Level 5 Higher Education Diploma in Business Management

Key Features

The Elite Qual higher education programmes offer:

• An informative learning journey that stimulates and challenges students
• A simple and flexible structure that lays a solid platform for students to build on to achieve further education qualifications
• Core competences throughout the curriculum, to support personal and professional development
• The opportunity for centres to offer assessments that consider cognitive skills along with effective and applied skills to support a practical and dynamic approach to learning
• A flexible approach to assessment that supports progression to higher education or work and allows for different learning styles
• Quality assurance measures that assure professional organisations, universities, businesses, colleges and students of the integrity and value of the qualifications, and a programme of learning designed to meet skills gaps in the current workforce and build today’s talent to meet future skills requirements in business

Programme Design and Delivery

Access and Recruitment

Entry Requirements

• i. Level 4 qualifications in Business
• ii. A related Level 4 qualification
• iii. A proven relevant work experience
• iv. An overseas qualification with proven equivalence to the above listed entry qualifications
• v. Where an applicant is a non-native English speaker, they must have proof of English language proficiency at Level B2 (Common European Framework of Reference (CEFR) level B2) or IELTS 5.5 (reading and writing must be at 5.5).

Access and Widening Participation

In line with the UK higher education guidelines on access and widening participation, our qualification aims to adopt a process whereby opportunity is offered to mature students and those who have left formal education over time to pursue higher education through our recruitment process. We do this by offering opportunity for mature students who can prove that they have the relevant work experience and the English language proficiency to enhance their achievement of the programme leaning outcomes (ref:https://www.qaa.ac.uk/quality-code/advice-and-guidance/admissions- recruitment-and-widening-access#) (https://www.officeforstudents.org.uk/publications/regulatory-advice-7-advice-on- preparing-your-2019-20-access-and-participation-statement/).

Access to Study

In line with the Equality Act 2010 and our principle of equal opportunity for all, we ensure that our qualifications:

• Are available to everyone capable of reaching the required standards
• All prospective students shall be offered relevant information in a timely manner to make informed decisions to access our qualifications
• Are free from any barriers that restrict access and progress, and offer equal opportunities for all those who want to access them.

Equality and Diversity

In line with the UK Equality Act 2010, our approach to recruitment and delivery and assessment seeks to promote equality and diversity. In the delivery of our qualifications we ensure that an inclusive learning environment is created and that all students have equal access to educational opportunities; assessment activities are designed in recognition of individual learning needs and that all students have fair access to the assessment process.

Recognition of Prior Learning and Attainment

There is opportunity for all prospective students to apply for RPL. This means that students’ previous learning and experience can be taken into account and they may be awarded certain qualifications or units of a qualification based on that learning or experience.

Programme Structure

The qualification is designed in line with the regulated qualifications framework.

Total Credits: For the Level 5 qualification the total credits are 120

There are 7 Units with a total of 120 credits

• Guided Learning Hours for the Level 5 qualification are 480
• Total Qualification Time is 1 200 hours

In designing the Level 5 Higher Education Diploma in Business Management, care has been taken to ensure that the National Occupational Standards for the business management role are fully embedded. In completing the learning outcomes, learners would acquire the knowledge, skills and competences as prescribed in the National Occupational Standards in the sector. The standard is about preparing and monitoring operational procedures. It covers the organisational policies and procedures and legal requirements including respecting diversity and protecting security and confidentiality. Furthermore, aspects of risks management and contingency planning, making sure that the best use of resources and coordination of actions are in line with plans. The knowledge, skills and competences for managers who have responsibilities for the preparation, coordination and monitoring of operational plans and work procedures are fully covered in the learning outcomes of the programme.

In meeting academic standards for higher education qualifications in the UK, care has been taken to embed the requirements of the Framework for Higher Education Qualifications (FHEQ) and the Regulated Qualifications Framework (RQF). These require that the programmes are designed at the appropriate level which must be assured in the programme learning outcomes and the level descriptors and that the qualification is reviewed over time to ensure that sector specific developments form the basis for qualification review. Furthermore, the requirements for total qualification time, total credits, credit values as well as guided learning hours are in line with the regulated qualifications framework and the FHEQ.

Assessment and Grading

Assessment

This programme will be assessed internally and externally. Internal assessments will be externally moderated by Elite Qual. Assessment methods will vary in relation to the specific learning outcomes being assessed but will cut across a wide spectrum of assessment methods such as essays, reports, professional discussion, and PowerPoint presentation and briefing paper.

The Elite Qual Level 5 Higher Education Diploma for the Business Management qualification is assessed using a blend of internal assessment and external assessment. Internal assessments follow a set guidance on which teachers set the assessment. External assessments are set and marked by Elite Qual as the awarding body. Due diligence must be followed to ensure the assessments and methods chosen are appropriate to the content of each unit and in consistence with the specific learning outcomes and skills required to be demonstrated by learners to achieve the unit being assessed. Further due diligence must be taken to ensure that planning of the delivery and assessment of each unit will allow sufficient time for teaching and learning, formative assessment and development of transferable skills.

Grading

Assessment outcomes at unit level will be a Pass, Merit or Distinction which shall be in line with the assessment grade descriptors at unit level prescribed in the unit formats. This is the basis for determining the grade for each unit. In addition to achieving and receiving a grade for each individual unit learners, will receive an overall grade for the qualification. The units are equally weighted at 15 credits except unit 507 (Research Project) which carries 30 credits. The formula for establishing the overall grade is as follows. All 120 credits count in calculating the grade. The overall qualification grade for the Elite Level 5 Higher Education Diploma in Business Management will be calculated based on student performance. Points per credit Pass: 4 Merit: 6 Distinction: 8 Point boundaries

Grade Point boundaries

Pass 420−599

Merit 600−839

Distinction 840 +

Awarding an over all Pass grade: Example

Unit Number	Assessment Outcomes	Unit Points
501	Pass	60
502	Merit	80
503	Distinction	100
504	Pass	60
505	Merit	80
506	Distinction	100
507	Pass	60
Total Points		540

As the overall total points are 540, the overall qualification grade is a Pass (please see grade ranges above).

