Course Summary

The course meets the analytical needs of business. It focuses on ways an organisation uses its data to derive meaningful information to manage the business.

Challenging and fun learning with great emphasis on developing the skills needed to be successful. You will produce management reports and plans, develop presentation skills and learn how to work effectively in groups.

Why choose this course?

Key features

• Study of information management, a growth area for employment
• Small group workshops
• Employers in decision management market are looking for graduates with strong analytical and numerical skills this course will ensure you get just that

Areas of study include:

• Data analysis and decision making
• Quantitative modelling
• Marketing and HRM
• Forecasting and simulation
• Business systems, process and operations management
• Database management
• Statistics
• Corporate strategy
• Business forecasting and simulation
• Project management

BSBDM-S

Assessment

A range of assessment methods is used throughout the course. Students are required to undertake a variety of group and individual based assessments throughout the duration of the course. 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 elsewhere in this document.

At level 1 the assessments are of a sustained nature and require the completion of a set of interrelated tasks in order to complete the overall assignment. The aim is to give the assignments weight and to prevent the completion of a series of activities which although complete in their own right, do not convey an accurate impression of the interconnectivity of business activities and perpetuate the impression that business activity is carried out in a series of `silos.

At levels 2 and 3 the aim of the course is to enable students to demonstrate mastery of a range of quantitative methods used in decision making as well as equipping them with the soft skills required by business organisations.

The assessment philosophy is that of a series of tasks in which the student should demonstrate competence. The inability to demonstrate such competence at the first attempt is not seen as failure and there are opportunities to demonstrate competence throughout the integrated unit. In order to provide feedback, formative and summative assessment is a continuous process rather than a final hurdle.

Course Learning Outcomes

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

1. Demonstrate familiarity with the core knowledge of the basic business disciplines related to decision management.

2. Apply skills of rational argument, objective interpretation of evidence and sound business judgement to business decision management problems.

3. Demonstrate a critical awareness of the impact of the wider business environment on the operations and management of a business.

4. Approach an organisational information systems problem equipped with the ability to choose appropriately from a wide range of technical and professional skills and methods.

5. Display qualities of imagination, creative thinking and innovation in their approach to the decision making processes and the design and management of business systems.

6. Assess and deal with technical, behavioural and other constraints which limit the implementation of problem solutions in the workplace.

7. Make effective and appropriate use of information technology as a tool.

8. Exercise a critical awareness of current Business Systems practice.

9. Demonstrate a well developed range of personal and interpersonal skills and effectiveness in an organisational context.

External Benchmarking

Informed by QAA General Business and Management Subject Benchmark but not required to conform completely to it.

Educational Aims

The course aims to:

• Provide a broad-based, vocational education to support careers in industry, commerce or the public sector and provide the educational basis for progression to senior levels of management decision making


• Develop students abilities to apply appropriately and effectively a range of skills and techniques in a wide range of organisational contexts


• Encourage in students an enquiring, analytical and creative approach to their work and promote independent judgement and critical self-awareness


• Encourage the habit of continuous learning and to provide a firm grounding for further academic or professional activity within the Business Systems area

Student support

Within the Business School

Pod Tutors level 1:

In level 1 from the first meeting in induction, students are placed in cohorts of no more than 50. Each cohort of students has 2 members of staff, who work with the students throughout the year in the Business Core Integrated Programme. As well as facilitating learning in the Pod, the tutors also have a coaching and mentoring role.

CourseTutor level 2 / 3:

In levels 2 and 3 BDM students will be assigned a course tutor.

Field Chair:

The Field Chair has the knowledge of the University systems and the authority to facilitate actions on behalf of the student such as course and unit change. At levels 1 and 2, the Pod tutor may refer students to the Field Chair. At level 3, the Field Chair will be responsible for the students.

Exchange and Articulation Tutors:

The Department has a number of exchange and articulation agreements. Students from abroad coming in to the Department are advised and supported by these tutors.

Faculty Student Support drop-in centre:

The Business School operates a term time drop in service for students, particularly in cases where the need immediate and pod tutors may not be available. As the name implies, there are no appointments. Students are seen as soon as an adviser is available. In some cases the advisers are able to deal with the problem. If not they ensure that students are directed to the correct agency in the University for help.

Outside the Business School

Careers Service:

The Careers Service offers advice, information, a Job Shop and Volunteer Bureau and on-line Career Management Skills programme.

Team working

One of the critical skills sought by employers in potential employees is the ability to work effectively as part of a team. Because of this, the course is designed to place heavy emphasis on group working. The level 1 Business Integrated Core Units is based around group working and from the earliest stage of the course students are asked to reflect on their performance and that of their team.

In level 2 peer assessment is introduced as a formal part of the assessment process to help students to become proficient in constructive criticism.

In level 3 as part of the project unit student complete a 5000 word essay which is based on problem based learning. Although the final report is the students own, those whose groups work effectively, perform better.

Career Management Skills

The Business Integrated Core Programme in level 1 provides opportunities to experience and understand the different functional areas of business so students are able to make informed decisions about in which area of business they wish specialise. At the end of the first phase of the programme, students are able to change their area of specialism or move into general Business Studies.

The course offers an optional one year work placement in year 3, which tutors encourage all students to consider. Students are introduced to the Work Placement in Year 1 and offered support throughout Year 2 in finding a placement. Sessions and help are offered, for example on CV writing, job searching and interview skills.

The course is designed to be vocational, developing skills required by employers, and tutors focus on this aspect with students.

