Course Catalogue

The programme aims to develop the knowledge, skills, and behaviours to prepare learners for senior leadership and strategic management roles in a responsible business growth environment. It provides learners with perspectives both theoretically and for practical application. The central underpinning themes of the programme are to develop a contextual and strategic approach for growth followed by sustainable operational knowledge and an understanding of the impact this has on their organisation and society. The curriculum aligns to emerging social and business approaches to maximise the impact learners can make individually, organisationally, and societally. The MBA final 60 credit project creates an independent responsible leader with the ability to influence and drive change in the organisation.

Participants will be provided with support enabling them to develop and evaluate their transferable skills starting with induction and follows through the whole programme, highlighting different transferable skills at different points, such as problem solving, leadership and management skills and personal reflection. The classroom sessions are interactive and a student-centred experience with group activities playing a large part in the classroom activity. 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. Key study skills will be developed throughout the programme, with these being addressed specifically in the first semester. Further study skills support is provided through tutor direction and supported by the University-wide resources. 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 competencies of allocating priorities and time management are supported by clear submission deadlines, with protocols for extenuating circumstances. Transferable skills will be crucial in providing students with the increased confidence and ability to solve business problems within their organisation. The culmination of transferable skills, including reflexive learning will be the demonstrated in the dissertation.

Modules will normally be delivered in block release format i.e. two or three full days per 10 credit module, however, days will be broken down into 2-3 hour workshops sessions. The universities VLE (Canvas) will be employed to allow teaching and extension 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.

Action learning will be adopted as the key supportive and collaborative approach to learning, issues and challenges from the workplace can be discussed and peer reviewed by tutors and colleagues on the course, providing a forum to bring ideas, thoughts, issues and actionable remedies to the fore.

The predominant assessment methodology is one piece of individual coursework per module, which will require participants to relate their learning to an organisational setting. These assessments will normally be developed from their own experience or setting by each individual student through the module activities with the application of theory to practice being a key element of the programme. During all modules formative feedback, which supports the summative assessments, is on-going both within and outside the formal sessions.

Students experiencing changing circumstances or difficulties with access may be supported by providing suitable case studies for their assessments. The assessment methodology, as set out above, provides the opportunities for participants to demonstrate knowledge and skills. In addition to this a 'flipped learning' approach (i.e. providing content prior to the teaching and learning session using the universities VLE) is encouraged. This approach brings the focus onto action learning, enabling the application of skill development.

Masterclasses, where key note speakers address current issues, emerging practice and thought leadership will also be employed on the programme, fostering intellectual skills and addressing the ever changing nature of leadership and management in the real world. Knowledge and skills are assessed through individual work-related assessments.

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 Business School, 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 and coaching 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, everybody brings their experience from their area of expertise with them, and plans to apply knowledge and skills in practice and then to reflect on their experience and improve their performance.