Units Format

Level 5 Diploma in Business Management	Unit Credit	Unit Level	GLH
Human Resource Management	15	5	60
Project Management	15	5	60
Strategic Marketing	15	5	60
Accounting for Managers	15	5	60
Business Law	15	5	60
Business Ethics	15	5	60
Research Project	30	5	120
	120		480

Essential Content

This section covers the content students can expect to study as they work towards achieving their learning outcomes. Each learning outcome is connected to Assessment criteria which indicate what the learner will be required to demonstrate to achieve a specific learning outcome. Assignments can be graded at ‘Pass’ (P), ‘Merit’ (M) and ‘Distinction’ (D) depending on the quality of the student’s work.

Unit 501: Human Resource Management

Unit Summary

This unit focuses on enhancing knowledge and understanding of the nature and scope of HRM in a range of organisational contexts. It also covers knowledge and skills required to manage HRM practices and issues affecting resource management.

Credit Value: 15

Guided Learning Hours: 60

Mandatory/ Optional: Mandatory

Grading: P. M, D

Learning Outcome 1

The learner will:

Understand the nature and scope of HRM

The learner can:

• 1.1 Assess the functions of human resource management in contributing to organisational performance.
• 1.2 Distinguish between personnel management and human resource management.
• 1.3 Evaluate the role and responsibilities of human resource managers.
• Organisations
  1M1 Analyse the challenges that HRM practitioners face in relation to new employment legislation

Essential Content

• Personnel management and human resource management
• Development of personnel management
• Change in contexts leading to human resource management tasks (selection, recruitment, payroll administration, employee motivation, reward management, employment termination)
• Training and development; performance management (planning, monitoring, recording)
• Employee relations; working in partnership with functional areas; involvement of line managers

Learning Outcome 2

The learner will:

Understand the pivotal areas of HRM in a range of organisational contexts.

The learner can:

• 2.1 Evaluate the importance of human resource planning in organisations.
• 2.2 Summarise the stages involved in planning human resource requirements.
• 2.3 Evaluate the effectiveness of recruitment and selection techniques
• 2M1 Analyse the factors that need to be considered for effective human resource planning in an organisation

Essential Content

• ‘Soft’ and ‘hard’ human resource management
• Models of Guest and Storey, differences between HRM and IR and personnel practices
• Strategic approaches to HRM
• The role, purpose and types of appraisal, 360-degree feedback, the skills of carrying out appraisals and giving feedback, the link of appraisals to reward management.
• Counselling and employee welfare: the traditional welfare function – occupational health practices and policies, the management of ill health at work, costs and absenteeism, accidents at work (statistics), ergonomics, alcohol and drug abuse, HIV and AIDS, stress and stress management, workplace counselling.
• Health and Safety at Work Act (1974) and the role of the Health and Safety Commission, European Community Directives e.g. Working Time Regulations (1998), Fair Work Act (2009).
• Other topical issues: e-recruitment, e-learning, flexible benefits, work-life balance, employee voice, changes to pension schemes
• Motivation: theories of motivation e.g. F Taylor, E Mayo, A Maslow, F Herzberg, D McGregor, D McClelland, V Vroom; relationship between motivation theories and reward
• Employee involvement techniques
• Membership of work groups board, works councils, quality circles
• Intra-organisational groups (transnational, national, site specific)
• Devolved authority and responsibility
• Open communications
• Organisational culture

Learning Outcome 3

The learner will:

Understand methods to address performance and reward issues.

The learner can:

• 3.1 Describe the methods used rewarding employee performance in an organisation
• 3.2 Assess the effectiveness of different reward management strategies.
• 3.3 Explain the methods used in monitoring employee performance in an organisation
• 3M1 Evaluate the process of job evaluation and other factors determining pay.
• 3D1 Critically appraise methods organisations use to monitor employee performance.

Essential Content

• Reward management
• Job evaluation
• Factors determining pay
• Reward systems; pay
• Performance related pay
• Pension schemes
• Profit sharing
• Employee share options

Learning Outcome 4

The learner will:

Understand contemporary issues affecting human resource management.

The learner can:

• 4.1 Design control systems to manage challenges arising during the execution of projects
• 4.2 Determine issues and risks likely to be encountered in the final stages of a project.
• 4.3 Assess the necessary project tasks to be completed in the final stages of a project.

Essential Content

• Employment legislation
• Sex Discrimination Act 1975
• Equality Act 2010
• European Working Time Directive
• Employment Relations Act 1999
• Data Protection Act 1998
• Employment Rights (Dispute Resolution) Act 1998
• Role of Employment Tribunals

Recommended Resources

Armstrong, M. and Taylor, S. (2014) Armstrong’s Handbook of Human Resource Management Practice. 13th Ed. London: Kogan Page.

Bach, S. and Edwards, M. (2013) Managing Human Resources. Oxford: Wiley. Bratton, J. and Gold, J. (2012) Human Resource Management: Theory and Practice. 5th Ed. Basingstoke: Palgrave.

Torrington, D, et al. (2011) Human Resource Management. 8th Ed. London: Prentice Hall. CIPD (Chartered Institute of Personnel and Development) available at www.cipd.co.uk.

Unit 502: Project Management

Unit Summary

The unit focuses on project planning and resource planning and the uses of appropriate project management tools and models. The unit further focuses on project management and control and how to manage the challenges arising during the execution of projects.

Credit Value: 15

Guided Learning Hours: 60

Mandatory/ Optional: Mandatory

Grading: P. M, D

Learning Outcome 1

The learner will:

Be able to plan the requirements for a project and estimate the resources necessary for its completion.

The learner can:

• 1.1 Determine projects required from an appraisal of business objectives.
• 1.2 Produce project sub-divisions and high-level estimates of time.
• 1.3 Evaluate a project methodology suitable for the specific project.
• 1M1 Assess the feasibility of a proposed project.
• 1D1 Analyse the factors that may impact on the successful implementation of a project plan

Essential Content

• Analysing business needs
• Reviewing operations and procedures
• Alternative project cost-benefit analyses
• Project sub-division work breakdown, identifying time scales
• Identifying resources, project budgeting
• Reporting and accountability
• Review of appropriate models for project management e.g. traditional approach, PRINCE2, critical change approach or event change approach
• Identifying risk, impact analysis, risk management/planning, review cost-benefit and risk equation for projects

Learning Outcome 2

The learner will:

Be able to devise a project plan using relevant project management tools and models.

