17. QAA Benchmark Statement(s)
The Quality Assurance Agency for Higher Education (QAA) Benchmark Statement for Master’s Degrees in Business and Management (2023) and the Framework for Higher Education Qualification levels have been used in designing the module and programme outcomes. The QAA Benchmark Statement can be found here: https://www.qaa.ac.uk/docs/qaa/sbs/subjectbenchmark-statement-business-and-management-masters-23.pdf?sfvrsn=3570a881_16 The Subject Benchmark Statement for master’s degrees in business and management ‘defines what can be expected of a graduate in the subject, in terms of what they might know, do and understand at the end of their studies’ (p. 1). In the typology provided by the QAA, the MSc IB would fall into the category of type 1 ‘generalist’ degree ‘designed for graduates from nonbusiness and management’ backgrounds designed to facilitate ‘career entry’ (p. 3). The MSc IB has been further designed with the QAA description of the ‘purposes’ of a type 1 generalist master’s level degree in business and management in mind, which is to focus ‘on developing in individuals an advanced and critical understanding of a broad range of organisations, cultures and structures, their management and wider economic, environmental and social contexts’ (p. 5-6). The MSc IB will introduce learners to both quantitative and qualitative analysis, with programme specific outcomes written to constructively align with the benchmarks standards for a generalist master’s degree in Business and Management stipulated by the QAA (p. 18-19).

18. Programme Aim

The aim of this programme is to provide learners with theoretical, conceptual, and practical knowledge of international business. It will equip learners upon graduation with the skills and attributes to pursue their future career aspirations, whether that be working within an international organisation, launching your own business or social enterprise, engaging in further postgraduate study, or any other challenging and rewarding careers you might wish to pursue after completion of your postgraduate study.

The aims of the MSc IB are for learners to:

• Demonstrate a systematic breadth and depth of critical knowledge of contemporary international business issues, including ethical, social, and environmental challenges, in theory and practice.
• Develop a systematic and critical understanding of international business that evaluates its impact on people, processes and the planet.
• Take responsibility for their professional development enhancing their ability to:
  • Communicate and present their analysis and ideas in professional discourse in both the written and oral form, demonstrating an ability to argue for alternative and creative approaches to problems facing international business.
  • Deploy a range of methodologies – quantitative and qualitative - for research, evaluation and evidence-based critical analysis.
  • Deal with ambiguities in primary and secondary data in a way that meets accepted scholarly credentials.
• Become engaged and responsible global citizens leaving academic study with a natural inquisitiveness determined to contribute to international efforts to secure the United Nations Sustainable Development Goals (UN SDGs)

19. Programme Specific Outcomes
 

Programme specific outcomes were written to constructively align with the QAA (2023) Benchmark Standards (p. 18-19) for a master’s degree in the subject of Business and Management.

On successful completion of the MSc IB learners will be able to:

Knowledge and Understanding [KU]

• KU1: Demonstrate critical awareness of current issues in business and management which is informed by leading edge research and practice in the field.
• KU2: Adopt an international perspective including understanding the impact of globalisation on businesses, societies and the environment and the ethical implications.
• KU3: Apply relevant knowledge to a range of complex situations taking account of its relationship and interaction with other areas of the business or organisation.
• KU4: Communicate a systematic understanding of relevant knowledge about organisations, their external context and how they are managed.

Subject Professional Skills [SPS]

• SPS1: Articulate and synthesise ideas, concepts and knowledge from advanced scholarship on international business.
• SPS2: Demonstrate creativity in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to develop and interpret knowledge in business and management
• SPS3: Operate effectively in a variety of team roles and take leadership roles, where appropriate
• SPS4: Critically examine evolving theoretical models, policies, and international environmental factors and their implications, to develop subject specialism.

Intellectual skills [IS]

• IS1: Apply consistently their knowledge and subject-specific and wider intellectual skills.
• IS2: Acquire and analyse data and information, to evaluate their relevance and validity, and to synthesise a range of information in the context of new situations.
• IS3: Apply an understanding of appropriate techniques sufficient to allow detailed investigation into relevant business and management issues.
• IS4: Evaluate and integrate theory and practice in a wide range of situations.
• IS5: Show a conceptual understanding that enables the student to: (i) evaluate the rigour and validity of published research and assess its relevance to new situations and (ii) use existing research and scholarship to identify new or revised approaches to practice.
• IS6: Deal with complex issues both systematically and creatively, make sound judgments in the absence of complete data, and communicate their conclusions clearly to a range of audiences.

