University of Chester

Programme Specification
Management with Finance MSc
2016 - 2017

Master of Science

Management with Finance

Management with Finance

University of Chester

University of Chester

Chester; Warrington, Global College Malta

Postgraduate (Taught)

Full-time and Part-time

Classroom / Laboratory,

1 years f/t, 2 years p/t

6 Years

Biannual - January - September



17a. Faculty

17b. Department

Business and Management Marketing, HRM and Events Management

QAA’s Benchmark statements for Master’s Degrees in Business and Management 


BELL faculty Module Assessment Board

Thursday 1st July 2010


This programme is a Type 2 generalist Master's degree programme, as described by the QAA Benchmark Statements for Business and Management.  As such, its overarching aim is to develop within participants the knowledge, skills and understanding necessary to gain career entry.

Specifically, the educational aims of this programme are to: 

  • Create a learning environment suitable for the advanced study of organisations, their management and the changing  contexts in which they operate.
  • Develop within students a sound understanding of complex management issues, an ability to synthesise knowledge and to create improvements to business and management practice as a result.
  • Facilitate an early and significant contribution by the student to his/her future employing organisation. 
  • Instil within students a positive attitude towards the need for lifelong learning and the ability to be a lifelong learner.    

All modules on this programme are studied at level 7. 


Application of management knowledge, skills and research techniques developed during the programme to the identified area of management interest.


Ability to design and implement a management research project using methodologies and methods appropriate to research questions and objectives.


Relevant understanding of the theoretical techniques, concepts and methods employed in strategic financial management.


Relevant understanding of the theoretical techniques, concepts and methods employed in strategic people management.   


Relevant knowledge and understanding necessary for the evaluation of the theoretical basis of strategic business finance.


Relevant knowledge and understanding of the theoretical techniques, concepts and methods employed in financial risk management


Develop relevant knowledge and understanding of the key aspects of managing and leading in contemporary organisations.  


Develop an ability to critically assess theory from the area of Innovation Management.


Development of students’ intellectual ability in terms of problem solving, critical analysis and conceptual thinking.


Ability to analyse and report management research findings to meet academic and practitioner standards.

Develop ability to critically evaluate of findings of management research.


Ability to apply the theoretical to the practical, through the analysis of data and application of relevant techniques in the context of varied situations.


Ability to synthesise relevant knowledge together with awareness of wider contextual issues, in order to develop appropriate responses to business management situations.


Analyse and interpret data, and by the integration of theory and practice, investigate and apply relevant tools to the assessment of a variety of business problems.


Acquisition and application of analytical abilities to select and apply theory to practice through the application of relevant techniques in the context of varied situations


Develop a heightened critical awareness of the social, cultural and political aspects of managerial and organisational activities.

Ability to critically evaluate key aspects of management and apply them within contemporary contexts.


Ability to analyse contexts and processes of innovation management.





Create within students the enabling mechanisms to support their development towards independent learning.


Ability to analyse and report management research findings, using appropriate media, to meet academic and practitioner standards.


Evaluative, critical and reflective awareness skills applied to relevant, available techniques for the enhancement of strategic financial decision making and business performance within a complex environment.


Ability to synthesise relevant knowledge together with awareness of wider contextual issues, in order to develop appropriate responses to complex situations.


Systematically deploy knowledge gained from the module to assess the tools and processes used in business finance strategy formulation and implementation.


Application of a critical and reflective awareness of the importance of the application of relevant, available techniques to enhance financial risk management.


Develop a heightened critical awareness of the social, cultural and political aspects of managerial and organisational activities.

Ability to critically evaluate key aspects of management and apply them within contemporary contexts.


Ability to propose and justify the application of approaches for managing innovation within organisations to bring about performance improvement.

Communication skills are developed throughout the programme, and within many modules.


All modules:

Effective use of Information Technology. 

Two-way communication: listening, negotiating and persuading or influencing others.

Oral and written communication using a range of media.

BU7006, BU7008, BU7009:

Preparation of financial data and information using appropriate formats.


Operating effectively in a variety of team roles and taking leadership roles, where appropriate.

