17

QAA Benchmark Statement(s)

The programme has been written to correspond closely with the:

• UK Quality Code for Higher Education (QAA 2024)

• QAA Benchmark Statements for Business (08 March 2023)

• QAA Benchmark Statements for Computing (30 March 2022)

• Framework for Higher Education Qualifications in England, Wales and Northern Ireland (FHEQ)

• specific reference to benchmark statements for Education Studies (2015)

QAA Benchmark Statements are available from the QAA website: https://www.qaa.ac.uk/quality-code/subject-benchmark-statements

18

Programme Aim

The main purpose of the Programme.

The overall aim of the programme of awards is to develop students’ intellectual, practical and interpersonal skills to the best of their abilities at their selected level of study, and to prepare them for, or further their prospects in, a career in the diverse industries and able to create tangible value by aligning IT initiatives with business. This will be achieved by providing a thorough educational basis in the fundamental theoretical, practical, sustainable and managerial aspects of Business and Computing, together with other complementary topics appropriate for the award’s level of study.

The Integrated Foundation Year course will prepare students to move onto the full degree programme and, with computing technologies playing an ever-greater role in all dimensions of modern life, graduates are sure to find their skills in high demand across a wide range of industries.

The programme has the following general educational and specific aims:

• To provide students with the skills necessary to succeed at degree-level study through a Foundation Year

• To develop an in?depth understanding of the role, design, development, and operation of computer?based information systems in relation to the information requirements of business organisations, enabling effective problem?solving and supporting informed decision?making

• To integrate the appropriate design, technology and commercial aspects to develop an ability to provide innovative and targeted solutions to problems

• To apply appropriate tools and development methodologies to design solutions

• To equip students to adapt and learn new skills as the industry evolves throughout their careers

• To prepare students, through the acquisition of a wide range of advanced theoretical concepts and practical skills, for employment, the advancement of their career prospects within existing roles, continuing professional development, or postgraduate study

• To ensure students have access and exposure to the latest methodologies and development techniques

• To develop essential workplace skills such as report writing, presentations and interpersonal skills needed for the modern workplace

• To equip students with the knowledge necessary to understand the ethical and environmental issues they will encounter in industry in general.

19

Programme Specific Outcomes

To help with mapping, please number these as required

(a) Final Award Learning Outcomes

On successful completion of BSc (Hons) Computing and Business, students will be able to:

Knowledge & Understanding

• KU1: Demonstrate comprehensive understanding of essential concepts, principles and theories in computing and business, critically applying them to professional practice across global and organisational contexts.

• KU2: Identify, analyse, specify, design, test, implement, and evaluate computer-based systems using appropriate theories, practices, and tools, while addressing management, leadership and project planning issues in organisational settings.

• KU3: Integrate advanced theoretical and practical knowledge across computing sub-fields (such as programming, Big Data and security) and business disciplines (including finance, marketing, entrepreneurship and human resources), engaging with scientific, engineering and organisational perspectives.

• KU4: Critically evaluate ethical, legal, social, and professional issues in the exploitation of technology and business practice, addressing contemporary challenges such as equality, diversity, inclusion and responsible leadership.

• KU5: Extend knowledge through self-directed study, research, and critical engagement with emerging trends in computing and business, fostering adaptability, innovation and continuous professional development.

Subject-specific and professional skills

• SPS1: Critically apply frameworks, theories, and principles of business leadership and management, alongside project planning and organisational practices, to propose effective resolutions to complex business and computing challenges.

• SPS2: Interpret and evaluate diverse business and technical data using statistical tools, industry standards, and technical literature, while demonstrating competence in relevant materials, equipment, processes, version control, and continuous integration.

• SPS3: Apply a critical understanding of the roles of entrepreneurs, intrapreneurs, innovators, and leaders in society, while engaging with professional standards, codes of practice, and technologies appropriate to computing and business contexts.

• SPS4: Employ initiative, creativity, inclusivity, responsibility, and commercial acumen to develop proposals for successful outcomes in dynamic environments, while critically evaluating legal, social, ethical, and professional issues in both business and computing practice.