Transferable Skills [TS]

• TS1: Communicate effectively using a range of media (for example, orally, in writing, and through digital media).
• TS2: Behave ethically and with integrity and manage with a strong sense of social responsibility.
• TS3: Be proactive in recognising the need for change and have the ability to manage change.
• TS4: Be capable in making decisions in complex and unpredictable situations.
• TS5: Be adaptable, and show originality, insight, and critical and reflective abilities which can all be brought to bear upon problem situations.
• TS6: Be self-directed and able to act autonomously in planning and implementing projects at professional levels ix take responsibility for continuing to develop their own knowledge and skills.

20. Exit Award Learning Outcomes
 

On successful completion of a level 7 PG Certificate in International Business (at least 60 credits from the opening 120 credits) learners will be able to:

Knowledge and Understanding [KU]

• KU1: Demonstrate critical awareness of current issues in business and management which is informed by leading edge research and practice in the field.
• KU2: Adopt an international perspective including understanding the impact of globalisation on businesses, societies and the environment and the ethical implications.

Subject Professional Skills [SPS]

• SPS1: Articulate and synthesise ideas, concepts and knowledge from advanced scholarship on international business.
• SPS2: Demonstrate creativity in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to develop and interpret knowledge in business and management.

Intellectual skills [IS]

• IS1: Apply consistently their knowledge and subject-specific and wider intellectual skills.
• IS2: Acquire and analyse data and information, to evaluate their relevance and validity, and to synthesise a range of information in the context of new situations.
• IS3: Apply an understanding of appropriate techniques sufficient to allow detailed investigation into relevant business and management issues.

Transferable Skills [TS]

TS1: Communicate effectively using a range of media (for example, orally, in writing, and through digital media).

TS2: Behave ethically and with integrity and manage with a strong sense of social responsibility.
On successful completion of a level 7 PG Diploma in International Business (at least 120 credits) learners will be able to:
 

Knowledge and Understanding [KU]

• KU1: Demonstrate critical awareness of current issues in business and management which is informed by leading edge research and practice in the field.
• KU2: Adopt an international perspective including understanding the impact of globalisation on businesses, societies and the environment and the ethical implications.
• KU3: Apply relevant knowledge to a range of complex situations taking account of its relationship and interaction with other areas of the business or organisation.

Subject Professional Skills [SPS]

• SPS1: Articulate and synthesise ideas, concepts and knowledge from advanced scholarship on international business.
• SPS2: Demonstrate creativity in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to develop and interpret knowledge in business and management
• SPS3: Operate effectively in a variety of team roles and take leadership roles, where appropriate

Intellectual skills [IS]

• IS1: Apply consistently their knowledge and subject-specific and wider intellectual skills
• IS2: Acquire and analyse data and information, to evaluate their relevance and validity, and to synthesise a range of information in the context of new situations
• IS3: Apply an understanding of appropriate techniques sufficient to allow detailed investigation into relevant business and management issues
• IS4: Evaluate and integrate theory and practice in a wide range of situations

Transferable Skills [TS]

TS1: Communicate effectively using a range of media (for example, orally, in writing, and through digital media).

• TS2: Behave ethically and with integrity and manage with a strong sense of social responsibility.
• TS3: Be proactive in recognising the need for change and have the ability to manage change.
• TS4: Be capable in making decisions in complex and unpredictable situations.

International students from Rangsit University joining the programme in January (Trimester 2) as part of an approved Progression Agreement will complete the following modules:

NB Students should have successfully completed the necessary 60 Level 7 credits, as identified in the relevant Progression Agreement, at their home institution prior to entering the BGU programme.

22. Curriculum Design

Background to the Design

This course will develop learner’s ability to become operationally effective as an actor in the arena of organisational operations on an international scale developing their theoretical and conceptual knowledge, capacity to engage in critical analysis, and practical capabilities in the subject. Given the international orientation of the degree, it embraces the opportunities and challenges of social interaction across different cultures and practices to forge new networks, collaboration, and opportunity. The designation of Master of Science has been chosen to emphasis the applied nature of learning, which together with delivery on quantitative approaches to data analysis, provides a scientific study of the subject of international business.

