PROGRAMME SPECIFICATION BA in Business Management …...Approved September 2015 1 PROGRAMME SPECIFICATION This document describes the BA in Business Management with Finance offered

Approved September 2015

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PROGRAMME SPECIFICATION

This document describes the BA in Business Management with Finance offered by Pearson College and validated by Ashridge Business School. This

specification is valid for new entrants from September 2014.

Proposed Programme Titles BA in Business Management with

Finance

Awarding Institution Ashridge (Bonar Law Memorial)

Trust, known as “Ashridge”

Teaching Institution Pearson College

Proposed Qualifications awarded1 BA (Honours) Business

Management with Finance

Proposed start date September 2014

Language of study English

Proposed External Accreditations ICAEW, CMI, CISI, CIPD, CIM, BSB, SRA,

CIMA (all as appropriate depending on

pathway)1

Aims of the Programme and Academic Rationale

This programme aims:

To develop students with the relevant knowledge, skills and ethical awareness to succeed in the modern global business environment and

make a positive contribution to society

To blend academic theory with practical application, recognising learning wherever and however it takes place, in order to develop students who

can make a positive difference in the workplace from the very beginning of their careers

1 ICAEW (Institute of Chartered Accountants in England and Wales), CMI (Chartered Management Institute), CISI (Chartered

Institute for Securities and Investment), CIPD (Chartered institute for Personnel and Development), CIM (Chartered Institute of

Marketing), BSB [Bar Standards Board], SRA [Solicitors Regulations Authority]) and CIMA (chartered Institute of Management

Accountants)


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To instil in students the capacity to work autonomously and behave

authentically, constantly seeking to self-improve through reflection and renewal, and to ensure they stay at the cutting edge of business

innovation and development

To ensure students receive professional accreditation from their study where possible, in order to maximise the return on their investment in the

programme

The programme is more ambitious in scope than a traditional business course,

aiming to develop a new kind of business professional for the 21st century, as alive to their social responsibilities to the community as to the needs of their

investors, shareholders or employers. In the digital age of pervasive social media, this is a commercial as well as an ethical imperative, and one with which

students on the programme will be fully acquainted.

The programme aims to socialise students into the professional world, paying

equal attention to the development of those capacities crudely labelled as “employability skills” (though mindful of the fact that they may not seek to be

employed in today’s fluid business environment) as to their business and financial knowledge. This includes developing attributes in students such as

resilience and an appreciation of cultural diversity and its impact on commercial entities and decision-making, particularly in a global business environment.

Partly taught in Pearson’s corporate headquarters on the Strand by business professionals as well as academics, students will learn about business

holistically from within a business – learning how to make maximum impact in a corporate environment with word and deed, by applying their developing

knowledge to the solution of realistic business problems.

The programme has been designed with the needs of the modern learner in

mind. As such it is flexible both in mode and duration. Students may opt to take the traditional full or part time routes through the degree, attending regularly at

the College for face to face contact sessions. Or they may choose to take a less conventional pathway, perhaps accelerating their studies by foregoing the

traditional summer breaks or electing to experience the programme online, mentored by academics as they progress. Either way their journey through

what is an extremely demanding programme will be tracked and monitored closely, to ensure all students achieve all of the learning outcomes expected.

Upon successful completion of the programme, students will emerge equipped

with the knowledge, skills and mindset to maximise their chances of making the kind of impact in the business world which their talents, inclinations and

ambition dictate.

The programme takes three years to complete if studied full time (with the

option of acceleration to two years), six if undertaken part time (with the option


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of acceleration to four years). Pearson College runs two start dates per calendar

year with terms commencing in September and January.

Design and Development The programme has been designed through Pearson College’s unique Degree

Concept Team (“DCT”) approach.

The DCT brings together leading figures from the business and academic communities to design a programme which meets the requirements of both,

together with those of future students with the inclusion of a representative of the student voice.

The membership of the DCT comprised:

Nigel Brennan – Principal Teaching Fellow, WMG, University of Warwick

Chris Burke - Ashridge Business School

Allex Jenkinson – Head of Learning and Development, Wragge and Co LLP

Eric Linin – Senior Talent and Learning Manager, Lloyd’s of London

Geoff Macdonald – Vice President of Human Resources, Unilever Paul McGowan – Chief Marketing Officer, Added Value

Francois Puentes – Head of Partnerships Management, Lotus F1

Jeremy Rackham – Client Executive, IBM

Ann Evans – Acting Academic Registrar, Pearson College

Will Holt – Programme Leader (Business Degrees), Pearson College

Els Howard – Consultant, Industry Liaison, Pearson College

Ben Hughes – VP (Academic Delivery), Pearson College

Kerry Law – VP (External Relations and Public Information), Pearson College Sarah Macdonald – VP (Academic Quality and Enhancement), Pearson College

Ed Riddle – Student, Pearson College

Michele Russell-Westhead – VP (Education and Research), Pearson College

Roxanne Stockwell – Principal, Pearson College

Andy Ware – Director, Strategic Partnerships, Pearson College

The programme has been designed in the light of the subject benchmark statement for General Business and Management produced by the QAA and

mapped against its requirements and also a consideration of the subject benchmark statements for both finance and accounting and the professional

body requirements for accountancy. It has also been informed by the QAA’s Quality Code for Higher Education, and specifically the appropriate level

descriptor for undergraduate study.

