University of Chester

Programme Specification
Business Administration BA (Hons) (Single Honours)
2015 - 2016

Bachelor of Arts (Single Honours)

Business Administration

Business Administration

University of Chester

Globe Education (UK)

University of Chester

Undergraduate Modular Programme


Classroom / Laboratory,

2 years full time

7 Years

Triannual - April - August - November




17a. Faculty

17b. Department

Business and Management Business and Finance

Business and Management


BA hons: Business, Marketing, International Business, Business Management and Entrepreneurship SAB

Tuesday 1st May 2012

The programme, which is delivered at UK QAA FHEQ level 4, 5, and 6, is primarily aimed at recruiting from the international student market. For this target market the undertaking and successful completion of a BA (honours) Business Administration Programme will directly contribute to establishing the professional identity of each participant and will provide the basis for the continued development of the their career

Aims and Objectives  

The principal aims of the two year accelerated BA (hons) Business Administration programme are to:

  • Develop a critical awareness and understanding of the main functional areas of Business Studies and Business Administration and the associated management processes.
  • Provide a broad and coherent programme of integrated study of the subjects which contribute to the business and management discipline which enables students to develop an understanding of contemporary business theory and practices.
  • Enable graduates to develop the necessary range of generic (transferable), cognitive, intellectual, personal and interpersonal skills required for effective undergraduate study and future vocational needs
  • Enable and support graduates to develop their applied and intellectual skills and knowledge to make an effective contribution to an organisation as a junior manager or business professional upon graduation
  • Develop in students a critical appreciation, comprehension and understanding of the manager, leader, and business professional and the roles which they undertake in the modern business world
  • Establish the foundation for future career development, personal development planning and continuing professional development for each learner
  • Provide students with the analytical and evaluative skills, to develop their cognitive, intellectual, and imaginative powers, their understanding and judgement; their problem-solving skills; their ability to communicate; their ability to see relationships within what they have learned and to perceive their study of business in a broader perspective

The principal objectives of the Programme are to enable students to achieve the above aims through developing their: 

  •  Understanding of how they learn and their ability to reflect on that learning and formulate new ideas
  • Knowledge of, and ability to use, appropriate information systems
  • Skills in numeracy, literacy and communication to enable them to operate effectively and efficiently in an appropriate range of business activity areas.
  • Ability to undertake original research and to critically analyse the data and information gathered
  • Ability to contribute to the implementation of new ideas and strategies for the benefit of organisations, written and oral communication skills, and for international students, enhancing their English language skills  

Aims and Objectives and Programme Design

The Programme design is based on the delivery of a wide variety of learning opportunities which are ensures that all the required areas of discipline subject matter are effectively covered within the teaching provision and the learning strategy.

The Programme has therefore been designed to provide students with the opportunity to engage in a coherent learning experience aimed at providing;-

  • The core learning experience and coverage of discipline and subject material required for the business studies student at undergraduate level
  • A curriculum which fosters the development of key business transferable and application skills within the learning experience provided by the Programme  
  • A learning experience in which the discipline and subject knowledge, and understanding and  individual capability of each student is fostered with a view to establishing their professional business abilities and application skills and  enhancing their career development opportunities 
  • A learning experience which is designed to engage students in the requirements of establishing firm academic understanding of the Business Studies discipline while evaluating their future professional and career direction
  • An appropriate learning experience which provides a foundation for access to further study or professional qualifications through the encouragement  and development of the knowledge, skills and attitudes needed by the student in order to  become life-long learners who recognise the need to engage in Continuous Personal and Professional Development

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 become an effective business professional.

Throughout the Programme students are encouraged to fully:-

  • Utilise the broad range of academic resources and information sources via the online Learning Portal
  • Utilise the continuous support offered by  tutors available throughout the Programme
  • Balance group and individual study and learning opportunities

Educational aims and philosophy of the programme

The BA (hons) Business Administration Programme provides a valuable contribution to the portfolio of programmes offered by the university in conjunction with Globe Education (UK) 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 career development opportunities available within the Dissertation or Project modes of presentation at the final phase of the Programme. 

The Programme curriculum content includes a balanced delivery of discipline and subject content. The curriculum reflects the FHEQ level 4, 5 and 6 Descriptors and the Learning Outcomes for each FHEQ Level.

The curriculum content fully represents the generic requirements of an undergraduate Business Administration programme and includes:

  • Marketing/Marketing Management and International Business in context
  • The Management of Information in a Business Context and related Information Technology areas
  • Quantitative and Qualitative Business Management Techniques
  • Business Accounting, Managerial Economics and Financial Management Analysis
  • Human Resource Management, Organisational Behaviour and Personal Managerial Effectiveness
  • Project Management, Strategic Management, Entrepreneurship and Innovation, Case Study Evaluation, and Technology Management
  • The Programme culminates in the student being required to complete, at the undergraduate level, a dissertation, or a project

The Programme philosophy is also aimed at providing international students with the necessary transferable skills, and discipline and subject knowledge upon which they may establish their Business Studies and Management acumen and which will provide them with the required capability to enter their chosen business and/or management profession. The BA (hons) Business Administration Programme is aimed at developing and consolidating key subject area knowledge and employability and applications skills at an undergraduate level including, for example, the analytical and decision-making skills which are required in order to develop a successful career in a variety of business fields.