The Curriculum Design

The QAA Subject Benchmark Statement (2023) for Master’s degrees in business and management ‘defines what can be expected of a graduate in the subject’ (p. 1) with curriculum design conducted in accordance with those expectations. The MSc IB has been designed in accordance with the nine purposes of a master’s degrees in business and management which are stated in abbreviated form below. The full version of each purpose can be found in the QAA Subject Benchmark Statement (p.4- 6), the link for which is available in Section 15. Those nine QAA purposes for a master’s degree in business and management are:

• Purpose 1: ‘Enable students to focus on a particular aspect of business and management in

which they have prior knowledge or experience’.

• Purpose 2: ‘Enable students to focus on a particular subject area of field of business and

management in greater depth than they have encountered in previous study’.

• Purpose 3: ‘Develop in individuals an advanced and critical understanding of organisation and their management, cultures and structures as well as wider economic, environmental and social contexts’.
• Purpose 4: ‘Instil a deep understanding of responsible leadership’ .
• Purpose 5: ‘Provide preparation for, and/or further development in, a career in business and

management’.

• Purpose 6: ‘Develop relevant skills and attributes which enable individuals to become more specialised, enhance their employability and equip them to become impactful leaders’.
• Purpose 7: ‘Enable students to undertake a research project, conduct research and undertake training in research methods’.
• Purpose 8: ‘Add value to... degrees by educating individuals as managers, leaders and business specialists’.
• Purpose 9: ‘Develop an ability to apply knowledge and understanding of business and management to complex or difficult issues’.

Curriculum design has been constructively aligned with these nine purposes to ensure learners are provided with a theoretical, conceptual, and practical knowledge of business and management.

Modules in the opening two trimesters all include ‘international business’ within their titles specifically to indicate that subject areas will be analytically investigated in their global sphere. This will be reinforced by teaching strategy, which will embed case studies from across nationalities and cultures within each and every module to ensure that learners are exposed to business at the international level. 
 

The MSC IB’s programme specific outcomes have been written to ensure the benchmarks standards for a type 1 generalist master’s degree in Business and Management stipulated by the QAA, are embedded within the curriculum design. This means that curriculum design has been conducted to create a rich and rewarding degree programme suitable for (i) non-business graduates who (ii) aspire to a career-entry position upon completion of their postgraduate study. Modules are sequenced such that learners begin by developing broad knowledge of key concepts, theories and practices in trimester one, followed by the development of specialist knowledge of complex issues and activities related to international business in trimester two, to the engagement of independent applied research in trimester three. The next few paragraphs of this section explain how the curriculum has been designed to meet the expectations of a type 1 generalist master’s degree in more detail.

Modules delivered in semester one are designed to provide learners with a body of core knowledge (Understanding International Business and The International Business Environment) about the subject beginning a process by which learners can begin to critically apply knowledge and understanding of international business across a range of complex problems (purpose 1, 2, 3 and 9). The modules are particularly vital in providing learners with key understanding an advanced study of organisations and their behaviour. Further modules in semester one will enhance the professional development of learners (Writing and Research for International Business and Communication, Culture and Presentation for International Business) not only equipping them with the skills necessary to accelerate their academic study on international business (purpose 1, 2 and 7), but also enhance their employability and leadership potential upon graduation (purpose 5, 6, and 8).

Modules delivered in semester two are designed to encourage students to develop their ability to apply knowledge and understanding across four complex issues (Marketing, Leadership, Supply- Chain Management and Finance and Accounting) facing international business in the contemporary period (purpose 3). These modules collectively allow learners to start to develop subject specialism (purpose 2 and 6), with the module on ‘Leadership and People Management across International Borders’ directly aligned with specific QAA purpose 4. Different modules in semester two take varying methodological approaches, with certain modules (International Marketing, Leadership and

People Management across International Borders, and Global Business Operations and Supply Chain Management) being primarily qualitative, and others (International Finance and Accounting) being quantitative.

