BA (Hons) Business

Programme Handbook

Published January 2020

V14

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Introduction to the Programme
Welcome to the BA (Hons) Business degree programme.

The programme and themed routes are made up of the core modules listed below which are studied
across levels four, five and six. If you are studying a final year top-up programme you will be required
to complete the level 6 modules only. An outline of the content of each of the modules and the
assessment methods used can be found in the Module Definition Form section on iLearn.

Each 20-credit module is equivalent to 200 hours of self-guided learning.

What is CMI?

CMI is The Chartered Management Institute and is an awarding body that delivers qualifications for
managers. They are the only chartered professional body dedicated to promoting the highest
standards in management and leadership excellence. CMI offers practical, proven solutions for
individual managers, employers, and education providers alike. Their mandate is to create better led
and managed organisations.

What does the student need to do?

Once the student has enrolled onto the BA (Hons) Business programme and completed the
induction, Arden University will register their membership with the CMI. This will provide the
student with a wide range of resources that may help them during their studies. CMI offers practical
help, fast advice, new ways to learn, handy tools and techniques, regular newsletters, access to
events, and mentoring services. Once the student has completed the programme they will receive a
Diploma at the relevant level, which is a qualification that is valued by employers making them more
marketable.

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Core Modules

BA (Hons) BA (Hons) BA (Hons) BA (Hons)

BA (Hons)
Module Credits Business Business Business Business
Business
(Finance) (HRM) (Marketing) (Tourism)
Developing Personal and Management Skills 20 x x x x x

Understanding the Business Environment 20 x x x x x

Principles of Marketing 20 x x x x x

Introduction to Finance 20 x x x x x
Level 4

People in Organisations 20 x x x x x

Management Information Systems 20 x

Management Accounting 20 x

Managing Human Resources 20 x

Marketing Communications 20 x

Understanding the Tourism Environment 20 x

Managing Across Cultures 20 x x x x x

Business Processes 20 x x x x x
Level 5

Enterprise and Entrepreneurship 20 x x x x x

Business Analysis 20 x x x x x

Managing Knowledge 20 x

Managing Change in Organisations 20 x x

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 BA (Hons) BA (Hons) BA (Hons) BA (Hons)
BA (Hons)
Module Credits Business Business Business Business
Business
(Finance) (HRM) (Marketing) (Tourism)
Financial Reporting 20 x

Financial Auditing 20 x

Planning Human Resources 20 x

Market Intelligence 20 x

Marketing Planning 20 x
Contemporary Issues in Tourism
20 x
Management
Sustainable Tourism Management 20 x

Contemporary Management Issues 20 x x x x x

Strategic Management 20 x x x x x

Managing Self and Others 20 x x x x x

International Management 20 x
Level 6

Financial Decision Making 20 x

Strategic Issues in Human Resource
20 x
Management
International Marketing 20
x
International Destination Management 20 x

Research Methods and Dissertation 40 x x x x x

Please note that modules may not be delivered in this order, please refer to the module delivery schedule on ilearn.

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Programme Specifications

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 PROGRAMME SPECIFICATION
1. Target Award BA (Hons) Business
2. Programme Title BA (Hons) Business
3. Exit Awards BA Business
Diploma of Higher Education in Business
Certificate of Higher Education in Business
4. Programme Leader(s) Alison Watson
5. Delivery Model Online
Blended Learning
6. Start date September 2015
7. Programme Accredited by CMI
(PSRB or other, if applicable)
8. UCAS Code (If applicable)
9. Relevant QAA subject General Business Management (2007) subject to consultation October
benchmark statement 2014.

