Higher National Diploma (HND) Business Studies … · Higher National Diploma (HND) Business Studies Programme specification January 2009 . 2 Marketing Summary Introduction The HND

Originating Department This copy released on date University of Lincoln Brayford Pool Lincoln LN6 7TS

Higher National Diploma (HND)

Business Studies

Programme specification

January 2009

2

Marketing Summary

Introduction

The HND Business Studies is a full-time course lasting for two years resulting in the

award of a Higher National Diploma (HND) in Business Studies. It is designed for

those who want to develop their existing knowledge and skills in the area of business

or to continue on to an appropriate degree level programme. The course is ideal for

those who prefer a more vocationally oriented programme of study than a traditional

degree course.

Entry requirements

The requirements are one A-level or usually 40 points/NVQ3 or equivalent.

Applicants who do not meet these requirements may be considered through the

experiential route (relevant work experience), where an informal interview will be

required.

Programme structure

The programme offers participants the opportunity to acquire knowledge in relevant

core business subjects such as Economics, Finance, Law, Business Statistics,

Marketing and Human Resource Management . Each subject is taught through a

subject module consisting of either 15 or 30 CATS* points.

The modules studied are shown in the table below.

3

Level 1

Semester A

Business Environment

(30 CATS)

People in Organisations

(30 CATS)

Fundamentals of Marketing

(15 CATS)

Understanding

financial statements

(15 CATS)

Semester B

Quantitative

Techniques for Business

(15 CATS)

Introduction to Business Law

(15 CATS)

Level 2

Semester A

Innovation and

Change

(15 CATS)

Human Resource

Management

(15 CATS)

Practices of Marketing

(15 CATS)

Financial Planning & Control

(15 CATS)

Semester B

Project

Management

(15 CATS)

Managing Career

Development

(15 CATS)

Operations Management

(15 CATS)

Business Research Methods

(15 CATS)

Mode of study

We recognise that some people may find it difficult to fit their

studies around work and/or family commitments. For this reason we offer two

different attendance options (subject to demand):

Option 1: One day a week attendance. With this option seminars start in the morning

and continue until early evening.

Option 2: Two day a week attendance. With this option seminars are split over two

days.

4

Award

Upon successful completion of the course you will graduate with a Higher National

Diploma and will be invited to attend the University of Lincoln’s Graduation Ceremony

at Lincoln Cathedral.

Further Opportunities

Over 80% of our students choose to continue their studies by transferring onto our

third year part-time BA Business Studies (Honours) degree course, validated by the

University of Lincoln. Successful students may also choose to progress onto suitable

Honours degrees such as the University of Lincoln BA (Honours) Business

Management by distance learning.

*Credit and Accumulation Transfer Scheme. This is a UK-wide scheme used across Further

and Higher Education to indicate the length and level of difficulty of courses. 1 CATS point is

the equivalent to a notional 10 hours of study. 15 CATS points therefore indicates 150 hours

of notional study time (class contact time and self directed study and preparation). A 15 point

module indicates the equivalent of one semester of full-time study. A 30 point unit indicates

two semesters of full-time study.

5

Contents Page

1. Basic programme data 6

2. Programme aims and objectives 8

2.1 Educational aims of the programme 8

2.2 QAA subject benchmarks 9

2.3 Internal contexts 9

2.4 External contexts 11

3. Programme outcomes 13

3.1 Knowledge and understanding 13

3.2 Subject specific skills and attributes 13

3.3 Transferable skills and attributes 14

4. Learning, teaching and assessment strategies 15

4.1 Learning and teaching strategy 15

4.2 Assessment strategy 18

5. Programme structure 24

6. Regulatory framework 25

Appendix I – Curriculum map

Appendix II – Assessment map

Appendix III – Benchmarking analysis

6

Section 1: Basic Programme Data

This document describes one of the University of Lincoln’s programmes using the protocols required by the UK National Qualifications Framework as defined in the publication QAA guidelines for preparing programme specifications

Final award(s) HND

Programme Business Studies

Other awards using modules from this programme

Mode of delivery Full time/Part time

UCAS code (Full-time variant)

(Part-time variant)

Awarding body University of Lincoln

Teaching institution North Lindsey College

Owning department Higher Education

Programme leader

Relevant QAA Subject Benchmark Statements

Business and Management

Professional, Statutory or Regulatory Body accreditation

None

Programme start date September 2009

Introduction of the programme to be phased?