Sustainability Pearson recognises it has a responsibility as a company to take proper care of

the environment. This forms an essential part of how Pearson runs its business and reflects its support for the principle of sustainable development.

Pearson is committed to managing its activities that impact the environment


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and the policy guidelines which can be found at

http://www.pearson.com/content/dam/pearson-corporate/files/responsibility/Pearson_Environment_Policy_2013.pdf show the

principal commitments Pearson has set for itself.

The design of the programme itself through the provision of online pathways and resources helps provide a more sustainable model of higher education than

the traditional university campus based model. Wherever possible all resources are made available in an online format. All modules are designed so that they

can be delivered online as an alternative to traditional face to face classes. This provides flexibility to the student as they can choose the approach that best

suits their needs, but also reduces the physical footprint of the programme by encouraging a more blended approach. This reduces both the facilities footprint

required and the travel footprint for staff and students.

Feedback

Pearson College operates an integrated feedback strategy to ensure feedback from all relevant stakeholders is considered in the round and appropriate

conclusions drawn and action taken. In particular:

Students have several opportunities to feed back on their experience of the programme, including:

o The Pearson College Students’ Association, whose elected

representatives have a brief to raise any issues or concerns students may have surrounding their experience and to identify

areas for potential improvement and innovation.

o The Student Co-creators, who are chosen through a competitive process during the admissions process and one of whose roles is to

provide ongoing feedback (oral and written) on their experience of

Pearson College throughout their time with us.

o Termly feedback surveys, in which students are asked a series of questions about their programme of study and invited to raise areas

for potential improvement / enhancement.

o Ad hoc feedback, delivered either online or face-to-face, to tutors and senior management throughout the course. An open door

culture is self-consciously fostered at Pearson College, with constructive and useful feedback regularly received from students.

o The post-programme completion alumni feedback meeting and

questionnaire, scheduled to coincide with graduation

Industry – feedback is sought from our industry partners following guest

lectures / workshops and internships on student performance and what

http://www.pearson.com/content/dam/pearson-corporate/files/responsibility/Pearson_Environment_Policy_2013.pdf

http://www.pearson.com/content/dam/pearson-corporate/files/responsibility/Pearson_Environment_Policy_2013.pdf


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additional support / direction we could provide to enhance it.

Staff – following delivery of each module, feedback is sought from our tutors

on how the relevant module/s may be improved to enhance the student experience and improve the learning and teaching strategy to better achieve

the learning outcomes.

Management and staffing Pearson College is headed by its Principal.

Underneath the Principal sit four Vice-Principals and one Director (the latter

equivalent to a Vice-Principal, but the commercial nature of whose role means the title of ‘Director’ is more appropriate):

Director, Strategic Partnerships at Pearson College

Vice-Principal (Academic Delivery)

Vice-Principal (Academic Quality and Enhancement) Vice-Principal (Education and Research)

Vice-Principal (External Relations)

The programme will be run by a Programme Leader (Business Degrees).

Student Support The following teams provide student support functions. Note that the structure

and roles within the teams (together with role titles) may change as Pearson College grows and develops but the support functions identified below will

remain:

Registry – comprising an Academic Registrar, a Head of Registry, a Student Administration, Records and Examinations Manager, and a

Manager of Admissions and Student Funding

Head of Talent Development – who has a central role in preparing students for employment

Student Technology and Learning Resources Team – comprising a Head Chris Wares, supported a by VLE and Website Technical Lead

Developer, an IT manager, an Online Student Support Officer, Kin Liu, a Senior E-learning Project Manager, and an eLearning Editor. A Head of

Online Learning has also just been appointed and will join the team shortly.

Support

In addition the management team is supported by the following: The Marketing Team comprising Head of Marketing, a Digital Marketing

Manager, a Student Outreach Officer and two Marketing and Student Recruitment Executives

A Business Development Manager, chiefly lending support to the

Director, Strategic Partnerships


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Two administrative assistants

Teaching model

The delivery of the programme will rely predominantly on a Visiting Lecturer model, albeit supplemented by in-house staff where appropriate. This model

allows the College to use a breadth of expertise from across UK higher education and industry.