• SPS5: Engage in critical reflective practice to develop personal responsibility in decision-making, uphold professionalism in computing and business, and plan and manage large-scale projects, fostering continuous improvement and ongoing professional development in a global marketplace.

Intellectual skills

• IS1: Critically develop, analyse, and evaluate specifications for specialist computer systems, applying theoretical considerations and practical design principles to construct effective solutions.

• IS2: Apply scholarly frameworks, modelling techniques, and information management tools to analyse complex organisational and computing problems, proposing controlled compromises and evidence-based solutions in dynamic contexts.

• IS3: Synthesise data and information from diverse sources to compose systems and documents, while demonstrating awareness of the commercial, organisational, and global marketplace in which computing and business solutions are developed and consumed.

• IS4: Work collaboratively with emotional intelligence, empathy, and cultural sensitivity, utilising digital technologies and academic conventions to convey ideas, arguments, and solutions effectively to varied audiences.

• IS5: Identify risks and benefits in computing and business projects, engaging in reflective practice and upholding ethical, social, and professional standards to ensure responsible and sustainable outcomes.

Transferable skills

• TS1: Communicate complex information, ideas, problems, and solutions effectively to specialist and non-specialist audiences, work collaboratively within diverse teams, and convey requirements and proposals across technical and organisational domains.

• TS2: Independently locate, critique, and evaluate a wide range of information, data, and tools; apply sound research methods; and critically analyse arguments, assumptions, and abstract concepts to address organisational and technical challenges.

• TS3: Demonstrate strong, responsible, and ethical digital literacy; adapt computing skills across diverse application domains; and assess risks, safety aspects, and engineering processes in the operation of computing and information systems.

• TS4: Deploy numerical and statistical skills to interpret and model business problems, synthesise data from multiple sources, and apply evidence-based decision-making in industry-relevant contexts aligned with future aspirations.

• TS5: Manage personal time and work effectively, design and execute methodologically sound studies, uphold professional standards, and engage in reflective practice to ensure continuous improvement and responsible professional growth.

20

Exit Award Learning Outcomes

On successful completion of a Certificate of Higher Education in Computing and Business students will be able to:

Knowledge and Understanding

• Ku1: Demonstrate understanding of essential concepts, principles and theories in computing and business, and apply them to practical organisational contexts.

• KU2: Identify, analyse, specify, and design computer-based systems using appropriate tools and practices, while developing awareness of management, leadership and project planning issues.

• KU3: Gain theoretical and practical knowledge across key computing areas (such as programming, data management, and security) and business disciplines (including finance, marketing, and human resources).

• KU4: Recognise and evaluate ethical, legal, social, and professional issues in technology and business practice, with attention to equality, diversity, inclusion and responsible leadership.

• KU5: Begin to extend knowledge through guided and self-directed study, developing adaptability, critical thinking and preparation for continuous professional development.

Subject-specific and professional skills

• SPS1: Apply key frameworks, theories, and principles of leadership, management, and project planning to address business and computing challenges in structured contexts.

• SPS2: Interpret and evaluate business and technical data using appropriate tools, standards, and processes, demonstrating competence in core materials, equipment and practices.

• SPS3: Develop an understanding of the roles of entrepreneurs, innovators and leaders in society, while engaging with professional standards, codes of practice and relevant technologies.

• SPS4: Employ initiative, creativity, inclusivity, and responsibility to propose solutions, while recognising ethical, legal and social issues in business and computing practice.

• SPS5: Begin to engage in reflective practice to build personal responsibility in decision-making, manage projects at an intermediate level and prepare for continuous professional development.

Intellectual skills

• IS1: Develop and evaluate specifications for computer systems, applying theoretical and practical approaches to construct effective solutions.

• IS2: Use scholarly frameworks, modelling techniques, and information management tools to analyse organisational and computing problems and propose appropriate solutions.

• IS3: Gather and integrate data from diverse sources to produce systems and documents, demonstrating awareness of organisational and commercial contexts.

