Course Summary

The idea of managers who can 'bridge' between different areas is one that has been promoted by the British Computing Society (BCS) for some time. The 'bridger' has to have a wide perspective and be equipped with the organisational and people skills to break down the barriers between IT and business. The aim of this course is to develop you to be a leader in your organisation, enabling the full benefits of modern technology to be realised. The course is interdisciplinary and you will learn about information systems alongside the core areas of business and management which are at the heart of this course.

The course will prepare you to make critical high-level decisions and to back these up with the best information gathering and deployment methods. You will also develop your ability to analyse problems logically and apply appropriate decision-making skills and knowledge to reach feasible, realistic conclusions.

Why choose this course?

There is a widely-recognised shortage of managers who are knowledgeable about infomation systems but who also have a strong understanding of business. On successful completion of this course, you will be well-placed to start a career in general management or in areas requiring a strong foundation in information systems.

During the course you will:

• Experience a course designed to help graduates who are not business specialists
• Gain a valuable insight into business and management, and enhance yout employability
• Learn with other postgraduate students from around the world in a unique environment
• Have opportunities to attend high-profile business events run by the University's Knowledge Hub
• Experience one of very few Master's courses combining business and information systems
• Benefit from state-of-the-art computing systems

Areas of study you may cover on this course include:

• Business communications
• Financial analysis
• Marketing
• Business data analysis
• Managing people
• Digital business management
• Strategic management of information systems
• Web analytics
• Applied management project

MSXYB

Assessment

Assessment within this course is designed to recognise the diverse nature of the student background and experience, and to ensure there is alignment between the assessment strategy and the learning outcomes of this course. The assessment strategy will incorporate the blended learning approach coupled with a variety of assessment styles in order to make the most feedback opportunities in both formative and summative methods.

A range of assessment methods are used throughout the course. You will be required to undertake a variety of group and individually based assessments. These assessments include individual essays, reports presentations and examinations, and group based reports and presentations. The assessments are designed to test knowledge and understanding of the appropriate subject matter, but also to demonstrate the range of skills identified in section 3 above.

The assessment strategy underlines the programmes concern with research and independent thinking, critical knowledge of theory and practice, the ability to make information decisions and communicate these under time pressure and, finally, the all-important skills of teamwork and oral communication of ideas.

The written assignments and group reports contribute to the learning outcomes focusing on your ability to research and critically evaluate elements of the curriculum in depth. They generally allow you to use a variety of named sources to support your viewpoints.

The end of unit examinations focus primarily on critical discussion of theory and current practice and provide the reassurance of guaranteed student authorship, and a true measure of your own ability and understanding.

The time constrained tests will be more cursory in nature, generally assessing awareness, understanding and application of elements of the curriculum.

The significant weighting given to individual and group presentations stresses the primacy of team work and of effective oral communication based on research and creative, holistic thinking about organisational, media and stakeholder issues.

Course Learning Outcomes

This part is rather formal but is needed to demonstrate what you should be able to do having completed the course. The course is designed to meet the UK Quality Assurance Agency subject benchmarks for Masters degrees in Business and Management and these learning outcomes mirror those required for generalist Masters designed for career entry.

Upon successful completion of this course, you should be able to:-

1. To combine a depth of knowledge and a systematic understanding of business management and information systems

2. Justify the usage of relevant knowledge to a range of situations taking account of the relationship and interaction of IT/IS with business strategy and other areas of business functions

3. Develop a critical awareness of current and emerging issues of information systems in business and management which is informed by research and practice in the field

4. Demonstrate a critical understanding of appropriate techniques sufficient to allow investigation into relevant IT/IS and business management issues that requires familiarity with a range of business data, research sources and appropriate methodologies, and as such to inform the overall learning process

5. Integrate creative judgement into the application of knowledge, together with a practical understanding of how techniques of research and enquiry are used to develop and interpret knowledge in business and management, with a particular emphasis regarding information systems and their influence upon applied solutions

6. Develop the ability to acquire and analyse complex data and information, to evaluate their relevance and validity, and to synthesise information in the context of new situations

7. Demonstrate a high level of conceptual understanding to:

• Apply and evaluate the concepts, applications and impacts of information systems on business management and organisation


• Extrapolate from existing research and scholarship to identify new or revised approaches to practice and the solutions offered, particularly concerning the role of emerging information systems and strategic application and management of information systems have to play

8. Communicate effectively both orally and in writing, using a range of media

In addition, this course draws additional learning outcomes from the economic, social and environmental section of the UK QAA benchmark for this area