Yes

Level 1, September 2009

Level 2, September 2010

7

Document publication date Date of confirmation of approval by Faculty

Revision 1 Date of confirmation of approval of revision by Faculty

Change affects another programme? Please specify





Subsequent minor modifications to modules within this programme

Module(s) Date Brief description of change including any affect on other programmes

8

Section 2: Programme Aims and Objectives

2.1 Educational aims of the programme

The HND Business Studies aims to provide:

• an introduction to the theoretical bases of business

• an overview of the world of work and opportunities for career development

• an opportunity to develop knowledge of business and management principles

and practices

• a framework for understanding business functions and organisational

environments

• opportunities to acquire and practice a range of BTEC common skills to

enhance self development and personal effectiveness

• an appreciation of personal developmental pathways and clear progression

routes for accredited learning.

The HND Business Studies is a widely recognised as a valued and valuable business

qualification in its own right. The possession of a Higher National qualification is also

indicative of an individual’s intention to progress onto further study as it is a

recognised pathway to further study. It is distinctive in that it It provides the

opportunity for students with little or no work exerience to acquire general business

skills and expertise and prepare them for a career in business and management. At

the same time, it enables students with lower entry qualifications than are required at

degree level to progress onto a range of degree top-ups of either one or two years

depending on subject and final year grades. By its nature it is, therefore, a

developmental programme.

The qualification at North Lindsey College is valued by local employers. Students

have in the past been able to enter a variety of occupations. Past employers and

roles include:

• Anglian Water : Commercial Accountant

• University of Lincoln : Lecturer – Accountancy

• Tesco Supermarkets : Retail Management Trainee

• North Lindsey College : Marketing Officer, Quality Officer, Lecturers

• Young Enterprise Scheme: Regional Manager

9

• Graduate teacher programme: Primary teacher trainee

• Jacksons Builders Merchants: Management Trainee

• TS&S Global [Ericssons]: Personnel Assistant

• Scunthorpe Health Trust: Various Adminstrative posts

• North Lincolnshire Council: Economic Development trainee, Regeneration Officer

• Lloyds Mortgage Centre: Training manager

• Scunthorpe Evening Telegraph: Advertising Executive

• Graphic Design studio: Sales Executive.

Historically around 80% of students gain the necessary grades to enable transfer to

one year degree top up courses. The majority have opted for the BA [Hons]

Business Studies route although some have joined the Management degree top-up.

Those who are interested in progressing to a joint degree such as Business and

HRM have joined level 2 of such programmes.

2.2 QAA Subject Benchmark Statement(s)

The HND Business Studies responds to the United Kingdom QAA benchmark

statement(s) for Foundation Degrees and the subject of Business and Management.

Appendix III - Benchmarking Analysis provides a detailed specification of the

relationship between this programme's curriculum and the relevant QAA

benchmark(s).

2.3 Internal contexts

In order to meet the demands of the dynamic internal and external environment the

programme has been designed with the following in mind:

• progression routes – predominantly onto BA [Hons] Business Studies – the

HND programme is designed to maximise opportunities for progression

• flexible delivery to accommodate the increasingly demanding lives of

participants

• awareness of the vocational orientation of participants and the vocational

ethos of Higher National qualifications

• a curriculum that encourages and assists the development of self and career

• the Edexcel BTEC common skills framework

• the concept, principles and practices of continuous life long learning.

10

Together with Foundation degrees, The HND Business Studies is an important

constituent in the North Lindsey College HE portfolio that forms a recognised

pathway of business and management programmes. Whilst Foundation degrees are

aimed at students in employment, the HND provides developmental opportunities for

students with little or no work experience.