Level 4 (FHEQ) –  

Level 4 introduces the students to basic principles, key concepts and aspects of the technical language associated with the business and management discipline and subject areas.  Modules introduce students to the core areas of marketing, the management of information, statistical techniques, accounting, economics and organisational behaviour.  Level 4 modules are designed to provide a broad base and introduction to the key concepts and business functions which are required by the business professional operating in contemporary environments. Students also begin to develop some of the transferable skills and an understanding of the core subject skills required for the development of their career aspirations and the subsequent parts of their Programme of Study. Subjects related to this level include:

  • Marketing Management (BU4601)
  • Managing Information and Technology (BU4602)
  • Quantitative Techniques in Business (BU4603)
  • Business Accounting (BU4604)
  • Managerial Economics (BU4605)
  • Organizational Behaviour (BU4606)

Level 5 (FHEQ) –  

Level 5 modules build on the knowledge gained at level 4 and support the advancement of the students’ knowledge of the corporate and specific subject area frameworks within which business operates. Students extend their knowledge and understanding of the disciplines associated with contemporary management and the contexts in which management operates. Knowledge and skills are developed in human resource systems, project management, Personal Development Planning, business research methodologies, international business and financial management analysis. Case study evaluation and the consideration of real world examples are used to incrementally build upon the theoretical and academic understanding established in Level 4. Subjects related to this level include:

  • Human Resource Management (BU5601)
  • Project Management (BU5602)
  • Personal Managerial Effectiveness (BU5603)
  • Business Research Methodologies (BU5604)
  • International Business (BU5605)
  • Financial Management Analysis (BU5606)

Level 6 (FHEQ) –  

Level 6 further develops knowledge gained at levels 4 and 5 – in particular the focus is upon planning and designing strategies for the purpose of achieving the objectives and goals of the organisation and ultimately, the vision and mission of the organisation. Modules in Strategic Management (BU6601), Entrepreneurship (BU6602), Innovation and Technology Management (BU6603), and the Integrated Case Study (BU6604), develop the student’s integrational thinking and their appreciation of the strategic dimensions and opportunities offered within business organisations. They also provide a framework for understanding the broader external contexts in which contemporary businesses operate. These modules also provide a supporting framework for the development of the Dissertation Project (BU6605) or Business Project (BU6606) which each student completes as an individual Project. The option of completing either a Dissertation Project or a Business Project enables each student to build on their previous learning and also to focus on a particular emphasis of direction in their project. This may encompass particular aspects of theoretical or business practice and offers the opportunity to focus on individual career and professional development opportunities.   


Knowledge Understanding and Skills: Students completing the programme will be able to:
Demonstrate a critical comprehension and evaluative understanding of the main issues, theories and methodologies that are central to business and business management in organisations;


Demonstrate a critical awareness, comprehension, and analytic understanding of the main functional areas of business studies, business administration and business management processes within a variety of institutional and organisational contexts.


Evaluate the role of the professional business manager and the professional and ethical considerations associated with this role and its contexts


Critically analyse and evaluate organisational and strategic management processes within the context of the prevailing internal and external environment


Demonstrate a critical, analytic and evaluative application of theory to management practice and within the context of professional business practices


Demonstrate a critical awareness and utilisation of research and applied research in the evolution of business studies and management practices
Thinking or Cognitive Skills

Cognitive Skills: Students completing the programme will be able to:

Critically reason, synthesise judgments, and analyse complex business issues both systematically and innovatively (BU6606, BU6605, BU6604, BU6602, BU6601)


Reflect creatively and critically on their learning experience and make informed judgments on this experience (BU5602 and BU5603 in particular)


Analyse and critically evaluate primary and secondary information collected from research (BU5604, BU6605, BU6606 in particular)


Critically utilise, analyse and synthesise problem identification, problem solving and decision making skills, procedures and processes in resolving complex business issues  (all modules)


Evaluate and critically appraise business and organisational policies, practices, and activities and make informed judgements on these (BU4604, BU4605, BU4606, BU5601, BU5602, BU5605, BU6601 and BU6602)


Critically formulate, propose, and implement solutions and conclusions to complex business problems and do this in an effective and efficient manner (all modules, but BU6605 and BU6606 in particular)


Act with reflection, critical insight, and in an independent manner in the planning and managing of their learning with limited guidance and in response to varied contexts, situations and environmental requirements (BU5603, BU6605 and BU6606)

Transferable Skills

  • Communication
  • Application of Number
  • Information Literacy and Technology
  • Improving own learning and performance
  • Working with others
  • Problem solving

Transferable Skills - Practical/Professional Skills: Students completing the Programme will be able to:

Demonstrate an ability to conduct research into Business Studies and Management issues, fields and environmental contexts either individually or as part of a team through researching and research design; data and evidence collection, evaluation and synthesis; critical analysis, synthesis of interpretation and formation of judgments, and the reporting of findings (all modules, but BU5602, BU6604, BU6605 and BU6606 in particular).


