Master of Business Administration MBA
2014 - 2015
Master of Business Administration
Master of Business Administration
Master of Business Administration (Kensington College of Business) [Master of Business Administration]
University of Chester
Kensington College of Business
Kensington College of Business
Full-time and Part-time
Classroom / Laboratory,
2 Years Part Time & 1 Year Full Time
Biannual - January - September
Business and Management
Business and Finance
QAA Masters Degrees in Business and Management
Postgraduate Awards Assessment Board for Master of Business Administration
Friday 1st June 2012
The MBA programme is designed to provide knowledge and skills for general managers and management graduates. It is envisaged that MBA 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.
26.1 Knowledge and Understanding Postgraduate Certificate 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. 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. Masters in Business Administration Learning outcomes for the individual modules of the MBA can be found in the individual module descriptors. The generic learning outcomes are specified below:
To acquire knowledge and develop skills in the functional areas that concern management.
Toappraise critically and evaluate the mechanisms andbenefits of continuous professional development.
To interpret and evaluate the impact of information technology on management practice
To reflect on and interpret the relevance of the business environment to modern management policy setting and decision making
To apply acquired skills and knowledge in an integrative way to a work-based project.
To analyse relevant situational factors relating to the management of change and to demonstrate knowledge of best practice in effecting change
Toevaluate acquired knowledge and to apply it with due reflection to a work based problem.
To develop specialist knowledge and skills in particular functional areas of management.
To complete a practical or theoretical project and to defend its purpose, methodology and outcomes.
26.2 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. 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. Masters in Business Administration The graduating student will have highly developed cognitive skills, and will have the ability to think and evaluate complex situations in an analytical and critical manner. In addition, they will be able to apply this cognitive ability from academic to the strategic business context.
To develop analytical and cognitive skills in the functional areas that concern management.
Toappraise and evaluate critically issues pertaining to continuous professional development.
To critically assess the impact of information technology on management practice
To critically analyse the relevance of the business environment to modern management policy setting and decision making
To reflect critically on acquired knowledge and skills concerning strategic management
To critically evaluate and reflect upon the importance of human resources management
To conceptualise and contextualise relevant situational factors relating to the management of change and to apply critical thinking to appraise methods of effecting change.
The outcome at this levelwill be a postgraduate student who will be able to add value to the market place by being able to systematically and methodically analyse complex business situations through the application of a range of thought processes. 26.3 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. 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. Masters in Business Administration The graduating student who exits at this level will be able to apply a wide-range of practical management skills to deal with a wide-range of complex real-world business situations in a variety of differing contexts. In addition, they will be able to apply these skills from academic to the strategic business context.
To apply hands-on management skills in the functional areas of organisations.
To develop and apply mechanisms and ways of ensuring continuous professional development.
To use practical management skills to encourage the positive, and minimise the negative, impact of information technology on the workforce within an organisation
To judiciously apply acquired practical management skills in an informed way to manage a work-based project.
To critically apply acquired skills in a knowledgeable manner to solve a work based problem.
To develop specialist practical management skills in particular functional areas of management.
The outcome at this level should be a postgraduate student who will be able to add value to the market place by applying practical management skills to real world business situations, in a variety of organisational settings. The graduating student will possess highly developed practical management skills that may be applied at the strategic level, and be able to apply high level business skills and knowledge from academic sources to the strategic business context. 26.4 Key skills Transferable/key skills:
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. Masters in Business Administration The graduating student who exits at this level will be able to demonstrate a wide-range of cognitive and intellectual skills together with techniques specific to business and management - with particular reference to strategic issues. They should also demonstrate a wide-range of relevant personal and interpersonal skills, and be able to apply high level business skills and knowledge from academic to the strategic business context.
Develop the ability to think critically and creatively: managing creative processes in self and others; organising thoughts, analysis, synthesis, critical appraisal. This includes the capability to identify assumptions, evaluate statements in terms of evidence, detect false logic or reasoning, identify implicit values, define terms adequately and generalise appropriately. For example, using the above techniques in the "Creative Thinking for Managers" module
Develop the ability to solve complex problems through decision making: establishing criteria, using appropriate decision techniques including identifying, formulating and solving business problems; the ability to create, identify and evaluate options; the ability to implement and review decisions. For example, using the above techniques in the "Marketing Across Boundaries" module to solve a marketing issue.
Develop practical skills relating to information and knowledge: scanning and organising data, abstracting meaning from information and sharing knowledge. For example, using the above techniques in the "Strategic Information & Knowledge" module to critically appraise an information systems issue.
Develop skills in numeracy and quantitative techniques including the use of models of business situations; qualitative research skills. For example, using the above techniques in the "Finance for Managers" module to evaluate a financial aspect of organisations.
Develop skills in two-way communication: listening, negotiating and persuading or influencing others; oral and written communication, using a range of media, including the preparation of business reports. For example, using the above techniques in the "ManagerLearning & Continuous Professional Development" module whilst participating in Learning Support Group activities.
Develop skills in personal effectiveness: self awareness and self-management; time management; sensitivity to diversity in people and different situations; the ability to continue learning. For example, using the above techniques in the "ManagerLearning & Continuous Professional Development" module whilst participating in Learning Support Group activities.
Effective performance within a team environment and the ability to recognise and utilise individuals' contributions in-group processes; team selection, delegation, development and management. For example, using the above techniques in the "Leading & Managing People" module whilst participating in Learning Support Group activities.
Develop skills in leadership and performance management: selecting appropriate leadership style for situations; setting targets, motivating, monitoring performance, coaching and mentoring, continuous improvement. For example, using the above techniques in the "Leading & Managing People" and "Strategic Management" modules whilst considering leadership initiatives to facilitate strategic change.
