Postgraduate Assessment Awards Board for Master of Business Administration
Wednesday 1st October 2014
The postgraduate diploma programme is designed to provide knowledge and skills for general managers and management graduates. It is envisaged that graduates will use this qualification to enhance their management careers. The programme develops the participant's intellectual and skills abilities in line with QAA subject and discipline benchmarks. Graduates will be able to:
Demonstrate an insight into the complexities of business and management and the potential value of theoretical frameworks. (All modules)
Understand how to interpret & use sound financial data to aid management decisions
Increase self awareness & self confidence by developing requisite personal skills enabling them to work effectively with other people in a variety of contexts
Develop their abilities to recognise, understand & cope with conflict, complexity & change.
Understand & assess the significance of both global & national markets & be able to apply this knowledge in the workplace.
Demonstrate an insight into strategy at a global & national level.
Develop abilities to formulate, implement, monitor & evaluate policy & strategy within an ethical framework
Learning outcomes will focus on both knowledge and skills. Participants will be able to apply aspects of their learning in their place of work. The inclusion of a pathway allows for a degree of specialisation within the generalist programme to support the enhancement of employability.
Knowledge and Understanding
Postgraduate Certificate in Management Studies The graduating student that exits at this level will have the ability to translate and apply appropriate business skills and knowledge gained from the programmeto the context of their work role in a business environment. Knowledge and Understanding
Postgraduate Diploma in Management Studies The graduating student who exits at this level will have the ability to translate and apply appropriate business skills and knowledge gained from the programmeto the context of their work role in a business environment.
Thinking or Cognitive Skills
Postgraduate Certificate in Management Studies The graduating student who exits at this level will be able to deal with complex problems in a rational manner and will have the ability to apply these skills to real-world business situations. Thinking or Cognitive Skills
Postgraduate Diploma in Management Studies The graduating student who exits at this level will be able to deal with a variety of complex problems in varying contexts, and will have the ability to conceptualise and contextualise issues from the academic world to real world business situations. Practical Skills
Postgraduate Certificate in Management Studies The graduating student who exits at this level will be able to apply a hands-on approach to managing real-world business situations. Practical Skills
Postgraduate Diploma in Management Studies The graduating student who exits at this level will be able to apply practical management skills to deal with complex real-world business situations in a variety of differing contexts. Key Skills
Application of Number
Information Literacy and Technology
Improving own learning and performance
Working with others
Application of Number
Information Literacy and Technology
Improving own learning and performance
Working with others
Postgraduate Certificate in Management Studies The graduating student who exits at this level will be able to demonstrate a number of cognitive and intellectual skills together with techniques specific to business and management. They should also demonstrate relevant personal and interpersonal skills. Postgraduate Diploma in Management Studies The graduating student who exits at this level will be able to demonstrate a significant number of cognitive and intellectual skills together with techniques specific to business and management. They should also demonstrate a significant number of relevant personal and interpersonal skills.
Transferable Professional Skills
The programme is delivered as a part-time and full-time pathway award. It will also be delivered on a block/modular basis subject to demand. Modules may be delivered in parallel or sequentially in line with student needs.
Delivery and assessment of the programme will be by university tutors or associates approved by the Faculty. The post graduate diploma generic award modules are as follows (codes associated with mode of attendance, full or part-time):
- Leadership, Learning and Continuous Professional Development (BU7701/BU7751),
- Marketing Across Boundaries (BU7702/BU7752),
- Finance for Managers (BU7703/BU7753),
- Leading and Managing People (BU7704/BU7754),
- Strategic Management (BU7705/BU7755),
- Managing Excellence in Processes and Projects (BU7731).
60 credits for a Postgraduate Certificate in Management Studies 120 credits for a Postgraduate Diploma in Management Studies
These2 clear exit points enable participants to gain awards and leave or defer their studies. However, in line with current best practice it is recognised that with the increasing mobility in the working population studies may be disrupted or delayed by work re-locations or personal circumstances. The award of Postgraduate Certificate and Postgraduate Diploma in Management Studies gives participants the opportunity to gain an award and also to continue their studies at an appropriate time.
This will be consistent with the University's Widening Access and Participation Strategy All applicants must normally:
Possess an honours degree or equivalent i.e. professional qualification, from a recognised British or overseas institution, validated by the University International Office.
They must also satisfy a mandatory requirement of a minimum of two years appropriate management or business experience.
Applicants for the full time programme without the minimum of two years appropriate management or business experience may be admitted but must first successfully complete the pre- MBA orientation programme.