Demonstrate critical skills of numeracy, literacy, and qualitative and quantitative abilities in researching, collation, analysis, synthesis and evaluation of evidence (BU4603, BU4604, BU4605 and BU5606)


Utilise a variety of interpersonal and transferable communication skills including listening to alternative viewpoints and undertaking the evaluation of argument and intellectual positions; engaging in critical discourse, and debate with peers and responding to the views of others; engaging in critical discussion and persuading or influencing others (BU4601, BU4606, BU5601, BU5605, BU6601, BU6602).


Self-manage their professional activities and communicate effectively and efficiently while utilising appropriate means and media of communication including new technologies/information technology and within peer groups and other professional groupings (BU4602 and BU6603).


Solve problems, articulate conclusions, make judgments, and form recommendations based on evidence and which are subject to a well-developed capacity for critical appraisal and which are based on imaginative, robust judgement, and firm foundations (BU6604, BU6605 and BU6606)

Effective and persuasive verbal and written communication skills are developed throughout the programme using a range of activities and assessment methods. In addition to academic essay writing, report writing and exams, which are developed in most modules, the following communication forms are practiced and proficiency is developed:

FHEQ Level 4

  • Case Study Analysis (BU4606)

FHEQ Level 5

  • Case Study Analysis (BU5602, BU5605)
  • Reflective Learning Report (BU5603)

FHEQ Level 6

  • Business Project (BU6606)
  • Dissertation Project (BU6605)
  • Integrated Case Study (BU6604)

Programme Structure and Design

The BA (hons) Business Administration Accelerated Programme is delivered at, and designed to meet FHEQ Level 4, 5, 6 descriptors, learning outcomes and academic standards at all three of its stages. 

The programme is designed to provide a solid grounding in the key areas of business including finance, human resources/human resources management, marketing, strategic management, and the management of information

The Programme aims to support students in the development of their competencies and knowledge in the subjects which constitute the business studies discipline field and provide students with the knowledge, skills and understanding to enable them to successfully embark upon a career in the business and/or management profession. Its content and structure have been developed in line with and informed by the QAA Subject Benchmark Statement for General Business and Management.

 The subjects which form the curriculum are aimed at incorporating and covering the following cognate areas within the Business Discipline field:-

  • Develop the knowledge, appropriate experience, and skills of students to enable them to become effective business professionals and enable them to commence their career and play a successful role in an appropriate field of the business profession (All Modules)
  • Add value to the participants previous educational or professional experience and learning, and consolidate their career and professional aspirations through developing an understanding of the identity, role, function and characteristics of business as a profession and of the complexity of business and management contexts (All Modules)
  • Encourage students objectively to analyse their personal competences and opportunities for self development and thus build on the learning arising out of the programme [(All modules; and particularly - Level 5 Personal Managerial Effectiveness (BU5603 ); Level 5 Business Research Methodologies (BU5604 ): Level 6 either Dissertation Project (BU6605) or Business Project ( BU6606)]
  • Markets, Marketing, Marketing Impact and Contexts: - Develop the students understanding of marketing and strategy in a variety of contexts and environments and be able to apply and utilise this within their appropriate future professional career: the management of marketing as a subject within business organisations and within a variety of operational contexts and strategic frameworks – [ (Level 4 - Marketing Management(BU4601): Level 5 - Business Research Methodologies (BU5604) : Level 5 - International Business (BU5605): Level 6 - Strategic Management (BU6601): Level 6 - Entrepreneurship (BU6602)]
  • Information systems, communications technology and the management of operations – [Level 4 - Managing Information and Technology(BU4602): Level 5 - Project Management (BU5602): Level 6 - Innovation and Technology Management (BU6603)]
  • Analysis, evaluation and statistical applications [(Level 4 - Quantitative Techniques in Business (BU4603): Level 5 - Business Research Methodologies (BU5604) :
  • Finance and accounting: Development of understanding of financial analysis and the management of finance [Level 4 - Business Accounting (BU4604) : Level 5 - Financial Management Analysis (BU5606)]
  • People and human resources: Enhancement of the students understanding of the complexities of people management; individual development; entrepreneurialism; the building of self confidence;[ Level 4 -Organisational Behaviour (BU4606): Level 5 - Human Resource Management (BU5601): Level 5 – Personal Managerial Effectiveness (BU5603): Level 6 – Entrepreneurship (BU6602) 
  • Business policy and strategy [ Level 4 - Managerial Economics (BU4605):Level 5 - Business Research Methodologies (BU5604) : Level 6 – International Business (BU5605) : Level 6 - Strategic Management (BU6601): Level 6 - Integrated Case Study(BU6604)]
  • Continuity and pervasive issues (All modules)
  • Facilitate and support the student's personal, academic and professional and career development. [All Modules: particularly Level 5 – Personal Managerial Effectiveness (BU5603): Level 6 - Dissertation Project (BU6605) or Level 6 – Business Project (BU6606)] 
  • Develop and enhance the student’s insights into, and perspectives on, the complexity of business contexts including the development of their ability to understand and contribute to the evaluation, formation, and determination of business decision making, development and strategy formulation (All Modules).

