BA (Hons) Business Management and IT

In Year 1 students will learn about the fundamentals that provide a sound basis for their study of business management. Core modules include Finance, Marketing, contemporary business environments, digital technologies, programming concepts and business modelling.

In year 2 students will gain a more strategic understanding of business issues, and in particular work with live clients to support them in implementing changes to their business. They can choose at this stage whether to adopt a more technical career route, which includes web development, database design and cyber security, or a more business orientated route to include operations management and the customer experience.

In the final year, students will be expected to integrate, apply and evaluate the knowledge they have gained through independent study on their dissertation/consultancy project.

Level Four

Level Five

Level Six

Teaching & Learning

Modules on this programme will be taught in line with the best practices across the university and in the sector. A variety of approaches, and good use of the latest technology, will be blended together to engage students in learning in class and beyond, and to encourage full student participation. Meanwhile, the Course Team will strive to ensure that all modules embrace current industrial practice wherever possible.

The teaching and learning strategies employed throughout the course are those judged to be the most appropriate for each module at each stage and level of the course. The strategies have been designed to ensure that there is progression from formal teaching through to student centred independent learning as the student progresses through the levels of the course(s).

A range of teaching methods will be used including:

Lectures

This is the most formal teaching strategy employed in teaching the modules. It is generally used to deliver a body of theoretical information to a large group of students and is most effective when followed up by a seminar or tutorial session to consolidate learning.

The lecture format may be supported by written hand-outs, web or library references which serve to reinforce and expand the audio-visual information presented. In addition, staff will make appropriate use of the VLE (Blackboard) facilities. This should enable lecturers to enhance the traditional communication and learning mediums, as well as making material available to students at home and university.

Tutorials / Practical Sessions

Often in smaller groups, tutorials are guided learning sessions, which can support a formal lecture by students either working through tutorial sheets with the help of a lecturer or by students working through practical exercises in, for example, a computing room.

Seminars

These can vary from large group seminars, which provide an opportunity for student-led formal debate of particular topic areas, to ‘impromptu’ discussion sessions with smaller groups, which may, for example, follow the showing of a video.

Other techniques such as industrial visits, guest lectures and computer aided learning tools will be used where appropriate. This variety of techniques is aimed at stimulating student learning. The teaching and learning strategies for individual modules are detailed in the relevant module pro-forma.

Virtual Learning Environment (VLE)

The University has a Virtual Learning Environment which is a digitally based programme that offers an abundance of supportive features used by lecturers teaching on this programme. This is not offered as an alternative to classroom interaction between students and lecturers, rather it is seen as an additional resource in the form of:

Assessment:

The Assessment and Examination webpages provide further information on how assignments are marked and moderated, including a description of assessment activities. These also include further information about how feedback on assessed work is provided to students, including our commitment to ensure this is provided to students within 15 working days (the ‘three-week turnaround’). Summative assessments are designed to test the achievement of the learning outcomes. Some modules include formative assessments. Whilst these do not give marks towards the final module grade, they offer students a valuable learning resource by way of feedback from the tutors, which can offer direction for improved performance on the summative assignments. This is particularly relevant at level 4, to ensure that students can make the transition from school/college to university.

Assessments will provide sufficient opportunity for the best students to exhibit a level of innovation and creativity associated with excellence.

During the Foundation Year, students will be exposed to a variety of summative and formative assessments whilst developing the academic skills to be a successful student at university; course content and Learning Outcomes strongly relate to students developing their knowledge and understanding of the subjects being studied and assessed.

Level 4 assessments will be primarily formative and will encourage the development of appropriate academic practice and concepts. The emphasis will be on frequent small-scale assessments wherever possible with a balance between formative and summative assessment.

Level 5 assessments will be more demanding, with the emphasis still on development of knowledge, skills, and concepts but now encouraging learning at greater depth, emphasising the fundamental principles. There will be a shift towards summative assessment.

Level 6 assessments are designed so as to allow students to demonstrate their knowledge and skills so that they have become effective, independent learners. The emphasis is on summative assessment.

A range of summative methods will be employed on this course, as follows:

Start Date:

New intake each September

Entry Requirements

Buckinghamshire New University welcomes applications from students studying a wide range of qualifications from around the world. Whilst you can find specific details of our international qualification requirements under the ‘Your Country’ page, our typical tariff for undergraduate entry will require a UCAS Tariff score between 80-124 points and is listed on each course page.

Entry to taught postgraduate programmes normally requires a first degree, but relevant experience, in some cases, can substitute for this requirement.

Applicants who do not meet the minimum requirements for our three year programmes, or those who do not feel fully prepared for first year entry, can be considered for the four year programme including a foundation year. Applicants to these will have typically achieved between 32-56 UCAS tariff points. International students with IELTS 6.0 (5.5) or below will have to undertake an enhanced curriculum in addition to the advertised programme.

Suitability for entry to our programmes can be demonstrated in a number of ways and is not limited to academic qualifications alone. Applicants who do not meet our published entry requirements are encouraged to contact admissions for advice at admissions@bucks.ac.uk or attend one of our Undergraduate Open Days or Postgraduate Open Days.

Some programmes (such as Nursing, Midwifery, Social Work and Operating Department Practice) frequently require a higher tariff for entry which can be found on the relevant course page. Applicants may also be required to undertake an additional written assessment to establish that an appropriate level of ability in English language and mathematics has been achieved.

Opportunities for students on successful completion of the programme

This programme offers a wide range of knowledge and skills for students, so that they can pursue a career in business roles, such as:-

The programme will place great emphasis on developing the student’s employability skills, thus providing them with the competence and confidence to succeed in this environment.