Essential criteria for the admission to the Chester MBA are the applicant's ability to complete the programme satisfactorily and benefit from it. Individuals will also be selected on the basis of the contribution they may be expected to make as well as the benefit they receive.
Under QAA typology the postgraduate diploma is defined as a type 3 career development M level programme requiring significant relevant work experience. Mature candidates with significant management experience may be admitted to the programme without degree or degree equivalent qualifications if they can demonstrate their potential to meet the learning requirements of the programme. Eligibility will be determined by means of an interview with the admissions tutor and subject to confirmation with the diploma programme leader. All such students must provide written references for their work experience.
Entrants with CIPD accreditation will be given 60 credit exemptions from the following modules: Manager Learning and Continuous Professional Development, Leading and Managing People and Strategic Management.
Entrants with ACCA accreditation will be given 60 credit exemptions from the following modules: Finance, Strategic Management and Learning & Managing People
Under QAA typology the DMS is defined as a type 3 career development level 7 programme requiring significant relevant work experience. With regard to the general business and management content the broad nature of the award with its strategic underpinning reflects the expected content of these.
This is line with University guidelines. There is a strong emphasis on action based learning in the workplace and teaching informed by research active academics and practitioners.
A combination of the following learning and teaching methods are used:
Action Centred Learning
Work based activities
Formal lectures and briefings
Individual and group tutorials
Seminars and group discussions
Case study analysis
Self reflective learning diaries
Directed and independent study, e.g. using on-line materials
As the programme progresses the emphasis shifts from conventional knowledge acquisition to the development of concepts, the exercise of judgement and the application of skills. Delivery styles will reflect this: didactic methods will be used less and participant-centred learning processes will predominate.
Although formal teaching styles will be used where appropriate, the responsibility for learning lies with participants. The role of academic staff will be mainly that of facilitators in the learning process. Participant-centred methods will be used whenever possible. The formal teaching processes will make use of directed study, seminars, group exercises and work-based activities and case studies to inform the learning process.
During the induction sessions students will be assisted by the Programme Director/Tutors to form Learning Support Groups comprising 5/6 students. The purpose of such groups will be to enable the students to gain support from one another in matters relating to the programme and exchange information relevant to the learning process. Group members will be encouraged to share work based experiences, explore issues arising from the academic content of the programme, and will work together outside the classroom on group assignments used for formative assessment purposes.
The formation of Learning Support Groups (LSGs) will help to stimulate participation and involvement among students on the programme as peer group learning takes place. Although group work is important, the needs of the individual will not be overlooked and both learning and teaching will be individualised through the mechanism of continuous personal and professional development and interaction with tutors on an individual basis.
E-mail and other electronic communication systems facilitate the exchange of information among students and staff. This is accessible externally as well as internally to the University. Special workshops /and or weekend sessions are arranged as the occasion and demand from students arises.
The programme will make use of diagnostic, formative, and summative forms of assessment and will be derived from self, peer, mentor, and/or tutor input. Assignments will usually be focussed on the workplace and where appropriate, case studies and simulated activities will be used to reinforcethe academic and theoretical underpinnings delivered on the course. Assignments across all modules are designed so that they meet both the QAA subject benchmarks (see section 25) and the programme's learning outcomes (see section 26). A wide range of assessment methods will be employed in the assessment of the participants.
Normally a 20 credit module will have an assessment equivalent to:
Either one 4,000 word individual assignment·
Or up to four hours of examination, or time constrained assignment, in addition preparation time, including group learning sets, tutorials & student led case study workshops.
(The above is provided as guidance only). All modules must be successfully completed in order to gain the postgraduate diploma qualification.
The philosophy of the postgraduate diploma has a strong emphasis on professionalism. It is the expectation that students will attend all lectures unless they have made suitable arrangements with the programme leader. Students will also be expected to honour obligations to other students and staff when engaged in group work or work placements. Non-compliance may result in students being withdrawn from the programme.
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. It is envisaged that this frequency will also enhance the student experience of part time students in terms of assessment, notification of results and the opportunity for re-assessment and progression.
The developed body of knowledge gained from this programme will facilitate a systematic, scientific and reflective approach to management enabling 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 manager who is able to add value to the market place by meeting the expectations of employers, via the application of acquired transferable, integrated skills.
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. This programme is designed fully embracing 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 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 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. Additionally staff development programmes addressing the specific issues of a diverse international student body are being planned. The programme is delivered in English and provided the student has attained the defined standard there are no significant cultural issues.
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