University of Chester

Programme Specification
International Foundation Programme Business Studies FCert
2014 - 2015

Foundation Certificate

International Foundation Programme Business Studies

International Foundation Programme Business Studies

University of Chester

Globe Education (UK)

University of Chester



Classroom / Laboratory,

1 year full time

3 Years

Triannual - April - August - November




17a. Faculty

17b. Department

Business and Management Business and Finance



Foundation Certificate level programmes

Tuesday 1st May 2012

Rationale The rationale for this programme stems from the recognition that learners from international backgrounds require additional support and acclimatisation to academic environments prior to progression onto other HE programmes delivered in the UK. The International Foundation Programme (Business Studies) will provide the basis for improving language and academic skills and for establishing a route of application to the university BA (hons) Business Administration programme for international students.   

The Foundation studies programme provides the learner with the skills needed to improve their English Language and business-related skills.  Currently, Globe/LSC Group has experience of delivering International Foundation Certificate programmes to a number of international learners, who benefit from a programme that offers them an opportunity to improve their awareness and use of the English language, and which gives them the necessary academic skills to cope on a BA (hons) level programme.


The programme, which is delivered at UK QAA FHEQ equivalent to FHEQ Level 3 (broadly comparable to - SEEC Level 0; QCF Level 3; NICATS Level 3), is primarily aimed at recruiting from the international student market and facilitating entry to the first year of the BA (hons) Business Administration international degree programme. In addition to the academic introduction to Business Studies and Business Administration subjects the programme teaching provides a firm grounding in, and preparation for, formal English language assessment at the end of the three semesters. As a part of the added value offered within the programme, students sit their IELTS assessments at an agreed time which may be during the session or at the end of the programme depending upon individual ability. The IELTS assessment does not form part of the overall assessment for the programme and the award of the IELTS qualification but the programme specifically benchmarks its English teaching standards and curriculum content against the requirements of IELTS assessments.  


For this target market the undertaking and successful completion of a University of Chester Foundation Certificate in International Foundation Programme (Business Studies) programme will:-


(a) Provide an introduction to the subjects which make up the Business Studies and Administration discipline;

(b) Directly build upon the students existing English Language abilities and raise these to a level which meets the required IELTS standards for entry to an undergraduate Honours level programme;

(c) Enhance the level of any existing English Language qualification obtained by the student;

(d) Provide the basis for the continued development of the students' academic career and significantly contribute to their ability to apply for direct entry to the BA (hons) Business Administration international degree programme;

(e) Provide a formal university qualification at Foundation Certificate level which enables the student to apply directly for entry to the BA (hons) Business Administration International Degree Programme.

 Aims and Objectives  

The principal aims of the programme are to:

  • Provide an educational learning experience which enables participants to develop their language and academic skills to a level appropriate for successful undergraduate study, and so be on a par with home students they will meet on their future courses.
  • Provide students with an introduction to, and foundation for the understanding of, the main subject areas of study which make up the business studies discipline, and which are to be found in an Honours level business studies programme
  • Provide students with an introduction to, and foundation for, the commencement of undergraduate studies in the UK and for entry to an appropriate undergraduate programme  
  • Provide an introduction to study skills and related areas which are necessary for the undertaking study at foundation and undergraduate levels in the UK. 
  •   Enhance the competency and capability of students in their use and application of the English Language 
  •  Enhance and build upon previously achieved English Language competency and/or qualifications which may be held by the student in order that the level of qualification or capability is equivalent to the required IELTS standard for entry purposes to an undergraduate programme of study 
  • Enhance the achievement of English Language competence and capability by international students who require additional tuition and learning support prior to entering an undergraduate award bearing programme.
  •  Enhance and develop the recruitment of international students at the University and the provision which is available to non-UK based students.

By the end of the Foundation Certificate programme, participants will also:-


  • Be able to cope successfully with the customs and practices typical of the UK HE environment, such as registration, timetabling, tutorials, etc;
  • Be able to manage the academic demands of a typical HE Programme in the field of Business, in tasks such as essay writing, making presentations, taking notes in lectures, etc.;
  •   be familiar with many aspects of the host culture, both in terms of everyday life and in general knowledge of a kind typical of the average school-leaver in Britain, touching on matters such as how laws are made, how a company works, how globalisation is affecting contemporary society, etc.;
  • Have developed a basic understanding of certain key areas in the fields covered by the various subject modules.

The principal objectives of the programme are to enable students to achieve the above aims and objectives through securing, developing and enhancing their:

  •  Understanding and knowledge of the Business Studies and Administration discipline area subjects;
  • Learning skills and abilities in English Language and Business Studies-Administration areas and their application
  • Transferable skills in numeracy, literacy and communication to enable them to understand their relationship to and use within Business Studies-Administration and higher education programmes;
  • English language qualifications as appropriate and required; 
  •  Educational qualifications required for entry to the first year of a university undergraduate programme.

Aims and Objectives and Programme Design 

The Programme design is based on a modular curriculum framework in which learning opportunities are designed to provide (a) an introduction to the key subject areas of Business Studies/Administration, alongside (b) a coherent programme of English Language teaching. The two aspects of the curriculum are therefore designed to support the mutual development of English Language skills, competency and qualifications while ensuring that students have a foundation introduction to those subject areas which make up the Business Studies discipline.

The Programme design, delivery and teaching content consequently provides firm foundations for, and learning experiences which are designed to develop, the broad base of business studies knowledge and skills which are required to submit a successful application and make an effective transition to an undergraduate business focussed programme

Throughout the Foundation Programme students are encouraged to fully:-

  • Utilise the broad range of academic resources and information sources which are available via the online Learning Portal;
  • Utilise the continuous support offered by  tutors available throughout the programme;
  • Balance their individual study and learning opportunities in both English Language and business discipline areas;
  • Use and engage with the overall Learning Experience offered throughout the Programme to support their educational development and enhance their qualifications.

Educational aims and philosophy of the programme

The International Foundation Programme provides a valuable contribution to the portfolio of programmes offered by the university in conjunction with Globe/LSC Group and considerable discussion and thought has gone into the design of the programme, particularly with regard to the core programme content and to the flexibility of study opportunities and the educational development opportunities available within the Programme  

The Programme curriculum content includes a balanced delivery of business discipline and subject content with incremental and on-going development support for English Language skills, capability, and competency. The teaching of English Language modules within the programme are seen as having two purposes: the first supports the knowledge, use, and application of English within the Business Studies Programme modules, the second concentrates on building the core competencies of English Language as a study subject in its own right while offering students the opportunity of enhancing their English Language qualifications through preparation for IELTS examinations towards the end of the Programme of Study.  

The Business Studies curriculum content provides an introductory foundation framework of knowledge which covers the generic areas of business and includes Introductions to Marketing (BU0604), Economics (BU0605), Accounting (BU0606), Legal Contexts (BU0607), Information Technology (BU0608), Business Communications (BU0609), and Mathematics (BU0610).  