9. Extensive knowledge and understanding of management and business practices, and their limitations, and how these may be applied appropriately

10. The ability to make general evaluations of commercial risks through some understanding of the basis of such risks

External Benchmarking

QAA benchmarks Business and Management Masters Level

Educational Aims

This programme of study aims to achieve the following:

• To enable you to successfully support an IT-related business in a management role within an organisation upon completion of the programme


• To enable you to gain knowledge and skills relevant to information systems and business management and appreciate the integrated nature of information systems and business management


• To be aware of the changing nature of information systems and the impacts on managerial and organisational performance


• To select and apply relevant theories, models or frameworks to the principles, concepts and applications of IT / IS for business management


• To develop new skills and knowledge in the effective planning, development implementation and management of information system


• To understand the key concepts, regarding digital business and web analytics measures, their implications and their role in an organisations online strategic development


• To develop a good grounding and knowledge in the strategic management of information systems and bridge the gap between IT and management


• To be aware of ethical, legal and social issues in information systems and business management

Student support

For international students there is a Dedicated International Students' support team. The team are here to help you settle in to University life and give advice on a range of issues such as: part-time work, how to open a bank account, places of worship and local places of interest. There is also an international student induction programme designed to enrich your time of study at the University as well as help you settle in, adjust to your surroundings and get to know your way around.

Team working

Organisations where people do not work together fail. In most units you will find that group work forms a component of the activity. In some units this draws from in class discussions and in others it is a fundamental part of the assessment. We value the diversity of background that participants in the course bring. We try to capitalise on this in class by drawing from your knowledge and background in the in-class group activities and assessments. Tutors facilitate the group and provide feedback and support where necessary. Group working is so important that we use this as the starting point of your finishing point the Advanced Management Project. Here the group is presented with a significant management issue and the team scopes and defines the problem (with support). The team then collects appropriate information and shares this prior to their creation of an individual report and reflection.

Career Management Skills

The course is aimed at providing you with advanced knowledge and skills to facilitate your employment and subsequent career development in management. Throughout the course we will develop your ability to reflect on your performance, and to develop teamwork, written and oral communication skills which are skills essential to you to develop your career.

Career/Further study opportunities

The course is aimed at providing you with advanced knowledge and skills to facilitate your employment and subsequent career development in management. Throughout the course we will develop your ability to reflect on your performance, and to develop teamwork, written and oral communication skills which are skills essential to you to develop your career.

UK students Undergraduate entry requirements

Standard entry requirements for Foundation degrees (FD/FdSc)

A foundation degree will be of particular interest if you have completed a Modern Apprenticeship, vocational A levels, BTEC National or equivalent.

Foundation degrees are also particularly suitable if you want to qualify while working.

• As a guideline, a typical offer would require you to obtain a UCAS tariff score of between 80-120 points, based on your level 3 studies.
• Students who require a Tier 4 Student Visa cannot apply for our foundation courses. For these courses the University of Bedfordshire is not able to sponsor Tier 4 Student Visa applications.

Many students studying for foundation degrees come to us through work-based routes so you can apply for a foundation degree even if you don’t have traditional academic qualifications.

We welcome applicants with relevant work experience.

Standard entry requirements for Undergraduate degrees (BA/BSc)

We will consider you as an individual and take into account all elements of your application, not just your qualifications. We are looking for both breadth and depth in your current studies as well as enthusiasm for the subject you wish to study.

The general requirement is one of the following:

• UCAS Tariff Score greater than 200, which should include either two A level passes or an AVCE Double Award
• An Access qualification
• Equivalent qualifications such as Irish Leaving Certificate, Scottish Highers, International Baccalaureate or BTEC National Diploma

Postgraduate taught courses

Postgraduate applications (MA/MSc) should be made direct to the University using the  standard University application form. There are some exceptions, please see individual course descriptions for details.

• UK/EU students application form
• International (non-EU) students application form
  

Students from the European Union

Entry requirements

As a general guide, to apply for a place on an undergraduate course (BA/BSc) at the University you need to have completed your high school education and have the required English qualification.

We have students from all the European Union member countries so we are quick to make decisions on most qualifications.