• IS4: Work effectively in teams with empathy and cultural sensitivity, using digital technologies and academic conventions to communicate ideas and solutions clearly.

• IS5: Recognise risks and benefits in computing and business projects, engaging in reflective practice and upholding ethical, social and professional standards.

Transferable skills

• TS1: Communicate information, ideas, and solutions clearly to different audiences and work effectively in diverse teams across technical and organisational domains.

• TS2: Locate, evaluate, and use information, data, and tools responsibly, applying research methods to analyse organisational and technical challenges.

• TS3: Demonstrate ethical and responsible digital literacy, apply computing skills across varied contexts, and recognise risks and safety aspects in computing and information systems.

• TS4: Use numerical and statistical techniques to interpret and model business problems, synthesising data to support evidence-based decision-making.

• TS5: Manage time and tasks effectively, engage in reflective practice, and uphold professional standards to support continuous improvement and growth.

On successful completion of a Diploma of Higher Education in Computing and Business students will be able to:

Knowledge and Understanding

• KU1: Demonstrate understanding of essential principles and theories in computing and business and apply them to basic organisational contexts.

• KU2: Identify, analyse and design simple computer-based systems using appropriate tools, while developing awareness of basic management and project planning issues.

• Ku3: Gain introductory theoretical and practical knowledge in key computing areas (programming, data management, security) and business disciplines (finance, marketing, human resources).

• Ku4: Recognise ethical, legal, social, and professional issues in technology and business practice, with initial attention to equality, diversity, and responsible leadership.

• KU5: Begin guided and self-directed study to develop adaptability, critical thinking, and preparation for ongoing professional development.

Subject-specific and professional skills

• SPS1: Apply basic frameworks and principles of leadership, management, and project planning to address structured business and computing tasks.

• SPS2: Interpret business and technical data using appropriate tools and processes, demonstrating competence in core materials and practices.

• SPS3: Develop an introductory understanding of the roles of entrepreneurs, innovators, and leaders, while engaging with professional standards and relevant technologies.

• SPS4: Use initiative, creativity, and responsibility to propose solutions, with recognition of ethical, legal and social issues in practice.

• SPS5: Begin reflective practice to build personal responsibility in decision-making, manage projects at a basic level and prepare for ongoing professional growth.

Intellectual skills

• IS1: Develop and apply basic specifications for computer systems, using theoretical and practical approaches to construct simple solutions.

• IS2: Use introductory modelling techniques and information management tools to analyse straightforward organisational and computing problems.

• IS3: Gather and integrate data from different sources to produce systems and documents, showing awareness of organisational and commercial contexts.

• IS4: Work effectively in teams with empathy and cultural sensitivity, using digital technologies and academic conventions to communicate ideas clearly.

• IS5: Recognise risks and benefits in computing and business projects, beginning to engage in reflective practice and uphold ethical and professional standards

Transferable skills

• TS1: Communicate information and ideas clearly to different audiences and work effectively as part of a team.

• TS2: Locate and use information, data, and tools responsibly, applying basic research methods to address straightforward problems.

• TS3: Demonstrate responsible use of digital technologies and apply fundamental computing skills, with awareness of risks and safety in information systems.

• TS4: Apply basic numerical and statistical techniques to interpret data and support simple decision-making.

• TS5: Manage time and tasks effectively, begin reflective practice, and show awareness of professional standards in computing and business contexts.

In order to qualify for an Ordinary Degree (Level 6):

The student must meet the requirements as laid down in the Regulations for Undergraduate Awards (which is available from the ICON College and Lincoln Bishop University Website).

