Business Management and Entrepreneurship BA (Hons) (Single Honours)
2014 - 2015
Bachelor of Arts (Single Honours)
Business Management and Entrepreneurship
Business Management and Entrepreneurship (KDU)
University of Chester
Undergraduate Modular Programme
Full-time and Part-time
Classroom / Laboratory,
Annual - September
Business and Management
Business and Finance
Business and Management
Business, Management and Strategy
Tuesday 20th May 2014
To deliver a programme that is opportunity centred and focuses on core activities and ways of thinking that are used for learning, decision making, working and managing in entrepreneurial ways.
To provide a broad, analytical and creative study of business management and entrepreneurship that enables students to develop an understanding of contemporary theory and practice across a range of sectors and working contexts.
To enable all students to develop the skills and confidence to create, recognise and exploit opportunities in a variety of scenarios and contexts.
To enable and equip students with essential decision making and planning skills that relate to professional goals in an opportunity-rich academic environment.
To provide a programme of study, which offers students a challenging and engaging grounding in entrepreneurial thought and action and in so doing seeks to stimulate a critical awareness of the factors associated with the changing focus of contemporary management practice.
To provide students with a flexible, engaging pathway that allows a basis from which to identify, develop, scrutinise and challenge a comprehensive range of models, frameworks and theories, and to apply them to authentic situations in a range of working environments.
To provide an appropriate base for access to further study or professional qualifications by encouraging the knowledge, skills and attitudes to become life-long learners who recognise the need to engage in Continuous Personal and Professional Development.
To provide a creatively engaging and meaningful programme of study that will equip students for post-University life in a fluctuating landscape for which graduates need to respond creatively to career opportunities.
Knowledge and Understanding
The various behaviours, actions and mind-set associated with entrepreneurial practices and effective management.
The entrepreneurial management and development of resources and operations.
The diverse nature, purposes, structures, governance, operations, processes and management of organisations.
Types of corporate behaviour and the internal and external factors which impact upon this behaviour.
The development and operation of markets and the management of customer expectations.
The sources, use and management of finance in enterprises.
The development, entrepreneurial management and exploitation of information systems and their use in effective decision making.
The use of relevant information technologies and their applications to new and established businesses.
The development of relevant, effective and appropriate policies and strategies in start-up and established businesses.
The contemporary challenges and issues that face business owners and managers.
Thinking or Cognitive Skills
Creating, recognising and exploiting opportunities.
Application of problem solving skills, knowledge and ideas to a range of situations.
Reflection upon a period of work based activity.
Development of analysis, synthesis and critical thinking in a variety of contexts.
Consider and question own values and opinions relating to a number of ethical and social responsibility issues.
Analyse relevant theories and concepts to determine their relevance to specific problems and situations
Development of problem solving and decision making skills.
Effective communication skills, oral and written.
Quantitative skills such as data analysis and interpretation.
Ability to engage in research into business and management issues by utilising relevant data and appropriate methodologies.
Transferable Professional Skills
Creative and innovative responses to professional challenges
Critical reflection, self- awareness and openness to life-long learning opportunities.
Effective time, self and people management towards securing professional outcomes
Successful professional goal setting towards achievement
Application of Number
Information Literacy and Technology
Improving own learning and performance
Working with others
Communication - verbal and written communication skills developed through a range of activites and assessment methods (eg presentations and written reports)
Application of Number - research methods and finance
Information Literacy and Technology - use of information technology and an appreciation of its application in business management.
Improving own learning and performance - lifelong learning skills and continuous personal and professional development.
Working with others - group work tasks and activities
Problem Solving - experience developed of solving problems and decision making in a variety of contexts
This programme is designed to prepare and equip students to develop into creative, knowledgeable, entrepreneurial professionals with the ability to respond to the challenges faced by businesses in a fluctuating economic landscape. Learning related to the creating, recognising and exploiting of opportunities is at the core of this programme. With the specific aim of making provision for programme graduates to launch themselves as successful management professionals who are equipped to become not only job hunters, but also job creators. The content comprehensively engages with the needs of current business thinking and operations being informed by the QAA's Benchmark Statement for General Business and Management, the National Occupational Standards for Management and Leadership and the Chartered Institute of Personnel and Development Core Management Standards. The delivery methodology is innovative, featuring business leaders' master classes, workshops, digital case studies, business simulation packages, experiential learning and pitching. In addition, Chester Business School's extensive involvement in the delivery of creative entrepreneurship learning and innovative management training to organisations and practising managers has been utilised in the programme's design (e.g. consultation over module specific content, planned modes of delivery etc).