The learner can:

• 2.1 Devise a structure for the management and execution of the project.
• 2.2 Define the roles and responsibilities of the project manager and team members.
• 2.3 Prepare a detailed project plan.
• 2M1 Discuss the skills required for an efficient project team leader
• 2D1.Critically analyse the factors that may enhance effective project team work

Essential Content

• Traditional approach, critical change approach, event change approach or proprietary/ formalised approaches e.g. PRINCE2
• Role of Project Manager: managing team and stakeholders, setting schedule, budget and timing, developing the project plan, managing project risks, interfaces with other projects.
• Value proposition, accountability, deliverables, responsibilities, resource allocations, timeline, milestones, and critical path.

Learning Outcome 3

The learner will:

Be able to monitor and control a project to completion.

The learner can:

• 3.1 Assess suitable project team structures.
• 3.2 Design quality management processes to be used in a project.
• 3.3 Design procedures for managing project change proposals.
• 3.4 Design systems for monitoring and appraising the status of a project.
• 3M1 Analyse the factors that may impede the successful completion of a project
• 3D1 Evaluate the tools used in monitoring the progress of a project toward successful completion

Essential Content

• Status and plan documentation and regular monitoring meetings, defining responsibilities and accountability, communications, traceability and audit trails, formalized frameworks and stages.
• Project creep, gaps in the scope or accountability of the project, delays, planning errors, other resource deficits
• Role of Project Manager and Sponsor, constructive vs. destructive conflicts, compromise, skill complementarities, goal congruence

Learning Outcome 4

The learner will:

Be able to apply project management techniques and skills to a project application

The learner can:

• 4.1 Design control systems to manage challenges arising during the execution of projects.
• 4.2 Determine issues and risks likely to be encountered in the final stages of a project.
• 4.3 Assess the necessary project tasks to be completed in the final stages of a project.
• 3.4 Design systems for monitoring and appraising the status of a project.

Essential Content

• Lack of ownership, communication failures, lack of employee empowerment
• Formal evaluation of project and team performance
• Document learning points for future
• Assess success factors, post-implementation report
• Sign off on deliverables, hand over/archive documentation
• Contract closures, closing out financial accounts, reassign team

Recommended Resources

Reis, G. (2007) Project Management Demystified. 3rd Ed. London: Taylor and Francis Project Management Handbook (2017) Publisher: LaureaJulkaisut 76, Editor: Hyttinen

Unit 503: Strategic Marketing

Unit Summary

This unit will enhance learner knowledge and understanding of the principles of marketing and its role in business practice. It also focuses on the evaluation of approaches to marketing analysis; application of strategic marketing decisions and choices and how to evaluate marketing strategies to enhance organisational competitive advantage

Credit Value: 15

Guided Learning Hours: 60

Mandatory/ Optional: Mandatory

Grading: P. M, D

Learning Outcome 1

The learner will:

Understand the principles of marketing and its role in business practice

The learner can:

• 1.1. Explain the principles of marketing
• 1.2. Discuss the role of marketing in business practice
• 1M1 Evaluate the role of marketing in an organisation.
• 1D1 Analyse the relationship between corporate strategy and marketing strategy.

Essential Content

• Organisation and how it underpins marketing planning and activities
• Resources and implementation and monitoring, control
• Corporate strategy, linking marketing strategy to corporate mission and vision, meeting corporate objectives with marketing strategy, corporate social responsibility, marketing
• Analysis of the environment, setting objectives, dynamic strategy – flexibility for change

Learning Outcome 2

The learner will:

Be able to evaluate approaches to marketing analysis

The learner can:

• 2.1 Evaluate various approaches to internal environmental analysis.
• 2.2 Evaluate various approaches to external environmental analysis.
• 2.3 Explain how internal and external analyses can be integrated to devise strategic alternatives.
• 2M1 Analyse the contribution of marketing analysis to organisation performance
• 2D1.Critically analyses the significance of marketing analysis in relation to organisational competitiveness

Essential Content

• Internal analysis - approaches; Resource-based, performance, value chain, Macro environment, micro environment, competitor analysis
• Wider external factors fit between external and internal environment
• Customer Analysis - buyer behaviour in consumer and organisational markets, critical success factor analysis, links with segmentation, targeting and positioning

Learning Outcome 3

The learner will:

Be able to apply strategic marketing decisions and choices.

The learner can:

• 3.1 Explain the key theories related to strategic marketing
• 3.2 Justify decisions and choices to be made at a corporate level.
• 3M1 Assess how these decisions influence marketing at business unit and functional level.
• 3D1.Critically evaluate approaches to competitive positioning of businesses.

Essential Content

• Directional strategy for marketing, Porter’s generic strategies / Ansoff’s Matrix, identifying generic strategies for organisation and business units, corporate strategies and business functions: finance, human resources and research.
• Marketing objectives, risk, market leader, market challenger, market follower, market niche, developing an appropriate mix, strategic decisions within the mix, product range management and branding, supply chain management, implications of relationship marketing, strategic marketing communication; MARCOMS strategic process, the role of Public Relations.

Learning Outcome 4

The learner will:

Be able to evaluate the use of marketing strategies for competitive advantage.

The learner can:

• 4.1 Summarise the main features of the UK regulatory framework for accountancy and finance
• 4.2 Explain the significance of the UK regulatory framework for accountancy and finance
• 4.3 Evaluate the impact of international regulations on UK organisations.

Essential Content

Cost decisions, frequency, operations and measurement, international communications, implementation, organisation and control, managing competitive advantage and monitoring, applicability for organisation and environment, resources, implementation, management and implications.