The degree concludes with a module that will provide learners with necessary skills and competencies to develop as independent researchers (purpose 7). Teaching and assignments are in line with the same academic requirements of learners that would be found in the completion of a traditional academic research project submitted in the form of a dissertation.    Furthermore, in an effort to make the research project more aligned to the needs of international business, this module will also more aligned with the needs and expectations found in the world of international business. Leaners will have the opportunity to select from a choice of one of the following three pathways; Business Dissertation, Applied Corporate Project or Business Plan. The curriculum for this trimesters has been designed purposefully so that learners will develop their research capabilities in a way that enhances their employability upon graduation (purpose 5, 6, and 8), without precluding the option for further postgraduate study. Furthermore, in ensuring that learners showcase their research  capabilities in the submission of a project or business plan which accords with a key characteristic expected of a generalist master degree in the QAA (2023) benchmark statement, which is to embed enterprise and entrepreneurship education (p. 12). The QAA defines enterprise and

entrepreneurship education as that which supports the development of ‘entrepreneurial behaviours, actions, leadership and the innovations and creativity which they drive’ that ‘lie at the heart of social, cultural and economic prosperity’ (ibid).

In order to give learners every possible chance of success, learners on the final module of the MSc IB will be taught research methods and data analytics so that their project or business plan can be underpinned by critical research. Learners will then progress to the production of their final project or business plan, produced in conjunction with academic supervision. Various methodological approaches will be deployed within this module inculcating within learners a variety of research approaches.

The curriculum is designed to meet the following subject areas identified by the QAA as those that generalist master’s degrees ‘will typically gain knowledge and develop critical understanding’. Those subjects areas are:

• Ethics, Responsibility and Sustainability: (The International Business Environment, Understanding International Business, Professional Development: Applied Research for International Business)
• Markets and Economies: (The International Business Environment)
• Marketing, Sales, Negotiation and Customers: (International Marketing)
• Finance and Accounting: (International Finance and Accounting)
• People & Organisational Behaviour: (Leadership and People Management across International Borders)
• Operations and Business Innovation: (Global Business Operations and Supply Chain Management)
• Data Analytics: (Professional Development: Applied Research for International Business)
• Business Policy and Strategy: (Understanding International Business)
• Entrepreneurship and Enterprise Development: (Professional Development: Applied Research for International Business)

Delivery

There are nine distinct modules that comprise the MSc IB. In total, eight of these are fifteen-credit modules with only one module valued at 60-credits. The opening 4 fifteen-credit modules are delivered in semester one, with a further 4 fifteen-credit modules conducted in semester two.

Semester three is then taught over the solitary 60-credit module.

The course has been designed so that learners can join the MSc IB in entry points in September or January/February, but are always taught the modules in sequential order as outlined in Section C, 21a. This is necessary because the curriculum has been designed such that learners begin with exploration of core subject knowledge in their opening trimester, before proceeding to develop specific subject knowledge of international business activity in the following trimester. Learners conclude their studies in their final trimester with modules that encourage them to apply the knowledge and skills they have earned in previous trimesters.The MSc IB curriculum is action centred and challenges learners ‘to do’. Core to the notion of ‘doing’ and acting is the spirit in which this activity should be ‘done’. Learners on the programme will be challenged to act in line with the ethos of the UN Sustainable Development Goals. The Sustainable Development Goals (SDGs) are a collection of 17 global goals designed to be a "blueprint to achieve a better and more sustainable future for all”. Individual modules intrinsically embed this ethos, in addition to the BGU Graduate Attributes. The curriculum is also reinforced by its commitment to uphold the United Nations Global Compact (UNGC). The ten principles focus on key global challenges in the areas of human rights, labour, the environment, and anti-corruption. As international citizens, learners will develop a global mindset to understand, appreciate and take appropriate local or international action in response to these challenges.
 

The programme structure aligns to the development of BGU Graduate Attributes as follows:

1: Academic Literacies – learners are enabled to develop academic literacy through engagement with critically analysing and systematically evaluating and synthesizing original empirical research during their learning and in their assignments. These skills are developed from the start of their programme and learners are expected to develop their academic literacies throughout the duration of the programme. Additionally, assessments are specifically designed to support learners in developing their academic competency, such as those at the outset of the degree programme in the Professional Development modules.

2: Global Citizenship – learners will develop an international perspective of business throughout learning and assessments on the entire course. All modules, for example, will be taught from the international perspective containing global case studies and perspectives to broaden learners’ horizons. Furthermore, as mentioned previously, the curriculum is reinforced by its commitment to uphold the UNGC and further the UN SDGs.