2.3.1 The University of Lincoln

The North Lindsey HND Business Studies is a long established programme and

members of staff at the college have a long history of collaborating with staff from the

University not only in maintaining standards but also in curriculum development.

The programme is being reviewed and modified in response to a number of changes

to the University internal context, primarily the decision of the University’s Academic

Board to change the size of modules from 12/24 CATS points to 15/30 CATS points.

The outcome of this change is that full-time participants on the HND will now study

four modules in any one semester. The expectation is that the new structure will

enable even greater focus, integration and depth of study.

2.3.2 North Lindsey College

The College is seeking to establish an Enterprise Academy by 2010. This will

include an Enterprise and Business Centre with incubator modules for businesses

and a Conference Centre. This initiative forms part of the geographical plan of North

Lincolnshire Council and has been discussed with the Head of Regeneration at North

Lincolnshire council and Yorkshire Forward. The college is also considering, along

with the University of Lincoln, a bid to HEFCE under the University Challenge

strategic development fund, with a view to developing provision for higher level skills

and knowledge transfer. The higher level skills agenda locally and nationally has

synergies with the long established Edexcel (BTEC) philosophy of skills

development.

11

Plans are also in place for a joint project with Yorkshire and Humberside East

Lifelong Learning Network (YHELLN) to develop employer co-funded additional

student numbers, building upon the excellent track record of the Kingsway Centre in

Train to Gain and employer engagement.

Given the developments in enterprise, employer engagement and higher level skills,

it is particularly important to maintain a robust and diverse provision of business and

management programmes in order to offer visible and coherent pathways for

learners and employers. The HND Business studies is an established, high profile

product in the college HE portfolio.

North Lindsey College welcomes the development of the BA (Hons) Business

Management and regards it as an exciting opportunity to increase the number of

learners progressing onto University programmes. It is believed that the flexibilty that

the programme offers will prove attractive as an alternative pathway to the more

traditional degrees.

2.4 External contexts

There are typically two distinct types of student wanting to study business locally:

There are those seeking a vocationally- oriented course, having completed a similar

further education course; and mature students entering with little ‘academic

underpinning’. The former usually hold a good A Level profile but are geographically

committed to the area and wish to study locally. The latter are drawn to the

supportive environment of a locally based provider. The programme has been

designed to meet the needs of both groups. Indeed, the diversity of the cohort is

regarded as positive as it adds to the breadth of experience and leads to increased

developmental opportunities.

Approximately 70% of HND Business applicants express an initial intention at

application stage to continue with their degree. Whilst it has already been noted that

employers regard the HND as a useful and valued qualification in its own right, the

implication is that the majority of individuals regard it as a gateway to higher

qualifications.

12

North Lindsey continues to market the programme as the first two years of higher

education with assured progression onto further accredited study [subject to meeting

transfer requirements]. The award of the HND followed by BA [Hons] appeals to a

consumer driven market.

The more recent portfolio of foundation degrees has largely been successful because

the more established HND programme has established the profile of business and

management higher education qualifications with local employers, employees and

the general public in North Lincolnshire over a number of years.

Targeted marketing campaigns have been undertaken to attract a wider feeder

market, for example, all FE level 3 North Lindsey College ‘completers’ are regularly

contacted by the Course Leader, who also continues to maintain the high profile of

the programme by giving presentations to groups of prospective students.

AS 70% of students are either working part time or have parental responsibilities, the

timetabling process accommodates students sympathetically. As well as meeting

client need, the aim is to respond to the generally accepted ethos of widening

participation and increasing accessibility to HE.

National benchmark statements for general business and management have been

taken into account. These have been reflected in the general aims and objectives of

the programme and within individual modules.

Other important factors considered include the ‘natural progression’ route onto

University of Lincoln degree programmes in Business. As stated elsewhere, the

recent validation of the workbased learning Business Management degree will

hopefully prove attractive to HND students because of its flexibility.

13

Section 3: Programme outcomes

Programme-level learning outcomes are identified below. Please refer to Appendix I - Curriculum Map detailing how outcomes are deployed across the programme.