How to apply

International students

• Undergraduate applications (BA/BSc) can be made direct to the University or via our representatives in your home country. If you intend to apply to more than one university in the UK you should apply via UCAS. If you want to apply to the University of Bedfordshire only you should apply directly using our international application form (link below) or via our representatives in your home country
• Postgraduate applications should be made directly to the University using our international application form (link below) or via our representatives in your home country
• Healthcare, nursing and midwifery students Many of these courses are not available to overseas students due to UK immigration law in regard to bursary funding. Please contact international admissions to find out if you are eligible to apply
• BA Nursing Studies Level 3 (with or without Overseas Nursing Programme) is available to overseas students - please contact International Admissions by email at international-admissions@beds.ac.uk for further information

(Please note that applicants on a full student visa are not eligible for part-time study)

Course application form for international students

We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your application.

• Course application form for direct applications [PDF]

How to complete your course application

Please read the Direct application instructions before completing the course application form.

Application forms for accommodation in the student halls at Bedford campus and Luton campus are available in the Student life section

Accreditation of prior certificated learning (APL)

APL is available for international students applying for undergraduate (Bachelor degree) study. Please do not use this APL form to apply for postgraduate courses.

Use the APL form to tell us about any non-standard qualifications and/or work experience you have that you think should be taken into consideration with your application. `

The APL form should be submitted at the same time as the course application form.

We regret we are unable to process APL forms from students who have not submitted a formal course application form.

• APL application form for International students [100Kb] updated 041007

What next?

Return your completed application to:

University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom

Contact International Admissions

T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk

Awarding institution

University of Bedfordshire

Teaching Strategy

The course is varied, both in curriculum content and delivery methods.

Lectures, seminars and tutorials will be used extensively, but, in addition, a great deal of your time will be spent in small groups, involving, for example, discussion of case studies, simulation exercises, preparation for assessments, and work on presentations. Of course, there is a great deal of material for you on-line in the BREO Virtual Learning Environment. While particular units vary in the nature and range of content you will always find the basic course information and lecture slides on BREO. This document is only updated infrequently (it is updated annually) and so the extent and detail of the BREO content that you will see is difficult to specify. Current developments at the time of writing suggest that formal inputs will be substituted for self study materials via BREO giving you more time for interaction and discussion. It will also mean that if you are ill, or for good reason are not able to make it to the first session, you will be well placed to catch up on the material that otherwise you would have missed completely.

Formal sessions are an important component of masters courses, and these will be used on all units with an emphasis upon interactivity and applied learning. In general, however, if a lecture is incorporated, this will be limited to one hour in length, and will be followed by small group work. There may be further scheduled group work which may be with or without direct lecturer supervision. As with any post graduate course much of the learning of students will be from each other and this process will be facilitated by the style of delivery, and the assessment methods.

Whilst contact time will be relatively concentrated this means that private study demands on this type of course are considerable. You should remember that a full time course represents 35 hours per week and time not spent in class needs to be devoted to private study or group meetings.

When you get to the final stage of the course, the applied management project, project support will be through learning sets supported by facilitators from the Business School and other areas of the University. This will help you in:

• Building your self-awareness by encouraging continuous self-reflection and peer evaluation and using it as important assessment mechanisms


• Using students as co-contributors to a collaborative learning process

and driven by student performance

• Developing a clarity of goals and how these can be achieved


• Co-operation through establishment of mutual respect of roles and requirements


• Collaborative working through having a substantial team work component


• Innovative, active and engaging approaches to the learning and assessment experience


• Facing challenge through emphasis on directed and independent research


• Fostering employability through key skills development linked to practice, including effective communication orally and in writing

Professional, Statutory and Regulatory Body Accreditation

N/A

Students with disabilities

We welcome applications from disabled students and make sure that our campuses are accessible and welcoming to all. Our disability advice team is available to discuss any issues you may have and can provide advice and a range of support and services. On this course there are no foreseeable issues that may discriminate against students with disabilities, and all such students are able to undertake any element of the course. Unit tutors have undertaken awareness programmes provided by the University.

Skills Development

Communication

The ability to communicate effectively is universally recognised as a key skill in an aspiring manager. We try to help you develop your communication skills in a variety of ways in all of the units that you study. There is a core unit in business communication which demonstrates how important we consider this to be. While communication is typically broken down to written and oral this broad classification in no way represents the diversity of opportunities that you will be give. To develop your written communication skills you will be exposed to a wide variety of applications. Business reports and essays (there are not too many essays) are obvious ones but you will also be completing briefing papers, keeping notes, writing proposals and plans. The oral side is equally diverse and you are encouraged to develop your oral skills through class discussions and presentation. A PowerPoint presentation combines both oral and written communication and you will become more experienced at using these.