3: Information Literacy – Information literacy will be developed throughout the programme and learners will be required to independently search for academic sources through electronic databases such as Google Scholar. Furthermore, information literacy is embedded within the course through curriculum design via the Professional Development modules.

4: Digital Fluency – Assessments are designed to support learners in developing digital fluency through a range of assessments including a narrated PowerPoint, podcast, and YouTube video. In addition, learners will be encouraged through their studies to activities in the virtual learning environment. The teaching team will also model the use of digital technology through session delivery where appropriate to facilitate communication of ideas and practices across learners.

5: Employability – This is a key focus of the course and a balance has been sought to develop a course that enables work-based learning without losing the academic rigour expected of postgraduate study. As Graduate Attributes are embedded into all modules, it is anticipated that learners will further enhance their employability skills, and as leaders and managers, will model this within the workplace.

6: Being Enterprising – the course discipline coupled with the practical nature and characteristics of the course means that learners are challenged to develop creative problem-solving skills through directed independent learning. Throughout the programme learners will be challenged to develop entrepreneurial competency such skills contributing to the development of their final project – a business plan within the final module.

As there is no pre-requisite to have studied Business previously, learners will be supported to develop a wide range of study skills within and without their degree programme. For example, modules on writing and research and communication and presentation in their opening semester will provide significant assistance to learners in this regard.
 

23. Learning and Teaching Strategies
 

Learning and teaching throughout the Programme, and across the Business subject area more generally, is aligned with BGU’s ‘Learning, Teaching and Assessment Strategy’ which supports the University’s aim ‘to enable all students to achieve at the highest possible standard in their chosen field of study’ with a commitment to ‘support active and accessible learning’.

Learners develop specific subject knowledge and understanding through a diverse range of contemporary teaching and learning styles and methods. This will include innovative practices and approaches, such as storyboarding, role-play, and group activities, where applicable.

All modules are taught with contact time delivered in either lecture, seminar or workshop format. Interactive lectures are an important element of learning strategy on the MSc IB, with digital technologies utilised to aid communication and the transfer of ideas across cultural boundaries. During seminar and workshops, learners are encouraged to develop their subject knowledge and understanding, and to build subject specific and intellect skills by assembling evidence, presenting ideas, concepts, and findings, and constructing and defending arguments. Seminar and workshop activities will involve the completion of tasks through independent working or with others in small groups.

Teaching on the degree will be in accordance with the principles of ‘augmented in-person’ learning. This means that whilst the primary delivery mode driving learning on the degree is classroom-based ‘in-person’ activity, this delivery ‘augmented’ by a range of activities across all MSc IB module pages on the virtual learning environment (VLE). This augmented learning on the VLE is itself split in twin categories. First, the module pages will act as a repository for in-person delivery handouts such as lecture or seminar slides, or as a location for guided learning activities such as further reading.

Second, module pages will also deliver learning tasks to ensure either (a) in-person readiness for later in-person learning or (b) to allow learners to engage in subsequent follow-up learning tasks.

Classroom-based learning will also be supported by integration of appropriate digital technologies within teaching.

Individual support is offered to all learners across all modules through one-to-one tutorials, often focused on reinforcing understanding of topics and ensuring appropriate preparation is being made for assignment tasks.

24.Assessment Strategies
 

The assessment strategy is devised to secure twin objectives of (i) supporting the overall programme learning outcomes whilst (ii) offering chances for learners to engage in ‘work-based learning’ which is defined by the UK Quality Code for Higher Education Advice and Guidance (2018: 1) as ‘learning through work, learning for work and/or learning at work’ through ‘authentic structured opportunities… designed to meet an identified workplace need’. On the MSc IB, which does not deploy placement opportunities within its curriculum design, the emphasis is placed on ‘learning for work’ through assessment strategy, which seek to deliver those ‘authentic structured opportunities’  

to build skills that will enhance the employability prospects of learners and help them build purposeful and rewarding professional careers. Assessments on this programme meet the ‘dual function’ of the aforementioned Quality Code of ‘meeting the learning needs of… employees, developing their knowledge, skills and personal behaviours’ whilst also ‘meeting the workforce development needs of… organisation[s]’ (Ibid).