3.1 Knowledge and understanding

On successful completion of the HND Business Studies, participants will be able to:

A1 gain insights into the world of work and provide and make more informed choices

about their career development based on an understanding of the relationship

between theory and practice

A2 appreciate and provide examples of the contribution of core business functions of

marketing, finance, operations and management to the success of an organisation

A3 critically evaluate the relationship between the dynamic business environment and

the internal environment of an organisation

A4 critically evaluate effective self management, self development and working

successfully with others.

3.2 Subject specific skills and attributes


B1 diagnose and critically evaluate business and organisational problems

B2 critically evaluate and analyse specific business problems and recommend

appropriate realistic solutions

B3 critically evaluate the effect of the external business environment on internal decision

making and operations

B4 demonstrate the appropriate use of quantitative techniques to gather, organise and

evaluate business data to make better informed decisions

14

B5 use demonstrate the appropriate use of qualitative techniques to gather, organise and

evaluate business data to make better informed decisions

B6 articulate an appreciation and understanding of the relevance of applying a range of

business skills to practical organisational problems

3.2 Transferable skills and attributes


C1 demonstrate cognitive skills of critical thinking, analysis and synthesis

C2 demonstrate effective oral and written electronic communication skills

C3 display competence in the use of quantitative tools and techniques to organise and

interpret data

C4 identify and critically appraise the appropriateness and relevance of their own

learning methods

C5 appreciate the significance of lifelong learning

C6 conduct effective research individually

C7 conduct effective research as a member of a team.

15

Section 4: Learning, teaching and assessment strategies

4.1 Learning and teaching strategy The learning and teaching strategy adopted within the HND Business Studies reflects

the purposes and objectives set out in QAA Business and Management Benchmark

statements by:

• providing a balance of intellectual and practical skills along with appropriate

opportunities for these to be applied and tested within the participant’s

workplace

• specifying learning outcomes that test both the participant’s theoretical grasp

of the subjects taught and their ability to reflect critically on their application

• providing work-based learning experiences that reflect the particular needs of

the participant’s industry or sector

• taking due notice of the FHEQ, the NQF and MSC standards operating in the

industry, to ensure an integration of academic and knowledge and vocational

skills and competencies, taking account of the need for appropriate academic

rigour.

One of the key strengths of the HE provision within North Lindsey College is the

prevailing supportive, participant- centred approach that actively encourages life-long

learning. The teaching values of academic staff centre upon:

• developing participants’ potential

• developing participants as autonomous learners

• preparing participants for career enhancement and promoting life-long learning

• actively promoting socialisation into HE culture and facilitating progression

• promoting opportunities for participants to acquire and demonstrate

transferable interpersonal, problem-solving and subject specific skills

• encouraging engagement with ‘real life’ contexts in applying theoretical

learning.

16

Historically, academic members of staff have integrated into subject groups within the

University. This presents opportunities to participate in Learning, Teaching and

Assessment methodologies. The subject teams have substantial experience of the

principles and practices of Higher Education and are experienced in designing and

delivering a range of business and management programmes at degree level.

North Lindsey College has traditionally aimed to create a HE learning environment

which integrates subject knowledge, transferable skills and intellectual development.

A supportive ‘student-centred’ culture where students actively engage in the learning

process has been a strength of the provision.

Our Learning and Teaching values revolve around:

• developing students’ potential

• developing students as autonomous learners

• preparing students for careers/career enhancement and stimulate the desire for

life-long learning

• actively promoting socialisation into HE and ensuring progression

• promoting opportunities for all students to acquire and demonstrate transferable

interpersonal, problem-solving and subject specific skills

• responding to and stimulating differential levels and motivational patterns of

learning

• encouraging engagement with ‘real life’ contexts in the application of theoretical

learning.

Historically academic members of staff are generally integrated into subject groups

within the University which presents opportunities to participate in Learning, Teaching

and Assessment methodologies. Examples of existing good practice showing a

collaborative approach to assessment design may be found in a number of HND

modules.