Recommended Resources

McDonald, M. and Wilson, H. (2011) Marketing Plans: How to Prepare Them, How to Use Them. 7th Ed. Chichester: John Riley and Sons. Journals Journal of Marketing Harvard Business Review

Brassington, F. and Pettitt, S. (2012) Essentials of Marketing. 3rd Ed. Harlow: Pearson. Groucutt, J. and Hopkins, C. (2015) Marketing (Business Briefings). London: Palgrave Macmillan.

Jobber, D. and Chadwick, F. (2012) Principles and Practice of Marketing. 7th Ed. Maidenhead: McGraw-Hill. Kotler, P. and Armstrong, G. (2013) Principles of Marketing. London: Prentice Hall.

Unit 504: Accounting for Managers

Unit Summary

This unit focuses on enhancing learner knowledge and understanding of accounting concepts, conventions and standards and how to prepare financial statements for different types of organisations. It further covers the evaluation of financial performance and the effect of UK regulatory framework for accountancy and finance.

Credit Value: 15

Guided Learning Hours: 60

Mandatory/ Optional: Mandatory

Grading: P. M, D

Learning Outcome 1

The learner will:

Understand accounting concepts and conventions.

The learner can:

• 1.1 Explain the aims of financial and management accounting and accounting regulations.
• 1.2 Explain the main types of business and accounting information and their features.
• 1.3 Evaluate the role of different users of accounting and financial information.
• 1M1 Analyse the dangers in falsifying accounting and financial information in an organisation
• 1D1 Analyse the checks that can contribute towards preventing falsification of accounting and financial information
  • Aims and Purpose
  • The role and function of accounting concepts
  • Stakeholders of the company, namely the employees, shareholders, creditors, banks and other lenders, regulatory agencies and tax authorities, Sole traders; partnerships; limited companies.

Learning Outcome 2

The learner will:

Be able to prepare financial statements for sole traders, partnerships and limited firms from ledger accounts and incomplete records.

The learner can:

• 2.1 Prepare books of original entry.
• 2.2 Prepare trial balance information to be used for final accounts
• 2.3 Construct final accounts including cash flow statements.
• 2.4 Make adjustments for book keeping and final accounts
• 1M1 Analyse the significance of final accounts to the effective management of organisational

Essential Content

• Books of original entry: book-keeping entries and adjustments; two and three column cash books, control accounts and accruals and prepayments and on international equivalents under the International Accounting Standards (IAS).
• Trial balance preparation.
• Final Accounts: Statement of Financial Performance (Income Statement), Statement of Financial Position and Cash flow statement.

Learning Outcome 3

The learner will:

Be able to evaluate financial performance.

The learner can:

• 3.1 Calculate a range of financial ratios.
• 3.2 Categorise financial ratios.
• 3.3 Evaluate financial performance using ratios.
• 3M1 Analyse the shortcomings in the use of financial ratios to measure organisational performance

Essential Content

• Ratios: Profitability, Liquidity, Efficiency, Investors and Gearing.

Learning Outcome 4

The learner will:

Understand the UK Regulatory Framework for accountancy and finance

The learner can:

• 4.1 Summarise the main features of the UK regulatory framework for accountancy and finance
• 4.2 Explain the significance of the UK regulatory framework for accountancy and finance
• 4.3 Evaluate the impact of international regulations on UK organisations.

Essential Content

• UK and international legal and regulatory frameworks
• Standards and principles, such as: Statements of Standard Accounting Practice (SSAPs)
• Financial Reporting Standards (FRSs), and International Accounting Standards (IASs)

Recommended Resources

Atrill, P. and McLaney, E. (2018) Accounting and Finance for Non-Specialists. 11th Ed. Harlow: Pearson.

Drury, C. (2015) Management and Cost Accounting.9th Ed. Cengage Learning. Seal, W. et al (2018) Management Accounting. 6th Ed. Maidenhead: McGraw-Hill.

Weetman, P. (2019). Financial and Management Accounting: An Introduction. Harlow: Pearson.

Edmonds, T. and Olds, P. (2013) Fundamental Managerial Accounting Concepts. 7th Ed. Maidenhead: McGraw-Hill.

Seal, W. et al (2014) Management Accounting. 5th Ed. Maidenhead: McGraw-Hill.

Unit 505: Business Law

Unit Summary

This unit focuses on enhancing learner knowledge and undemanding of UK laws and their impact on international business, including consumer and company to given situations. It further covers employment law, competition law and the right to compete n the UK.

Credit Value: 15

Guided Learning Hours: 60

Mandatory/ Optional: Mandatory

Grading: P. M, D

Learning Outcome 1

The learner will:

Understand types of UK laws, legal systems, and contracts law and their impact on international businesses.

The learner can:

• 1.1 Differentiate between different types of law in the UK
• 1.2 Evaluate the impact of EU and UK contract laws on business.
• 1.3 Explain intellectual property rights governing trademarks and brand names.
• 1M1 Analyse the effectiveness of intellectual property law in the UK

Essential Content

• Types: Statutory law, common law and equity including cases; principles; remedies; common law remedy of damages; court practice; courting system; burden of proof.
• Types of business organisations and basic Acts and Regulations that govern them
• Contracts: Offers, invitation to treat, acceptance, intention to create legal relations, considerations, terms and representations vitiating factors. Discharge and breach of contracts. International trades and exchange rates. Terms; conditions; warranties; in nominate terms; contractual terms; exclusion clauses; duress and undue influences; misrepresentation; discharge and breach of contract; Cases

Learning Outcome 2

The learner will:

Understand the main concepts and principles of consumer & company law to given situations.

The learner can:

• 2.1 Explain the importance of trade description law.
• 2.2 Explain the rights of consumers given by the consumer protection agency.
• 2.3 Explain the formation and constitution of a company.
• 2M1 Justify the importance of acting in accordance with consumer safety laws.
• 2D1 Critically analyse the effectiveness of consumer safety law

Essential Content

• Consumer: how the law affects business and their consumer:
• Sales of goods, supply service and product liability (Consumer remedies and defective goods).
• Consumer credit and agency. Forms of consumer credit agreements; consumer credit licences

Learning Outcome 3

The learner will:

Understand employment law.