Consequently, module assessments provide opportunities for learners to acquire, develop and demonstrate knowledge and understanding, subject specific, intellectual, and transferable skills. A range of assessments are used which are relevant to the individual demands of the subject matter and enable learners to participate in a varied and engaging work-based learning that also deliver personal development experience. Assessments are used to appropriately test and encourage learners to apply different areas of knowledge and demonstrate a wide range of skills.

Each module that comprises the MSc IB consists of only a singular assessed submission. The exception is the final module (Professional Development: Applied Research for International Business) which contains three assessments. Across the programme, the workload for students will be carefully managed through the effective scheduling of assessments and the use of a consistent rubric.

Group work is not used as a summative assessment strategy in the MSc IB. All assessed coursework that contribute to final MSc IB degree classification are independent submissions, none are the result of work completed by a group.

Formative assessment strategies will be employed throughout the programme’s duration to monitor student learning and understanding, and to ensure that learners are in receipt of ongoing dialogue and feedback on their learning and progress. Learners will be engaged as partners in this process and will develop skills, such as self- assessment and peer-assessment.

All courses follow BGU’s Code of Practice for the Assessment of Students, which offers clear guidance on the principles and practice of assessment in the institution. Using this framework, along with the expertise of the programme team, each assignment is developed to ensure that it tests the relevant learning outcomes in an appropriate and useful way.

Students’ knowledge, skills and critical understanding of the subject will be assessed by a variety of

methods as follows:
 

25. Inclusive Practice and Personal Development Planning

The delivering institution is responsible for supporting students’ learning, both through regular support by the programme team, and any specific skills/learning support needed by individual students.

BGU aims to recruit students from a range of backgrounds to promote widening participation. Recruitment includes students from diverse backgrounds and those who do not have English as a first language. The recruitment process is sympathetic to these diverse characteristics and the delivery institution will take steps to determine individual readiness and ensure applicants are on the right programme for their needs and abilities.

Importantly, the degree programme is aligned with the QAA (2023) benchmark for equality, diversity and inclusion (EDI) (pp. 8-9), which are embedded within curriculum design. EDI is

incorporated throughout from the perspective of ‘why, what and how the subject [of international business] is taught’ (pp. 9).

Why: Incorporation of the UN SDGs within the curriculum makes clear to learners that EDI is a mechanism that ‘can support the progress of organisations… in addressing inequality and disadvantage’ (ibid). As already discussed in Section 22, the MSc IB curriculum is action-centred and challenges learners ‘to do’. Core to the notion of ‘doing’ and acting is the spirit in which this activity should be ‘done’. Learners on the programme will be challenged to act in line with the ethos of the UN SDGs and UNGC. Consequently, the MSc IB is also aligned with the QAA benchmark for education for sustainable development (pp. 12-13), with teaching of the UN SDGs embedded within the curriculum as ‘disciplinary content’ (a prism through which to understand the purpose of international business) and ‘disciplinary method’ (a principle around which specific subjects are taught) (p. 11).

What: Modules within the MSc IB further embed EDI in terms of ‘what is taught’. That is why, in their opening semester, learners will engage in the necessary professional development activities to improve their research and communicative capacities, understand the cultural and social differences that exist in the international context they operate, as well as engaging in modules to gain subject critical knowledge and analysis of international business more broadly. Consequently, the initial semester creates the necessary foundation of knowledge and skill development that will enhance their chances of successful graduation from the degree and meaningful professional careers in the future with an appropriate respect for EDI.

How: The MSc IB has been ‘designed’ and will be taught in such a way as ‘to enable students from all backgrounds to realise their potential’ (ibid). Each learner will be supported upon their entry onto the MSc IB by a package of induction activities designed to facilitate their successful transition onto postgraduate study and build inclusive and mutually supporting relationships with their fellow learners. This is especially important at the start of the programme. Each learner will also be assisted in their personal development through group and individual tutorship.

The delivering institution will consequently operate a group tutor system so that each student has a designated member of staff to work with them on their academic and personal development.

Group pastorals will take place once per trimester, with learners able to request 1-1 meetings for more personalized assistance where required. Where necessary, the tutor can draw upon the expertise of specialist staff in the identification, assessment, and planning for specific learning needs (such as dyslexia screening), and subsequent support and reasonable adjustments. Furthermore, the programme team will offer extra-curricular sessions where students can ‘drop-in’ for 1-1 guidance on completion of their coursework.
 