21a

Structures, modes of delivery (eg FT/PT etc), levels, credits, awards, curriculum map of all modules (identifying core/option status, credits, pre or co-requisites) potential entry/exit points and progression/award requirements

Semester 1

14 weeks

Core:

FDY009_1.0

Academic Skills

28 weeks

Core:

FDY010_1.0

Introduction to Higher Education

14 weeks

Option 1:

FDY012_1.0

Working with Evidence

11 weeks

Option 2:

FDY013_1.0

Introduction to Data

11 weeks

Semester 2

14 weeks

Core:

FDY011_1.0

Critical Thinking and Engagement

14 weeks

Option 1:

FDY014_1.0

Big Thinkers and Ideas

11 weeks

Option 2:

FDY015_1.0

Community and Social Purpose

11 weeks

21b

Module Structure

Core & Optional Modules

Code

Status

Module Title

Period
(number)

No of credits

FDY009_1.0

CORE

Academic Skills

1 & 2 (Autumn & Spring)

N/A

FDY010_1.0

CORE

Introduction to Higher Education

1 (Autumn)

N/A

FDY011_1.0

CORE

Critical Thinking and Engagement

2 (Spring)

N/A

FDY012_1.0

Optional

Working with Evidence

1 (Autumn)

N/A

FDY013_1.0

Optional

Introduction to Data

1 (Autumn)

N/A

FDY014_1.0

Optional

Big Thinkers and Ideas

2 (Spring)

N/A

FDY015_1.0

Optional

Community and Social Purpose

2 (Spring)

N/A

Module Code

Module Title

Credits

Indicative
Assessment Type and weighting

Indicative

Submission

Indicative Assessment Date

FDY009_1.0

Academic Skills

N/A

Portfolio

50%

1500 words

Sem 1

November

Portfolio

50%

1500 words

Sem 2

April

FDY010_1.0

Introduction to Higher Education

N/A

Portfolio

100%

1500 words

Sem 1

January

FDY012_1.0

Working with Evidence (Option)

N/A

Poster

100%

1500 words equivalent

Sem 1

January

FDY013_1.0

Introduction to Data (Option)

N/A

Poster

100%

1500 words equivalent

Sem 1

January

FDY011_1.0

Critical Thinking and Engagement

N/A

Essay OR Report

100%

2000 words

Sem 2

May

FDY014_1.0

Big Thinkers and Ideas (Option)

N/A

Presentation

100%

10 mins + 5 mins Q&A

Sem 2

May

FDY015_1.0

Community and Social Purpose (Option)

N/A

Presentation

100%

10 mins + 5 mins Q&A

Sem 2

May

Level 4

Semester 1

BUS41423

Organisational Environments

15 credits

BUS41523

Marketing Fundamentals

15 credits

NEW MOD CODE 1

Introduction to computer programming

15 credits

NEW MOD CODE 2

Digital technologies in organisation

15 credits

Semester 2

BUS41623

An Introduction to Human Resource Management

15 credits

NEW MOD CODE 3

Introduction to database management

15 credits

NEW MOD CODE 4

Problem solving for business computing

15 credits 

BUS41823

Finance and Business Performance

15 credits

Level 5

Semester 1

BUS51922

Digital Marketing Strategies

15 credits

NEW MOD CODE 5

Web / mobile development

15 credits

NEW MOD CODE 6

Cloud Computing

15 credits

BUS53123

Exploring strategy and Risk Management

15 credits

Semester 2

NEW MOD CODE 7

Big Data and data management

15 credits

L5 NEW CODE

Innovation and Creativity

15 credits

L5 NEW CODE

Project Management and Implementation

15 credits

NEW MOD CODE 8

Data Analytics

15 credits

Level 6

Semester 1

BUS63423/New code needed?

Computing and Business Project

30 credits

BUS63023

Equality, Diversity, and Inclusion in the Workplace

15 credits

BUS63223

Business Start-up

15 Credits

NEW MOD CODE 9

Applied programming in business

15 credits

Semester 2

BUS63323

Social Innovation, Social Inclusion and Entrepreneurship

15 credits

NEW MOD CODE 10 Fundamentals of Artificial Intelligence

15 credits

NEW MOD CODE 11

Cyber Security

15 credits

21c

Module Structure

Core Modules

Code

Status (if applicable)

- Pre/Co-requisites

- Mandatory module

- Existing Module

Module Title

Period
(number)