At Level 4 students will be introduced to the key concepts required to succeed in today's fluctuating business environment. Modules will present challenging concepts in connection with the entrepreneurial mindset, creative management processes and business planning. Addressing a range of issues through both a theoretical and practical lens, business management concerns from competition to sustainability, people management to team development competencies are studied. In addition to subject specific knowledge and skills, students will develop effective study and time management skills so vital in learning to learn at undergraduate level.
At Level 5 students explore the relationship between functional areas and develop an appreciation of the context in which business leaders and managers operate. Key aspects of entrepreneurial behaviours, thought and action, such as opportunity harvesting, creating and exploiting opportunity, managing and working with others and how to make effective decisions, are developed in depth.
Level 6 of the programme presents students with the opportunity to interact with business leaders and owner managers in order to build an authentic overview and understanding of the challenges faced by businesses in today's economic climate. Students will develop insight into how organisations from different sectors are managed in response to various imperatives. Included in the learning at this level is the opportunity to set-up and run a new venture, providing a level of experiential learning that has traditionally been inaccessible in HE programmes. Core competencies in relation to creating and developing opportunities, business planning, business start-up, decision making, negotiation, people management and self management are just some of the skills that will be cultivated during final year learning activities. Students are able to specialise in specific aspects of entrepreneurial activity and management that are of particular interest. Specialisation is achieved by providing a range of option modules and the completion of an individual research project which focuses on an appropriate management issue.
This programme is available to anyone capable of reaching the required entry standards. The typical applicant will have a minimum of 220-260 UCAS points, of which 200-220 points must be obtained from GCE A2 Level or Vocational A Level (6 or 12 unit) awards, including a Grade C in one subject. The remaining points may be achieved from GCE A2/AS Level, Vocational A/AS Level awards, or from Level 3 certification. BTEC National Diploma/Certificate: merit/distinction profile OCR National Extended Diploma/Certificate: merit/distinction profileIrish Highers/Scottish Highers: B in 4 subjectsInternational Baccalaureate: 24 pointsQAA recognised Access to HE Diploma, Open College Units or Open University CreditsAdvanced DiplomaApplicants will be expected to hold a GCSE Mathematics qualification at grade C or above. Applications will be considered on an individual basis.
QAA Subject Benchmarks 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. 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 graduates from all modes of delivery.Organisations - this encompasses the internal aspects, functions and processes of organisations including their diverse nature, purposes, structures, governance, operations and management, together with the individual and corporate behaviours and cultures which exist within and between organisations and their influence upon the external environment.External environment - this encompasses a wide range of factors, including economic, environmental, ethical, legal, political, sociological and technological, together with their effects at local, national and international levels upon the strategy, behaviour, management and sustainability of organisations.Management - this encompasses the various processes, procedures and practices for effective management of organisations. It includes theories, models, frameworks, tasks and roles of management together with rational analysis and other processes of decision making within organisations and in relation to the external environment. Within the framework of these three main areas, it is expected that graduates will also be able to demonstrate knowledge and understanding in the following areas:
markets - the development and operation of markets for resources, goods and services
customers - customer expectations, service and orientation
finance - the sources, uses and management of finance; the use of accounting and other information systems for managerial applications
people - the management and development of people within organisations
operations - the management of resources and operations
information systems - the development, management and exploitation of information systems and their impact upon organisations
communication and information technology - the comprehension and use of relevant communication and information technologies for application in business and management
business policy and strategy - the development of appropriate policies and strategies within a changing environment, to meet stakeholder interests
pervasive issues - sustainability, globalisation, corporate social responsibility, diversity, business innovation, creativity, enterprise development, knowledge management and risk management.