The delivery of the Business modules within the curriculum are paralleled by the teaching of English Language Key Skills (BU0601), English for Higher Education (English 1), (BU0602), and English Language for Academic Purposes (English 2), (BU0603)

The programme philosophy is aimed therefore at providing international students with the necessary English abilities, study skills, transferable skills, and discipline and subject knowledge for them to make an informed and direct application to the university BA (Hons) Business Administration International Programme.  

Consequently the programme will add significant recruitment capability and added value to the profile of the university, to the discipline profile and to the overarching university international strategy.





Programme Structure and Design

The curriculum will contribute directly to recruitment within the international market and will offer students a clear pre-degree qualification (a University Foundation Certificate) and access route to undergraduate programmes offered at the University.

The learning and teaching approach will be designed to support and focus upon the needs of international students who wish to apply for entry at the undergraduate level.

The Programme is intended to incorporate opportunities for specifically relating the subjects studied to the subsequent application and entry to the BA (Hons) Business Administration international programme. The programme will consequently directly contribute to the educational and career development, of international students wishing to study in the United Kingdom.

Programme structure

The programme is built around a one year delivery pattern which comprises a trimester structure within a twelve month year of delivery. Academic semesters commence three times in each year.

Students may be required to study for each of the full three semesters which make up the tri-semester programme, or may be admitted to study for two semesters (Semesters 2 and 3 of the tri-semester structure) dependent upon their already evidenced level of qualifications and level of English language ability

Students who require to fully up-grade their English Language capability to the required IELTS entry specifications for university undergraduate programmes will normally complete the full year of study and the full tri-semester programme. A typical applicant to the tri-semester programme will be required to have an IELTS score prior to entry to the programme of 4.5

Students who are in possession of suitable secondary educational qualifications, and are able to demonstrate an evidenced level of English Language usage and understanding, and who have English Language ability but who need to finalise their language skills in particular areas may be considered for entry to the final two semesters of the tri-semester programme. A typical applicant to the programme who applies for advanced entry at the commencement of the second of the tri-semesters making up the programme will be required to have an IELTS score prior to entry of 5.0  


The normal completion period for the tri-semester Programme therefore is normally 12 months. Candidates who are approved for advanced entry will study for 8 months. This will be dependent on the entry profile of the applicant as indicated above.

Previous success of the structure and pattern of delivery

The pattern of twelve months delivery, with the appropriate possibility of enhanced entry to the final two semesters of the Programme, has been undertaken since 2007 with Globe/LSC Group and its University partners.

It has been demonstrated as being highly innovative and very successful throughout that period.  University partners have confirmed the successful level of academic standards which have been achieved and the successful progression rates from the Degree Foundation Certificate Programme into appropriate undergraduate award programmes.

In addition to the confidences expressed in the delivery pattern and academic standards gained from university partners, the one year programme has also met with full endorsement by students, their families and sponsors (where applicable).

In particular the delivery of a flexible three semester/two semester programme has met the increasing demands from students and a variety of stakeholders for an innovative approach to programme delivery which meets the needs of a changing and increasingly volatile, economic, social, technological and political, educational and business employment environment.

Curriculum Framework

The Programme provides a core introductory framework which provides introductory modules in specific areas of:-

Semester One

  • English Language: Key Skills:  Understanding, use of, and application of English Language and English Skills Programme

Semester Two and Three;-

  • English for Higher Education,
  • English for Academic Purposes,
  • Study Skills;
  • Business Communications;
  • Introduction to Marketing;
  • Introduction to Accounting; 
  • Introduction to Information Technology ,
  • Introduction to Economics;
  • Introduction to Mathematics;
  • Introduction to Legal contexts.

The curriculum provides an overarching introduction to the business studies/management discipline and subject areas while supporting the development of key study and English language skills which are appropriate for laying the foundations for entry to an undergraduate programme in an appropriate business, management, or related subject area.

The programme structure is primarily based on a delivery pattern which is at present composed of:-

  • A tri-semester structure;
  • Three intake points, each at the beginning of a tri-semester delivery sequence of the programme each calendar year;
  • A first semester programme which concentrates on English Language Skills and development of English Language competencies and capability;
  • The Teaching of core compulsory and formally assessed modules each semester in the second and third semesters;
  • The reflection of QCF  level 3  year zero standards in the syllabus and academic standards and semester delivery pattern;
  • The delivery of all modules as core compulsory modules (subject to the appropriate point of entry at the commencement of the first semester or the second semester dependent on English language abilities prior to entry, evidenced qualifications).

As students progress through each semester, the programme enables them to:-

  • Build their English language capability and improve on and enhance their IELTS qualifications in English language;
  • Demonstrate their standard of English benchmarked against IELTS standards; 
  • Reach an appropriate level of English language skills and gain an IELTS standard qualification or equivalent, to enable them to gain entry to an undergraduate programme; 
  • Enhance their knowledge and understanding of the use and application of English language, including in the introductory areas of the business discipline and subjects covered in the syllabus ;
  • Develop their introductory knowledge of the subjects which make up the business discipline and enhance their learning skills in business discipline areas.

Modules and Delivery pattern

The programme is based on a trimester structure. The normal points of entry to the programme are intended to be August, December and April of each year normally at the beginning of each of these months. It is intended that the initial start-up entry point will be in August 2012. 

The full-time International Foundation Programme comprises three circa fourteen week semesters in one 12 month year of study in which students study the modules as indicated below. The programme is delivered at the equivalent of FHEQ 3/QCF Level 3.

Semester One 

The single module which is studied in semester 1 is compulsory. The module is designed to establish the robust foundation for the use, understanding and application of the English language for those students who have already achieved an academic level of IELTS 4.5. Consequently the module builds upon this prior standard in order to enable the student to progress to the second and third semesters where English teaching is delivered in parallel with the business studies modules.

The module provides a concerted learning experience for the students and is partially based on the required IELTS standards and guidelines for:-  programme content; formative approaches to providing lecture, seminar, and  tutorial learning support; an iterative learning strategy;  IELTS English Language teaching unit objectives; and study skill requirements. The module requires full time attendance and teaching contact hours and specified English Language teaching provide a full timetable of learning for the semester. The focus of the module is explicitly concerned with developing English Language capability in the use of grammar and vocabulary, and skills development particularly in the skills areas of reading, writing, listening, and speaking.       

Students who have an IELTS score of 5.0 above may be exempted from this first semester of the full tri-semester programme. Such exemption will depend on the individual application.     

First Semester Module:-

  • English Language Key Skills: Grammar, Vocabulary, Skills  
  • Reading, Writing, Listening, Speaking, Grammar, Vocabulary  

Semesters Two and Three

Semester Two and Three modules are viewed as a coherent menu of modules which are delivered in two groups of modules with one group in each semester. Each group of modules may be delivered in either Semester Two or Three and the groups are therefore interchangeable for the purposes of delivery. The delivery structure provides a flexible means of delivering the curriculum while meeting the demands of a three semester entry cycle within one calendar year.  The following modules which may be studied in Semester 2 or 3 are all compulsory and are designed to balance the English Language modules, which provide a long thin spine to the programme, with the subject focussed Business modules. 