The Programme philosophy is based on the belief that in the contemporary business environment, it is important for students to gain an understanding of the key areas of Business Management in order that they may be encouraged to:- 

  • Critically understand how the various specialist areas of business expertise combine within the nature and make up of an organisation, or business sector, or grouping
  • Critically understand how these skills and areas of study may be combined to create effective managers and business professionals

The programme also provides its graduates with key employability and applications skills at an undergraduate level including, for example, the understanding and use of analytical and decision-making skills which are required in order to develop as a successful business professional.  

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.      

The full-time BA (hons) Business Administration programme comprises three circa fourteen week semesters in each of two consecutive years of study in which students study the modules as indicated below. Each of FHEQ Levels 4, 5, and 6, are located in semesters 1 and 2; 3 and 4; and 5 and 6 respectively. Each of these Levels are seen as coherent groupings of modules as delivered at the appropriate FHEQ Level.  

FHEQ Level 4 - Semester One

The three modules studied in semester 1 are compulsory:      

  • BU4601 Marketing Management (20 Credits)        
  • BU4602 Managing Information and Technology (20 Credits)
  • BU4603 Quantitative Techniques in Business (20 Credits)

  Semester Two

 The three modules studied in semester 2 are compulsory:        

  • BU4604 Business Accounting 20 Credits)    
  • BU4605 Managerial Economics (20 Credits)
  • BU4606 Organisational Behaviour (20 Credits)

FHEQ Level 5 - Semester Three

The three modules studied in semester 3 are compulsory:   

  • BU5601 Human Resources Management (20 Credits)      
  • BU5602 Project Management (20 Credits)
  • BU5603 Personal Managerial Effectiveness (20 Credits)

Semester Four 

The three modules studied in semester 4 are compulsory:

  • BU5604 Business Research Methodologies (20 Credits)        
  • BU5605 International Business (20 Credits)
  • BU5606 Financial Management Analysis (20 Credits)

 FHEQ Level 6 - Semester Five  

Two compulsory modules are studied in Semester 5:    

  • BU6601 Strategic Management (20 Credits)      
  • BU6602 Entrepreneurship (20 Credits)

In Semester Five and following a review of academic performance, and only following formal discussion with and advice received from the Research Methodologies tutor and the Programme Leader (or their confirmed nominees), the student will be required to commence the study of one of the Project study modes indicated below namely:-      

  • BU6605 The Dissertation Project Module (40 Credits )


  • BU6606 The Business Project Module (40 credits) 

Semester Six  

Two compulsory modules are studied in Semester 6:       

  • BU6603 Innovation and Technology Management (20 Credits)·        
  • BU6604 Integrated Case Study (20 Credits)

In Semester Six the student completes their studies of either:-·       

  • BU6605 The Dissertation project module (40 Credits )

or –

  • BU6606 The Business project Module (40 credits) 


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 or business focussed career development platform.

Students study in a staged and incremental pattern where the core activity areas of Business and Management are explored and developed progressively through the Programme. The study of operational and functional aspects of Business and Management are paralleled with modules which contextualise business activities in a broader base of reference. At level 6 students have the opportunity to contextualise their individual learning and their career intensions within an extended piece of suitable project work which may be presented for assessment as either a dissertation project or a business project.  

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 which they are able to draw 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.

 Students are encouraged within the delivery and learning strategy of all modules and at each stage of the Programme Pathway to consider their understanding in their work submitted for assessment, of the relationships which may exist between:-   

  • their personal experience (and that of their peers);·      
  • the localised, cultural, regional/national/international examples which they identify and discuss as a part of the programme    
  • current business theory, academic evaluation, and module content      
  • their learning experiences and their maturing evaluative, analytic and professional abilities and expectations
  • the relationship between academic knowledge, the analysis and conceptualisation of knowledge, and professional, real world commerce, industry and cultural contexts

The Project, which is undertaken in the fifth and sixth semesters and which is introduced through the Business Research Methodologies Module in the fourth semester, provides keynote focus for the development and demonstration of the skills, knowledge and critical cognitive abilities developed within the Programme. The Project provides a focussed culmination for the Programme and is seen as an integrated project which may combine a wide range of elements and/or reference points from across the taught modules. It enables the learner to carry out independent research into an organisation, or aspect of Business and Management, or sector of choice and apply both knowledge and an understanding of contemporary issues to their work.  