26. Technology Enhanced Learning

The University’s Virtual Learning Environment (VLE) is used throughout the programme.

The degree fully embraces the principles of ‘augmented in-person’ learning. Each module will have its own VLE through which learners are directed towards reading materials that are regularly reviewed and enhanced by module leaders, as well as tasks and activities (such as digital resources like podcasts or video) to help guide learners in their independent learning ensuring their readiness for in-person teaching or engagement with future tasks. Elsewhere, mediated online discussion boards may be used to provide a secure forum for sharing thoughts, examples, and reflections.

Discussions must be monitored by the programme team. Ethical boundaries will be emphasised, to protect confidentiality. Access to such discussions must be secure and restricted to internal users within the delivering institution.

Included within the Library Systems are access to e-journals and specific subject related learning resources. Module specific elements are laid down within individual modules.

While all modules adopt an in-person (face to face) learning and teaching approach, technology enhanced learning may be used where appropriate to support and deepen student understanding and outcomes through augmented individual (and/or) group activity. This activity might include for example, directed reading or audio-visual materials to stimulate critical thinking tasks, focused reflection on practice or specific learning exercises.

The delivering institution will apply relevant codes of conduct about online behaviour and fair use, in

keeping with BGU’s usual expectations.


27. Work-related Learning and/or Placement
 

There are no opportunities for work placement on this degree programme.

Instead, the degree offers opportunity for ‘learning for work’ through the provision of ‘authentic

structured opportunities’ in submitted assessments. Assessment strategies are designed specifically to deliver varied types of submission that respond to ‘an identified workplace need’ (UK Quality Code, 2018: 1). An example is found in the final module of the MSc IB, which rather than requiring learners to submit a lengthy academic dissertation, is split into three more concise assessments (but containing no less academic rigour) that reflect more the type of report expected in the business world.

By giving learners such opportunities of ‘learning for work’ through assessment, the assessment strategy seeks to deliver those ‘authentic structured opportunities’ that build skills enhancing the employability prospects of learners and help them build purposeful and rewarding professional careers.

Opportunities for work-related learning arise at all levels within the programme through the core curriculum design. In line with QAA guidance on Enterprise and Entrepreneurship Education (2018) 

the programme design provides learning opportunities that are focused on supporting behaviours, attributes and competencies that are likely to have a significant impact on the individual student in terms of successful careers, which in turn adds economic, social, and cultural value to the UK. Assessments on this programme consequently meet the ‘dual function’ of the aforementioned Quality Code of ‘meeting the learning needs of… employees, developing their knowledge, skills and personal behaviours’ whilst also ‘meeting the workforce development needs of… organisation[s]’ (UK Quality Code, 2018: 1).

Throughout the programme, students undertake activities and assignments that use the context of work to develop their knowledge, skills and understanding. In addition, students are also encouraged to undertake work-based learning through either a combination of volunteering, part- time employment or self-employment opportunities within their own time throughout the duration of their programme.

Business, industry and organisation experts are encouraged to work with partners / programme teams to develop initiatives and activities within the program. Examples include assessments based on client-based live projects; case studies, role plays and simulations; field trips (including virtual tours); and advice and training in enterprise, business start-up, and commercialization; all of which, build work related learning opportunities for MSc IB students.


28. Employability
 

BGU has a strong reputation for developing highly skilled, sought-after, employable graduates. The curriculum has been designed to enhance employability at all levels of study. Employability is seen as an intrinsic aspect of all degree programmes offered by BGU, and the programme structure aligns to the development of BGU Graduate Attributes as follows:

One of the aims of the MSc IB (see Section 18) is for learners to ‘take responsibility for their professional development’. The curriculum is designed to assist in learners in this endeavour, which will aid their employability or progression to further postgraduate studies upon completion of their degree. It is why there are opening modules on key aspects of professional development related to written and oral communication in trimester one, and the degree concludes with another module on professional development in which learners will improve their knowledge and application of research methodology and data analytics. It is further why curriculum design has been so closely linked to BGU graduate attributes as described in Section 22.

29. Programme Specific Admission Requirements

Applicants for this programme will need to be resident in the UK for the duration of the degree.