The module groups, each of which may be delivered in either semester 2 or 3 are:


  •  English for Higher Education (English 1)
  • Introduction to Marketing
  •  Introduction to Economics
  •  Introduction to Accounting
  • Introduction to Legal Contexts and Frameworks


  • English for Academic Purposes (English 2)
  • Business Communication
  •  Introduction to Information Technology
  • Introduction to Mathematics
  • Study Skills


The programme structure has been designed to ensure that all learners participate in the compulsory modules which provide the student with the foundations and expertise necessary for their future academic career development and for making an informed choice of their application to the BA (Hons) Business Administration international programme 

Students study in an incremental pattern where the core subject areas of business studies are introduced and discussed and where students are able to progressively develop their understanding of the business studies discipline.

The study of these subjects are contextualised through the development of study skills, business communications skills, and the continuing enhancement of English Language understanding and application in higher education and academic areas of focus.  

At all stages in the delivery of the programme international students are encouraged to utilise and reflect upon their own previous study and personal backgrounds and, where appropriate, work experiences and life experiences together with their experience of national/international examples. The latter may be drawn from their personal national backgrounds and cultures, and may reflect the particular political, social, economic, technological and learning environments and societal values which are found in their country, region or national cultures. Throughout the programme students are encouraged to relate their learning to examples drawn from a variety of references and which may be based on their consideration of their previous experiences and contemporary and/or present day perceptions as an international student studying in a western educational system.

Level 3 (FHEQ) / QCF Level 3 – Year “Zero” –  The programme modules provide students with an introduction to the subjects which make up the Business Studies discipline. Modules introduce students to the ideas, areas of focus, principles, key ideas, and certain aspects of language and applications associated with the Business discipline and subject areas.  Modules also facilitate understanding and knowledge in the areas of Marketing, Economics, Mathematics, Accounting, Information Technology, Business Communications, and the Legal fFamework. A programme spine is provided by modules in English Language Key Skills, English for Higher Education (English 1), English for Academic Purposes (English 2), and Study Skills. 

 Full Time Mode Delivery  

The indicative delivery for the full time programme is indicated in the following table:- 



Module Code
FHEQ Equivalent level Module Leaders – indicative Faculty International: Certificate in Foundation Studies  Compulsory Module CATS value:-UK/ECTS
 Semester 1  
  BUZ601   3   English Language Key Skills: Reading, Writing, Listening, Speaking, Grammar and Vocabulary   Compulsory  20/10
 Semester 2 ( Semester 2 group of modules is interchangeable with semester 3 for delivery purposes)  
 BUZ602  3   English for Higher Education (English 1)  Compulsory  10/5
 BUZ604  3    Introduction to Marketing   Compulsory   10/5
 BUZ606  3    Introduction to Accounting    Compulsory  10/5 
 BUZ605  3    Introduction to Economics   Compulsory  10/5
 BUZ607  3    Introduction to Legal contexts and frameworks   Compulsory  10/5
  Semester 3 ( Semester 3 group of modules is interchangeable with semester 2 for delivery purposes) 
 BUZ603  3   English for Academic  Purposes (English 2)   Compulsory  10/5
 BUZ610  3    Introduction to Mathematics   Compulsory  10/5
 BUZ608  3    Introduction to Information Technology   Compulsory  10/5
  BUZ609   3    Introduction to Business Communication   Compulsory  10/5
 BUZ611  3    Study Skills    Compulsory  10/5
Note: The CATS value for each element within the curriculum is indicated above. The curriculum is able to be ordered into 10 or 20 credit multipliers for the purposes of Module specifications and to meet university modular regulations as required.  


Mod-Code Level Title Credit Single
BUZ601 0 English Language – Key Skills 20 Comp
BUZ602 0 English for Higher Education (English 1) 10 Comp
BUZ603 0 English for Academic Purposes (English 2) 10 Comp
BUZ604 0 Introduction to Marketing 10 Comp
BUZ605 0 Introduction to Economics 10 Comp
BUZ606 0 Introduction to Accounting 10 Comp
BUZ607 0 Introduction to Legal contexts and frameworks 10 Comp
BUZ608 0 Introduction to Information Technology 10 Comp
BUZ609 0 Introduction to Business Communication 10 Comp
BUZ610 0 Introduction to Mathematics 10 Comp
BUZ611 0 Study Skills 10 Comp

Award Titles and Designation
To be eligible for and to receive the award of a Foundation Certificate:International Foundation Programme, participants are required to gain 120 FHEQ/QCF Level 3 Credits (ECTS equivalent 60 Credits) Eligibility for Exit Awards
Where students leave the programme prematurely they will be eligible for a transcript of performance provided they have satisfactorily passed the required assessments, completed the required modules and gained the required credit.
Eligibility for Final Awards
Students who successfully complete the programme with the agreed equivalent of 120 credit points will be eligible for:-

  • The award of the Foundation Certificate: International FoundationProgramme (Business Studies)

Entry Points
Students are admitted at the commencement of the first semester according to the admissions criteria indicated in 30 below. Students who have an IELTS qualification at level 5.0 and wish to improve their level of qualification may be admitted at the commencement of Semester 2 of the tri-semester programme.
Exit Points The normal exit point is at the end of Semester 3. Students who leave the programme prior to qualifying for the exit award may be awarded the appropriate level of credit provided they have successfully completed and passed all assessment requirements for specified modules. The level of accumulated credit will be indicated on a transcript of performance issued to the student at the time of their leaving the programme.
Immediately prior to the point of exit from the programme, or earlier if individual ability indicates that it is appropriate and this is agreed by the Programme Leader, students will be encouraged to sit an IELTS examination. The teaching support provided by the programme is designed to enable students to reach a level of IELTS 6.0 or above upon completion of the programme. The IELTS assessment examination does not contribute to the credit value of modules nor does it contribute to the assessments which confirm successful completion of the programme or the award of credit. It is the objective of the programme that upon the successful completion of the programme and achieving 120 Credits students will be eligible for direct entry to the BA (hons) Business Administration International Programme.
Subject Assessment, Examination and Awards Boards Subject Assessment, and Examination and Awards Boardswill be held throughout the year to ensure that students' progress in a timely manner. They will be related to the three entry points per year and the three semester delivery and completion cycle of the programme.
The frequency and timing of the assessments, and examinations and awards boards will be aligned to the tri-semester intake and completion pattern and the cohort intake schedules operating throughout the twelve month delivery cycles. The frequency of Boards is required to ensure timely handling of student progression and assessment at appropriate points during their cohort progression through the programme.
The timely use of Boards is also required to ensure that UKBA visa regulations are adhered to and that the student is able to complete their programme within the appropriate Visa period. The frequency of Boards will also enhance and guarantee that the student is effectively assessed within their allocated Visa study time; that the student is informed in a timely manner and that notification of results and opportunities for re-assessment and progression are managed in an expeditious manner.

Admission requirements will be consistent with the University's Widening Access and Participation Strategy. 