Course teams have adopted a range of methods including lectures, seminars, group

tutorials and practical workshops. The diverse nature of the student body has been

17

reflected in choice of approaches, eg mature students tend to be highly participative

but also take time to develop reflective and self-reliance skills.

In year 1, sessions tend to be tutor-led/ directed with autonomous work groups

gradually developing. Most Lecturers hold private collections to meet the challenges

of individually paced learning and higher levels of motivation towards development of

deeper-level learning.

Learning and Teaching approaches have attempted to draw upon up-to-date and

vocationally relevant material, with topical and local material to stimulate student

engagement. Within the course team, there are QAA Subject Specialist Reviewers

and facilitators, along with A Level examinations board team leaders. Several

Business and Management Studies team members are able to draw upon their

College Management roles to enhance modules they deliver whilst others are able to

use previous job roles in industry/ self employment.

BTEC Common Skills have been developed through workshop sessions and

assessed through formal module assessment events. A Skills Logbook is maintained

by individual students to build up a profile of skills grades. Wider experiential

learning opportunities may be recorded.

HE students are encouraged to access the University ‘Virtual Campus’ for additional

learning materials and to participate in discussion groups. Some Business staff have

developed supporting learning materials which may be accessed on the College

Intranet.

The teaching and learning strategy adopted within the HND Business derives from a

commitment to student centred learning, with an emphasis on developing research

and analytical skills. A range of teaching and learning methods is matched by a

variety of modes of assessment – as evidenced in individual module outlines.

Attempts have been made to increase the flexibility of delivery and explore

alternatives to the University’s traditional one hour lecture/ one hour seminar model.

Workshops are regularly used in the more practical, functional modules such as

18

Marketing, alongside open learning materials and subject handbooks. Where the

primary focus of a module is the development of knowledge and intellectual

competency, problem-based, structured seminars or small group tutorials are used to

support lectures and thus provide a robust and challenging learning experience.

Module handbooks are continually being produced detailing: weekly lecture and

seminar topics; specific aims and objectives; recommended reading and work to

prepare for the following weeks seminar.

Where considered suitable, materials are made available on the North Lindsey

College student intranet, MOODLE.

As the programme progresses onto Year two, project-based/ research studies are

increasingly used to further encourage the notion of learner independence and to

promote application of developing theoretical knowledge.

An added feature of our business programmes is that in recent years we have

established contacts with local entrepreneurs and business people who have

contributed to the delivery of our Management, Marketing & Economics modules. As

part of our HE strategy we are planning to continue to utilise these ‘external contacts’

to provide curricular enhancement.

4.2 Assessment strategy

The assessment strategy adopted within the HND Business Studies has been

designed to meet a variety of teaching and learning methods, and to ensure that

participants have ample opportunities to meet the learning outcomes of each module.

Care has been taken to provide a variety of assessment methods to ensure diversity.

Care has also been taken to ensure that participants are offered assessment that is

developmental in nature. Assessment therefore ranges from the simple testing of

acquisition of knowledge to the more developmental approach of requiring students

to demonstrate the application of knowledge in the workplace, and to articulate the

learning from reflection upon the process.

19

The table below itemises Assessment Methods and classifies them against the

Teaching and Learning methods adopted in the taxonomy of programme outcomes

at Level One.

Programme

Outcomes

Teaching & Learning Methods Assessment Methods

Knowledge &

Understanding

Tutor input, tutorial, discussion &

lecture

Self-directed learning within the

workplace

Use of guest speakers through “Master

Classes”

Seminar activities

Participant presentations, both

individual and group

Reading and Discussion via the

university e-learning platform.