Throughout the course there is interaction with the careers department at appropriate junctures including induction and in annual careers conferences in which local and national employers are invited to come in to the university and talk both formally and informally with students.

Career/Further study opportunities

General management, plus specialist roles in information management, data analysis, operations management, project management and web analytics.

Career:

Graduates find employment in all areas of business including finance, marketing and HRM. Many work for large multinational organisations but increasingly they go to smaller organisations where there are opportunities to work across a number of functional areas. Some graduates work in charities and others pursue careers in teaching.

Further study:

• Masters degree in specific areas of business e.g. Finance, Project Management, Quantitative Business courses
• Professional courses, for example: CMI, ACCA, CIMA
• PGCE Applied Business
• Research degrees

Entry

Standard:

Standard entry requirements for UK students - http://www.beds.ac.uk/howtoapply/ukugentryreqs

Students from the European Union - http://www.beds.ac.uk/howtoapply/eu/guides

International students - http://www.beds.ac.uk/howtoapply/international/apply

Additional:

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 teaching and learning strategies are designed to enable students to achieve, at each level, the various general and course specific objectives. The objectives cover a wide range of knowledge, skills and personal development. In order to achieve these objectives it is necessary to use a carefully balanced mix of teaching and learning methods.

Key features of the strategies are:

• Developing the ability of the student to study independently


• The use of a variety of analytical methods and approaches within and across units


• Selective use of group work


• Wide use of information technology and computer workshops as an aid to problem solving


• Formative use of the assessed assignment programme


• The development of a range of transferable and personal skills

Teaching and learning methods will include: teaching in smaller, coherent groups (cohorts) rather the uses of large lectures and seminar groups, substantial, complex business problems / issues; guided reading; lectures to introduce key concepts; case studies and desk research. Skills will be developed in many ways for example through the use of oral presentations, group activities and online activities. Information technology facilities will be widely used across the course as a means of delivery of study materials; to provide students with feedback and as a channel of communication for students to interact with their peers and the academic community. They are seen as a highly flexible learning resource with many applications across the course.

Professional, Statutory and Regulatory Body Accreditation

N/A

Students with disabilities

There are no elements of the courses delivered within the university that should cause particular difficulties for students with disabilities. Documents such as course notes, exercises and examination papers can be produced in larger fonts and on different coloured paper and students may be given additional time to complete assessment. As advised by the Special Needs Adviser other adjustments can be made or other allowances made.

Individual student requirements will be considered, particularly with respect to trips and / or Work Placement.

Skills Development

Communication

To help with the development of this you will:

• Write a variety of reports in an appropriate business format


• Write analyses of case studies


• Write essays in an appropriate academic style with referencing


• Practise presentations in a variety of formats as a group member, as an individual with and without visual aids


• Develop negotiation skills


• Work in groups, learning to listen effectively and to influence and persuade a small group of colleagues

Information Literacy

To help with the development of this you will:

• Learn to identify appropriate sources of information for a particular business or academic task


• Use business research reports


• Use academic journals


• Use information from a number of sources as a base for making decisions on business tasks set in relation to real businesses


• Use a range of information sources to write an essay on a given topic

Research and Evaluation

To help with the development of this you will:

• Learn to select appropriate information to use for a particular task


• Carry out quantitative analysis of data provided and draw conclusions about the nature of the problem presented


• Apply theoretical models to given case studies and draw conclusions


• Learn to develop an argument through the selection and logical presentation of information and ideas in an essay


• Learn to develop your own point of view about a business problem or academic question based on evidence


• Participate in business research methods classes

Creativity and Critical Thinking

To help with the development of this you will:

• Practise techniques of lateral thinking and brainstorming in given exercises


• Use brainstorming to generate options as solutions for given business tasks


• Use critical thinking in case studies, exercises, business projects and academic essays

Improving learning and performance

In the first year Business Integrated Core Programme places very heavy emphasis on the maintenance of a reflective Personal Learning Log or Pllog. The assessment regime is one which gives regular feedback throughout the year and enables student to attempt tasks on several occasions. The philosophy of one of supporting learning by giving the students regular assessments rather than offering them only one or two pass / fail opportunities.

In the second year this philosophy is continued in Decision Modelling where there will be an emphasis on self assessment, building on the concepts of Personal Learning Logs (PLLOGs) and reflection established at level one.

In level 3 reflection on performance is a part of the Strategic Management unit, the Project Management unit and the Advances in Business Unit.

Progress files

At the outset of the programme the student will be introduced to the universitys documentation on Progress Files and encouraged to use these during the entire programme. Additionally, several of the course units include personal records and personal development programming-related tasks as part of the assessment:

Business Core level 1

Organisation and Leadership level 2

Project level 3

Professional standards

• 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

These standards will be shared with all new students and reviewed annually within the Field Committee. All students will be reminded of the course professional standards in the annual induction period.

The course team will seek to encourage students to adhere to the above course professional standards.

The course is informed by the codes of conduct and professional standards of the following professional bodies:

Chartered Management Institute (CMI)

Chartered Institute of Personnel and Development (CIPD)

Chartered Institute of Marketing (CIM)

Association of Certified Chartered Accounting (ACCA)

Chartered Institute of Management Accounting (CIMA)

Students are introduced to the codes of practice in Year 1, in order for students to plan their personal development and recognise the skills, values and behaviour required of professional practitioners. The professional body standards are referenced and used in later years, within the relevant subject units.

With the focus on career management and lifelong learning, students are made aware of the post-graduate professional courses available through the CMI, CIPD, CIM, ACCA and CIMA; many of which are available within the University, at Bedford and Putteridge Bury.