 All applicants must normally meet the following admission requirements:  

Standard Entry Requirements

The normal entry requirements for a student wishing to enter the programme are that he/she

must be able to demonstrate:

 For entry to the tri-semester (nominally twelve month programme) programme:-

1. English language capability at a minimum of IELTS 4.5 at entry to the first semester of the tri-semester programme

2. Matriculation from his/her own county’s secondary education system up to a level equivalent to twelfth grade, including passes in Mathematics and English at a level equivalent to GCSE.  Full details of acceptable qualifications are given in “International Guide to Qualifications in Education”, Fourth Edition, produced by the National Academic Recognition Information Centre (NARIC), which is part of the British Council, published by MANSELL.  This publication will be used as a guide for admissions.

Examples of acceptable qualifications, taken from the publication are: 

            Argentina                      Bachillerato

            Botswana                     Cambridge Overseas School Certificate

            Cyprus                         Apolytirion

            Hong Kong                  Certificate of Education

            Indonesia                      SMA Leaving Certificate

            Japan                           School Leaving Certificate

            Kenya                          Kenyan Certificate of Secondary Education

            Korea                          Republic of Korea School Leaving Certificate

            Malaysia                       SPM

            Singapore                     Cambridge Overseas School Certificate

            Thailand                       Mathayom 6 Certificate

3. Attainment of the age of at least 17 years of age at the point of entry to the Foundation programme. (For applicants who wish to apply to and enter the programme at the commencement of the tri-semester programme)


For direct entry to the second semester of the tri-semester programme:-

4. English language capability at a minimum level of or equivalent to an IELTS score of 5.0 for applicants who wish to enter the programme at the commencement of the second semester.   

5. Matriculation from his/her own county’s secondary education system up to a level equivalent to twelfth grade, including passes in Mathematics and English at a level equivalent to GCSE.  Full details of acceptable qualifications are given in “International Guide to Qualifications in Education”, Fourth Edition, produced by the National Academic Recognition Information Centre (NARIC), which is part of the British Council, published by MANSELL.  This publication will be used as a guide for admissions.

Examples of acceptable qualifications, taken from the publication are listed in 2 above.

 6. Attainment of the age of at least 17 years of age at the point of entry to the Foundation programme.  

        Non Standard Entry 

Students not in possession of the normal entry requirements as given above but who, in the opinion of the admissions tutor(s) and following appropriate investigation, are deemed to have qualities, qualifications and experience which in total parallel the normal entry requirements, may, exceptionally, be admitted to the programme.

In such non-standard entry cases the admissions procedure will include a careful and thorough scrutiny of the candidate’s application forms and evidence which is provided by the applicant in support of their application for entry. Consideration for entry to the Programme may include scrutiny of the applicants:-
  • Previous educational record and professional and academic qualifications and experiential and/or certificated learning 
  • Relevant work experience of an appropriate nature and duration
  • The ability to pass examinations and meet the assessment requirements for the programme which will be considered on merit and/or on past record 
  • A suitable independent business, professional or educational-academic reference
  • An assurance that the applicant has a reasonable command of English at an acceptable IELTS or equivalent standard
  • A statement from the candidate indicating their reasons for applying to the Programme and outlining their academic, professional and personal objectives for entering  the programme
 Advice to Applicants

Applicants who are unsure about the acceptability of their qualifications should contact the University/GE group admissions tutors for advice. Consistent with the University’s commitment to widen access and participation, the Programme has a flexible admissions policy, and encourages applications from mature students and from groups normally under-represented in higher education. The general policy is to look for a good level of literacy, together with proven interest and/or experience in a related area.

Admissions Tutors

In specific cases the admissions tutor will require evidence of a record of good academic achievement.    

The programme is delivered at the equivalent of QCF Level 3 / FHEQ Level 3. 

Certain Subject benchmark Statements have been taken into account in the development of the programme particularly the QAA Subject Benchmark Statements for General Business and Management 2007.

This has been undertaken to ensure that the programme provides an appropriate introductory foundation level learning experience which facilitates access to, and successfully prepares application for entry into, the BA (hons) Business Administration international programme.  

The UK Qualifications and Credit Framework descriptors and Ofqual credit descriptors have also been used to inform the programme design and curriculum content.

Knowledge and Understanding

The programme supports the student in being able to apply knowledge with an underpinning comprehension of the subject area in each of the business studies subject/discipline areas and be able to understand the application of appropriate skills in a number of contexts.

The student is expected to be able to demonstrate a comprehension of relevant ideas and applications in subject areas and to be able to access and analyse information independently and make reasoned judgements, selecting where necessary from a choice of procedures in particular contexts which are familiar or unfamiliar.  


The programme provides a broad base of introductory knowledge which encourages students to employ a range of skills including the consideration and evaluation of a range of information; the use of information to plan and develop their learning and for the identification of solutions to problems.

The programme enables students to undertake a number of directed activities with confidence and to exercise a specified level of autonomy and self directed activities within time constraints where appropriate. 



The methods of learning and teaching are focussed upon supporting the student at each stage of the programme. The individual module descriptors provide details of learning outcomes as well as methods of teaching and learning. The major forms of teaching methods will be lectures, seminars and workshops. Other methodologies will be employed as appropriate, these may include; field trips, visits, directed reading, interactive learning via the University computer network and the Moodle Learning Platform, case study analysis, individual research, group learning activities, reflective log/portfolio (e.g. utilising student progress files in relation to personal development planning) and presentations. Industry practitioners will also be used wherever possible, as repositories of up to date, expert knowledge in their specialist or functional areas.

Teaching and delivery of the curricular material will be through a blend of lectures, tutorials, seminars and workshops and other appropriate teaching modes and utilising a variety of learning and assessment methods, including; -

  • The consideration of a variety of types and sources of case studies and evidence references including those drawn from the previous experience of the students and the teaching staff delivering the programme;
  • Individual and/or team presentations undertaken in class as part of the approach to formative assessment and guidance throughout the delivery of the programme;
  • Joint class discussions, workshop discussion, individual tutorial discussion;
  • Tutorial-support surgeries; and other appropriate learning methods.
A summary of the combined approaches which are used in the learning and teaching strategy is indicated below.
  • Referenced learning (based on the backgrounds and contexts of students and their international identity)
  • Applied case study references; in class formative assessment and discussion based on the backgrounds of students and staff        
  • Formal lectures and briefings/discussion 
  • Workshops
  • Individual and group-team tutorials
  • Presentations – (formative in class and in-assignment assessed)
  • Seminars and group discussions
  • Case study analysis - (Formative in class and Summative)
  • Assignments and Report writing and presentation
  • Directed and independent study, e.g. using on-line materials
  • Development of monitored and supervised individual research approaches related to 
Students are expected to undertake:- 
  • Directed learning:- namely where tutors direct students to undertake study in their own time and specify the work to be undertaken; and increasingly take responsibility for:-
  • Their self managed and independent learning: - namely where students are expected to expand their knowledge and understanding by researching and studying the subject area using their initiative.  