Potential applicants will usually be expected to have achieved a 2:2 (or NARIC equivalent) in any degree subject. Where potential applicants are international in origin, the applicant should also have achieved qualifications in English (IELTS 6.5 for international learners, with a minimum of 6 in all four components) and mathematics at a minimum of level 2 or equivalent (GCSE grade A*/9 - C/4).

Prior to start, the Student Recruitment office will undertake eligibility checks for entry to study at the appropriate level. All applicants will be required to attend an informal online interview with the members of the programme team prior to formal acceptance to study.

30. Programme Specific Management Arrangements
 

General

The MSC IB programme is authored and validated at BGU. It is subject to BGU Codes of Practice and Regulations, including admissions, quality assurance, external examining, and awards. The programme will be managed through the Faculty structure at BGU. It will have a named programme leader within the Business subject team.

Collaborative Partnerships

Collaborative, academic partnerships are subject to relevant processes and formal agreements being implemented at institutional level. Where the MSc IB programme is delivered by an external, partner institution, this collaboration is executed under the terms and conditions of individual institutional partnership agreements and the BGU Code of Practice for Collaborative Provision.

In keeping with the BGU Code of Practice for Collaborative Provision, whenever the MSc IB programme is delivered collaboratively with a partner institution, the programme leader at the delivering institution is responsible for the day-to-day organisation of the programme. This involves producing schemes of work and teaching materials, planning and resourcing all teaching, learning and assessment on the programme. The delivering institution will undertake marking and internal moderation.

Course timelines and assessment points will be agreed between the delivering institution with BGU, enabling suitable time frames for cross moderation and external examining, and BGU’s Module Boards and Boards of Examiners. BGU will be responsible for ensuring that a suitable EE has been appointed.

The named programme leader within the subject team at BGU (or delegated) will act as the subject- specialist link tutor. Further detail about the specific responsibilities of link tutors and programme leads at collaborative partner institutions are available in the BGU Collaborative Handbook. The effective management and quality assurance of the programme will be further facilitated and supported by the Academic Lead for Flexible and Distributed Learning at BGU, as per the Code of Practice.

The effective management and quality assurance of the programme will be further facilitated and supported by the Academic Leader for Flexible and Distributed Learning at BGU, as per the Code of Practice. The programme will adhere to BGU’s Quality Assurance mechanisms and processes including Programme Committee Meetings (three times per year), annual monitoring reports (AMR), and enhancement planning. The programme will adhere to Codes of Practice at BGU/the delivering institution as set out in the institutional agreement. 

31. Staff Responsibilities
 

The programme leader at the delivering institution is responsible for day-to-day organisation, including producing schemes of work and teaching materials, and planning and resourcing all teaching, learning and assessment on the programme. The programme team at the delivering institution remains under the leadership and management structures of their employing institution. Module leadership may be delegated, accordingly.

In keeping with the BGU Code of Practice for Collaborative Provision, whenever the MSc IB programme is delivered collaboratively with a partner institution, the named programme leader within the subject team at BGU (or delegated colleague) will act as the subject-specialist link tutor. This work will be overseen by the relevant Head of Programmes, on behalf of the BGU Faculty.

Further detail about the specific responsibilities of link tutors and programme leads at collaborative partner institutions are available in the BGU Collaborative Handbook.

Sharing of teaching resources across institutions delivering the same/similar programmes is considered good practice and is encouraged wherever possible to enhance the teaching and learning on the programme and promote a positive student experience. The effective management and quality assurance of the programme will be further facilitated and supported by the Academic Leader for Flexible and Distributed Learning at BGU, as per the Code of Practice.

32. Programme Specific Academic Student Support
The delivering institution will be responsible for specific academic support related to this programme, such as IT support, access to VLE and other applications, relevant software, and data bases. The delivering institution will be responsible for the conduct of assessment and associated support for students during the assessment process.

 

33. Programme Specific Student Evaluation
 

The programme complies with current BGU institutional evaluation policies. The delivering institution will enable students to participate in relevant evaluations and surveys. This might be facilitated by BGU, as appropriate to the programme and site of delivery.

Under the BGU Code of Practice for Collaborative Provision, where delivered collaboratively, the Programme Committee includes student representation and offers an additional forum for student voice. The delivering institution may augment this with its internal representation and evaluation processes.