Why choose this course?

This course exploits existing industry links Tresham has established with local employers such as Tata Steel; RS component; Wheatabix and local authorities and the teaching skills developed to deliver meaningful educational courses to support both student and businesses needs. It also supports the colleges work with the North Northants Development Agency and form a valuable part of the colleges existing portfolio of Foundation Degrees.

The course has a very flexible structure offering conventional delivery of the core business syllabus in small classes with an interactive teaching environment. Understanding and application of the syllabus is developed within the workplace to compliment the class based units which use techniques in workshops and assessments to contextualise the syllabus and simulate the workplace to highlight key issues facing managers.

The objective of this approach is to develop a focus on management within an organisational context. In particular the development of decision making skills, where problem solving techniques, data analysis and financial analysis are used to underpin the decision making process.

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Assessment

The course uses a range of assessment types and methods, as appropriate, to ensure the validity and fairness of assessment. Formative assessment is used to provide feedback to students to support their progress and diagnostic assessment is used to assess students current knowledge or skills. Summative assessment for most units includes a combination of coursework and tests or examination.

Most units include elements of individual and group work to reflect the type of work undertaken in business and management. Assessment is focused on tasks which develop vocational skills, underpinned by subject knowledge, requiring higher levels of cognition in the later years of the course.

The assessment of the work based learning units will include input from the employer, supervisor or work place mentor according to the specific arrangements made in the unit.

Assessment takes a variety of forms, including essays and reports, portfolios, individual and group presentations, research proposals and exams. Peer and self-assessment are used in some units, as appropriate, but particularly where group work has been completed.

All coursework has an assignment specification, with grading criteria, which is issued to students, normally at the beginning of the year, but at least 3 weeks prior to the deadline. All marked work is returned to students following the university guidelines, with written feedback, including advising the student on how they can improve their work next time.

All coursework submitted is subject to university procedures for the detection of plagiarism.

Annual monitoring of the outcomes of assessment for each unit is completed, providing the opportunity for reflection on the assessment methods and weightings.

Course Learning Outcomes

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

LO1: a sound knowledge and understanding of the well-established principles of management. Including theories, models, conceptual frameworks from the cognate areas of Marketing, Finance and Human Resource Management

LO2: the ability to successful apply a range of knowledge and skills learnt throughout the programme in the workplace or in contexts other than that in which they were learnt

LO3: a knowledge of the main methods of enquiry used in business management and the ability to evaluate critically the appropriateness of different approaches to solving and apply these in a work context;

LO4: An awareness of the internal and external factors that impact upon the management function within a variety of different types of commercial and non-commercial organisations.

LO5: A range of skills to include effective communications, numeracy, team working, critical evaluation, inter-personal attributes, self-direction and management.

LO6: qualities and transferable skills necessary for employment and progression to other qualifications or roles requiring the exercise of personal responsibility and decision-making

LO7: effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non-specialist audiences;

LO8: A clear insight into the increasingly important need to manage information and have developed information handling skills, both within an operational and learning context.

LO9: Demonstrate the ability to undertake a practical research project to identify and/or address a defined management problem using an appropriate methodology.

LO10: Demonstrate an understanding of the difficulties and problems relating to the effective management of projects, and implementing key management techniques effectively in the workplace.

External Benchmarking

QAA Foundation Degree qualification benchmark

QAA General Business and Management Subject Benchmark

Foundation Degree Forward Handbook for Endorsement

Educational Aims

The aim of the course is to provide advanced, broad based education for careers in management, and to develop students general intellectual competence. Successful students will be equipped for a management career and should expect to progress quickly to higher levels of responsibility. More specifically the aims are:

• To provide vocationally useful, challenging and varied components to support careers in a management role in a range of organisational setting;
• To develop students understanding and skills related to management which will promote students ability to interrelate a wide range of business and organisational activities;
• To encourage a critical awareness of current management practice;
• To equip students for a career in management and for progression to senior levels of decision-making;
• To encourage the habit of continuous learning, and to provide a firm grounding for further academic or professional activity within the management or business studies areas.

Student support

All students have access to the full range of student services and support offered by Tresham College. Including a personal tutor and work-placement mentor. This includes a wide range of support offered by the Guidance and Liaison Officers based in the Learner Centres at each campus. Learner Mentors are available to support learners `at risk' of not completing their course. They will work closely with personal tutors and offer one-to-one meetings with learners to support with issues affecting them coming to college which can include financial, personal as well as motivation issues. Tresham also provides additional help for learners who may need support because of a disability, sensory impairment, learning difficulty or medical condition.

Students will be advised to raise any course specific issues with their Unit Tutor in the first instance. In the event that the Unit Tutor is unable to satisfactorily resolve the issue, it will be brought to the attention of the Course Leader for appropriate action. Students will also have access to a Student Council via their elected student representative and will be represented at the Field Committee.

In addition to the support at Tresham students have access to all the on-line resources available throught the Bedford Resources for Education On-line (BREO). They can seek advice and support from Professional and Academic Development unit at the University of Bedfordshire with respect to study skills and maths support.

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.

Students have the opportunity for team work in most units, and are able to develop skills in self and peer assessment.