As students progress through the programme particular attention is given to supporting the development of their English language abilities and skills. During the first semester teaching concentrates exclusively on English Language abilities and skills development and follows the broad outline of IELTS/Cambridge First Certificate in English programme requirements in addition to making use of IELTS/Cambridge First Certificate supporting texts and learning materials


Lectures provide the overview framework within which learning can be coherently and effectively delivered within the programme. They are devised to enable students to contextualise their learning within the keynote concepts and subject exploration appropriate for the programme. Lectures also enable the presentation of a consistent body of knowledge to be taught to student cohorts where for international students at foundation certificate level personal backgrounds and experience may vary. Lectures provide a background to learning but also provide a means for supporting knowledge and skills development.


Seminars at are designed to enable students to develop their understanding of a topic or subject within the programme. They require students to fully participate in discussion and present their ideas within a supportive learning environment. Seminars explore the theory and practices related to a topic and provide an introduction to the subject area. Seminars are used to provide experience discussion as well as providing opportunities for formative feedback to individuals and to student groups on their academic performance and skills development.

Discussion of examples which are drawn from the international and individual experiences of students and faculty staff are encouraged as is evaluation on the learning which has arisen from these examples and as a result of their subsequent consideration.

Module Subject Tutorials  

Tutorials provide opportunities for detailed individual support and discussion on academic matters with individual students or groups of students. The guidance and support provided by tutorials and seminars provides a particular focus for monitoring the development of English language abilities and skills and providing guidance and advice where required.  

In the latter case discussion may include consideration of approaches to a problem, or assignment task, or similar area of academic support. Individual critical appraisal and encouragement on learning and the task being undertaken by the student form a keynote of tutorials whether delivered to individuals or groups.  

As the student progresses through the programme tutorials continue to be used to monitor the progress of each student and their work. Regular timetabling of tutorial/seminar times enables a careful and sequential monitoring of the progress of student work to be undertaken and specific advice to be given on an individual and/or group basis on academic progress matters.

 Tutorials also provide opportunities for:-  
  • Detailed discussion on material covered in lectures/seminars/case studies
  • Providing academic support and guidance related to the development of the student(s) within the programme                       

Practical Workshops-Discussions 

Practical workshops provide direct skills development support in specific modules. Students are able to practise and refine their skills within a learning environment which provides formative and focussed feedback and contributes to the development of individual learning. Workshops also enhance applied and transferable skills. 

Case Studies

Case studies drawn from a variety of “real world” references are designed as a part of the programme teaching and learning strategy. They are used in a range of modules and form a part of an effectively varied assessment strategy. Fictional, real, or simulated case studies are used to support the development of the students analytic, evaluative, and synthetic reasoning and the formation of robust judgments. Case studies may be retrospective, focussed on current problem areas, or prognostic in their developmental function. Case study discussion examples are used within formal workshop and lecture sessions. 

 Learning Strategies 

Students are expected to undertake a measure of responsibility for their own learning as they progress through their programme. The student-centred approach adopted within the teaching strategy is encouraged through the use of case studies; projects; practical exercises, supplemented by the use of appropriate support materials; videos; computer software; etc.   

A variety of learning strategies are used in promoting this approach. Students are directly encouraged to adopt responsibility for their learning within a carefully monitored programme of attendance which ensures their contributions meet programme requirements

Attendance requirements  

All lectures, seminars, tutorials, workshops and other teaching sessions are formally timetabled. All teaching sessions are compulsory and student attendance is monitored electronically. Failure to attend any teaching session results in an electronically generated communication to the student and all communications with students are automatically logged and recorded. Each student has an individual record and transcript of attendance and progression which includes assessment outcomes, tutorial contacts and other support contact details. Failure to attend a teaching session results in a request to meet the tutor or the Programme Administrator to discuss the non-attendance. A lack of response results in further electronic contact and direct telephone contact with the student. Non-compliance with the attendance requirements for the Programme (except in acceptable circumstances) results in a formal warning and will lead to the student being required to leave the Programme. Attendance requirements meet the compliance requirements of the UK Border Agency in all respects.     

The Programme seeks to deliver varied, high-quality learning experiences, teaching and assessment in order to develop appropriate knowledge and understanding, and to enhance a variety of key/transferable skills.  It is the policy of the Programme that any group-based assessments be individually assessed with a peer review mechanism to feed in on individual contributions to the activity. Assessment will follow the model of a 4,000 word equivalency per 20 credit module. Each module will be summatively assessed with formative assessment also employed throughout. Student assessment will employ rigorous, objective testing to ensure that learning outcomes are met. It is expected that students will begin to use and develop their English language abilities and subject knowledge from the beginning of the programme. Students will be assessed using summative and formative assessment methods including essays, presentations, discussions, assessed seminars, short reports and examinations. Assessment of knowledge and understanding is achieved using a range of in- class, in-module and end of module assessments which include:-
  • Assignments,
  • Reviews and presentations,
  • Discussions (individual and group – in class),
  • Case study
  • Presentation of reports
  • Examinations 

Students are encouraged to use a wide range of evidential sources and information references as the basis for the production of work submitted for assessment. The use of individual skills of analysis, evaluation and synthesis are incorporated into module assessments.

Lecturers are expected to utilise a balance of diagnostic, formative and summative assessment during the programme appropriate to their module. These can range from providing feedback on presentations given in class, or exercises undertaken individually or in groups, to self-marked practice mini assignments via a detailed marking scheme provided to students via the virtual learning environment (Student Portal) or other means as appropriate.   

Assessment methods and tariffs  

Assessments will normally be related to a careful balance between assessing subject knowledge and the demonstration of understanding of the subject studied and practically focused and demonstrated ability.  Normally the tariff for the assessment of a 20 credit module will have an assessment equivalent to:-

  • Either one 4,000 word individual assignment, OR- 
  • An equivalent requirement to the above, OR-  
  • A 3 hour examination, in addition preparation time and/or further assessment

International Foundation Programme: International: Certificate in Foundation Studies, Assessment Matrix


Credit Rating   Course work   Examinations   Case Study   Presentations
English Language –Key Skills  20Four assessments which focus on 1 Reading-60 minute timed assessment 2  Writing –  60 minute timed assessment 3 Listening - 30 minute timed assessment 4 Speaking – 15-30 minute timed assessment Reading 1 x 1 hour exam, Listening 1 x 30 minute exam, Writing 1 x 1 hour exam or 1,000 word written assignment  Speaking 1 x 15 minute presentation
English for Higher Education; (English 1)  10Four assessments which focus on 1 Reading- 60 minute timed assessment 2  Writing –  60 minute timed assessment 3 Listening - 30 minute timed assessment 4 Speaking – 15-30 minute timed assessmentReading 1 x 1 hour exam Listening 1 x 30 minute exam, Writing 1 x 1 hour exam Speaking 1 x 15 minute exam         
 English for Academic Purposes (English 2)   10Four assessments which focus on 1 Reading- 60 minute timed assessment 2  Writing –  60 minute timed assessment 3 Listening - 30 minute timed assessment 4 Speaking – 15-30 minute timed assessmentReading 1 x 1 hour exam Listening 1 x 30 minute exam Writing 1 x 1 hour exam Speaking 1 x 15 minute exam   
   Course work  Examinations  Case Study Presentations  
Introduction to Marketing 101 x Individual Assignment Paper (1000 words maximum)1 x 2 Hour Examination   
 Introduction to Accounting   10 1 x Individual Assignment Paper(1000 words maximum) 1 x 2 Hour Examination  
Introduction to Economics   10   1 x 2 Hour Examination1 x Individual assignment Paper (1000 words maximum) 
Introduction to Legal contexts and frameworks   10 1 x Individual Assignment Paper(1000 words maximum) 1 x 2 Hour Examination  
Introduction to Mathematics   10 1 x Individual Assignment Paper(1000 words maximum) 1 x 2 Hour Examination  
 Introduction to Information technology  10 1 x Individual Assignment Paper(1000 words maximum) 1 x 2 Hour Examination  
Introduction to Business Communication  102 x Individual Assignment Papers(1000 words maximum each)   
 Study Skills  101 x 4000 words Assignment Paper  

