University of Chester

Programme Specification
Management with HRM MSc
2015 - 2016

Master of Science

Management with HRM

Management with HRM (GCM)

University of Chester

Global College Malta


Postgraduate (Taught)

Full-time and Part-time

Classroom / Laboratory,

1 year full-time, 2 years part-time

6 Years

Biannual - January - September




17a. Faculty

17b. Department

Business and Management Marketing, HRM and Events Management

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


Postgraduate Module Assessment Board

Thursday 1st May 2014

. Create a learning environment suitable for the advanced study of organisations, their management and the changing external context in which they operate.

·  Develop within students a sound understanding of complex management issues, to be able to synthesise their 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.


Gain relevant knowledge and understanding of the theoretical techniques, concepts and methods employed in strategic people management. 


Develop a critical appreciation of the theoretical concepts, techniques and models associated with the field of Information and Knowledge Management.


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


Understand different approaches to managing the employment relationship and the involvement of employees.



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.


Critical evaluation of a range of people management policies and processes within organisations. 


Critically analyse and evaluate the role of information and knowledge management in supporting effective business performance.


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.


Develop skills associated with sustaining a harmonious employment relationship.

Critically evaluate processes intended to create a positive employment relationship.



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 formulate solutions to complex people management problems.


Ability to critically analyse and evaluate the various strategies organizations can adopt to plan and implement business information systems to manage information effectively.


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


Synthesise knowledge and understanding gained from the module to formulate relevant ER proposals within a stated context.


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.


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 Management Research Project (60 credits) within the HRM specialism.

Full-time students will study six taught modules across two semesters (3 in each) before moving on to complete the Management Research Project.  Part-time students will study the taught modules across four semesters before completing the Management Research Project. The timeframe 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.  In keeping with the aims expressed above, the programme has been designed so as to present a coherent whole.  Study of each of the modules present within the programme is necessary in order for students to reach a more holistic understanding of the theory and practice of management, and to meet the QAA benchmarks.  The programme has been designed to be a coherent, integrated experience.  Each of the modules present is essential to the achievement of that aim. 

A Postgraduate Certificate in Management with HRM will be offered to those students who have amassed sufficient credits (60) and who exit the programme prior to its normal completion.  A Postgraduate Diploma in Management with HRM will be offered to those students who have amassed sufficient credits (120) and who exit the programme prior to its normal completion.  

Mod-Code Level Title Credit Single
BU7001 7 Management Research Project 60 Comp
BU7002 7 Management Research Methods 20 Comp
BU7011 7 People and Performance 20 Comp
BU7014 7 Managing Information as a Corporate Resource 20 Comp
BU7023 7 Managing in Organisations 20 Comp
BU7025 7 Employment Dynamics 20 Comp

All study occurs at level 7.All modules are worth 20 credits with the exception of BU7001 Management Research Project, which is worth 60 credits. Successful completion of the taught modules and the Management Research Project amasses 180 credits at level 7.

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 comply with the University standard application process.  Candidates should also meet the University's requirements for English.  Applicants with non-standard qualifications will be considered for entry onto the programme.   

The QAA Subject Benchmarks for Business and Management indicate that a graduate should possess knowledge and understanding in the following areas:

a The impact of contextual forces on organisations including legal systems; ethical, economic, environmental, social and technological change issues; international developments; corporate governance.

b Markets and customers; the development and operation of markets for resources, goods and services; expectations of customers and equivalent stakeholders, service and orientation.

c The concepts, processes and institutions in the production and marketing of goods and/or services; the management of resources and operations.

 d The financing of the business enterprise or other forms of organisations: sources, uses and management of finance; use of accounting for managerial and financial reporting applications.

e The management and development of people within organisations: organisational theory, behaviour, industrial/employee relations, HRM, change management.

f The uses and limitations of a range of research methods/techniques, both qualitative and quantitative, and an understanding of their strengths and weaknesses for providing information and evaluating options in an uncertain organisational environment.

g The development, management and exploitation of information systems and their impact on organisations.

h The use of relevant communication and information technologies for application in business and management within a global knowledge-based economy.

i The development of appropriate business policies and strategies within a changing context to meet stakeholder interests.

j A range of contemporary and pervasive issues which may change over time. Illustrative examples may include innovation, creativity and enterprise; e-commerce, knowledge management; sustainability, business ethics, values and norms; globalisation.

Within this programme, students should study and acquire both management theory and management skills.  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, it is anticipated that learning and teaching will take place through analysis of live case studies, and use of video. Learning opportunities such as this should enable students to apply elements of their academic learning to a real-life context.  They should 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 will be 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 will be 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.A pastoral support hour will be offered throughout the taught part of the programme. This will support the students learning on this programme.  Examples of typical subject matter to be covered here are; referencing correctly and avoiding plagiarism, designing and giving presentations, structuring and writing level M assignments.  The Tutor/ Librarian will also be using these sessions for research workshops on occasions throughout the year. In addition, international students may attend two hours of English language support per week as required.

For all 20 credit modules, students will undertake two pieces of assessment.  One will be 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.  It is envisaged that the shorter piece of work will take the form, for example, of an in-class test, a critique, summary, proposal or evaluation, and will be 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. This piece of work will give students an opportunity to synthesise and integrate  the knowledge, skills and understanding acquired, demonstrate their ability to think strategically, and allow them to develop their abilities through a more in-depth study of a particular problem etc. A longer piece of assessment will also provide 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 in the period after the completion of all the taught modules. In this way the student has an extended time frame in which to complete this work. The assessment strategy will be communicated in writing to each student, at the commencement of the module.  It will also be available through Sharepoint.

The qualification MSc in Management with HRM opens to students a range of potential employment opportunities.  Graduating students may find attractive career opportunities within a wide range of businesses, at a management level.   Typical first appointments could be in trainee management, first line management and team leader roles.   For example, previous graduates from this programme have secured careers within the telecommunications, finance and banking sectors, and in HRM.

Opportunities to secure a career within the specialist area of HRM may be enhanced through study within this specialist pathway. A graduate of this pathway may secure a position as a graduate trainee within the HRM Department of an organisation.  Previous students have gone on to develop careers as HR managers and trainers.

This programme of study in the Faculty of Business, Enterprise and Lifelong Learning 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 and deputy leader act 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.

Limited 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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