The production of business reports

Individual & Group presentations

The production of learning contracts

which specify the aims and methods

Evidence of learning within the

workplace through reflective

commentaries

Time constrained assessments

Intellectual

Skills

Reflective practice, through the use of

personal portfolio

Promotion of self directed learning

through the use of informal learning

contracts, and work based learning

opportunities

Continuous formative assessment

Real and simulated case study

analysis

Face-to-face discussion , including the

use of high order open questions for

consideration, analysis and discussion

Modular assignments based on

simulated or case-study work (based

on the participants workplace within

certain modules)

The production of learning contracts

which specify the aims and methods

Evidence of learning within the

workplace, reflective commentaries

The production of business reports and

presentations

Formative peer assessment

Practical Skills -Tutor , guest speaker and participant

input in both workshop and electronic

environments

-Simulated and real life case studies

-Formative & summative assessment

of in-class work, group and individual

presentations

-Modular assignments based on

20

-Guided reading and research

-Simulations, role plays, discussions

and practical exercises

-Work based learning opportunities to

enable participants to develop their

own personal development needs

-Mentoring, action learning and

learning networks within and between

organisations to facilitate problem

solving and experience exchanges



certain modules)

-Feedback from peers, workplace

supervisors and mentors

-Reflective learning logs from learning

in the workplace and the classroom

-Outcomes from learning contracts

such as reports, conclusions and

recommendations.

Transferable

Skills

-Tutor , guest speaker and participant


environments

-Practical activities: case studies,

exercises and discussions

-Individual diagnostics tools to aid the

development of strengths and identify

areas of personal improvement via the

use of personal development plans

-Individual feedback, coaching and

counselling from a variety of sources in

the workplace and place of study

-Modular assignments based on



certain modules)

-The production of business reports,

analyses or presentations, individually

and in groups

-Evidence of learning in the workplace

such as learning logs, reflective

commentaries an successful

completion of learning contracts

-Regular testing of learning and

progress

Table 4.1: Classification of Assessment Methods against Teaching and Learning Methods at

Level One.

The table below itemises Assessment Methods and classifies them against the Teaching and

Learning methods adopted in the taxonomy of programme outcomes at Level Two.

Programme

Outcomes

Teaching & Learning Methods Assessment Methods

Knowledge &

Understanding

-Tutor guidance during classroom

sessions

-Self managed learning and research

in the classroom and the workplace

-Business reports

-Individual & group presentations

-Learning contracts which specify learning

aims and methods

21

-Use of guest speakers through Master

Classes

-Participant input in seminar

discussions

-Participant presentations based on

individual and group research activities

-Reading and Discussion via the

college E-learning platform

(MOODLE).

-Evidence of learning within the workplace,

such as reflective commentaries and

successful completion of learning contracts

-Regular testing of learning via discussions

and Q&A sessions during tutorials

Intellectual

Skills

-Reflective practice through the use of

personal learning portfolio

-The development of independent

learning through the use of formal and

informal learning contracts that

contribute to broader Personal

Development Plans

-Work-based learning opportunities

-Real and simulated case study

analysis

-Face-to-face discussion , including the

use of open questioning to encourage

analysis and critique.

-Modular assignments based on simulated or

case-study work (based on the participants

workplace within certain modules)

-The production of business reports, analyses

or presentations

-The production of learning contracts which

specify the learning aims and outcomes

-Evidence of learning within the workplace,

such as reflective commentaries and

successful completion of learning contracts

-Evidence of engaging in the testing of

application to theoretical or beast practice

models within the workplace

-The use of formative peer assessment and

feedback to develop analytical assessment

and application skills

Practical Skills -Tutor , guest speaker and participant


environments, that will include both

tutor and participant- selected issues

and content

-Simulated and real life case studies

-Guided reading and research

-Simulations, role plays, discussions

and practical exercises

-Work based learning opportunities to

-Formative & summative assessment of in-

class work, group and individual presentations


case-study work (based on the participants

workplace within certain modules)

-Feedback from peers, workplace supervisors

and mentors

-Reflective learning logs from learning in the

workplace and the classroom

-Outcomes from learning contracts such as

22

enable participants to develop their

own personal development needs

-Mentoring, action learning and

learning networks within and between

organisations to facilitate problem

solving and experience exchanges

reports, conclusions and recommendations.