Assessment Philosophy  Assessments and the mode of assessment are designed to relate directly to learning outcomes and the nature of the assessment task set within the Module. Individual modes of assessment may cover a range of learning outcomes depending on the Module requirements    In designing and deciding upon an assessment format for a module the following factors have been considered:

  • Module content
  • Learned knowledge from other areas/qualifications
  • Employment and cultural experience
  • The need to encourage and support students in applying their language and subject knowledge skills to specific business areas
  • The need to encourage students to engage with problem based and problem solving learning         
  • The validity, reliability of the assessment methods, which are monitored by module leaders and programme teams        
  • Time constraints (for students and staff) and the need to ensure consistency      

The programme assessment philosophy has taken account of the practical nature of business and management skill sets but also recognises the need to demonstrate sufficient relationship between theory and practice, theory into practice, and critical thinking in the completion of assessment tasks. 

Cognitive, professional and transferable skills are appropriately assessed by assignment, or equivalent assessment tasks. A range of strategies including case study, report type/ assignments, in class presentations and discussion - both group and individual, are also employed to enable students to demonstrate the skills required of a prospective undergraduate student. 

Tutorial and seminar discussion provide foundations for confidence building, questioning, and discussion of ideas, values and cultural and other contexts. Formative in-class assessment supports the development of exploration, evaluation and thinking skills as these are cultivated within the Programme.

While examinations are used for assessment the teaching team are mindful that they only provide particular types of opportunity for analysis and critical reflection on assessment tasks.   

The security of ensuring within assessment processes that work submitted for assessment is the student’s own work, is established and confirmed via discussion during each module. These are followed by question and answer sessions and supported by individual tutorials and seminars.

All written work is submitted electronically and passed through Turnitin as an aid to detecting potential plagiarism. The issue of plagiarism, and the consequences of engaging in the act of plagiarism, is explained to students at their induction and also in module lectures to ensure that instances of academic malpractice are minimised and where these are identified they are subject to the appropriate disciplinary action.    

Management of Assessment Strategy 

The learning and teaching strategy is an integral foundation for the rigorous management of the assessment strategy. Teaching contact, in lecture, seminar, workshop, and tutorial sessions is timetabled and all teaching classes are expected to be attended. The regular monitoring of student commitment ensures that the academic participation and work produced by each student is well known and able to be confidently confirmed as belonging to the student. In addition to the use of electronic software (Turnitin) the consistent contact with each student ensures the effective oversight of their progress through the Programme in addition to building a clear knowledge of their academic abilities, stage of development, and standards of work.  

The management of assessment strategy varies in practice from module to module. Where assessment is based on examinations instruction is incorporated into lectures and seminar sessions to ensure that students manage their time effectively, address issues and questions raised in the examination, design their answers in a structured way and focus upon key requirements of the question paper.  

The management of assignments as part of the assessment strategy is placed within the time frame for the undertaking of the assignment. Formative feedback is given as appropriate during the assignment period and this is given through electronic means or in face to face individual or group discussion. Feedback is given where formative assessment is used and particularly relates to presentations given by groups or individuals. Tutorial surgeries are also conducted between Module Tutors/Programme Leader and students to examine specific developmental aspects of student performance and working.   

Where student absence occurs the biometric attendance registers trigger a formal notification to the student and to Programme Administrators. This process ensures that attendance requirements are monitored and that the student understands the level of commitment which is needed to successfully meet the assessment standards and deadlines set within the Programme.  

 Assessment and Examinations Boards

Subject Assessment, Examination and Awards Boards 

Assessment, Examination and Awards Boards will be held throughout the year to ensure that students progress in a timely manner.

The frequency and timing of the Assessments, Examinations and Awards Boards will be aligned to the three semester cohort intake schedule operating throughout the twelve month calendar year. The frequency of Boards is required to ensure timely handling of student progression and assessment at appropriate points during their cohort progression through the programme. 

The timely use of Boards is also required to ensure that UKBA visa regulations are adhered to and that the student is able to complete their programme within the appropriate Visa period. 

The frequency of Boards will also enhance and guarantee that the student is effectively assessed within their allocated Visa study time; that the student is informed in a timely manner and that notification of results and opportunities for re-assessment and progression are managed in an expeditious manner.

Attendance expectations and requirements  

The recruitment target for the programme means that in addition to satisfying the attendance requirements of the university the attendance requirements of the UKBA are also required to be met. Consequently attendance will be monitored via biometric electronic means and students are expected to attend all teaching sessions unless where there are exceptional extenuating circumstances they have made suitable arrangements with the Programme Leader. International students are required and expected to meet the regulatory stipulations of the UKBA while they are registered students at the University.  Students will also be expected to honour obligations to other students and staff when engaged in group work or work placements.  Non-compliance with the attendance requirements for the programme or with those of the UKBA will result in students being withdrawn from the programme.  The full time Programme operates over a tri-semester full teaching year with cohort intakes normally in August, December and April.   


The developed body of knowledge gained from this Programme will facilitate a systematic, approach to the understanding of the subjects which make up the business studies discipline

The overall outcome from a student engaging with the Programme of study will be an individual who has improved and/or consolidated their English language abilities to a level which facilitates direct application to an undergraduate programme at the University. It is intended that the most suitable programme would be the BA (hons) Business Administration International Programme.

The programme is designed specifically to allow students (depending on their ability and point of entry to the programme) to submit for IELTS examination at the end of the two or three semester learning period. A typical foundation certificate student of the programme will:

  • Have an established foundation of knowledge and understanding of the broad range of areas of business and the relationships between these and their relative function within business studies 
  • Be able to demonstrate an understanding and comprehension of subject area skills and content including an application of their knowledge, as well as proficiency in English language skills
  • have a view of business and management which is influenced by a variety of learning sources including guided learning, team work and independent study 
  • Be distinguished by their enhanced ability in English language, study skills and subject skills and their ability to apply their personal perspectives to their studies   
  • Be in a position to apply directly to an undergraduate programme of study

The Programme of Study fully embraces the University's commitment to the active promotion of equality of opportunity and access to higher education. Consistent with the University’s commitment to widen access and participation, the Programme has a flexible admissions policy, and encourages applications from mature students and from groups normally under-represented in higher education. The general policy is to look for a good level of literacy, together with proven interest and/or experience in an appropriate subject. 

