAA, 2015)

Section 3.13  The MA Entrepreneurial Management (WBIS) is essentially a generalist business and management degree with some limited specialism within the field of entrepreneurial management.  As such, graduates will be able to demonstrate a range of cognitive, intellectual and interpersonal skills associated with both business and management generally, and entrepreneurial management specifically.  (QAA 2015)

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 for 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.  class-based workshops, e-mail, phone and where feasible, face-to-face contact.

ii. where feasible, formative feedback on assignments.

iii. Contact with their PAT on a regular basis.

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 for 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 of assessment 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 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 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 outlined in the relevant section 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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