10. Programme Aims

The overall aim of the Arden University BA (Hons) Business is to enable students to acquire knowledge,
understanding and a range of practical skills relating to key and inter-connected business and management
disciplines which are applicable to a range of commercial and non-commercial sectors, local, national and global,
and in a variety of geographical and cultural settings. Simultaneously students will develop a range of
transferrable skills that will assist them in as they pursue business and management careers or further relevant
study. More specifically it will:

• enable students to develop professional level skills and understanding across a range of business and
management disciplines.
• emphasise understanding and responsiveness to change and consideration of the future of organizations and
the external environment in which they operate.
• promote understanding of the key aspects of current practice and the interconnectedness of in the field of
business and management while acknowledging current and emerging developments in related disciplines.
• equip students with the essential employability skills and tools to work professionally in a business
environment and to be effective practitioners, when working independently and when collaborating with
others as part of multidisciplinary and diverse teams.
• enable students to communicate effectively through a variety of media and presentational forms used in
business.
• equip students to work within multicultural settings and to appreciate the complexity of decision making in
such contexts.
• develop those entrepreneurial skills which best support the growth of enterprise and the creation of new
businesses.
• provide an intellectually stimulating online academic environment in which students can develop confidence
as independent learners and as members of an international community of learners and thereby inspire
students to become lifelong learners.

The programme provides for a Level 6 (Honours level) only. Entrants into it will possess a Business related a
Diploma, for example a HND, and will join with 240 credits. The programme is designed to provide opportunities
for students to develop their knowledge and skills in business in a flexible way. Learning materials have been
developed which allow students to maximise the time they have available for study and the programme structure
allows students to determine the pace at which they learn. The programme also provides a range of supports for
distance learning students thereby allowing international access.

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11. Intended programme learning outcomes and the means by which they are achieved and demonstrated
11a. Knowledge and understanding The means by which these outcomes are achieved The means by which these outcomes
are demonstrated
With due regard to the QAA General Business Acquisition of knowledge and understanding (A1 – A5) at all levels is Assessment methods and strategies:
Benchmark Statement 2007 (Subject to achieved through a blended and integrated learning and teaching
consultation in October 2014), the intended pedagogy that includes both asynchronous and synchronous activity. That Our assessment strategy encourages a
programme learning outcomes are for students is: variety of assessment methods all
to: explicitly aligned to learning outcomes
Asynchronous that focus upon knowledge,
A1 Understand the external environment in ▪ Independent and directed student study, supported throughout by understanding and skills. These are
which organisations operate, locally, comprehensive online multi-media teaching materials and resources contextualised so that the assessment is
nationally and internationally and its impact accesses through our VLE directly relevant to each subject area and
upon the strategy, behaviour, management ▪ Guided group / project based work assessment methods include case study
and sustainability of organisations including ▪ Discussion forums where students discuss and critically engage with analysis, written essay, critical self-
how they are managed wherever they are. themes emerging from the materials they engage with, following the reflection, portfolios of evidence, sector
posing of questions or propositions, case studies or similar by either report production, preparation of a
A2 Utilise a range of data sources and business tutor or students themselves subject-specific plan, etc.
tools to understand how organisations ▪ Podcasts and narrated PowerPoints
respond to change and improve business
performance. Synchronous
▪ Online tutorials facilitated by VOIP’s where theory and practice are
A3 Recognise the importance of individual and integrated
corporate behaviours and cultures which ▪ Classroom based teaching (lectures, seminars & tutorials)
exist within and between organisations and
their influence upon the external Based upon the profile of our typical student body, our strategy enables
environment. students to engage with a variety of learning tools that best meet their
learning styles, overall objectives and personal circumstances.
A4 Analyse the internal aspects of organisations,
their functions and processes including their Independent study is the cornerstone of the learner experience,
diverse nature, purposes, structures, supported by peer engagement and regular engagement with the tutor.
governance, operations and management,
together with the individual and corporate There is a requirement for written work at all levels including reports,
behaviours and cultures which exist within essays, practical tasks, developed plans, times examinations, etc., and our
and between organisations and their formative assessment policy informs how feedback is supplied by tutors
influence upon the external environment. at the formative and summative assessment phase. Critical analysis is
encouraged at all levels culminating in a Dissertation.