The learner can:

• 3.1 Determine the nature, constitution and structure of a company.
• 3.2 Evaluate the management and administration roles of a company against employment law.
• 3.3 Assess how employment laws contribute to termination of contracts.
• 3.4 Evaluate the role of agency law.

Essential Content

• Company: Legal entities main differences between a traditional partnership and a limited liability partnership (LLP), which is governed primarily by the Limited Liability Partnership Act 2000, and the Limited Liability Partnership Regulations 2001 which detail the rights of members of the LLP. Separate Corporate Identity; Companies Act 2006, Companies finances
• Employment: Contracts of service and contracts for service; implied duties of employers. Discharge of contracts. Employee contracts; independent contractors; original and multiple tests; vicarious liability; termination of contracts; 6 implied common laws governing employers and employee relations.
• Agency: Principals and agents their rights and duties; creation and terminations of agency relationships; types of agents and authority; rights and duty of an agent; express and implied agreement; different categories of agents; commercial agents; Cases.

Learning Outcome 4

The learner will:

Understand competition and the right to compete in the UK.

The learner can:

• 4.1 Analyse the UK Anti-Competition law
• 4.2 Analyse EU Laws on Anti-Competitive Behaviour
• 4.3 Evaluate the impact of laws governing competition in different market conditions.
• 4M1 Critically evaluate the effectiveness of UK laws on anti-competitive behaviour

Essential Content

• Monopolies, mergers and anti-competitive practices
• Property rights and exemptions.
• Dominant positions; fair trades; protection of trademarks; invention protection; copy rights; patents; trademark and names; infringement of intellectual properties

Recommended Resources

Adams, A. (2020) Business Law for Students. 11th Ed. London: Pearson. Elliott, C. and Quinn, F. (2019).The English Legal System. 20th Ed. London: Pearson.

Honeyball, S. (2016) Honeyball and Bowers’ Textbook on Employment Law. 14th Ed. Oxford: Oxford University Press.

Macintyre, E. (2018) Business Law. 9th Ed. London: Pearson. MARSON,

Unit 506: Business Ethics

Unit Summary

This unit focuses on enhancing learner knowledge and undemanding of UK laws and their impact on international business, including consumer and company to given situations. It further covers employment law, competition law and the right to compete n the UK.

Credit Value: 15

Guided Learning Hours: 60

Mandatory/ Optional: Mandatory

Grading: P. M, D

Learning Outcome 1

The learner will:

Understand perspectives on ethics and its relevance to business.

The learner can:

• 1.1 Explain the background and development of ethical approaches.
• 1.2 Compare and contrast absolute and relative ethics.
• 1.3 Explain the ethical issues which can affect the operational activities of a business.
• 1M1 Evaluate the implications for a business and its stakeholders to operate ethically.

Essential Content

• Ethical perspectives: deontological and teleological ethical theory; developments from these early approaches e.g. utilitarianism and other consequential approaches; early contributions of Kant and Mill; absolute and relative ethics; Institute of Business Ethics
• Operational activities: definitions of business ethics; ethical activities; values of businesses; professional ethics Ethical issues: corporate governance; corporate social responsibility; environment; sustainability; human rights; corruption; trading fairly; legal and regulatory compliance; business practices; working conditions; individual ethical responsibilities.

Learning Outcome 2

The learner will:

Be able to report on the roles of directors, investors and other stakeholders to ensure ethical practice

The learner can:

• 2.1 Assess potential conflicts between the needs and expectations of different stakeholders.
• 2.2 Analyse the impact of CSR on the business.
• 2.3 Report on how a business can improve the ethics of their operations whilst meeting objectives and ensuring good employer/employee relationships.
• 2M1 Evaluate the impact of business ethics on organisational performance.

Essential Content

• Objectives: corporate governance; corporate social responsibility; environment; sustainability; human rights; corruption; trading fairly; legal and regulatory compliance; business practices; communicating ethical code.
• Stakeholders: stakeholders (owners, employees, customers, suppliers, competitors, citizens); conflicts of interest between stakeholder groups e.g. shareholders versus environmentalists

Learning Outcome 3

The learner will:

Understand the issues which inform company reporting and their impact on society.

The learner can:

• 3.1 Explain how business objectives are affected by ethical considerations.
• 3.2 Summarise the regulatory framework for CSR.
• 3M1 Assess the ethical considerations of a chosen business and the impact on organisational performance
• 3D1 Critically assess the role of stakeholders in ensuring that organisations comply with business ethics in a chosen industry.

Essential Content

Implications: adapting business behaviour; responding to ethical pressures; implementing ethical practices; influence of stakeholders and pressure groups; impact on competitiveness; reputation; public image; ethical trade; value added; complying with relevant legislation and codes of practice e.g. UK law, EU law; UN Declaration on Human Rights; UN Global Compact; economic activity e.g. location.

Learning Outcome 4

The learner will:

Be able to evaluate ethical dimensions of businesses and the impact of CSR strategies on them.

The learner can:

• 4.1. Report on a current ethical issue affecting a selected business.
• 4.2. Recommend changes to CSR policy to benefit different stakeholders.
• 4.3 Assess the potential impact of changes in CSR on business performance.
• 4M1. Evaluate the CSR of a chosen business on its performance and reputation
• 4D1. Critically analyse the factors that affect the effective implementation of organisational strategy for behaving ethically

Essential Content

• Issues: corporate social responsibility; globalisation; cultural imperialism; ecology; environment; fair trade; corruption; animal testing; child labour; carbon footprint; sources of timber; outsourcing; personal attitudes; whistle blowing; contribution of business to the community; ethics in sales and marketing; ethics in intellectual property e.g. software piracy, counterfeiting, peer-to-peer file sharing
• Stakeholder-expectation and factors influencing stakeholder-purposes. Corporate governance. Ownership vs. management. Governance chain: typical reporting structures. Stakeholders of large organization. Conflict of expectations. Stakeholder mapping. Power-interest matrix. Power dynamics in organizations. Business ethics and corporate social responsibility (CSR). Types of ethical stances. Internal and External analysis of CSR. Public Interest Disclosure Act (1998).