Teams will encounter difficulties at times and in the later years of the course students are encouraged to resolve difficulties themselves with minimal staff intervention. In higher level units students have the opportunity to reflect on their group working and critically evaluate their teams performance.

Career Management 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.

The Careers Advisors meet the students in the Year 1 Induction, to focus the students on their future career and introduce them to the Careers Service. They also have formal sessions in Year 2 Induction. The Careers Advisors, Job Shop and Work Placement Office meet with the students at the end of Year 1 to discuss options available to students and the support structures available to them.

Students will be introduced formerly to the theory of career planning and management, based on SOAR (Self Awareness, Opportunities Awareness, Aspirations and Results) in Year 1. This work will be continued and integrated within Year 2 units at appropriate points. Students are encouraged to use the various Career Management on-line tools available for self-assessment and identification of career opportunities.

In year 3 students are encouraged to take greater responsibility for their career management, with the support of the Careers Service, which offer one-to-one career coaching.

Career/Further study opportunities

Career:

Participants who are already in employment will be encouraged to engage with career development and progression opportunities with existing employers. The foundation degree prepares participants for a variety of roles and they are able to develop within in all areas of management including finance, marketing and HRM as well as the general management route. The curriculum develops management skills suitable to support a career in a large organisations, but it also considers the importance of entrepreneurial activity and the issues related to management practice in smaller organisations and managing business start-ups.

On attaining this award students would be able take on a degree of managerial responsibility within their work place, take up a management training post, start their own enterprise or seek a post requiring some level of managerial capability such as:

• Public Administration
• Sales and Marketing
• Technical sales
• Team leader
• Financial services

Further study:

• Honours Degree in Business Management
• CMI Postgraduate Certificate (an entry qualification for the MBA)
• Level 6 top up programme due for validation 2012

Entry

Additional:

Applicants must be employed or have had employment or be prepared to participate in voluntary or placement work during the course.

Applicants without the formal `standard entry requirements but who have significant experience in an appropriate management role may be considered if their experience and training can be demonstrated (through a combination of APCL and APEL) to be equivalent to the `standard entry requirements.

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

This is a part-time course of study taken over three years requiring attendance to taught units on two days a week. The normal registration period will be three years however the maximum period of registration is six years.

You will be required to attend formal contact sessions where you will be introduced to the assessed syllabus of the units making up the course. Across the course a blended approach will be used to create a flexible delivery model to meet the needs of students and employers. While this will include some formal work in the classroom, workshops, case studies and role play. In addition there will be extensive opportunities for you to meet the learning outcomes supported by resources available on-line. Much of your learning will also be reinforced through the use of group working; project work and problem based learning. As far as possible aligning these activities with the work-based elements of the course and assessment activities.

An essential element of the course is to encourage you to develop your understanding and skills through reflection. Each year is started off with an induction week allowing students to discuss and develop personal learning plans and to review progress, similarly the year ends with extended sessions reflecting on their learning in the workplace. Where students are required to learn in the workplace they will be supported by the unit tutor and a workplace mentor, they will also have access to resources on-line and from their work on other units. This process underpins the Personal Development Planning (PDP) process and skills development, you are expected self assess your skills development using evidence from the workplace or your college work. You will be supported through this process and encouraged to use reflection for personal and professional development by your tutors and workplace mentor.

Professional, Statutory and Regulatory Body Accreditation

Not applicable

Students with disabilities

There are no elements of the courses 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 any field trips or work placements.

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 management or academic task
• Use academic journals
• Use information from a number of sources as a base for making decisions on management tasks set in relation to real businesses
• Use a range of information sources to write an essay or report 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 management problem or academic question based on evidence

Creativity and Critical Thinking

To help with the development of this you will:-

• Practise techniques of lateral thinking and `blue-sky thinking in given exercises
• Use a range of techniques to generate options as solutions for given management tasks
• Use critical thinking in case studies, exercises, management projects and academic essays

Improving learning and performance

Students will complete a self assessment exercise during the Induction period, assessing their level of key skills. The resulting self assessment booklet is the first element to be included in the portfolio of evidence of skills development

Personal Development Planning is a focus throughout the course of study with students reflecting on their progress and completing Personal Action Plans at three points during each year of study. Students have a personal tutor throughout their course, who is available to support them.

Progress files

At the outset of the programme you will be introduced to the universitys documentation on Progress Files and encouraged to use these during the entire programme. All students receive transcripts of their results at the end of each academic year, for their records.

Students build a portfolio of evidence of skills development and achievements in the level 4 units Introduction to Business Management and Working in the Business Environment, the portfolios are continued and developed in the level 5 unit Managing Effectively in the Workplace. These units also include and formally assesses Personal Development Planning (PDP) and encourage students to reflect on their learning , both in the class and the workplace and implement personal action plans each term.

In years 2 and 3 students are encouraged and supported to continue their PDP and reflect on their progress in units and at course level. In some units this forms part of the assessment.

Students are encouraged to make use of the range of support within the university, such as careers advice and study skills support. As indicated above, these elements are central to the course objectives and key to supporting students in their PDP. Each student has a PDP tutor available to them if they need further support.

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.