Selection procedure for visiting lecturers

In selecting new Visiting Lecturers to deliver the programme, Pearson College will adopt the following procedure:

Advertisement in relevant publications e.g. TES, The Guardian and our

own website. We will also look at people on recommendation, either by existing academic staff members of by staff on our academic publishing

side.

Review of suitability to deliver at the relevant level. The minimum we require to teach at undergraduate level is a relevant level 7 academic /

professional qualification or equivalent professional experience. Interview and short lecture. Potential teaching staff who meet the above

criteria will be invited for interview and a short 15 minute demonstration of their teaching (i.e. a short lecture). During and after this demonstration

they will be asked questions by the panel, following which the interview will take place. This will normally last between 20-30 minutes.

Final approval by Ashridge.

Visiting Lecturer responsibilities

Lecture, seminar and workshop delivery and facilitation Provision of one-to-one mentoring and guidance

Provision of formative feedback on coursework

Summative assessment of submitted work (including both coursework and examinations)

General academic support (usually via email) Module design and review

The following academics / industry professionals have worked with us on the

design and delivery of existing business programmes and will also be involved in the design and delivery of this degree in the first instance:

Dr David Atkinson (Manchester Metropolitan University)

Dr Katie Best (London School of Economics Dr. Nigel Brennan (Warwick Business School)

Will Holt (Pearson College) Ben Hughes (Pearson College)

Eric Linin (Open University, Lloyd’s of London)

Ritchie Mehta (Direct Line)


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Learning services and learning environment

Physical environment Pearson College students are currently taught at facilities located at:

Pearson corporate headquarters at 80 Strand, London

Birkbeck College (until June 2015)

From September 2015, they will also be taught at:

Pearson offices at 190 High Holborn The Chartered Institute of Arbitrators

All teaching locations used by Pearson College must comply with certain

minimum standards. In particular they must have:

Appropriate classroom facilities, including adequate space, layout, lighting and furniture e.g. tables, chairs and a large writing surface, preferably an

interactive whiteboard. Facilities accessible for students with special needs.

Appropriate toilet facilities. Wi-fi access

In addition to the above, students will also continue to have access to the

following at 80 Strand:

Meeting rooms and the impressive corporate facilities on the tenth floor. The Pearson canteen facilities, spread over two floors, including: a

subsidised restaurant, serving a variety of hot and cold meals on a daily

basis; a bespoke coffee bar; and a delicatessen The underground bicycle parking facilities

Workshops are often held externally at corporate facilities owned by our

industry partners. Examples of locations of workshops on our existing business degree programmes include:

Unilever’s headquarters at 100 Victoria Embankment, London, EC4Y 0DY

BT’s global headquarters at BT Centre, 81 Newgate Street, London EC1A 7AJ

Blackberry’s UK headquarters at 200 Bath Road, Slough, Berkshire, SL1 3XE

Saville’s UK headquarters at 33 Margaret Street, London, W1G OJD

The Online Learning Environment

Students are supported by a wide range of learning resources made available


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via the Online Learning Environment enabling them to study wherever and

whenever they want, on their laptop, tablet or smartphone.

Through our Online Learning Environment students can access a variety of high quality study materials designed to support their learning. These include all

essential reading including textbooks, articles and multimedia content such as videos. In addition:

Recommended reading is available in electronic format which can be read

online or downloaded on to student devices for offline reading. All lectures are recorded and available online so that students can watch

them on their laptops, tablets or smartphones, pause and review subject matter that they find difficult to understand and watch them again as

revision. Interactive topic reviews are provided to help students self-assess their

understanding of a subject either at the start or end of a topic in order to

help embed learning. Discussion forums for online discussion and debate are provided.

In addition to learning resources the Online Learning Environment also provides

students with a gateway to a wide range of other resources to help them with their studies including news and announcements, timetables, support and

guidance.

In addition to the provision of all essential reading in electronic format students also have access to a wide range of online library resources via the Online

Learning Environment using their Athens account which is provided at the start of the programme.

Library resources include full access to DawsonEra, an online library that

contains access to over 250,000 academic books across all disciplines and

databases like EBSCO Business Source Complete which contain a wide range of full text academic journals and FT.com, which includes an electronic

subscription to the business newspaper Financial Times and access to the archives including market reports and interactive business tools.

Standard Teaching patterns

Our standard teaching term is 13 weeks long, comprising:

Preparation week Pre-reading

Teaching week 1 Lectures, seminars, clinics,, one-to-one support


Teaching week 3 Lectures, seminars, clinics,, one-to-

one support


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one support


one support

Reading week


one support




one support


one support

Assessment week Coursework preparation / revision

Assessment week Coursework preparation / revision

For details of the weekly learning programme, please see the Learning and

Teaching Strategy set out below.