The Business Management and Entrepreneurship degree is strongly related to practice and as such there will be a strong link between the development of mind-set, skills capacity and employability of graduates. Students should be able to demonstrate a range of cognitive and intellectual skills together with techniques specific to Business Management and Entrepreneurship. Students should also be able to demonstrate relevant personal and interpersonal skills. These include (not in any particular priority order):
cognitive skills of critical thinking, analysis and synthesis. This includes the capability to identify assumptions, evaluate statements in terms of evidence, to detect false logic or reasoning, to identify implicit values, to define terms adequately and to generalise appropriately
effective problem solving and decision making using appropriate quantitative and qualitative skills including identifying, formulating and solving business problems. The ability to create, evaluate and respond to a range of opportunities together with the capacity to apply ideas and knowledge to a range of situations
effective communication, oral and in writing, using a range of media which are widely used in business such as the preparation and presentation of business reports
numeracy and quantitative skills including data analysis, interpretation and extrapolation. The use of models of business problems and phenomena
effective use of communication and information technology for business applications
effective self-management in terms of time, planning and behaviour, motivation, self-starting, individual initiative and enterprise
effective performance, within a team environment, including leadership, team building, influencing and project management skills
interpersonal skills of effective listening, negotiating, persuasion and presentation
ability to conduct research into business and management issues, either individually or as part of a team for projects/dissertations/presentations. This requires familiarity with and an evaluative approach to a range of business data, sources of information and appropriate methodologies, and for such to inform the overall learning process
self reflection and criticality including self awareness, openness and sensitivity to diversity in terms of people, cultures, business and management issues. Also, the skills of learning to learn and developing a continuing appetite for learning; reflective, adaptive and collaborative learning.
It is recognised that all programmes covered by these standards need to address issues at international business levels. Where specific emphasis is placed upon this, for example, in the title or in requiring study and or work abroad, then appropriate business and cultural understanding and, where appropriate, foreign language capability should be developed and demonstrated by graduates.
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, master classes, digital case studies, experiential learning, business simulation packages and workshops. Other methodologies will be employed as appropriate. These may include; field trips, visits, directed reading, interactive learning via the University computer network, 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.
The Department seeks to deliver varied, high-quality learning experiences, teaching and assessment in order to develop appropriate knowledge and understanding, and to enhance a variety of key/transferable skills. This is facilitated through the outcome-directed nature of learning, teaching and assessment, in a student-centred environment, which provides incremental opportunities for independent and autonomous learning.The assessment strategy for this degree will serve three purposes:
To test the level of knowledge and skills acquired, measured against the specified learning outcomes, and applied within a relevant management context;
To provide the vehicle for modular integration within a management context;
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 module. Each module will be summatively assessed by a minimum of two assessments, 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 Four a student may be asked to describe, discuss, compare, and outline;
at Level Five a student may be asked to evaluate, analyse, justify, and differentiate;
at Level Six 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, poster displays and presentations, assessed seminars, reflective reports, examinations. The departmental assessment strategy has been created in accordance to the University's Teaching, Learning & Assessment strategy.
Students completing the BA Business Management and Entrepreneurship Single Honours 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 creative, flexible, skilled graduate student who has developed the skills, awareness and mindset to find, create and develop opportunities. The graduate will be equipped not simply to appeal to and meet the needs of prospective employers, but to respond to and model opportunities for job and new venture creation. 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 and contexts that they will invariably face. They will have been instilled with a positive attitude towards critical reflection, emotional intelligence and will possess openness towards seeking out life-long learning opportunities, which may be translated into the pursuit of professional qualifications.
Consistent with the University's commitment to widen access and participation, the Department 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.The Department has 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. Equality and diversity issues are embedded and addressed in all departmental modules.
Students studying on the programme will benefit from the experience of staff within the Department. For example, extensive experience in delivering entrepreneurship learning in a number of institutions and business settings, leadership and management training and education for organisations and practising managers at undergraduate and postgraduate level will continue to inform the curriculum.
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