Globe staff have considerable experience in successfully addressing the practical and learning needs of a wide range of students. This includes mature students, those entering education with a non-standard academic background and those with a wide range of disabilities.

 The University seeks to ensure that no student is disadvantaged or discriminated against on the grounds of:
  • Gender
  • Age
  • Marital or parental status
  • Sexual orientation
  • Racial group (race, colour, nationality, ethnicity or national origins)
  • Creed (religious, political or personal beliefs or principles)
  • Membership or non-membership of a trade union
  • Their socio-economic background

It also aims to ensure that disabled people and those with special needs do not suffer unfair discrimination, and that they are enabled to achieve their full potential as students.  

 This programme is designed to fully embrace the University's commitment to diversity and equality. The programme is developed and delivered with the following aspects in mind:·        
  • Admission requirements are clearly set out in promotional materials and due consideration is given to a policy of widening access, participation, diversity and equality.
  • Both the modules and the programme are developed in line with University policy to both promote equality and diversity and encourage all students in the development of their learning.         
  • There is flexibility in materials and delivery of teaching to support students with disability or from culturally diverse backgrounds and the Department works closely with Learning Support in delivering this support through Learning Support Plans.         
  • The induction week activities are designed to integrate all students both academically and socially and to make academic staff aware of any issues. 
  • Students are made aware of avenues of support if they a have any issues regarding diversity and equality. 
  • Assessments are designed to afford equal opportunity to all students to display their knowledge and skills.         
  • In order to ensure that the needs of all students are met any barriers to access (physical, environmental and curriculum) are identified and removed or reasonable adjustments will be made based on requirements.         
  • All learning materials and teaching and learning sessions are designed to be free from racist, sexist and other discriminatory assumptions and practices.

All tutors and support staff are aware of diversity issues and discharge their roles with knowledge and sympathy. At Induction all students are made aware of the Department structures to discuss issues should a concern arise. 

Additionally staff development programmes addressing the specific issues of a diverse international student body are established as a part of GE experience over the last decade of delivery of programmes. GE has established a significant experience in delivery to international learners from a variety of ethnic, personal belief, demographic and cultural backgrounds. The Programme is delivered in English and provided the student has attained the defined standard and based on the previous experience of delivering to international student cohorts there will be no significant cultural issues related to equality of opportunity. 



Continuity of Study

The Programme Pathway will operate from September 2012. This is a new Programme Pathway which is to be delivered at the University of Chester campus from that date. The programme builds on the previous decade of experience gained by the academic divisions within the Globe Education (GE) group and on the previously established long term relationships between these academic divisions and UK universities. This continuity of delivery of Higher Education programmes of study at FHEQ levels 3, 4, 5, 6, 7 and 8 includes delivery of Foundation Certificate Awards,  MBA, MSc, PhD and undergraduate BA (hons) Business and Management, and BSc Programmes and has been recognised by partner universities through the award of Associate College status to the Academic Divisions of the group     

The foundation certificate programmes which have been previously delivered by GE have gained wide recognition and acknowledgement from students, employers, partner universities and overseas government bodies for the high standard of their teaching, student support, professional relevance and academic standards.

Mode of Delivery  

The Programme Pathway will be delivered in a full time mode normally over three consecutive semesters within a calendar period of 12 months. The delivery is based on a three semester cycle of cohort intakes normally in August, November, and April each calendar year.  

Programme Management  


The programme will have a designated Programme Leader who will be responsible for oversight of overall programme management. The programme leader is responsible for the oversight of student support and guidance, the leadership of the programme teaching team and in concert with designated Examinations Office, Registry Office Staff, and programme administrators is responsible for coordinating the effective management of the assessment processes and examinations boards.  

The Programme Leader will be supported by a programme administrator who will provide dedicated support on administrative matters associated with the programme. Administrative interfaces with university requirements will be coordinated with the designated university link tutor-Programme Leader and/or Link Administrator. Final administrative support details will be apportioned and agreed prior to September 2012.  

The allocation of teaching staff and the planning of resource utilisation are managed through the coordinated planning role of the GE timetabling coordinator for the Programme and the designated University resources administrative link staff. 

Student Perspective

The student perspective on programme management will be achieved through the convening of a Staff Student Liaison Committee which will meet on a regular scheduled basis throughout the year. The staff student liaison committee provides feedback on matters related to programme management, academic programmes, administrative matters, and other areas of enhancement or general items for consideration by the programme team. The staff-student liaison committee includes quality assurance, registry, international office, and administrative support officer input in addition to a representative student membership. It meets within established terms of reference and standard agendas.  

Monitoring and obtaining of feedback

 Feedback is obtained from questionnaire and electronic sources on:-
  1. Each module and the teaching delivered within the module,   
  2. The monitoring of module and programme quality assurance matters and assessment outcomes, 
  3. The monitoring of student perceptions.
All take place on a regular basis. This occurs:-
  • (a) At the end of each module,
  • (b) And/or on a by exception basis where required, and
  • (c) On an annual basis within the Annual Monitoring Report cycle.

Matters identified for consideration are raised within the programme committee and suitable action or necessary responses are identified and followed through.

Staff perspective: 

The programme team is composed of all staff who teach on the Programme, support administrative staff, quality and registry staff. The team meets regularly at the Programme committee meetings; prior to the commencement of the cohort cycle of delivery; at the Annual Monitoring and Review point; at examinations boards; at convened staff development events and at other times as required during the academic cycle.

There is a designated Module Leader for each module within the programme. In addition to the regular monitoring of each module indicated above the Programme Team have the responsibility for the ownership of the Annual Monitoring Report which is conducted within the academic regulatory requirements of the University. Proposals for minor modifications to the programme will also be conducted within the university regulatory framework. 

Assessment perspective:

The Assessment Boards for the Programme will be convened according to the regulatory framework of the University. External Examiner(s) for the Programme will also be identified and approved according to University regulations. 

Collaboration, links with employing organisations

The previous programme delivery experience of the Programme Team has provided an alumni base of circa 20,000 alumni in over 100 countries. These links will be utilised in developing the international links with employers, employer’s organisations in international locations, and collaborative developments.  

Professional Body Derogation-Exemptions

This is not applicable at the moment for this Programme 

Home Office Requirements

The academic divisions which make up GE are, and have been consistently identified and confirmed by the Home Office and the UK Border Agency as having, Highly Trusted Status. This has led to an ongoing dialogue based upon the recognition of good practice between the UKBA and GE academic divisions. GE also commissions its own independent audit arrangements to ensure that UKBA compliance requirements are met and adhered to. The regular audits are conducted by the leading UK legal authority on such requirements. 

Staff Development Overview

There is a regular programme of staff development activity which is delivered within an annual cycle and which is underpinned by the staff development, the learning and teaching and the quality assurance and enhancement policies which are contained in the Quality Handbook.  

These policies will be operated within the primary reference framework of the University requirements for the implementation of the required staff development policies. The university requirements, policies and regulatory and governance requirements related to staff development will take precedent over GE policies.