The Project and the Business Research Methodologies module explore the relationship between research and particular modes of development. They also require the student to demonstrate their personal perspectives and reflection upon the subject and topic which they are developing, the nature of the broad relationship between theory and practice, and the individuality of personal career aspirations which are taking place in the development of their project. In allowing students to undertake one of the two modes of delivery of the Project the programme therefore facilitates:-

  • Career development reflection and planning; consideration of the learning experienced by the student; reflection on personal goals, aims, personal experiences and opportunities
  • The development of professional expertise and its potential for application in appropriate contexts
  • The demonstration of business acumen and applications in simulated and real time contexts
  • Academic progression – where appropriate – to MBA, MSc, PhD study and/or progression –where appropriate to DBA study

Mod-Code Level Title Credit Single
BU4601 4 Marketing Management 20 Comp
BU4602 4 Managing Information and Technology 20 Comp
BU4603 4 Quantitative Techniques in Business 20 Comp
BU4604 4 Business Accounting 20 Comp
BU4605 4 Managerial Economics 20 Comp
BU4606 4 Organisational Behaviour 20 Comp
BU5601 5 Human Resource Management 20 Comp
BU5602 5 Project Management 20 Comp
Bu5603 5 Personal Managerial Effectiveness 20 Comp
BU5604 5 Business Research Methodologies 20 Comp
BU5605 5 International Business 20 Comp
BU5606 5 Financial Management Analysis 20 Comp
BU6601 6 Strategic Management 20 Comp
BU6602 6 Entrepreneurship 20 Comp
BU6603 6 Innovation and Technology Management 20 Comp
BU6604 6 Integrated Case Study 20 Comp
BU6605 6 Dissertation Project 40 Optional
BU6606 6 Business Project 40 Optional

Award Titles and Designation
To be eligible for and to receive the award of a Bachelor of Arts (hons) Business Administration, participants are required to gain 360 FHEQ Level Credits (ECTS equivalent 180 Credits)
Credit tariff

  • 120 FHEQ Level 4 Credits for a Certificate of Higher Education in Business Administration
  • 120 FHEQ Level 4 Credits and 120 level 5 Credits for a Diploma of Higher Educationin Business Administration
  • 360 FHEQ Level 4, 5 and 6 Credits for a BA(Hons) Business Administration

Eligibility for Exit Awards Where students leave the Programme prematurely they will be eligible for exit awards provided they have satisfactorily passed the required assessments, completed the required modules and gained the required credit.
Certificate of Higher Education in Business Administration.
Students who successfully complete the BA (hons) Business Administration first and second semesters and who wish to leave the programme at the end of the semester will be eligible for the award of a Certificate of Higher Education in Business Administration. Such students may be allowed to enter appropriate undergraduate programmes at UK universities, or universities in other countries, with advanced standing. Students who leave at this stage will be awarded 120 FHEQ Level 4 credit points (CATS) towards the required 360 for the award of an undergraduate degree in the United Kingdom. (120 FHEQ Level 4 CATS points equivalent to 60 ECTS Credit Points)
Diploma of Higher Education in Business Administration
Students who successfully complete semesters 1 and 2 AND semesters 3 and 4, and who wish to leave the Programme at this stage will be eligible for the award of a Diploma of Higher Education in Business Administration.
Such students may be allowed to enter appropriate undergraduate programmes at UK universities, or universities in other countries, with advanced standing. Successful students who leave at this stage will be awarded 240 credit points (CATS) (120 at FHEQ Level 4 and 120 at FHEQ Level 5) towards the 360 required for the award of an undergraduate degree in the United Kingdom. (Equivalent to 120 ECTS Credit Points)
Eligibility for Final Awards
Students who successfully complete the programme with the agreed equivalent of 360 FHEQ Level 4, 5 and 6 Level (CATS) credit points will be eligible for:-

  • The award of the Bachelor of Arts (Hons) Business Administration

Subject Assessment, Examination and Awards 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

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

To be admitted to the Programme students will normally satisfy the following appropriate entry requirements:

  • Be in possession of two UK ‘A’ Levels, or a recognised equivalent(#), or have successfully completed a GE/University Foundation Certificate Programme
  • Should be at least 18 years old
  • Have been taught through the medium of English and have proficiency in English Language

(#-The National Recognition Information Centre (NARIC) provides details of comparative information on all Higher Education programmes).


  • Be a mature student (above 21 years) with relevant work experience / professional qualification(s) / or satisfying APEL or APCL or APA qualifications.


  • Applicants who have been taught and assessed in a language other than English should have an English Language equivalent to IELTS 6.0; exceptionally, those with an English language level of 5.5 may be admitted, on the specific condition that they are required to enrol on, fully attend, and fully complete specified and timetabled pre-sessional English Language Programmes and/or in-sessional English Language Programmes which are provided to support and enhance the development of the students’ English Language capability.
  • Where pre-sessional English Language programmes are specified these must be fully attended and all assessments requirements successfully completed prior to final consideration for, and final approval of, entry to the BA (Hons) Business Administration programme.      

Non Standard Entry 

The programme welcomes applications from all those interested in furthering their education. If applicants do not meet the standard entry requirements but can demonstrate that their life/work skills would make them suitable for undergraduate study, they will be considered for entry to the BA (Hons) Business Administration 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 admissions office/Globe Education for advice. Consistent with the University’s commitment to widen access and participation, the Business School 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 relevant area.