No of credits

BUS41423

Mandatory

Organisational Environments

1

15

BUS41523

Mandatory

Marketing Fundamentals

1

15

NEW MOD CODE 1

Mandatory

Introduction to computer programming

1

15

NEW MOD CODE 2

Mandatory

Digital technologies in organisation

1

15

BUS41623

Mandatory

An Introduction to Human Resource Management

2

15

NEW MOD CODE 3

Mandatory

Introduction to database management

2

15

NEW MOD CODE 4

Mandatory

Problem solving for business computing

2

15

BUS41823

Mandatory

Finance and Business Performance

2

15

Core Modules

Code

Status (if applicable)

- Pre/Co-requisites

- Mandatory module

- Existing Module

Module Title

Period
(number)

No of credits

BUS51922

Mandatory

Digital Marketing Strategies

1

15

NEW MOD CODE 5

Mandatory

Web / mobile development

1

15

NEW MOD CODE 6

Mandatory

Cloud Computing

1

15

BUS53123

Mandatory

Exploring strategy and Risk Management

1

15

NEW MOD CODE 7

Mandatory

Big Data and data management

2

15

L5 NEW CODE

Mandatory

Innovation and Creativity

2

15

L5 NEW CODE

Mandatory

Project Management and Implementation

2

15

NEW MOD CODE 8

Mandatory

Data Analytics

2

15

Core Modules

Code

Status (if applicable)

- Pre/Co-requisites

- Mandatory module

- Existing Module

Module Title

Period
(number)

No of credits

BUS63023

Mandatory

Equality, Diversity, and Inclusion in the Workplace

1

15

BUS63223

Mandatory

Business Start-up

1

15

NEW MOD CODE 9

Mandatory

Applied programming in business

1

15

BUS63323

Mandatory

Social Innovation, Social Inclusion and Entrepreneurship

2

15

NEW MOD CODE 10

Mandatory

Fundamentals of Artificial Intelligence

2

15

NEW MOD CODE 11

Mandatory

Cyber Security

2

15

BUS63423/New code needed?

Mandatory

Computing and Business Project

1 & 2

30

22

Curriculum Design

Outline a clear rationale for the curriculum design, draw on your knowledge of your articulation of the Graduate’s prospects upon finishing the course.

The Computing and Business programme intentionally designed to address the growing need for graduates who can operate effectively in environments where business practice, digital technologies, and data driven decision making intersect. Employers increasingly seek individuals who can understand organisational needs, interpret data, evaluate digital solutions, and contribute to innovation. The curriculum therefore integrates business knowledge, computing skills, and analytical capability in a progressive structure that prepares students for a wide range of technology enabled professional roles.

The Foundation Year constitutes a structured preparatory stage designed to ensure that students requiring additional academic development, or those returning to education, are appropriately supported prior to progression to Level 4. Through a defined set of five modules, the programme develops core academic and transferable skills such as effective communication, personal development planning, and digital capabilities embedded within both theoretical and applied learning. This provision enables learners to meet baseline academic expectations and ensures they progress to degree?level study with the requisite confidence, study skills, and foundational knowledge to engage successfully with Level 4 learning outcomes.

At Level 4, the curriculum establishes a broad foundation across business functions, organisational behaviour, digital technologies, programming, and problem solving. These modules ensure that all students, regardless of prior experience, gain the essential conceptual and technical grounding required for further study. This foundation supports the development of core competencies such as digital literacy, commercial awareness, and analytical thinking.

At Level 5, the programme deepens students’ understanding of applied digital solutions, data management, strategic decision making, and applied computing. The curriculum at this stage is intentionally practice focused, enabling students to analyse organisational challenges, evaluate digital tools, and apply data driven decision-making approaches to business problems. This level strengthens students’ readiness for roles that require both technical insight and strategic understanding.

At Level 6, students engage with advanced topics including artificial intelligence, cyber security, applied programming, entrepreneurship, and social innovation. Ethical, sustainable, and inclusive practice is emphasised throughout, ensuring that graduates understand the wider societal implications of digital technologies. The final year project consolidates learning through an extended piece of independent, applied work that demonstrates professional competence and specialist interest (such as software development, data analysis, AI applications, or applied digital solutions).