Transferable

Skills

-Tutor , guest speaker and participant


environments

-Practical activities: case studies,

exercises and discussions

-The use of Individual diagnostic tools

to aid the development of strengths

and identify areas of personal

improvement via the use of personal

development plans

-Personal benchmarking against a

number of professional standards

-Use of individual feedback, coaching

and counselling from a variety of

sources, within both the workplace and

place of study


case-study materials

-The production of business reports, analyses

or presentations, both individually and in

groups

-Evidence of learning in the workplace such as

learning logs, reflective commentaries and the

successful completion of learning contracts in

terms of both task and process

-Regular testing of achievement and progress

Table 4.2: Classification of Assessment Methods against Teaching and Learning

Methods at Level Two.

The scheduling and distribution of assessment modes within the programme is

shown as Appendix II. Details of individual module assessments are included in

module specifications.

A variety of modes of assessment is employed at each level with the aim of testing

knowledge, skills and abilities as well as to preparing students for the demands of the

‘business world’.

23

In keeping with the vocational nature of the programme, assessments are topical and

relevant to the world of work. The diet of assessment consists of case studies,

essays, reports, reflective logs, presentations, group work projects, examinations and

student portfolios. Examinations are either case study based and/ or open book/ pre-

released. No module is exclusively summatively assessed by a final examination.

Most modules include an element of practical seminar assessment – for example,

presentations. Past experience shows that modules with formal seminar assessment

are, on the whole, well attended.

The development of generic skills has been incorporated in the following ways:

• Workshops are used to develop specialist skills such as computing software

applications

• Written common skills are developed through essays, reports, examinations

and case studies

• Oral communication is developed through presentations and seminar

contributions. Literature search and resource skills are refined through

essays, exams, case studies, problem scenarios and projects

• Computer literacy skills are evidenced through word processing and

powerpoint presentations

• Use of electronic resources include the internet and MOODLE.

The assessment mode for each module is chosen to appropriately respond to the

subject content and learning outcomes and can be seen in the module outlines.

The development team have been conscious of the danger of ‘over assessment’ and

have also attempted to restrict unnecessary group projects. The Assessment Map

shown in Appendix II illustrates the distribution of assessment across modules and

across the academic year.

24

Section 5: Programme structure

The HND Business Studies adopts the University’s standard model for a 240 credit award.

Level 1

Semester A

Business Environment (30 CATS)

People in Organisations (30CATS)

Fundamentals of

Marketing (15 CATS)

Understanding

Financial Statements (15 CATS)

Semester B

Quantitative

Techniques for Business (15 CATS)

Introduction to Business Law (15 CATS)

Level 2

Semester A

Innovation and

Change (15 CATS)

Human Resource Management (15 CATS)

Practices of Marketing (15 CATS)

Financial Planning & Control

(15 CATS)

Semester B

Project

Management (15 CATS)

Managing Career Development (15 CATS)

Operations Management (15 CATS)

Business Research Methods (15 CATS)

Modular structure of HND Business Studies

For details of each module please consult individual module specifications.

25

Section 6: Regulatory Framework

The HND Business Studies is operated under the policy and regulatory frameworks of the University of Lincoln.

6.1 Admissions

University Regulations (University of Lincoln, current edition) Admissions Policy (University of Lincoln, current edition) Accreditation of Prior Learning Policy (University of Lincoln, current edition)

6.2 Assessment

Progression, Awards and Award Classifications: Higher National Programmes (University of Lincoln, current edition)

6.3 Progression

Progression, Awards and Award Classifications: Higher National Programmes (University of Lincoln, current edition)

6.4 Placement

Placement Policy (University of Lincoln, current edition)

6.5 Study abroad

Not applicable

6.6 Student support and guidance

Student Support and Tutoring Policy (University of Lincoln, current edition)

6.7 Off-campus delivery

Academic Partnerships Policy (University of Lincoln, current edition)

6.8 Ethical Issues

Ethical Guidelines (University of Lincoln, current edition)

6.9 Equal Opportunities

Equality and Diversity Policy (University of Lincoln, current edition)

University of Lincoln

Originating Department

Foundation Degree

Date of release

Appendix I - Curriculum Map

This table indicates which m

odules assume responsibility for delivering (shaded) and assessing (�) particular programme learning outcomes.