Admissions Tutors

In specific cases the admissions tutor will require evidence of a record of good academic and/or experiential achievement as indicated above. 

QAA Subject Benchmark Statements for General Business and Management 2007 

This Subject Benchmark Statement is for general Business and Management Honours Degree Programmes only. The purpose of general Business and Management Programmes is threefold: 

  • study of organisations, their management and the changing external environment in which they operate
  • Preparation for and development of a career in business and management
  • Enhancement of lifelong learning skills and personal development to contribute to society at large.

'Organisations' should be understood throughout this text to include a wide range of different types including, for example, public, private and not-for-profit, together with a comprehensive range of sizes and structures of organisations. Similarly, the term 'business' should be interpreted generically.

'Preparation for business' should be taken to mean the development of a range of specific business knowledge and skills, together with the improved self-awareness and personal development appropriate to graduate careers in business with the potential for management positions and to employability in general. This includes the encouragement of positive and critical attitudes towards change and enterprise, so as to reflect the dynamism and vibrancy of the business environment.

Not every student will engage subsequently in a business and management career, or will have entered directly from secondary education. Therefore, lifelong learning skills should be understood to include the development and enhancement of a range of general transferable intellectual and study skills, which, while being highly appropriate to a career in business and management, are not restricted to this. 

While there is a clear expectation that all such general degree programmes should cover these three purposes, the actual balance will vary among individual higher education institutions and may also reflect the requirements for recognition by professional bodies. The particular balance being delivered should be explicable and demonstrable in terms of the specified learning outcomes of particular programmes.

 Knowledge and understanding 

There is an expectation that degree programmes covered by this subject benchmark statement should provide a broad, analytical and highly integrated study of business and management. Students should be able to demonstrate relevant knowledge and understanding of organisations, the external environment in which they operate and how they are managed. This core aim is augmented by a close study of globalisation and the application of generic benchmark concepts to the specific challenges and contexts of international business.

There is likely to be an emphasis upon understanding and responding to change and the consideration of the future of organisations and the external environment in which they operate. The interrelationships among and the interconnectedness between these areas are very important within the overall student learning experience, and should be demonstrated in the capabilities of successful students from all modes of delivery.


Business and management degrees are strongly related to practice and therefore there should be a strong link between the development of skills and employability of graduates. Students should be able to demonstrate a range of cognitive and intellectual skills together with techniques specific to business and management. Students should also be able to demonstrate relevant personal and interpersonal skills.

The methods of learning and teaching are geared to progression and integration through the levels 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 experiential learning (based on the experiential contexts of students and their international examples and identity)
  • Employability focussed activities (Applied case study references; in class formative assessment and discussion based on the experiential 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 

At the undergraduate level students are expected to take increasing responsibility for their learning and for their development of approaches to learning. Teaching strategies are of the designed to encourage the development of student confidence in their abilities while developing individual critical cognitive abilities; development and understanding of discipline and subject content; academic and professional knowledge, increasing emphasis on academic and applied aspects of the programme, application skills and the encouragement of an enquiring mind capable of devising and/or implementing creative solutions.  


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 undergraduate level career backgrounds and experience may vary. Lectures provide a background to directed learning but also provide a means for engendering critical thinking and the consideration of evaluative and analytic approaches to topics and subject areas.  


Seminars are designed to enable students to develop their critical perspectives on a topic or subject within the programme. They require students to present and provide critical papers exploring subject areas or topics related to themes explored in the programme modules.   Seminars explore theoretical or practical concepts as well as introducing problem solving and creative approaches within the programme. Seminars are used to provide experience in the presentation of argument and discussion as well as providing opportunities for formative feedback to individuals and to student groups on their academic performance and skills development. Seminars encourage reflection on practice and previous educational and/or employment experiences.

Module Subject Tutorials

Tutorials provide opportunities for detailed discussion on academic matters with individual students or groups of students. 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 the encouragement of reflection 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. Tutorials are also used to monitor the development and the progress of the project. Tutorials also provide opportunities for:-  


  • Detailed discussion on material covered in lectures/seminars/case studies through an enquiry-driven problem solving approach
  • 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 (e.g. in information technology areas and Finance and Accounting).  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 skills and contribute to professional development capability. They facilitate transition between theory and the workplace.

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. 

Directed Learning  

Directed learning:- namely where tutors direct students to undertake study in their own study time and where the tutor specifies the work to be undertaken. Directed Learning may be composed of learning tasks which are specified by the tutor/lecturer and which (a) are specific set learning tasks, which may be exercises, individual research activities, subject related learning exercises, case study analyses, data analysis, description-referencing-team discussions-learning group exercises.