There are two standard teaching terms per academic year, running from the

end of September to the beginning of December and from the end of January to the middle of April.

There is a short assessment and consolidation term in May – June, which

includes any examinations (preceded by a supported revision programme).

For students who accelerate over the summer there is an addition term running from July to early September.

Lectures, seminars and clinics may be timetabled at any time during the

working week between the hours of 9am to 9pm. This flexibility is designed both to replicate the workplace and to ensure that we can use tutors who can

only teach in the evenings because of other commitments e.g. Eric Linin, Senior Talent and Learning Manager at Lloyd’s of London, who also teaches the

organisational behaviour module on our current business degree.

One day workshops and / or simulated placements are also scheduled at an

appropriate point in the term for each module.

Admissions Criteria International students whose first language is not English and/or whose

qualifying awards are not in English will be subject to the following English language requirement:

Pearson Test of English 61 overall, with reading and writing 54 and no


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other subscore lower than 51; or

IELTS 6.5 overall, with reading and writing 6.0 and no other subscore lower than 5.5; or equivalent

In addition all students will be subject to the following admission criteria:

Admissions Criteria for level 4:

UCAS tariff (to be no lower than 220 points) (or equivalent) OR Entry Test; PLUS Interview


Portfolio successfully demonstrating achievement of level 4 learning outcomes through APEL;

PLUS Entry Test; PLUS Interview.

OR 120 credits approved certificated learning at level 4 (eg HNC);

PLUS Entry Test; PLUS Interview.


240 credits approved certificated learning at levels 4 and 5, at least 120 credits of which is at level 5 (eg HND);

PLUS Entry Test; PLUS interview.

OR

At least 3 years work experience; PLUS Portfolio successfully demonstrating achievement of 240 credits of

learning outcomes at levels 4 and 5, at least 120 credits of which is at level 5

and at least 120 credits of which is approved certificated learning

Learning outcomes, coverage and assessment The programme is designed around developing students’ knowledge and

capabilities to equip them for the modern business environment. It has been

designed by leading academics from Pearson College and Ashridge Business School working in partnership with industry. The twin elements of academic

understanding and practical application in a business context are evenly balanced and interwoven throughout the programme.

The learning outcomes of the degree are set out below.

Knowledge and understanding

By the end of the programme, students should be able to demonstrate:

Learning Outcome


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K1 A comprehensive understanding of the modern, dynamic international

business environment, including the evolving nature of organisations and the external, cross border environment in which they must operate.

K2 A thorough knowledge and understanding in an international context of the effective management of organisations, including cutting edge theories,

models and frameworks which inform current practice.

K3 A detailed knowledge and systematic understanding of key areas within international business and management, such as: markets and marketing;

customers; finance; information systems; people and operations; communications; and global business strategy within the world trade

system.

K4 A keen awareness of pervasive issues within modern international business and management practice, such as sustainability, globalisation and

corporate social responsibility, and of the need to consider such issues when formulating strategy and making business decisions.

K5 Knowledge of the function of financial markets and institutions (including the role of the firm, the capital markets and the public sector).

Intellectual and Cognitive Skills

By the end of the programme, students should be able to:

C1 Critically analyse and evaluate information and arguments presented in a variety of formats and draw appropriate conclusions.

C2 Conduct research using a variety of sources and methodologies and synthesise the data collected for use in the support of rational arguments

and conclusions.

C3 Reflect self-critically on their performance and how they come across to others with a view to ongoing learning, development and improvement.

Subject specific and professional skills


P1 Apply the knowledge and understanding set out above to the solving of complex and multi-faceted real-life practical problems in the modern

globalised business and managerial environment.

P2 Demonstrate the ability to work effectively in a team environment and

contribute to the generation of appropriate business strategies, informed

by an awareness of issues such as diversity, sustainability and the ethical implications of economic activity.

P3 Manage relationships with internal and external stakeholders using appropriate communication channels, whilst demonstrating empathy and

sensitivity to their needs.

P4 Critically evaluate the major theoretical tools and theories of finance, such as capital budgeting criteria; informational efficiency; and optimal risk

sharing.

P5 Draft financial statements and critically evaluate the limitations of financial

reporting practices and procedures.


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P6 Interpret financial data arising from accounting statements and data

generated in financial markets.

P7 Conduct an analysis of the operations of a business in terms of financial

performance measurement and management control, showing an advanced knowledge of management accounting

P8 Critically evaluate empirical testing of financial theories in at least one

major theoretical area.

P9 Critically evaluate the theory and practice of the financing arrangements

and governance structures of business entities.

P10 Critically evaluate investment behaviour theories covering private individuals’ activities in portfolio construction and management.