Level

Module

A1

A2

A3

A4

B1

B2

B3

B4

B5

B6

C1

C2

C3

C4

C5

C6

1


�

�

People and organisations

�

�

�


�

�

� �

Understanding Financial Statements

�

�

�

� � �

Quantitative Techniques for Business

� �

�


�

�

�

Level

Module

A1

A2

A3

A4

B1

B2

B3

B4

B5

B6

C1

C2

C3

C4

C5

C6

2

Innovation and Change

� �

Human Resource Management

�

� �


�

�

�

Financial Planning and Control

�

�

�

Project Management

�

�

Managing Career Development

�

�

�

� �

� �

Operations M

anagement

�

�

�

�

Business research Methods

�

�

� �

�



Foundation Degree

Date of release

Appendix II - Assessment Map

This table indicates the m

odality of module assessment within HND Business Studies. Percentages indicate assessment weighting. Shading

indicates examination (as opposed to in-course assessment). W

here assessment is group based, the entry is decorated with the letter 'G'.

Those in italics are where the assessment may be spread across a number of weeks, such as presentations.

Week

Level

Semester

Module

1

2

3

4

5

6

7

8

9

10

11

12

13

14

1

A


100%

A

People and organisations

G25%

25%

A


G25%

75%

A

Understanding Financial Statements

67% 33%

B


G30%

70%

B

People and Organisations

50%

B

Quantitative Techniques for Business

50%

50%

B


G25%

75%

2

A

Innovation and Change

100%

A

Human Resource Management

100%

A


G50%

50%

A

Financial Planning and Control

67% 33%

B

Project Management

G75%

+ 25%

B

Managing Career Development

G 40%

60%

B

Operations M

anagement

Continuous individual assessment via form

al seminar questions 25%

75%

B

Business Research M

ethods

100%



Foundation Degree

Date of release

Appendix III - Benchmarking Analysis

This table summarises the key features of HND Business Studies, with the particular aim of demonstrating the m

apping between programme

learning outcomes and the QAA benchmark statement for the subject of Business and Management.

Programme outcome

Aspect of the subject benchmark statement addressed

A1 gain an overview of the w

orld of work and provide

and make more inform

ed choices about their career

development

General Business and Management Benchmark Statement 3.8

A2 understand the core business functions of

marketing, finance, operations and m

anagement

General Business and Management Benchmark Statement 3.1; 3.7

A3 articulate their appreciation and understanding of

the dynamic business environment and its relationship

to the internal environment of an organisation

General Business and Management Benchmark Statement 3.1; 3.2; 3.3; 3.7; 3.10

A4 understand and illustrate theories concerning

effective self management, self development

and

working with others


B1 diagnose and evaluate business and organisational

problems


B2 evaluate and analyse specific business problems

and recommend appropriate solutions


B3 understand the external business context and its

effect on internal decision m

aking and operations

General Business and Management Benchmark Statement 3.1; 3.5; 3.6

B4 use quantitative techniques to gather, organise and

evaluate business data to make better

inform

ed

decisions


B5 use qualitative techniques to gather, organise and

evaluate business data to make better

inform

ed

decisions


B6 acquire a range of Edexcel BTEC common skills

that contribute to individual personal effectiveness




Foundation Degree

Date of release

Programme outcome

Aspect of the subject benchmark statement addressed

C1 demonstrate cognitive skills of critical thinking,

analysis and synthesis


C2 demonstrate effective oral and written electronic

communication skills


C3 display competence in the use of quantitative tools

and techniques to organise and interpret data


C4 identify and appraise the appropriateness and

relevance of their own learning m

ethods


C5 appreciate the significance of lifelong learning


C6 conduct effective research individually


C7 conduct effective research as a m

ember of a team


Documents

Higher National Diploma (HND) Business Studies … · Higher National Diploma (HND) Business Studies Programme specification January 2009 . 2 Marketing Summary Introduction The HND