Develop ethics and value management: recognising ethical situations, applying ethical and organisational values to situations and choices. This is embedded in all modules throughout the programme.
Develop the ability to conduct research into business and management issues. For example, using the above techniques in the "Research Methods & Dissertation" module whilst undertaking organisational research.
Develop skills in learning through reflection on practice and experience. For example, using the above techniques in the "Research Methods & Dissertation" module whilst reflecting on the overall research project in the dissertation.
To achieve an MBA, participants need to gain 180 level 7 credits.
To achieve an MBA award with distinction participants would normally be expected to gain a minimum of 70% in in at least 50% of their taught modules. In order to be eligible for the conferment of a Merit, a candidate must attain a mark of 60% or higher in at least half the credit for which numerical marks are available. The modules may include the dissertation. Awards with distinction or merit will be considered by the teaching team and recommendations will be submitted at the Programme Awards Board. The University does not confer Distinction or Merit on Postgraduate Certificate Awards.
The programme structure has been designed to ensure that participants cover the core modules that underpin the MBA and to equip them with the skills and competencies necessary for higher level management. The elective modules allow an element of choice to enable participants to attain knowledge, understanding and skills within areas they might wish to specialise in or have a particular interest in.
The Dissertation is the culmination of the programme and is an integrated project of a strategic nature combining a wide range of elements from across the taught modules. It enables the participant to carry out independent research into an organisation or sector of choice and apply both knowledge of understanding of contemporary issues. It will also act as a component means of entry onto the proposed DBA programme
The programme is delivered as a part-time and full-time pathway. 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 MBA generic award modules are as follows:
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), either Research Methodology & Dissertation (BU7725) P/T only or Preparing for Research (BU7756), Management Project (BU7757), plus one option module Managing excellence in processes and projects (BU7731).
60 credits for a Post Graduate Certificate in Management Studies 120 credits for a Post Graduate Diploma in Management Studies 180 credits for a Masters in Business Administration(MBA)
These 3 clear exit points enable participants to gain awards and leave or defer their studies. Normally it is envisaged that the majority will gain the MBA award. 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 Post Graduate 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. 24d. 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 of these Boards is largely a result of the need for rapid progression on the one year full time programme. However, it is envisaged that his frequency will also enhance the student experience of both full time and part time students in terms of assessment, notification of results and the opportunity for re-assessment and progression.
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 MBA 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 MBA programme leader. All such students must provide written references for their work experience.
Applicants for whom English is not a native language must also demonstrate proficiency in English language. Such applicants will be required, normally to achieve scores of 6.5 on IELTS.
Entry with Credit
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 MBA is defined as a type 3 career development level 7 programme requiring significant relevant work experience.
"2.12 The MBA is defined as a career development generalist programme for those who have significant post-graduation and relevant work experience on which the learning process should build. Normally, the experience required will be at least two years with the typical entrant having substantially more than this. The main emphasis of these programmes is on leadership through strategic management. While the academic level is positioned no differently from that of Type 2 programmes, there is a strong practical and professional orientation to the curriculum and they may be linked to professional institute qualifications. Due to the maturity and work experience of the students, MBA programmes are expected to be different in their objectives, recruitment and pedagogical processes to other master's degrees in business and management". (QAA, 2007)
The Chester MBA is firmly grounded in an action based learning approach and is demonstrated by its teaching & learning methods and the experience of the teaching team of academics and practitioners. Many of the teaching team hold professional qualifications in addition to academic qualifications.
"2.13 MBA degrees should be essentially generalist in nature although a limited amount of specialisation may be included" (QAA, 2007).
The MBA has a distinctive identity and has an international recognition for providing high quality broad based postgraduate management education to post-experience students from a wide variety of backgrounds.
The existing MBA programme is being modified as a requirement of University regulations for standard approved structures of post-graduate programmes. It is moving away from 15 credit core and option modules to 20 credit core and 10 credit option models. This model is seen as satisfying both QAA subject and discipline benchmarks. In particular the move to 20 and 10 credits will ensure the tradition of breadth in MBA programmes but still enable student choice of options.
"3.1 There is an expectation that generalist degree programmes covered by this subject benchmark statement should provide a broad, analytical and integrated study of business and management. The specialist programmes will be expected to set the specialism within the context of the broader field of business and management" (QAA, 2007).
"3.2 All master's graduates will therefore be able to demonstrate relevant knowledge and understanding of organisations, the external context in which they operate and how they are managed (see below). There is likely to be an emphasis on understanding and responding to change and consideration of the future of organisations, and the external context in which they operate" (QAA, 2007).
The Chester MBA culminates in the Dissertation or project, this major piece of work gives the student an opportunity to demonstrate and comply with this QAA benchmark and also enhance their own career development within a working environment.
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 MBA qualification.
The philosophy of the MBA 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. The Full time MBA programme operates over a 15 month period. Therefore, students engaged on Masters dissertations or project will be required to make themselves available to attend tutorials on campus.
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.
The underlying philosophy of the Chester MBA is one of self-reliance and professionalism. Students are expected to take responsibility for their continuous professional self development.
The underpinning cultural context is that of the Chartered Management Standards with a focus on ethical business practice, honouring obligations to others and competence in business and management skills. There is also a strong emphasis on action centred learning in the work place, supported by experienced tutors who are academics and practitioners.
It is envisaged that students will be able to apply best practice gained on the programme to their place of work. They will also have developed a personal philosophy of management as a creative and innovating function.
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