This course consists of 15 units (8 core units + 7 optional units) including a Project. There are 60 learning hours for each unit and 120 learning hours for the Project.

Unit List

Note: All units in the above table are subject to change as and when required by the College without prior notice.

This HND programme is assessed by a mixture of assignments and presentations where applicable. Each unit is internally assessed and graded by qualified tutor/assessors and internal verifiers, and then externally by a Pearson examiner. Grades awarded are Pass, Merit and Distinction.

You may top-up your HND to a BA/BSc(Hons) at many UK universities. With a UK Honours degree you will be able to compete in global market for jobs, or even proceed to a Master degree. Please click here for the employment details.

Students should always check the entry requirements for degree Courses at specific Higher Education providers. After completing a BTEC Higher National Diploma, students can also progress directly into employment.

The purpose of BTEC Higher Nationals in Business is to develop students as professional, self-reflecting individuals able to meet the demands of employers in the business sector and adapt to a constantly changing world. The qualifications aim to widen access to higher education and enhance the career prospects of those who undertake them.

2. Skills

Students will be expected to develop the following skills during the Course of study:

Employability skills:

• Cognitive and problem-solving skills: critical thinking, approaching non- routine problems by applying expert and creative solutions, use of systems and digital technology, generating and communicating ideas creatively.
• Intra-personal skills: self-management, adaptability and resilience, self- monitoring and self-development, self-analysis and reflection, planning and prioritising.
• Interpersonal skills: effective communication and articulation of information, working collaboratively, negotiating and influencing, self-presentation.

Knowledge and academic study skills

• Active research skills
• Effective writing skills
• Analytical skills
• Critical thinking
• Creative problem-solving
• Decision-making
• Team building
• Exam preparation skills
• Digital literacy
• Competence in assessment methods used in higher education.

The College recognises that its Teaching, Learning and Assessment Strategy is fundamental to achieving the aims set out in its Mission Statement and to satisfy expectations contained in appropriate indicators in Chapter B3, B4 and B6 of the UK Quality Code for the Assurance of Academic Quality and Standards in Higher Education.

The aims of the Teaching, Learning and Assessment Strategy is to achieve the following:

• • To widen participation from students who are mature, from Black and Minority Ethnic Communities, and come from lower socio-economic backgrounds
  • To educate students who are motivated and self-directed critical thinkers, capable of independent enquiry
• To provide students with both sound academic knowledge and vocational expertise

• To foster independent and collaborative learning among students and to encourage lifelong learning leading to enhancing their career potentials
• To develop and implement approaches to feedback and assessment that maximise learning and student outcomes.

The College adheres to the adopted assessment policies and procedures that are published in the Quality and Enhancement Manual (QAEM) which is in line with the UK Quality Code and Pearson? As an informal assessment strategy, the College implements a formative method of assessment which requires students to submit ‘learning outcome by learning outcome’ coursework during the semester.

Effective assessment rests with the purpose for which the assessment is carried out as well as the nature and type of appropriate assessment tools used. In essence the assessment materials and tools should be fit-for-purpose. The college assessor and internal verifier assured that assignment brief of the assignments are fair and accurate as much as possible.

As required by Pearson, according to the Course specifications, the key assessment objectives and strategies are aimed at assessing the achievement of a number of specific learning outcomes in every unit against specific assessment criteria.

The College uses both formal and informal assessment strategies. The College uses a variety    of assessment methods to enhance learning and improves the validity of assessment. The assessment methods improve the knowledge of the assessment criteria and what is required to gain higher grade achievement. There is a range of assessment methods that are utilised, such as: presentations; written reports.   As an informal assessment strategy, the College implements  a formative method of assessment which requires students to submit ‘task by task’ coursework during the semester.

This Course is assessed using a combination of ICON College and Pearson-set assignments. Each year, Pearson will issue a Theme and (for Level 4) a set of related Topics. ICON College  will develop an assignment, to be internally assessed, to engage students in work related to the Pearson-set Theme.