Specific Programme Team development has however included development days on academic regulations related to university collaborative development; the new QAA Quality Code and the previous Code; assessment benchmarking and assessment mark descriptors, and other related activities.  

Specific staff development regarding undergraduate level programmes which have been delivered with other University partners has occurred previously within academic divisions. This has, for example, been related to the delivery of the two modes of Project presentation which are available as options within the Programme.

An ongoing programme of staff development will be continued and this will include, for example, a presentation on the University of Chester academic regulations and requirements which will be delivered to administrative, examinations office and academic staff prior to the commencement of the Programme in June 2012.   

Staff Development, Policy and Strategy 

All teaching faculty are required to have the requisite level of academic qualification as specified by the university and all have a minimum of a Masters qualification in an appropriate business, management or related discipline (e.g. Accounting/Economics/Strategic Development/etc) and an appropriate English Language Teaching Qualification for those staff delivering the English Language components of the Programme.  

All members of staff associated with the Programme are experienced in teaching and assessing at the undergraduate level within their respective subjects and/or the broader aspects of taught study. This experience has been gained from their prior employment within universities; and from their long standing membership of professional bodies and/or their professional backgrounds.  

The Staff Development Strategy is benchmarked against appropriate good and best practices which have been identified within the sector.  

The Staff Development Strategy and Policy are based on specific principles which include the requirement that all faculty teaching staff are required to be actively engaged in CPD, scholarship activity, and other scholarly and/or research and/or consultancy activity as appropriate to their discipline and subject areas of interest.     

The staff development strategy is also broadly aimed at:- 
  • Enhancing the Learning Environment which supports the delivery of the portfolio of programmes offered by the college in its on-campus provision, at its overseas campuses and partner campuses, and in future areas and modes of development       
  • Providing a coherent framework for the development of faculty and support staff particularly in supporting and enhancing the delivery of the portfolio and in responding to student learning and teaching requirements and educational developments
  • Supporting and maintaining the currency of approaches taken towards Learning and Teaching and programme delivery requirements, to programme-portfolio content and its relevance, to pedagogy and learning philosophy, and to the development of scholarship and research approaches which are pertinent to the mission of the School/college and the aims and objectives of its programmes and overall portfolio   


Human Resources Academic

The teaching staff are identified and allocated by the programme leader and the GE faculty timetabling coordinator for the Programme. All teaching staff who will teach on the programme are required to be approved by the University in accordance with university practices and formal procedures. The outline below provides an indication of the academic staff team in the business studies areas at GE. In addition to subject specialist areas of teaching there are also allocated responsibilities for Project supervision etc. The Curricula Vitae of the teaching team who will have responsibility for delivering the programme pathway at the Chester Campus will be confirmed prior to the validation date.

Support and Technical staff

Programme pathway delivery is supported by a team of IT staff responsible for the oversight and management of the IT facilities both in-classroom IT facilities and on-line learning platforms. IT staff also provide general support for all academic functions and for administrative, marketing, resource allocation, timetabling, and general planning requirements. Academic support includes for example:-the Moodle learning platform within which all on- line learning materials are located and which acts as the primary learning platform for the programme;
  • The utilisation of the Moodle learning platform which equates with the student portal thereby allowing students to access information about their programme and other relevant materials
  • The utilisation of the Moodle platform to monitor specialist areas of compliance

There is a trained and professionally qualified GE librarian who provides direct support to academic staff in the continued development of the paper based and on-line learning facilities.

Present GE students have access to a variety of databases and e-learning resources including - eBrary; Ebsco; MyLibrary and ProQuest. 

A regular semester-based evaluation of library learning resource requirements takes place between the library support staff and academic lecturing staff. Faculty are requested by the library staff to update the reading lists and forward a copy to the library. These are then used to ensure that current books are available and that the collection develops.

Students are invited to provide suggestions to the library staff if they ascertain from their research that certain titles are useful but not currently stocked. Direct support will be provided to the library, where required, in ensuring that the bibliographic requirements for the programme are fully met and the library will stock any reasonable request if it is felt that, after consultation with lecturing staff, the book will benefit other students. If it is a specialist book the library staff will assist students in obtaining access to a copy via other sources, such as local or national libraries.   

The same procedure is adopted for updating electronic resources that are reviewed and recommended by lecturing staff.  Final apportionment of the administrative responsibilities, library support responsibilities, IT support arrangements will be agreed prior to the commencement of the programme.    

Policy on Visiting Lecturers 

The policy for visiting lecturers will be as determined by the agreement with the University for the delivery of the Programme. 

Research and Scholarship Activities  

The research and scholarship policy supporting the delivery of the programme is based on evaluation and identification of research and scholarship activity as defined within the relevant Carnegie Research and Scholarship development projects. Research and scholarship activity is therefore related to

1) The content of the modules

2) the pedagogic approach taken towards the delivery of the Programme

3) The development of teaching support related to the delivery of the Programme

4) On-going development of individual staff members and cognate staff teams, etc

Quality Management  Quality management policy and procedures will be consistent with those of the University. These include:-
  • Compliance with the requirements of the University Academic Regulations;
  • The appointment of external examiners as required by the University;
  • Meeting the requirements of Quality Assurance and Quality Monitoring policy and procedures (e.g. Annual Programme Reports);
  • Complying with the review, management and feedback policies and procedures of the University: including:- formal staff and Student Liaison Meetings, Programme governance arrangements, etc.


 This proposal for validation has been informed by consideration of the following: ·              
  • The University of Chester strategic plan          
  • Strategic Analysis of Higher Education market developments in the international recruitment sectors
  • GE positional strategy for the development of  programmes in concert with significant university partners        
  • UKBA regulatory and compliance contexts and international student requirements        
  • SEEC Descriptors; QCF Level Descriptors: OFQUAL level descriptors
  • University of Chester Quality and Standards Handbook and Regulatory Framework        
  • GE Quality Handbook  
In the development of the Programme pathway consultation has taken place with the following:-        
  • Senior Management Teams at University and GE·        
  • BELL Faculty Management Staff        
  • AQSS – Academic Quality Support Services at the university        
  • Teaching staff (university based)        
  • Teaching staff (GE based)                
  • International officers at GE and the University 

Additional Information  

The underlying philosophy of the Programme is one of self-reliance and professionalism.  Students are expected to take responsibility for their continuous learning and professional self-development.  

There is also a strong emphasis on professionally focused applied learning in relation to a variety of cultural backgrounds and experiences, and to work place contexts. The provision is also delivered and supported by experienced tutors who have a substantial experience as both academics and practitioners.

The Faculty teaching on the Programme are also engaged variously in applied scholarship, professional activity, consultancy and pedagogic development which provides substantial added value to the student learning experience. It is envisaged that students will be able to apply best practice gained on the Programme to their professional development portfolio of skills, to their place of work (as appropriate), and to furthering their career development objectives. They will also have developed a personal philosophy of business thinking, and individual approaches towards their development as effective managers and the creative and innovative functions and practices which make up the business practitioners identity.     

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