Recommended Resources

Weiss, J. W. (2021) Business Ethics: A Stakeholder and Issues Management Approach: 3rd Ed., Berret-Koehler Publishers

Stanwick, P. A., Stanwick S .D. (2015) Understanding Business Ethics. Sage Publications

Cragg, W. (2002) Business Ethics and Stakeholder Theory: Business Ethics Quarterly 12(2) 113-142

Unit 507: Research Project

Unit Summary

This unit aims to offer students the opportunity to engage in sustained research in a specific field of study. The unit enhances students’ knowledge and understanding of the research process and the design of methodology and the ability to critique existing literature. The unit also enables students to demonstrate the capacity and ability to identify a research theme, to develop a research aim and objectives and to present the outcomes of such research in both written and verbal formats. Furthermore, the unit also encourages students to create a reflective log on their engagement in the research process and provide recommendations for future studies and consider how the research project has enhanced personal development.

Credit Value: 30

Guided Learning Hours: 120

Mandatory/ Optional: Mandatory

Grading: P. M, D

Learning Outcome 1

The learner will:

Develop research aims and methodology to carry out a proposed research project

The learner can:

• 1.1 Design a research proposal for the project that clearly states the aims, purpose, objectives, scope and rational for the project
• 1.2 Design the research methodology for the research project indicating the data collection tools and methods to be adopted
• 1M1. Assess the appropriateness of the data collection tools and methods chosen
• 1D1 Justify chosen research methodologies and processes supported by credible under pinning theoretical frameworks.

Essential Content

Phases of the research process; defining aims and objectives; defining research questions; data collection methods: primary and secondary methods

Learning Outcome 2

The learner will:

Develop a feasible research plan and review relevant literature

The learner can:

• 2.1. Use appropriate tools to provide information on project timelines
• 2.2. Design research questions and review relevant literature

Essential Content

Research planning; using Gantt charts; critical review of theories and concepts in relation to research questions; searching or relevant literature; academic referencing and bibliography

Learning Outcome 3

The learner will:

Carry out research in relation to aims and objectives

The learner can:

• 3.1 Carry out research using appropriate method for a defined research project
• 3.2. Present and analyse research findings in relation to the objectives and research questions
• 3.3. Discuss the requirements for complying with research ethics
• 3M1. Apply appropriate analytical techniques, charts and tables to meet research aims and objectives
• 3D1. Communicate research outcomes using appropriate formats

Essential Content

Research methodologies and methods; positivism vs. interpretivism; deduction vs. induction; theoretical and conceptual frameworks of ideas and philosophies; approaches to research; qualitative and quantitative data; tools and techniques for analysing data

Learning Outcome 4

The learner will:

Reflect on the application of research methodologies and process

The learner can:

• 4.1. Reflect on the effectiveness of research methods used in the research process
• 4.2. Discuss alternative research methodologies that could be used
• 4M1. Evaluate the research process in relation to the aims and objectives of the research
• 4D1. Demonstrate critical self-reflection and insight that results in recommended actions for improvements to inform future research.

Essential Content

Reflexive log; reflection on learning and practice; merits and limitations of chosen research methods and tools used; recommendations for further research

Recommended Resources

Textbooks

SAUNDERS, M., LEWIS, P and THORNHILL, A. (2019) Research Methods for Business Students. 6th Ed. Harlow: Pearson

Mishra, S. B. ,Alok,S. (2017) Handbook of Research Methodology. Education, First Edition

Journal Articles

Oliver, P. (2010) Understanding the Research Process, Sage Study Skills Series, Sage Publications

Ghauri, P. N., Gronhang, K., Strange, R. (2020) The Research Process (in Research Methods for Business), available at: cambride.org/highereduaction/books/rearch- methods-in-busness-studies

The Unit Descriptor

This is the breakdown of the individual units of study which make up the Level 5 qualification. In order to achieve the Level 5 qualification, students will complete the units included in the programme at Level 5. This means that students will need to study over the guided learning hours, be assessed and achieve all the programme learning outcomes at Level 5.

Unit title: This is the statement of what the unit will cover.

Unit type: All Units are mandatory.

Credit value: 120

To complete our Level 5 Higher Education Diploma for the Business Management students must achieve all of the credits required.

Essential Content

The essential contents of each unit provide the purpose of the unit which defines the learning outcomes. The unit learning outcomes are statements which clearly explain what students will be able to do after completing the unit.

This section covers the content students can expect to study as they work towards achieving their learning outcomes. Each learning outcome is connected to Assessment Criteria which indicate what the learner will be required to demonstrate to achieve a specific learning outcome. Assignments can be graded at ‘Pass’ (P), ‘Merit’ (M) and ‘Distinction’ (D) depending on the quality of the student’s work.

Recommended Resources

This lists the resources that students should use to support their study for this unit. It includes books, journals and online material. The programme tutor may also suggest resources, particularly for local information.

National Occupational Standards

In the process of designing the Elite Qual qualifications consideration has been given to relevant National Occupational Standards. This has helped to ensure that the qualification content and approach to assessment aligns closely to the needs of employers. Where they exist, and are appropriate, National Occupational Standards (NOS) and professional body standards have been used to establish unit content.

Sector Specific Competences

These are skills related to the business management sector. Learners must acquire skills that industry wants. Acquisition of such competences will enhance the employability of learners on completion of their studies. The qualification has been designed with these in mind and the learning outcomes and essential contents of units provide learning opportunities for learners to acquire these skills and competences. These include: Computer literacy; data management; project management; leadership, effective decision making skills, marketing and sales planning, financial management; problem solving; presentation; formal written and oral communication skills.

Learner Progression

Learners who achieve all the units of the qualification shall be awarded the Elite Qual Level 4 Higher Education Diploma for the Business Administrator and may progress on to further higher education qualifications at Level 5 or move into a career field related to this qualification.