P11 Critically evaluate theories and evidence employed to explain financial service activity in the economy

General transferable skills


G1 Communicate information, ideas, problems and solutions effectively in a professional manner using appropriate media, with an awareness of the

needs of their intended recipients.

G2 Present themselves in a way which maximises their personal impact, demonstrating an awareness of different business cultures and

environments and adaptability in meeting the challenges posed.

G3 Demonstrate strong interpersonal skills, including effective listening and

oral communication skills, as well as the associated ability to persuade,

present and negotiate.

G4 Collaborate effectively, both on a personal and potentially also

organisational level, as part of a business entity working with others (including ‘competitors’) to achieve its goals.

G5 Demonstrate the basic numeracy and literacy (including IT literacy) skills

necessary to function effectively in the modern business environment.

G6 Work autonomously and independently on projects with minimal guidance

from others, taking responsibility for their own work and learning.

G7 Work with resilience under pressure, producing set outputs within a

definite time-limited period with minimal access to external resources.

Programme structure

The programme may be undertaken within the conventional timeframes for completion of full or part time undergraduate study, or accelerated to two or

four years respectively by studying through the traditional summer breaks.


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Mandatory Modules

Total

Mandatory Credits

Module Title Module

Credit Value

Stage

One (Level 4)

60 Principles of Business

60

Stage Two

(Level 5)

75 Introduction to Contract Law Management reporting and

decision-making Strategic Brand Planning

Corporate Reporting and Finance

PLUS either

People Management and

Leadership or

Operations and Project Management

15 15

15

15

15

15

Stage

Three (Level 6)

90 Strategic Management

Strategic Innovation Management

Advanced Reporting, Taxation

and Assurance Final Project

15

15

30

30


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Elective Modules (A total of 135 credits): A total of 120 credits:

60 credits at stage 1 (level 4) 45 credits at stage 2 (level 5) 30 credits at stage 3 (level 6)

Of which at least 30 credits2 must be from the following finance modules:

Module Title Stage 1 (Level 4)

Stage 2 (Level 5)

Stage 3 (Level 6)

Credits

Finance-related self-managed learning module Finance-related research module Assurance and Risk Management Introduction to Tax Advanced Financial Management Financial Crises and their effects

Yes Yes No No No No

Yes Yes Yes Yes No No

Yes No3 No No Yes Yes

15 or 30 15 or 30 15 15 15 15

The remainder can be from any of the finance-streamed electives above or from the following so long as in total the student does:

60 credits of electives at stage 1 (level 4) 45 credits of electives at stage 2 (level 5) 30 credits of electives at stage 3 (level 6)

: Level 4 (ie Stage 1)

Elective Module Credits

Non-finance-related self-managed learning module (if

finance-related self-managed learning module not taken at level 4)

Non-finance-related introduction to Research Project (if

finance-related Consultancy Research Project not taken

at level 4)

The Evolution of Global Economies

Professional Behaviours and Attitudes

Analysis 1: Evidence and the nature of knowledge in the digital age

App Design for Business

15 or 30

15 or 30

15

15

15

15

Level 5 (ie Stage 2)

2 Note that if the final project is finance related then the student need only take 15 credits from the finance elective

modules if they wish. If finance related the final project must still be in a business context. 3 But see footnote 2 above regarding the final project.


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Non-finance related self-managed learning module (if finance-related self-managed learning module not

taken at level 5)

Non-finance-related Consultancy Research Project (if

finance-related Consultancy Research Project not taken at level 5)

People Management and Leadership (if not taken as

mandatory)

Operations and Project Management (if not taken as mandatory)

Company Law

Employment Law

Introduction to Tort Law

Creative Campaigns

Digital and Social Marketing

Global Markets

Transnational Economics

Analysis 2: Statistics and Data

15 or 30

15 or 30

15

15

15

15

15

15

15

15

15

15


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Level 6 (ie Stage 3)


Non-finance-related self-managed learning module (if

finance-related self-managed learning module not

taken at level 6)

Innovative Marketing Strategies

Sustainability

Law of the European Union

Land Law

The Law of Equity and Trusts

Intellectual Property Law

15 or 30

30

15

15

15

15

15

Students will be able to design their Final Project in line with their own interests

and studies, subject to supervisor approval. If the final project is to count towards their finance credits then the supervisor must also approve that there

is sufficient finance content.

Learning and Teaching Strategy

The learning and teaching strategy has been designed to facilitate the

acquisition by students of the knowledge and understanding, skills and attributes which learners should develop during their time on the programme.

The learning and teaching strategy is based on a blended pedagogy and is

designed to be flexible, allowing students to choose the approach that best suits

their circumstances and learning needs.