Learning Strategies 

Students are expected to take greater responsibility for their own learning as they progress through their programmes. The course structure and the proposed teaching strategies are designed to encourage this development.  The student-centred approach will be encouraged through the use of specific teaching strategies; case studies; projects; practical exercises, supplemented by the use of appropriate support materials; videos; computer software; etc.  Active engagement with the subject material is directly encouraged and is viewed as a means of enhancing learning. A variety of learning strategies are used in promoting this approach. Students are therefore directly encouraged to adopt a self-managed approach to their learning and to critically evaluate their learning in the light of experience, theoretical positions and practice.  

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 may 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 assessment strategy for the Programme will serve three purposes:

  • To test the level of knowledge and skills acquired, measured against the specified learning outcomes, and applied within a relevant event
  • To promote teaching to learning, which will assist students in the achievement of academic goals and imbue them  with skills and attitudes which will assist in life-long learning

Assessment will follow the University model of a 4,000 word equivalency per 20 Credit module (note the exception in the Project modes of presentation). 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. Assessment tasks will grow in sophistication and complexity as a student progresses on the programme.  

For example:

  • At Level 4 a student may be asked to describe, discuss, compare, and outline
  • At Level 5 a student may be asked to evaluate, analyse, justify, and differentiate
  • At Level 6 a student may be asked to criticise, synthesise, appraise, formulate

However, it is expected that students will begin to use and develop critical skills from the beginning of the programme. Students will be assessed in a number of ways, including essays, industry-related reports, presentations, debates, assessed seminars, reflective 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, (In report, case studies, project formats)
  • The analysis and critical use of evidence, which may be drawn from a variety of sources
  • Critical reviews and presentations
  • Practical and applied assessment
  • Presentations and discussions (individual and group – in class)
  • Case study analysis
  • Presentation of reports
  • Business reports
  • Project reports
  • Examinations

Examinations are included in the assessment diet and the programme assessment philosophy utilises mechanisms that allow and encourage in each student a high degree of critical analysis, problem solving, decision-making and reflection.

The assessment of cognitive skills is incorporated within and integral to the assessment strategy of the programme and modules.    

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 critique, analysis, evaluation and synthesis are a requirement of module assessment outcomes. 

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 theoretical knowledge, applied concepts and practically focused, employment related activity. Case study evaluation, and business project proposal work and simulated activity are all  used and parallel the exploration of the theoretical basis for business practices. Assignments are designed so that they meet QAA subject benchmark statement requirements and the overall programme learning outcomes. A wide range of assessment methods will consequently be employed in the assessment of the participants  

Normally the guidance 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 2-3 hour examination, in addition preparation time, including group learning sets, tutorials & student led case study workshops or equivalent, plus additional assessment component. 

The programme assessment tariff for the FHEQ Level 6 40 Credit modules are set at a higher tariff to accommodate the requirements of referencing and appendices, the integrated nature of the Modules, and the past experience of the programme team and the experience and demands from students. 

  BA (Hons) Business Administration Assessment Matrix



Modules Credit rating Group Presentation Individual Presentation Unseen examination Course-work   Literature –Evidence Review Research Design Proposal Integrated Case Study Analysis Business Project Report  Dissertation
 Marketing Management    20 Formative referenced as required Formative referenced as required   2 x Individual assignment papers (or equivalent):2000 words each      Formative referenced as required    
 Managing Information and technology    20      1x 2 Hour Unseen written examination 1x Individual Assignment Paper 2000 words max.          
 Quantitative Techniques in Business    20     1 x 3 Hour Unseen written examination  1x 1hour written test          
 Business Accounting   20     1 x 3 Hour Unseen written examination  1 x 1 hour written test     Formative referenced as required    
 Managerial Economics   20 Formative referenced as required     1x 2 Hour Unseen written examination 1x Individual Assignment Paper 2000 words max.     Formative referenced as required    
 Organisational behaviour    20 Formative referenced as required Formative referenced as required   2 x Individual assignment papers (or equivalent):2000 words each     Formative referenced as required    
 Human Resources Management    20 Formative referenced as required Formative referenced as required 1x 2 Hour Unseen written examination 1x Individual Assignment Paper 2000 words max.     Formative referenced as required    
 Project Management   20       2 x Individual Assignment papers (or equivalent):2000 words each     Formative referenced as required    
 Personal Managerial Effectiveness    20 Formative referenced as required Formative referenced as required   2 x Individual Assignment papers (or equivalent):2000 words each          
 Business Research Methodologies   20       2 x Individual Assignment papers (or equivalent):2000 words each* = One Assignment Paper – Evidence and Literature |Review * = One Assignment Paper – Research Design Proposal* Formative referenced as required    
 International Business   20 Formative referenced as required Formative referenced as required 1x 2 Hour Unseen written examination 1x Individual Assignment Paper 2000 words max     Formative referenced as required    
 Financial management Analysis         1 x 3 Hour Unseen written examination  1x 1Hour written test     Formative referenced as required    
 Strategic management   20   Formative referenced as required 1x 2 Hour Unseen written examination 1x Individual Assignment Paper 2000 words max     Formative referenced as required    
 Entrepreneurship    20 Formative referenced as required Formative referenced as required   2 x Individual Assignment papers (or equivalent):2000 words each     Formative referenced as required    
Commencement of the Project in one of the approved forms /modes of presentation indicated  
 Dissertation - Project    40   Formative referenced as required         Formative referenced as required    
 Business Project    40   Formative referenced as required         Formative referenced as required    
 SEMESTER 6                     
 Innovation and Technology Management    20 Formative referenced as required Formative referenced as required   2 x Individual Assignment papers (or equivalent):2000 words each          
 Integrated Case Study   20   Formative referenced as required         1x Individual Assignment Paper 3000 words max    
 Completion of the Project in one of the approved forms /modes of presentation indicated and commenced in Semester 5  
 Dissertation - Project     40                 8000 words maximum  Dissertation
 Business Project    40                 8000 words maximum Business Project Report