Information Literacy

In the UK, information literacy is defined by the Chartered Institute of Library and Information Professionals as: "Information literacy is knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner." Right from induction you are introduced to the sources that the university has. We invest heavily in electronic sources of information as well as paper based ones and you are introduced to the range and diversity of what is available to you. The majority, if not all of the units that you study will expect you to search out relevant information and so your skills will improve throughout the course.

To help with the development of this you will use of the Internet as a research tool; analysis of websites, SMS etc. as communication media; use of online data/journals e.g. Keynote, EBSCO; use of PowerPoint as a presentational medium

Research and Evaluation

Through the analysis, processing and justification of numerical data: budgets; brand equity; return on investment measurement e.g. AVEs; other technical formulae OTS, CPT, TVRs. Problem solving permeates much of the course. In most, if not all, units you will be expected to search out relevant information and academic literature. Identifying information and theory is only the start, you must assess the relevance of information and the applicability to the context at hand of the competing theories that you find. This requires critical assessment of the material that you have. Obviously, tutors will present their own critical evaluations of theory and the applicability of theory in particular contexts within class and you should learn from this to develop your own perspectives.

Creativity and Critical Thinking

If running a business were a simple thing then all you would have to do to succeed is read a textbook and follow the guidance given. Theories are a great basis for running organisations but the way that you implement them is critical to how well they can help you. This is where creativity comes in. You need to be looking for different and creative ways to apply what you learn on the course. Of course we give you ample opportunities to develop your creativity. You will find class sessions provide opportunities for discussion of case examples where other classmates have very different solutions to the ones that you have thought of, some more creative than yours and others less. Most of the assignments that you tackle will call for some degree of creativity and so you will get plenty of practice in developing and arguing creative solutions.

Critical thinking, on the other hand represents the application of logic and evidence rather than creativity. Again class discussions provide you with ample opportunity to present logical solutions to case problems and receive feedback on the strength of the argument. Indeed, the majority, if not all, of your assessments need logic and evidence to support your case, not least when you have come up with a creative solution.

Improving learning and performance

Most of us are not perfect and most, if not all, of the things we do could be improved. We help you to improve your learning and performance in several ways. When you prepare for an in-class discussion you will find that others have tackled the problem in a different way. This gives you an opportunity to learn from your fellow students (although you have to recognise when your interpretations are better than theirs). You will also interact with the tutors during class sessions, again an opportunity to learn different perspectives and approaches that you can apply later on. For assignments you will receive feedback. This feedback is very much more than simply the grade given. You will find in the feedback suggestions of how your work could have been improved and can apply this information for further pieces of work. Finally, the best management practice draws heavily from reflection. This is your reflection on how you could tackle things differently to improve learning and performance. We do include reflective components in some assessments (in particular the Advanced Management Project) but you will be encouraged to reflect on what you do throughout the course.

Progress files

The course builds on the progress files that you will probably have developed in your previous studies. The main vehicle for demonstrating developments will be in the Advanced Management Project element (analogous to the level 3 Undergraduate approach). Nevertheless, the majority of units provide enabling opportunities for autonomous development in the areas of needs analysis, performance planning and management (especially within a group context) and presentation and evaluation. The most substantial evidential output is the Advanced Management Project but you will have a (self maintained) portfolio of individual and group tasks. The main mechanism for implementation will be through structured discussions with the dissertation supervisor but there will also be inputs from unit leaders.

Professional standards

We believe that being on a postgraduate course is very much like working as a professional in an organisation. We therefore expect that you will behave like an employee and we will do our best to behave as your employer. This has a number of imperatives:

• Staff and students will work with professional integrity at all times


• Staff and students will abide by the Code of Conduct as stated in the Universitys Student Regulations


• Staff and students should ensure contact details are current; staff should ensure that their availability is publicised and appropriate communication channels are agreed


• Students are expected to attend all classes; where there are mitigating circumstances staff must be informed promptly


• Staff and students must arrive on time for classes


• In all situations students and staff should dress and act appropriately


• Staff and students should work to sustain a culture of mutual respect


• All assessed work should be a students own and correctly referenced where material is taken from other sources


• Electronic devices must not be used during classes without express permission and mobile telephones must be switched off


• Student concerns should be raised promptly, through the appropriate channels

Strategy for developing and embedding the professional standards

The professional standards are included in the course handbook for reference by students. A range of the issues covered are explicitly included in induction sessions (putting them all in would subvert the purpose of induction) as they are of most significant impact in terms of the potential outcomes students, e.g. plagiarism. Many are also reinforced explicitly within unit handbooks and implicitly through the operation of the units and the example given by unit leaders.