This programme is a pathway within the MSc Management programme 

The pathway consists of four core modules (80 credits) from the MSc Management programme and two discrete modules (40 credits). A student choosing to study this pathway will also complete the dissertation (60 credits) within the finance specialism.

The programme consists of six (20 credit) taught modules and a (60 credit) Management Research Project, all at level 7. 

At Chester the modules are studied across the academic year.  There is a single entry point for this programme.  The longer time frame allows students to develop a more mature understanding of the various, inter-related disciplines which together constitute the concept of management.  The timeframe also permits greater opportunity for students to reach an understanding of the holistic nature of the study and practice of management.

It is essential that students reach an understanding and appreciation of this inter-relatedness.   This in turn will facilitate the students’ ability to function at the strategic level.  Both the structure of the programme and the teaching and learning methodology seek to address this need. 

At Warrington the modules are studied in a semesterised programme.  This allows students the flexibility to enter the programme at two points in the academic year.

The programme has been designed as a generalist programme, following the QAA guidelines for a generalist programme.  In keeping with the aims expressed above, the programme has been designed so as to present a coherent whole.  

At Chester the programme includes module BU7023, Managing in Organisations, whilst at Warrington students study BU7030, Managing Innovation.

The programme of study is predetermined, having been carefully designed by the programme team, and there are no optional modules available to students at any site.   

Mod-Code Level Title Credit Single
BU7001 7 Management Research Project 60 Comp
BU7002 7 Management Research Methods 20 Comp
BU7007 7 Strategic People Management 20 Comp
BU7008 7 Strategic Business Finance 20 Comp
BU7009 7 Financial Risk Management 20 Comp
BU7023 7 Managing in Organisations 20 Optional
BU7030 7 Managing Innovation 20 Optional

All study occurs at level 7.

60 credits at Level 7 entitles the student to a Postgraduate Certificate

120 credits at Level 7 entitles the student to a Postgraduate Diploma

180 credits at Level 7 entitles the student to a Masters degree



The normal entry requirement for students is the possession of a second-class Honours degree in any discipline, or equivalent as a minimum. 

All applicants will complete a standard application form and may be invited to attend an informal interview where feasible to do so.  

Candidates should also meet the University's requirements for English. 

Applicants with non-standard qualifications will be considered for entry onto the programme, each application will be considered on its own merit.   

A typical applicant may be a new or recent graduate, who has attained a first degree in any discipline, and wishes to augment that with further study to optimise their career opportunities.

The QAA Subject Benchmarks for Business and Management indicate that a graduate should possess knowledge and understanding in a range of areas relevant to Business and Management.

The Benchmark Statements have been used extensively to inform programme and module design.  All the benchmarks have been incorporated into the various modules on the programme, as appropriate.

Within this programme, students have the opportunity to study and acquire both management theory and management skills through a variety of teaching and assessment methods. 

Some learning and teaching will be class-room based: lectures, seminars, discussions, presentations and tutorials constitute examples of the ways in which the tutor/student contact time may be utilised in this way. Additionally, learning and teaching will take place through analysis of live case studies, and use of video. Learning opportunities such as this  enable students to apply elements of their academic learning to a real-life context.  They also serve as valuable integrative experiences, enabling students to enrich and extend their knowledge, skills and understanding.  

Further support to learning is afforded through weekly 'drop-in' sessions for each of the modules where students can follow-up issues they identify with their tutors in a more informal setting. 

Additionally, learning will be acquired through extensive tutor-directed and student-directed independent reading and research, much of which will inform the class-tutor contact time. 

The value of developing within students the ability to work and learn autonomously is recognised, to the extent that it is acknowledged as a programme aim.  To facilitate the development of this, emphasis is placed on a shared responsibility for learning, on the importance of independent work to support the tutor-led sessions and on student self-directed learning. 

Student autonomy and autonomous learning is particularly developed within the dissertation, and it is appropriate that this element occurs in the latter half of the programme, after students have had the opportunity to develop appropriate skills, knowledge and understanding in the earlier stages of the programme.