Quality Assurance

Attendance

Although the qualification has been designed for one year full time study, Centres must also ensure that learners achieve 80% attendance as having taken part in lessons and learning activities which form essential part of the guided learning hours. Attendance monitoring is therefore a key aspect of the programme management for the delivery of Elite Qual qualifications and therefore learner attendance records must be kept for external verification and audit trail purposes.

External Moderation

This is an essential aspect of the quality assurance process. In addition to internal verification activities carried out by Centres, Elite Qual will appoint an external verifier whose task is to review the programme delivery and assessment and ascertain the extent to which the qualification standards are being met by the Centre. Detailed schedules for annual external verification will be published by Elite Qual at the beginning of each academic year in order that centre activities are carried out in a timely manner to be ready for external verification. Where the external verification outcomes indicate that the Centre has met all the quality delivery and assessment standards, the centre can move to the certification stage and claim certificates for those learners who have achieved all the units of the qualification.

Policies

Ecognition of Prior Learning (RPL)

Centres may accept students from different equivalent centres. However, their pre- qualification and credit / unit exception will be facilitated upon producing the previous centre completion evidence which includes transcripts and subject list they covered in previous centres. The starting point for any learner wishing to apply for RPL is to reflect on their experience in order to identify relevant achievement. Centres must ensure that RPL should think about evidence of knowledge and experience gained:

• At work
• In any relevant voluntary work and leisure activities
• In formal or informal education and training – for example, adult education courses or in company training
• From independent study

RPL learners will need to understand the relevant assessment requirements associated with the units they are claiming. They will then be able to work towards assembling evidence to support these claims.

Providing Evidence of Achievement

Learners who wish to apply for RPL will need to provide a portfolio of evidence to show that they have covered the requirements of the units or modules. The portfolio, prepared by the learner must set out the programme assessment requirements claimed, together with any supporting evidence. Professional discussions or oral assessment can be used to contribute towards portfolio evidence. They must be documented and can be supported by audio/video recordings. In considering the evidence, the Assessor/Head of Programme must assess the validity, authenticity, currency, relevance and sufficiency. If the assessor judges that the evidence submitted is not sufficient to meet the requirements of the unit or module, it will be necessary to seek additional evidence. This may be done by the learner:

• Undergoing an oral assessment
• Completing an appropriate assignment
• Completing a written test
• Carrying out a demonstration
• A combination of the above

Registration & Certification Policy

Aim:

This policy aims to ensure that individual learners are registered onto the correct programme within agreed timescales; to claim valid learner certificates within agreed timescales; construct a secure, accurate and accessible audit trail and to ensure that individual learner registration and certification claims can be tracked to the certificate which is issued for each learner.

In order to do this, Centres must register each learner within the awarding body requirements; provide a mechanism for programme teams to check the accuracy of learner registrations; make each learner aware of their registration status; inform the awarding body of withdrawals, transfers or changes to learner details; ensure that certificate claims are timely and based solely on internally verified assessment records;audit certificate claims made to the awarding body; audit the certificates received from the awarding body to ensure accuracy and completeness and keep all records safely and securely for three years post certification.

Assessment Policy

Aim:

This policy aims to ensure that assessment methodology is valid, reliable and does not disadvantage or advantage any group of learners or individuals; the assessment procedure is open, fair and free from bias and to national standards and that there is accurate and detailed recording of assessment decisions.

In order to do this, Centres must:

Ensure that learners are provided with assignments that are fit for purpose, to enable them to produce appropriate evidence for assessment. The delivery of the programme should consider producing a clear and accurate assessment plan at the start of the programme/academic year with clear, published dates for handout of assignments and deadlines for assessment.

Assessors must ensure that learner’s evidence is assessed using only the published assessment and grading criteria and that assessment decisions are impartial, valid and reliable. The Programme team must develop assessment procedures that will minimize the opportunity for malpractice; maintain accurate and detailed records of assessment decisions; maintain a robust and rigorous internal verification procedure; provide samples for standards verification as required by the awarding organization; monitor standards verification reports and undertake any remedial action required; share good assessment practice between all Centre programme teams; ensure that Centre assessment methodology and the role of the assessor are understood by all staff and provide resources to ensure that assessment can be performed accurately and appropriately.

Internal Verification Policy

Aim:

This policy aims to ensure there is a well-trained Lead Internal Verifier in each subject area and to ensure that internal verification is valid, reliable and covers all Assessors and programme activity. It will also ensure that the internal verification procedure is open, fair and free from bias and ensure that there is accurate and detailed recording of internal verification decisions.

In order to do this, Centres must ensure that:

Where required by the qualification, a Lead Internal Verifier is appropriately appointed for each subject area, is registered with Elite Centre for Education and has undergone the necessary standardization processes. Also, each Lead Internal Verifier must oversee the implementation of effective internal verification systems in their subject area and that all staff are briefed and trained in the requirements for current Internal Verification procedures. The Centre must have effective internal verification roles clearly defined, maintained and supported Furthermore, Centres must ensure that internal verification is promoted as a developmental process between staff and that standardized Internal Verification documentation is provided and used. All Centre assessment instruments must be verified as fit for purpose. An annual Internal Verification schedule must be linked to assessment plans; an appropriately structured sample of assessment from all programmes, units and Assessors is Internally Verified to ensure Centre programmes conform to national standards. To enhance the quality assurance process, Centres must secure records of all Internal Verification activity and the outcome of Internal Verification must be used to enhance future assessment practice.

Feedback

The maximum period for students to obtain assignment feedback is two weeks. In effect therefore tutors/assessors may give assignment feedback anytime within this two week window. Every effort should be made to give timely feedback to students to gain from any constructive leads to improve their work. The timeliness of assessment feedback is of the essence to ensure that learners have ample time revise work done in line with developmental feedback given. Although assessment feedback needs to be detailed and developmental, it must not be overly prescriptive.

Academic Appeals Policy

Aim:

This policy aims to create opportunity for the learner to enquire, question or appeal against an assessment decision; attempt to reach agreement between the learner and the Assessor at the earliest opportunity; standardize and record any appeal to ensure openness and fairness; facilitate a learner’s ultimate right of appeal to the Awarding Body, where appropriate and protect the interests of all learners and the integrity of the Elite Qual and the qualification.