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A5 Apply a range of theoretical management All students complete an induction module prior to starting on subject
concepts, models and processes to decision- discipline units of work. The Induction Module requires students to
making in the organisation and future undertake a range of tasks that both test and develop subject specific and
planning, practical organisational or industry online pedagogical knowledge, understanding and skills.
sector issues or problems, displaying
sensitivity to differing cultural and ethical
contexts in decision making.
11b. Intellectual (thinking) skills The means by which these outcomes are achieved The means by which these outcomes
are demonstrated
Students will be expected to: Intellectual skills (B1 – B5) are developed throughout the programme by Assessment methods and strategies:
the methods and strategies outlined in section A, above. Intellectual
B1 Engage in critical thinking and be able to development (B6) is further encouraged via formative assessment tasks Our assessment strategy encourages a
accurately identify issues and formulate an including set briefs, in-module activities, self-initiated briefs, and variety of assessment methods all
articulate response in given contexts. This discussion with tutors and peers (in online forums/debates). explicitly aligned to learning outcomes
will include the selection and synthesis of that focus upon knowledge,
information from a variety of sources, Specific modules support the development of quantitative and qualitative understanding and skills. These are
discerning between assumptions and analysis, and the development of self-reflective skills. In addition, the contextualised so that the assessment is
evidence. student’s thinking skills will be evident in a summative assessment directly relevant to each subject area and
process which requires and rewards learners for the demonstration of assessment methods include case study
B2 Apply theoretical concepts and practical creative thinking and problem solving, analysis, judgement and self- analysis, written essay, critical self-
techniques to problem solving and decision- reflection in the development of solutions. reflection, portfolios of evidence, sector
making in order to generate solutions to report production, preparation of a
complex business problems. Throughout, the learner is encouraged to develop intellectual skills by targeted plan, etc.
undertaking further independent study and research in order to further
B3 Analyse, synthesise and interpret diverse consider a range of perspectives.
quantitative and qualitative data to
extrapolate important data/conclusions with
which to reach a conclusion based upon logic
and evidence.

B4 Generalise appropriately to utilise judgement

to draw appropriate conclusions and make
recommendations from one context to
another.

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11c. Practical skills The means by which these outcomes are achieved The means by which these outcomes
are demonstrated
Students will be expected to: Practical and professional skills are employed in the production of To support the development of practical
solutions to real life situations developed through exercises and practical skills, students must supply worked
C1 Select appropriate business and case study type activities culminating in summative assessment tasks as materials and evidence in completion of
management analytical tools processes and noted in assignment briefs. The important modern-day skills of managing their assignments. Critical reasoning, good
models in the construction of business and or leading projects and/or teams working within differing organisational presentation and sound evidence trails in
management projects, plans and decision- and national cultures are provided by specific modules, as are specific all assignments are rewarded. Assessment
making inputs with an emphasis upon practical functional decision-making skills briefs include a variety of commercial and
related to business and management knowledge. geographical contextual setting. Students
C2 Engage with a variety of communication receive formative feedback on all tasks,
methodologies and apply them to practice. Practical skills are further developed and integrated through a series of activities and assessment which includes
in-course online activities and projects intended to test skills acquired. (C1 practical examples towards improvement.
C3 Effectively self-manage their time, planning, - C3). Group discussion forums provide opportunities for peer to peer
learning behaviours and motivation. discussion of ideas, progress, the work of others and the strengths and
weakness in the work and ideas presented and particularly support the
C4 Demonstrate flexibility in adapting to development of C4. Activities are provided so that students can work
different business contexts and articulate independently to consolidate their knowledge and grasp of practical skills.
reasoned evidence and conclusions. The in-course activities and assessment process in the final year
particularly emphasise the acquisition of C4 with specific modules devised
to highlight the practical differences in business and management skills
required in differing contexts.
11d. Transferable skills The means by which these outcomes are achieved and The means by which these outcomes
demonstrated are demonstrated
Students will be expected to: Transferable skills (D1 – D6) are developed throughout the programme. To embed transferable skills all
The skills of communication, critical use and acknowledgement of source assignments must meet time deadlines
D1 Use diverse communication and information material especially the internet, and self-management (D1, D2, and D3) and word count guidelines as guided by
technologies effectively for business and are integral to coursework at all levels. Independent study (D3) becomes our policies All assessed work must be
management applications an increasingly important skill as students’ progress, culminating in the submitted independently even where
writing of the Dissertation. group activity has been an element of the
D2 Critically self-reflect including self- process. Students must take responsibility
awareness, openness and sensitivity to All modules promote practical application and employability that a for their own work. All assignments
diverse cultures and contexts in business and student may develop further in their Dissertation topic at level 6 if they require students to engage in critical
management activity. wish. enquiry and self-reflection which is
rewarded in marking guides. These guides,
D3 Work effectively as an independent learner Modules increasingly include content with regard to the global business in line with good practice are available to
while demonstrating understanding of being environment and matters of culture. The Managing Across Cultures