All students are provided with the same resources on the OLE, which is the

backbone of the programme and ensures a minimum level of consistency. In

terms of teaching, we have two modes; (1) the interactive classes model (often

called face to face); or (2) the mentored independent study model (often called

online) and most modules can be studied in either mode. This enables students

to choose the level of classroom interaction versus online study they prefer.

This is a blended pedagogy and one that allows students to choose the blend.

Students can choose to study the programme fully online if they wish, or in a


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more traditional high classroom contact time approach, or (most likely) as a

mix.

Students are also able to choose the number of modules they study in any one

year or term, allowing them to set the pace that best suits their needs.

Students can therefore move between part time, full time and accelerated study

over the programme, provided they follow the necessary registry processes.

Regardless of mode or pace, all students must achieve the same overall

programme outcomes and complete the same kinds of assessments.

The following learning and teaching interventions have been designed to enable students to achieve the learning outcomes:

Learning intervention

Content and learning outcomes

Mode of experience

Lectures These provide an introduction to each topic area,

contextualising students’ pre-

reading and drawing out interesting points of academic

interest in a practical, business context.

As such, lectures relate

mainly, though not exclusively, to the knowledge

outcomes K1-5 set out above.

These may be experienced: - live (face to face or streamed

online, with the facility to ask

questions in both) - asynchronously online (by

viewing a recording and emailing questions afterwards)

Seminars These provide a forum for students to explore and apply

theory to realistic case studies, developing their skills

and deepening their knowledge in the process.

They are premised upon the

flipped classroom approach, with students expected to

have reviewed the lecture, done the reading, and

prepared exercises in advance.

The focus is on the cognitive

and business skills set out above at C1-3 and P1-11.

These may be experienced: - live (face to face or online in

a virtual classroom) - asynchronously online (by

working through the relevant materials under the

supervision of a mentor, often using tools such as SMS;

discussion boards; blogs; wikis; social networks; and

email where appropriate)


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Clinics These provide an opportunity

for students to develop their

individual learning through

individual or small group

contact with their lecturer.

There is no formal teaching

structure for these sessions.

Students might use these to i)

revisit topics covered in

lectures, seminars or their

own individual study ii)

develop their understanding of

topics covered in lectures and

seminars iii) obtain formative

feedback on work or

coursework assessments.

These may be experienced:

- live (face to face or online in a virtual classroom)

- asynchronously online (by working through the relevant

materials under the supervision of a mentor, often

using tools such as SMS; discussion boards; blogs;

wikis; social networks; and email where appropriate)

Workshops These provide a forum for

students to apply the

knowledge and skills

developed through the latter

two activities in the context of

highly practical sessions, often

facilitated by guest lecturers

from industry. For students in

a relevant job, work

experience can replicate and

replace the workshops.

The focus here is on the general transferable skills set

out at G1-7 above.

These may be experienced:

- live (face to face or online, using appropriate technology)

- asynchronously online

(Wherever possible, a tailored

version of activities to be

carried out in classroom-based

workshops will be created for

asynchronous online students,

using tools such as video-

based discussion boards,

blogs, wikis, social networks,

and emails )


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One-on-one

support

This provides the opportunity

for students to clarify issues

arising from their reading /

any of the above activities, as

well as to seek guidance on

how to develop and improve

their skills.

As such, there is both a

knowledge and skills

component to this support,

albeit tailored to the specific

needs of the individual

students.

All students – not just those on

mode 2 – have the opportunity

to enjoy one-to-one support

from tutors.

For students on mode 2

however this will be more

structured, with timetabled

weekly meetings (using

whichever mode of

communication is most

convenient for the student –

whether Skype, telephone or

instant messenger / chat) to

discuss the week’s work and

any issues arising.

Students on mode 1 will have

open access to tutors through

Pearson College’s open door

(whether actual or virtual)

policy.

For the shape of the standard learning and teaching pattern, please see above.

Assessment Strategy

A variety of modes of assessment are used on the programme. These are designed to be the most appropriate assessment vehicles for each of the

modules in question in terms of their learning outcomes. Assessments are designed to replicate the kind of activity students would be expected to

undertake in the workplace wherever possible.

The following tools are therefore employed:

Typewritten examinations;

Group assessment;

Peer assessment;

Portfolio assessment (including learning logs);

Viva assessment;


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Coursework.

This multi-dimensional approach has the following benefits:

As in work, students are assessed on the basis of their performance over

the entire programme;

In the course of this assessment regime, students’ written, oral and

online communication skills will be tested along with their capacity to

work in a team and individually under pressure.

For details of when coursework / examinations will typically take place, please see above.

Feedback

Students will have the opportunity to receive formative feedback on every summatively assessed piece of work at least once before submission, in

addition to numerous opportunities for ad hoc feedback from their tutors and peers in workshops and seminars.