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:

  • The module learning outcomes and their level, with particular emphasis on the student’s ability to analyse, synthesise, evaluate and communicate information derived from: 
  • Module content
  • Learned knowledge from other areas/qualifications
  • Employment and cultural experience
  • The implementation of systematic information-seeking strategies       
  • The need to encourage and support students in applying their skills to specific industry/business/management/conceptual and applied problems.         
  • The need to encourage students to engage with problem based, problem resolution, and problem solving learning         
  • Supporting students in their ability to identify and approach problem solving in a systematic way and employing assessment strategies that could resolve problems.         
  • Assessment performance criteria and criteria referenced assessment, as communicated to the student and contained in module specifications.          
  • 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 need for assessment to allow for review and reflection by the student and to provide opportunity to demonstrate analysis, evaluation, synthesis, interpretation, the formation of judgements and conclusions, and critical thinking in the successful meeting of the requirements of assessment. 

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 analysis, essay type/report type assignments, critical literature review, in class presentations and discussion - both group and individual, are also employed to enable students to demonstrate the skills required of a business and academic professional. Problem identification, problem solving, problem resolution, and transformational solutions are encouraged within case study, project, and assignment assessment requirements. 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 critical exploration, evaluation and thinking skills as these are cultivated within the approach to addressing assignment   

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 presentations. These are followed by question and answer sessions for those modules that include a presentation as part of the assessment function.   

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.    

The overall Module pass mark is set at an overall average for the module of 40%. Normal university regulations will apply for all assessment requirements. 

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. Semester long assignment tasks are outlined at the commencement of the semester and their progress is monitored during the semester by module leaders or tutors responsible for 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. 

Presentation and workshop assessment strategy is managed according to whether diagnostic, formative or summative assessment is utilised within the management and evaluation of tasks set. Feedback is given where formative assessment is used and particularly relates to presentations given by groups or individuals. Feedback is also used to monitor the continued development of 40 credit value modules (Major Project Modules: - the Integrated Case Study; the Business Development Proposal; the Dissertation) and this is timetabled into the development period for the module.      

Case Study development, Dissertation, and Business Project proposals are managed similarly to the monitoring of assignments utilising both face to face and electronic means of communicating to each student. Formative support and guidance is given to students through timetabled tutorial and consultation sessions with tutors. 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 Boards Subject Assessment and Awards Assessment Boards 

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

The frequency and timing of the subject and awards assessments 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 philosophy of the GE group and the University of Chester BA (Hons) Business Administration places great emphasis on meeting the needs of those students who wish to operate in the international global business environment.  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 lectures 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 BA (Hons) Business Administration programme operates over a three 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, scientific and reflective approach to business practices and management approaches and will enable graduating students to be adaptive, strategic thinkers able to evaluate critically and respond to complex business issues, and apply high-level business skills and knowledge from academic to the business internal and external context. The overall outcome from a student engaging with the programme of study will be a business professional, manager, or career professional in an aspect of business and management who is able to add value to the profession in which they are developing their career through meeting the needs and expectations of employers; and through their increased knowledge, skills and capacity to apply effectively acquired transferable, integrated skills.

Students completing the BA (Hons) Business Administration accelerated programme should meet the QAA’s Benchmark document’s standards on knowledge and understanding, skills and the assessment strategies. The outcome of level 6 should be a graduate student who will be able to offer added value to the market place by meeting the expectations of employers via the application of acquired transferable, integrated skills, and the developed body of knowledge gained from the programme. In addition the graduate will have amassed valuable life skills such as self awareness, creative problem solving, and autonomy, which could be applied in a wide variety of circumstances which they will face. They will have been instilled with a positive attitude towards reflection, self-awareness and will possess openness towards seeking out life-long learning opportunities, which may be translated into the pursuit of professional qualifications. 

A typical business graduate of the Programme will:

  • Have a wide knowledge and understanding of the broad range of areas of business and management and the detailed relationships between these, their application and their importance in an integrated framework
  • Consistently demonstrate a command of subject-specific skills including application of knowledge, as well as proficiency in intellectual 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 capacity to develop and apply their own perspectives to their studies, to deal with uncertainty and complexity, to explore alternative solutions, to demonstrate critical evaluation and to integrate theory and practice in a wide range of situations


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
  • Each module and the programme is 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. 

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