In order to do this, Centres must:

Centres must inform the learner at induction, of the Academic Appeals Policy and procedure; record, track and validate any appeal; forward the appeal to the Awarding Body when a learner considers that a decision continues to disadvantage her/him after the internal appeals process has been exhausted. To enhance this process, Centres must keep appeals records for inspection by the Awarding Body for a minimum of 18 months; have a staged appeals procedure. Elite Qual will take appropriate action to protect the interests of other learners and the integrity of the qualification, when the outcome of an appeal questions the validity of other results. The appeals process and outcomes must be monitored to inform quality improvement.

Assessment Malpractice Policy

Aim:

This policy aims to ensure that there are systems in place to identify and minimize the risk of malpractice by staff or learners. It also aims to ensure that there are systems in place to respond to any incident of alleged malpractice promptly and objectively; standardize and record any investigation of malpractice to ensure openness and fairness; to impose appropriate penalties and/or sanctions on learners or staff where incidents (or attempted incidents) of malpractice are proven and to protect the integrity of the Centres and Elite Qual qualifications.

In order to do this, Centres must:

Centres must seek to avoid potential malpractice by using the induction period and the learner handbook to inform learners of the college’s policy on malpractice and the penalties for attempted and actual incidents of malpractice; show learners the appropriate formats to record cited texts and other materials or information sources; ask learners to declare that their work is their own; ask learners to provide evidence that they have interpreted and synthesized appropriate information and acknowledged any sources used.

Centres must conduct an investigation in a form commensurate with the nature of the malpractice allegation. Such an investigation will be supported by the Head of Centre and all personnel linked to the allegation. It will proceed through the following stages:

• Make the individual fully aware at the earliest opportunity of the nature of the alleged malpractice and of the possible consequences should malpractice be proven
• Give the individual the opportunity to respond to the allegations made
• Inform the individual of the avenues for appealing against any judgment made
• Document all stages of any investigation.

Where malpractice is proven, this college will apply the following penalties / sanctions:

• A failure will be awarded as learner having failed to achieve the learning outcomes and the unit.

Definition of Malpractice by Learners

The elements of malpractice may include the following:

• plagiarism of any nature
• Collusion by working collaboratively with other learners to produce work that is submitted as individual learner work
• Copying (including the use of ICT to aid copying)
• Deliberate destruction of another’s work
• Fabrication of results or evidence
• False declaration of authenticity in relation to the contents of a portfolio or coursework
• Impersonation by pretending to be someone else in order to produce the work for another or arranging for another to take one’s place in an assessment/examination/test.

Definition of Malpractice by Centre Staff

This list is not exhaustive and other instances of malpractice may be considered by Centres at their discretion:

• Improper assistance to candidates
• Inventing or changing marks for internally assessed work (coursework or portfolio evidence) where there is insufficient evidence of the candidates’ achievement to justify the marks given or assessment decisions made
• Failure to keep candidate coursework/portfolios of evidence secure
• Fraudulent claims for certificates
• Inappropriate retention of certificates
• Assisting learners in the production of work for assessment, where the support has the potential to influence the outcomes of assessment, for example where the assistance involves centre staff producing work for the learner
• Producing falsified witness statements, for example for evidence the learner has not generated
• Allowing evidence, which is known by the staff member not to be the learner’s own, to be included in a learner’s assignment/task/portfolio/coursework
• Facilitating and allowing impersonation
• Misusing the conditions for special learner requirements, for example where learners are permitted support, such as an amanuensis, this is permissible up to the point where the support has the potential to influence the outcome of the assessment
• Falsifying records/certificates, for example by alteration, substitution, or by fraud
• Fraudulent certificate claims, that is claiming for a certificate prior to the learner completing all the requirements of assessment.

Knowledge and Skills Expectations

The Business Management

In designing the Elite higher education qualifications effort has been made to embed the key elements of the business management subject benchmark statements as prescribed by the QAA (https://www.qaa.ac.uk/docs/qaa/subject-benchmark-statements/subject- benchmark-statement-business-and-management.pdf?sfvrsn=db39c881_5).

Key Topical Areas

Markets; customers; finance, leadership and management; operations management; information systems; business strategy and enterprise and corporate social responsibility These topical areas cut across the Elite Qual levels 4 and 5 qualifications.

Skills

Research: ability to analyses and evaluate a range of data and sources of information using appropriate methodologies; critical thinking and critical analytical and problem solving skills Key drivers of business; networking and quantitative and qualitative analytical skills

Employability Skills

The Elite Level 4 Diploma for the Business Administrator is designed to enhance the knowledge and understanding of the theoretical and conceptual frameworks which underpin the role as well as the relevant practical and industrial skills expectations of the workplace. The delivery of the units must embed employability skills relevant to the sector. This includes academic writing and professional communication skills related to the role; ICT skills and the development of personal and interpersonal skills that would enhance the learner’s career prospects.

PSRBs (Professional, Statutory and Regulatory Bodies)

The Elite Level 4 Higher Education Diploma for the Business Administrator is designed to enhance learner progression on to further higher education qualifications as well as progressing in to work. Care has been taken to consider the sector regulations for designing higher education qualifications. The Of Qual Regulated Qualifications Framework and the Framework for Higher Education Qualifications have been taken into consideration when designing this qualification. The required standards in terms of the learning outcomes and credit values of units and guided learning hours as well as Total Qualification Time guidelines are in line with the RQF and the FHEQ.

Assessment Boards

At the end of each qualification session, Centres must establish academic Boards to review the delivery and assessment of the programmes and report on the validity and appropriateness of the systems and outcomes of programme assessments. The Assessment Board report will form the final Centre endorsement of assessment outcomes prior to the certification process. Prior to the Assessment Board sitting, an Elite appointed External Examiner would have carried out the annual external moderation of the qualification and given a report which approves the Centre assessment process and outcomes as valid and fit for purposes. Any actions or recommendations in external verifier reports must be considered at the Assessment Boards to trigger actions by the centre programme team where necessary. Where External Examiner has given essential actions, the Centre must complete such actions before certification is allowed.