Awards

Target Award

Award Description:Postgraduate Diploma - PD
Alternative Exit

Programme Offerings

Part-Time

F2F-JMU-JAN
F2F-JMU-SEP

Educational Aims of the Course

The programme aims to develop the knowledge, skills, and behaviours to prepare learners for senior leadership and strategic management roles. It provides learners with a holistic view of business using both theoretical knowledge and practical application.  The central underpinning themes of the programme are transformation; both individual and organisational, and sustainable business practices. In addition, learners’ digital skills will be developed and enhanced to increase impact within these themes and the programme. As such, the curriculum aligns to emerging social and business approaches to maximise the impact learners can make individually, organisationally, and societally.

Learning Outcomes

1.
Critically appraise the theoretical underpinnings of business functions.
2.
Critically evaluate how the external environment impacts on organisations.
3.
Use critical and creative thinking alongside negotiation and influencing in an organisational context.
4.
Use relevant improvement and change methods and approaches to critically appraise an organisational issue.
5.
Evaluate sustainable options for business and organisational development.
6.
Examine the impact of disruptive technologies; drivers of change and new ways of working.
7.
Critically synthesise leadership theories and principles, including ethical and values-based approaches.
8.
Critically evaluate the social, environmental, and ethical impact of business decisions and activities in the context of corporate social responsibility.
9.
Critically appraise the use of multi-source data and analytics in support of management decision making.
10.
Critically evaluate financial statements and data to appraise and manage organisational risk.
11.
Critically apply knowledge of financial management to support organisational governance and strategic decision making.
12.
Critically analyse market strategies, brand and reputational management in the context of customer demands and trend analyses.
13.
Critically reflect on self to enhance personal and organisational impact.

Teaching, Learning and Assessment

Modules will normally be delivered in block release format with 3 days of teaching per 10 credit module. This will be in a hybrid format with 2 days delivered in a face-to-face setting and 1 day delivered via synchronous or asynchronous learning.  Days of teaching will be broken down into 2-3 hour sessions.   The University’s VLE (Canvas) will be utilised to allow teaching and additional supporting materials to be readily available off-site and provide a means for participants to maintain contact. A strong emphasis is placed on recognising that the workplace is an important place to learn, learners will integrate key concepts and theories, assessing the impact of these on their own working environment and reporting back on their findings.  In addition, the teaching approach will utilise a ‘flipped learning environment’. The flipped learning approach provides learners with materials including articles, journals, and videos to engage with prior to the class.  Learners are then required to complete set activities and questions and bring their learning, research, and answers to the classroom ready for discussion.  This ensures that class time can be used for deeper and more meaningful learning and debate and maximises learning opportunities. A variety of technologies may be used to support this including videos, interactive simulations, an online survey or quiz or taking part in collaborative online discussions via the VLE. The flipped learning environment allows for the face to face teaching experiences to probe learning and development through facilitation suited to the executive education experience. An important element of the programme is the opportunity it provides for participants to apply their learning to organisational situations. The fact that learning is applied, rather than being purely theoretical, is of crucial importance to students, since their roles empower them to make a contribution to, and impact on, their organisation. This approach is supported by the sharing of understanding which draws on the group experience. The importance of peer learning, essential for professional and experienced management practitioners, is also developed through the use of action learning sets as a supportive and collaborative approach enabling issues and challenges from the workplace to be discussed and peer reviewed by colleagues on the course. This approach also provides a forum for students to bring ideas, thoughts, issues and actionable remedies to the fore. One of the key intellectual skills necessary for success on the programme is the development of a critical approach. Classroom sessions are devised as an interactive, student-centred experience with group activities playing a large part in the learning experience. Participants will be expected to undertake work on their own and, given the applied approach to assessment, this will demand a degree of self-management and resilience to manage a full time senior leader work role with part time study. Where specific software packages are used, there is an expectation that these will form part of the assessment submission, whilst other skills will be embedded in specific modules. The core management competences of allocating priorities and time management are supported by clear submission deadlines, with protocols for extenuating circumstances.

Opportunities for work related learning

As this programme is for students studying the Degree Apprenticeship Level 7 standards they will be sponsored by their employers onto the programme and will be in work and studying part time. The programme conforms to the QAA requirements for "a career development programme for those who have significant and relevant work experience on which the learning process should build". Manager and leader development is a shared responsibility, and the ethos of this programme is that it is best developed in partnership between the School of Leadership and Organisational Development, together with the organisation and the delegates for whom it is intended. The programme’s approach to how managers and leaders learn applies proven management and leadership development approaches. At the centre of the programme’s philosophy is the notion that we learn best from experience, so action learning, skilled facilitation and peer support are a key part of the programme. This approach also builds strong peer learning groups where managers learn from each other. That is because the programme sees management and leadership development as a social and collaborative process. It also means that the programme takes learning from the workplace seriously. Consequently, all students will bring expertise from their own area of practice which they can share and develop further through exposure to new learning, sharing of good practice and the opportunity to reflect and improve their performance.

Programme Structure

Programme Structure Description

This programme is only available to apprentices registered on 36698.  To complete PG Cert (60 credits) the following modules must be completed in year 1 of study; 7001LBSMBA Individual Development & Reflection,10 credits (Semesters 1 and 2)7002LBSMBA Executive Leadership Theory & Practice,10 credits (Semester 1)7003LBSMBA Strategic Management, 20 credits (Semester … For more content click the Read More button below. To Complete PG Dip (120 credits) the following modules must also be completed in year 2 of study; 7006LBSMBA System and Process Improvement, 10 credits (Semester 1)7007LBSMBA Innovation, 10 credits (Semester 1)7008LBSMBA Finance, data, and decision making (Semester 1)7105LODMBA Applied Business Research, 10 credits (Semester 2)7009LBSMBA Work-based Change Project, 20 credits (Semesters 1 and 2)

Entry Requirements

Alternative qualifications considered
Other international requirements

HECoS Code(s)

(CAH17-01) business and management