Curriculum and assessment map

The following table maps the programme learning outcomes to the core

modules of the degree, or indicates where they will receive pervasive treatment. Whilst these learning outcomes will also inevitably receive further

coverage in the elective modules, this approach illustrates that all students, regardless of their choice of electives, will cover and be assessed in all of the

programme outcomes.

Where learning outcomes are treated pervasively, an illustrative assessment will be stated in which they will be assessed, though they will be assessed

elsewhere in addition to this example.

Learning Outcome Core Module/s Assessment

K1 Demonstrate a systematic and comprehensive

understanding of the modern, dynamic international

business environment, including the evolving nature

of organisations and the external, cross border

environment in which they

must operate.

Principles of Business

Strategic

Management

Coursework in both modules


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K2 Demonstrate a thorough

knowledge and understanding in an international context of

the effective management of organisations, including

cutting edge theories, models and frameworks which inform

current practice.

Principles of

Business

Strategic Management

People

Management and Leadership

Operations and

Project

Management

Coursework across

these modules

K3 Demonstrate a detailed

knowledge and understanding of key areas within

international business and management, such as:

markets and marketing; customers; finance;

information systems; people

and operations; communications; and global

business strategy within the world trade system.

Principles of

Business

Strategic Brand Planning

Coursework across

these modules

K4 Demonstrate a keen awareness of pervasive issues

within modern international business and management

practice, such as sustainability, globalisation

and corporate social

responsibility, and of the need to consider such issues when

formulating strategy and making business decisions.


Pervasive

thereafter

Coursework, both in this and other core

modules

K5 Demonstrate knowledge of the function of financial

markets and institutions (including the role of the firm,

the capital markets and the

public sector).


Corporate

Reporting and

Finance

Coursework across both units

C1 Critically analyse information

and arguments presented in a variety of formats and draw

appropriate conclusions.

Pervasive Coursework across

core modules


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C2 Conduct research using a

variety of sources and methodologies and synthesise

the data collected for use in the support of rational

arguments and conclusions.


core modules

Final Project

C3 Reflect self-critically on their performance and how they

come across to others with a view to ongoing learning,

development and improvement

Pervasive Learning log in Principles of Business

module

Reflective Coursework in Strategic Innovation

Management module

P1 Apply the knowledge and

understanding set out above to the solving of complex and

multi-faceted real-life

practical problems in the modern globalised business

and managerial environment.


core modules

P2 Demonstrate the ability to

work effectively in a team environment and contribute

to the generation of appropriate business

strategies, informed by an

awareness of issues such as diversity, sustainability and

the ethical implications of economic activity.

Pervasive Group and peer

assessment in the Principles of Business

and Strategic Innovation

Management modules

P3 Manage relationships with internal and external

stakeholders using appropriate communication

channels, whilst demonstrating empathy and

sensitivity to their needs

Pervasive Coursework across core modules –

particularly in the Strategic Brand

Planning module

P4 Critically evaluate the major theoretical tools and theories

of finance, such as capital budgeting criteria;

informational efficiency; and optimal risk sharing.


Corporate

Reporting and Finance

Coursework across these core modules


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P5 Draft financial statements and

critically evaluate the limitations of financial

reporting practices and procedures

Principles of

Business

Advanced Reporting,

Taxation and Assurance

Coursework across

these core modules

P6 Interpret financial data

arising from accounting statements and data

generated in financial markets.

Principles of

Business

Corporate Reporting and

Finance

Coursework across

these core modules

P7 Conduct an analysis of the

operations of a business in terms of financial

performance measurement

and management control, showing an advanced

knowledge of management accounting.

Management

Reporting and Decision-Making

Coursework across

these core modules

P8 Critically evaluate empirical testing of financial theories in

at least one major theoretical area.


Corporate

Reporting and

Finance

Advanced Reporting,



P9 Critically evaluate the theory and practice of the financing

arrangements and

governance structures of business entities.


Advanced Reporting,




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P10 Critically evaluate investment

behaviour theories covering private individuals’ activities

in portfolio construction and management.

Principles of

Business

Corporate Reporting and

Finance

Advanced Reporting,


Coursework across

these core modules

P11 Critically evaluate theories

and evidence employed to explain financial service

activity in the economy.

Principles of

Business

Coursework across

these core modules

G1 Maximise the impact of their

written communications through appropriate

construction and awareness of the needs of their intended

recipients


core modules – particularly in the

Strategic Brand Planning module

G2 Maximise their personal

impact in terms of how they

present themselves, demonstrating an awareness

of different business cultures and environments and

adaptability in meeting the challenges posed.