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 part of a global virtual team, taking personal module at level 5, combined with the Contemporary Management Issues students and are included with every
responsibility for their own efforts and module at level 6 provide a targeted focus for these aspects in also assignment brief.
outputs. evidenced in the supporting materials and assessments used throughout
the programme.
D4 Utilise problem-solving skills in a variety of
theoretical and practical situations including As work becomes more progressively more complex at levels 5 and 6,
the areas of enterprise and entrepreneurship students are required to draw upon their skill sets to manage increasingly
and management. large workloads. (D3, D5). Students are required to complete a number
of assignments and a Dissertation in level 6 that demonstrate
D5 Develop interpersonal skills of effective independence and originality, and critical enquiry, and which further
listening, negotiating, persuasion and enhance communication and self-reflective skills. (D3 – D6)
presentation.

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12. Graduate Attributes and the means by which they are achieved and demonstrated
Graduate Attributes
The concept of the Arden University Graduate, based upon the definition of ‘graduate attribute’ by Bowden et al
(2000) has been developed around 6 attributes

E01 - Discipline Expertise

E02 - Effective Communication
E03 - Responsible Global Citizenship
E04 - Professional Skills
E05 - Reflective Practitioner
E06 - Lifelong Learning

All six attributes are relevant to this programme.

The means by which these outcomes are achieved and demonstrated
The achievement of these attributes is integrated into all programmes of study curriculum, unit study tasks
(individual and group work) and through summative assessment tasks.

13. Learning and teaching methods and strategies

Learning and teaching methods and strategies are delivered through a blended and integrated learning and
teaching pedagogy that includes both asynchronous and synchronous activity. That is:

Asynchronous
▪ Independent and directed student study, supported throughout by comprehensive online multi-media
teaching materials and resources accesses through our Virtual Learning Environment
▪ Guided group / project based work
▪ Research tasks
▪ Discussion forums where students discuss and critically engage with themes emerging from the online
materials they engage with, following the posing of questions or propositions, case studies or similar by either
tutor or students themselves
▪ Podcasts and narrated PowerPoints

Synchronous
▪ Online seminars facilitated by VOIP’s where theory and practice are integrated
▪ Lectures, seminars & tutorials both on line and via classroom based input

Based upon the variety of student undertaking our programmes and our wishes to provide equal opportunity for
engagement no matter what their preferred method of learning styles of the student, our strategy has been
designed to enable students to engage with a variety of learning tools that best meet their learning styles, overall
objectives and personal circumstances.
Independent study is the cornerstone of the learner experience, supported by subject specialist engagement with
the tutor and peer engagement.

There is a requirement for written work at all levels including reports, essays, practical tasks, developed plans,
timed examinations, portfolios of work etc., and our assessment policy informs how feedback is supplied by tutors
at the formative and summative assessment stage. Critical analysis is encouraged at all levels culminating in a
Dissertation.

14. Assessment methods and strategies

Our assessment strategy encourages a variety of assessment methods all explicitly aligned to learning outcomes
that focus upon knowledge, understanding and skills. These are contextualised so that the assessment is directly
relevant to each subject area and assessment methods include case study analysis, written essay, critical self-
reflection, portfolios of evidence, sector report production, preparation of a targeted sector plan, time
constrained tests, etc.

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15. Employability
Our approach pays due regard to the UKCES report ‘The Employability Challenge’ (2009a) definition of
employability, ‘the skills almost everyone needs to do almost any job. They are the skills that must be present to
enable an individual to use the more specific knowledge and technical skills that their particular workplaces will
require.’ Employability is an important strand integrated into the curriculum, learning tasks and summative
assessment.