For all 20 credit modules, students undertake two pieces of assessment.  One is administered approximately one third to half way through the taught component of the programme, and the other at the end of the taught component.  The first, shorter, piece of work will fulfil several functions.  Recognising that some students may have no previous knowledge of business, this first piece of work  can act as a valuable diagnostic tool, enabling both the student and the tutor to recognise areas of strength or weakness in performance at an early stage in their studies. 

The shorter piece of work takes the form, for example, of an in-class test, a critique, summary, proposal or evaluation, and is approximately 1250 words equivalence in length.  An indicative example of an assignment of this nature could be: a presentation on a student’s critical evaluation of a range of literature on a certain topic, or a written response identifying and evaluating a range of business problems in relation to a case study.

Towards the end of the taught part of the programme, students will undertake a longer piece of work, in the region of 3,000 words, or its equivalence.  This piece of work gives students an opportunity to synthesise and integrate  the knowledge, skills and understanding acquired, demonstrate their ability to think strategically, and it allows them to develop their abilities through a more in-depth study of a particular problem etc.  A longer piece of assessment  also provides opportunity for students to demonstrate exit velocity from the programme.  This assessment may take the form of an exam, a critical evaluation, a written proposal or a presentation for the development of a new product or service, or problem solving analysis etc.   In this way, students have an opportunity to achieve integration of their learning.

The Management Research Project of 10,000 words will normally be submitted for assessment at the end of the programme of study.  In this way the student has an extended time frame in which to complete this work.   A further reflective piece is required upon completion of the project. This is intended to act as a valuable tool to enable staff to verify the authenticity of the work and the student to consider how they have benefitted from the learning experience, and how they will take their learning forward.    

Formative assessment takes place throughout the programme at many points during the academic year.  For example, students may be required to prepare some work to present in class, and this is then critiqued by the tutor and students.  Tasks or problems may also be set during class time, at the end of which students are to present their conclusions for comment.

The assessment strategy is communicated in writing to each student, at the commencement of the programme, and the particular assessment approach for each module is communicated at the start of that module.

The qualification MSc in Management opens to students a wide range of potential employment opportunities. 

Close adherence to the QAA benchmarks should ensure that graduating students are able to apply relevant skills, knowledge and understanding to complex business contexts.  In particular, they should be able to:

  • deal with complex business issues and make sound judgements and decisions based on their knowledge and experience and using the available data
  • be proactive and able to manage in rapidly changing business contexts
  • clearly communicate their ideas, proposals etc. to a range of audiences
  • be flexible, and demonstrate critical and reflective abilities
  • be able to synthesise their knowledge, skills and understanding to create and develop a range of business solutions
  • be self-directing, self-evaluative and able to act autonomously
  • appreciate the need for continuous professional development, and take action to update their knowledge, skills and understanding


Graduating students may find attractive career opportunities within a wide range of businesses, at a management or junior management level.   Typical first appointments could be in trainee management, first line management and team leader roles.  Opportunities to secure a career within the specialist area of Finance may be enhanced through study within this specialist pathway. A graduate of this pathway may secure a position as a graduate trainee within the Finance Department of an organisation.

This programme of study in the Department of Marketing, Tourism, Events & HRM fully embraces the University’s commitment to the active promotion of equality of opportunity.  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; and 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.  The ultimate objective of the programmes delivered are to ensure all aspects of delivery are open to all sections of society and in whose activities all students can participate to the best of their ability. This programme is designed to ensure inclusivity and to ensure that the diverse needs of our students are provided for. 

In addition, within this programme:

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 has been 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 where appropriate.
  • The induction 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.
  • Supportive formative exercises are presented in modules  to give all students an equal chance of succeeding.
  • Assessments are designed to afford equal opportunity to all students to display their knowledge and skills. The introduction of anonymous marking  also enhances equal opportunity to all students.
  • In order to ensure that the needs of all students are met any barriers to access (physical, environmental and curriculum) are identified and promptly notified to the University for removal or for reasonable adjustment to be made based on requirements.
  • All students are made aware of the Department structures to discuss issues should a concern arise.
  • The programme Leader acts as PAT for all students.  An appointment system also exists whereby any student can make an appointment to see any member of staff, including the head of department and Dean.

Small class size and friendly, accessible tutors provide opportunity for students to develop and practice complex skills and abilities within a supportive learning environment.

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