Pervasive Viva assessment in the

Final Project module

Presentation in the

Strategic Innovation Management module

G3 Demonstrate strong interpersonal skills, including

effective listening and oral communication skills, as well

as the associated ability to

persuade, present and negotiate.

Pervasive Group and peer assessment in the

Principles of Business and Strategic

Innovation

Management modules

Viva assessment in the Final Project module


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G4 Collaborate effectively, both

on a personal and potentially also organisational level, as

part of a business entity working with others (including

‘competitors’) to achieve its goals

Pervasive Group and peer

assessment in the Principles of Business

and Strategic Innovation

Management modules

G5 Demonstrate the basic

numeracy and literacy (including IT literacy) skills

necessary to function effectively in the modern

business environment.

Pervasive Coursework across all

core modules

G6 Demonstrate the ability to

work autonomously and independently on projects

with minimal guidance from

others, taking responsibility for their own work and

learning.

Pervasive,

culminating in the Final Project

Coursework across all

core modules

Final Project

G7 Work with resilience under

pressure, producing set outputs within a definite time-

limited period with minimal access to external resources.

Pervasive Examination in the

Introduction to Contract module

Attendance

There will be an 80% attendance requirement at seminars. Review of lectures (whether synchronously or asynchronously) will be expected and tracked online,

as will engagement with all of the resources available on the Online Learning Environment. Permitted absences will be exceptional and conditional upon

students demonstrating reasonable grounds for absence (see Student Handbook for details).

Progression and award requirements

The progression and award requirements are as set out in the section of the Ashridge Academic Regulations entitled “The Ashridge Undergraduate

Programme Framework” (section 4.11 in the October 2013 regulations) except that the weighting of Calculated Marks in the Overall Final Mark for the Award

shall be: Stage 1: 04

Stage 2: 1 Stage 3: 2

4 For the avoidance of doubt it should be noted that students must pass all Stage 1 modules (subject to the compensation

provisions) in order to gain an award.


26

The reason that Stage 1 does not count towards the final classification is that it

is envisaged that students from diverse backgrounds will enrol on the degree and the first year is intended to be an exploratory and formative educational

experience in which students can try new subjects before deciding on their chosen pathway.

Student support and materials

Academic and pastoral support

At programme commencement, students will be allocated a Personal Tutor, who will effectively act as their academic mentor. Students will be allocated

a Personal Tutor at each level of the programme. Students will be taught in at least one module by their Personal Tutor.

Personal Tutors will provide ongoing advice on academic and pastoral

matters (in partnership with academic tutors in other modules). They will act

as students’ first port of call for support during their studies at the relevant level.

Students will have an initial one-to-one meeting with their Personal Tutor in

the first few weeks of their studies at the relevant level as part of a settling in process, in which any early issues of an academic or pastoral nature may

be addressed.

Students academic progress will be formally reviewed twice per academic year – once in Term 2 by the Personal Tutor and Programme Leader; finally

in Term 3 by the senior programme management team.

At the meeting during Term 3, it will be decided whether or not (if the student wishes to) they will be permitted to accelerate their studies over the

summer based on their academic performance on the programme to date.

Personal Supervisors will write annual reports on each of their students,

based on the appraisal process set out above, which collectively will form the basis of the employability reference with which students will be issued upon

completion of the programme.

If a student experiences issues or problems which their Personal Tutor the student may contact the Programme Leader.

Careers

All students will meet with a Talent Development Consultant in the first few


27

weeks of the programme and will draw up a personalised Career

Development Plan, tailored to their specific situation (whether in employment already or non-working). This will be revisited at regular

intervals during the programme in consultation with a Talent Development Consultant. Personal Tutors will have sight of all of their Personal Tutees

Career Development Plans to allow them to track their progress against the goals set.

Learning support

Students with specific learning support needs will be directed to the Registry to

obtain advice and guidance on how to progress through their studies. This includes addressing any special needs requirements through appropriate

Learning Contracts. Further information is available in the Student Handbook.

Key features of the programme

Students on the programme will have the opportunity:

- To study at a pace (accelerated or standard) and place (face to face in the classroom or online, synchronously or asynchronously) of their choosing

- To immerse themselves in the study of a particular region / industry,

broadening their cultural horizons at the same time as deepening their knowledge of international business

- To study modules designed and delivered with direct employer input - To obtain professional accreditation for their studies wherever possible

- To undertake self-managed learning modules which allow them to design their own module (e.g. by choosing existing modules available at other

UK or International HE institutions, by undertaking a MOOC together with an assessment, or by designing a module around their learning in the

workplace) - To specialise in a second subject without needing to decide on their

chosen pathway until they commence level 5

Documents

PROGRAMME SPECIFICATION BA in Business Management …...Approved September 2015 1 PROGRAMME SPECIFICATION This document describes the BA in Business Management with Finance offered