16. Entry Requirements

• Two Subjects at GCE A level or equivalent, plus passes at grade C or above in three subjects at GCSE level or
equivalent; or
• Completion of a recognised Access Programme or equivalent.
• IELTS 6.0 or equivalent for students whose medium of prior learning was not English.
• Candidates who demonstrate an ability to study the programme as evidenced through previous vocational
experience will be required to submit a personal statement (of between 350-500 words) that addresses
their motivation for undertaking the programme; including their references, relevant prior experience and
qualifications.

The criteria for admission to the BA (Hons) Business top-up programme are:
- HND in business or equivalent
- English language competence equivalent to IELTS 6.0

In the case of an equivalent award where this was not studied in English the candidate must demonstrate an
ability in English equivalent to IELTS 6.0 (no less than 5.5 in any element). The equivalent award must also be
approved through the APL process. Such an award must have provided the applicant with a prior learning
consistent with Level 5 of the functional areas of business underpinning the programme. These should include:
finance; marketing; HRM; and Operations Management. It is expected that such students will have a familiarity
with basic Microsoft Office applications and no other IT skills are required.

17. Programme Structure

Level 4
Module Module Type
Module Title Credits
Code (Core/Option) Assessment Method
HRM4001 Developing Personal and Management Portfolio of Personal
20 Core
Skills Development Tasks
BUS4001 Understanding the Business Assignment
20 Core
Environment
MKT4001 Case Study based
Principles of Marketing 20 Core
Assignment
FIN4001 Introduction to Finance 20 Core Assessment
HRM4002 People in Organisations 20 Core Assignment
BUS4002 Management Information Systems 20 Core Case Study

Level 5
Module Module Type
Module Title Credits
Code (Core/Option) Assessment Method
BUS5001 Managing Across Cultures 20 Core Report
BUS5002 Business Processes 20 Core Case Study
BUS5003 Business Plan and
Enterprise and Entrepreneurship 20 Core
Business Idea Pitch
BUS5004 Business Analysis 20 Core Individual Assignment
BUS5005 Managing Knowledge 20 Core Report

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 BUS5006 Managing Change in Organisations 20 Core Case Study

Level 6
Module Module Type
Module Title Credits Assessment Method
Code (Core/Option)
BUS6001 Contemporary Management Issues 20 Core Report
BUS6002 Strategic Management 20 Core Case Study
HRM6001 Career Development
Managing Self and Others 20 Core
Strategy
BUS6003 Group Presentation with
Individual Report and
International Management 20 Core
Written Assignment
Tasks
RES6001 Major Project
Research Methods and Dissertation 40 Core
(Dissertation)

18. Subject: Select from:

https://www.hesa.ac.uk/component/content/article?id=1787
N100 Business Studies

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Annex – Mapping of Intended Programme Learning Outcomes and Modules

Programme
Learning Outcomes

D1

D2

D3

D4

D5
A1

A2

A3

A4

A5

B1

B2

B3

B4

C1

C2

C3

C4
Modules

Developing Personal and Management Skills x x x x x x x x x x x

Understanding the Business Environment x x x x x x x x x x
Level 4

Principles of Marketing x x x x x x x x x x x x x x
Introduction to Finance x x x x x x x x x x x
People in Organisations x x x x x x x x x
Management Information Systems x x x x x x x x x x x
Managing Across Cultures x x x x x x x x x x x x x
Business Processes x x x x x x x x x x x x
Level 5

Enterprise and Entrepreneurship x x x x x x x x x x x x

Business Analysis x x x x x x x x x x x
Managing Knowledge x x x x x x x x x x x x
Managing Change in Organisations x x x x x x x x x x
Contemporary Management Issues x x x x x x x x x x x x x x
Strategic Management x x x x x x x x x x x x x x
Level 6

Managing Self and Others x x x x x x x x x x x x x

International Management x x x x x x x x x x x x
Research Methods and Dissertation x x x x x x x x x x x x x

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