At Level 4, students will select a Topic to further define their approach to the Theme and assignment. At Level 5, it is expected that students will define their own Topic, in negotiation with Tutors, based on the Pearson-set Theme.

The teaching philosophy at ICON requires students to be exposed to a range of learning methods and materials.

All tutors now support their classes by the use of “ICON VLE”, a suite of electronic web-based materials that permits students to use the Icon intranet to access materials such as syllabi, Course plan, reading lists, reading assignments, and PowerPoint presentations for each of their Courses.

Student Survey is the primary method of obtaining and gauging student feedback at Icon. The evaluation forms are comprised of both qualitative and quantitative elements. In addition, Student and Staff Liaison Panel meetings, held each semester, to discuss Course issues and concerns is another way to support the student.

A Personal Tutorial System is an essential part of the College’s Teaching and Learning and Assessment Strategy. It is also aimed at contributing to enhancement of the teaching and learning experience of the students. The College assigns every student a designated Personal Tutor who is available by appointment throughout the academic year as needed. The relationship between the student and the personal tutor is built on trust and confidentiality.

Whether the problem is related to a financial hardship, accommodation matters, or learning disabilities and academic difficulties, the Personal Tutor is the first contact point at the College who would act as a mentor, and guide the student to the right person for further action.

The Assessment Board evaluates the external examiner’s reports every year and makes sure the action plans produced from their reports are well managed and the progress is reported to the Academic Board. The College also conducts a feedback on assignments to students by a formative feedback (learning outcome by learning outcome) sheet which has been commended by standard verifiers of Pearson as supportive and effective.

Internal verification ensures that before any assignment brief is released to students, clear assessment criteria, and correct administrative information on assignment are included. Internal verifier teams identify what changes if any in the assignment brief are required and what corrective action should be taken by assessor and should ensure that it is fit for purpose.

Internal verifiers check a range of assessment decisions for all assessors and modules by sampling some of the assignments. In case of unexpected assessment decisions, (e.g. everybody achieving Distinction in the assignment), additional sampling will be conducted on individual modules/assessors.

See the Pearsoln website  https://qualifications.pearson.com/en/home.html  for more information about HNDs. 

• • To provide education and training for a range of careers in business, including management, administration, human resources, marketing, entrepreneurship, accounting and finance.
  • To provide insight and understanding into international business operations and the opportunities and challenges presented by a globalised market place.
  • To equip students with knowledge and understanding of culturally diverse organisations, cross-cultural issues, diversity and values.
  • To provide opportunities for students to enter or progress in employment in business, or progress to higher education qualifications such as an Honours degree in business or a related area.
  • To provide opportunities for students to develop the skills, techniques and personal attributes essential for successful working lives.
  • To provide opportunities for those students with a global outlook to aspire to international career pathways.
  • To provide opportunities for students to achieve a nationally-recognised professional qualification.
  • To offer students the chance of career progression in their chosen field.
  • To allow flexibility of study and to meet local or specialist needs.
  • To offer a balance between employability skills and the knowledge essential for students with entrepreneurial, employment or academic aspirations.

• • • QAA subject benchmark statements for Business and Business Management
    • The qualification remains as an intermediate level qualifications on the FHEQ. Please refer to the Pearson programme specification for RQF.

Chartered Institute of Management (CIM), Association of Chartered Certified Accountants (ACCA), Chartered Institute of Personnel and Development (CIPD).

Students will be expected to develop the following skills during the Course of study:

Employability skills:

• Cognitive and problem-solving skills: critical thinking, approaching non- routine problems by applying expert and creative solutions, use of systems and digital technology, generating and communicating ideas creatively.
• Intra-personal skills: self-management, adaptability and resilience, self- monitoring and self-development, self-analysis and reflection, planning and prioritising.
• Interpersonal skills: effective communication and articulation of information, working collaboratively, negotiating and influencing, self-presentation.

Knowledge and academic study skills

• Active research skills
• Effective writing skills
• Analytical skills
• Critical thinking
• Creative problem-solving
• Decision-making
• Team building
• Exam preparation skills
• Digital literacy
• Competence in assessment methods used in higher education.