The curriculum is structured to ensure that graduates develop a blend of transferable skills (communication, problem solving, teamwork, project management, digital literacy) and specialist capabilities (programming, data analytics, cloud computing, AI, cyber security). This combination equips graduates for diverse career pathways across business and technology enabled environments. Typical graduate prospects include roles in technology?enabled business support, data analysis, software development, IT consultancy, project management, and innovation focused business functions.

Overall, the curriculum design ensures a coherent progression from foundational knowledge to advanced, applied expertise, enabling graduates to contribute confidently to contemporary organisations and adapt to emerging opportunities in an increasingly digital economy.

23

Learning and Teaching Strategies

The teaching and learning strategy is designed to support students’ progression into Higher Education, develop their academic confidence, and enable them to acquire the technical and professional skills required for success in digitally focused business environments. The approach combines structured guidance, active learning, and differentiated support to ensure that all students can engage effectively with the curriculum.

At the start of each module at all levels (4, 5, and 6), students receive a briefing to help them understand the academic expectations of that stage of study. These briefings introduce key study skills, assessment requirements, and digital learning tools, ensuring students are well prepared for the increasing complexity of the programme. Throughout their studies, students also have access to both general and individual study skills support provided by the College.

Teaching is delivered by tutors with relevant academic and professional expertise. A range of methods is used to create an engaging and supportive learning environment, including interactive lectures, seminars, tutorials, and practical workshops. Web based tools and digital platforms are integrated into teaching to enhance engagement with module content and assessment preparation. The Virtual Learning Environment (VLE), along with eBooks and other online resources, provides structured opportunities for directed reading, independent study, and formative learning activities.

Learning takes place in both whole group settings and smaller seminar groups. Smaller group activities encourage peer support, collaborative learning, and the development of communication and problem-solving skills. Students are encouraged to share experiences, discuss ideas, and work together on practical tasks that reflect real organisational and technological challenges.

The programme recognises that students enter with varied backgrounds, experiences, and levels of prior knowledge. Teaching and learning are therefore differentiated to meet diverse needs. Key concepts may be contextualised through discussion of workplace examples, practical demonstrations, or applied activities that help students connect theory to practice. This approach supports the development of authentic learning experiences and fosters confidence in applying digital tools and business concepts.

Individual and group tutorials are embedded within each module to provide personalised academic support. These tutorials offer opportunities for feedback, reflection, and guidance on academic progress, helping students to develop as independent, confident learners.

24

Assessment Strategies

A broad range of skills and knowledge are in demand in the computing profession and assessments are tailored to the activity being undertaken and to student learning needs. Assessed activities include the development of working software, the design of computer network systems, the application of theory to practical problems, teamwork, project work and the communication of problem analysis and solutions through reports and presentations. The assessment of these activities is guided by relevant assessment criteria.

The assessment strategy aims to measure the skill and competence of the individual student by means of a structured and integrated approach to a defined coursework schedule. The assessment strategy has been devised to reflect the diverse nature of the module content with a balance between those modules assessed through assignments, coursework and class tests, and others that are examined during or at the end of the session. A coursework descriptor will be issued with each element of assessment, which will provide details and guidance notes on the specified requirements.

Oral presentations aimed at developing the student’s communication and oratory skills are used at all levels, especially in design and project modules, where the ability to express ideas, concepts and thoughts are required. This addresses modern industry requirements for graduates to be able to present information confidently.

The programme team is mindful of the dangers of over-assessment through the imposition of an excessive number of individual items of work. Therefore, it is proposed to review annually the number of individual assignments specified within the coursework weighting of each module to ensure that student workloads are appropriate for the level of the award.

Further details of assessments including types of assessment, word counts for reports, tests and presentation duration will be given in assessment briefs for each of the Levels 4, 5 and 6 respectively.

Summative Feedback

Feedback on assessment is given in a variety of ways in order to maximise student learning opportunities. For written reports or problem-solving tasks, the feedback may be written, while feedback on lab work, presentations and some group work will be given face-to-face. In all cases feedback is given in such a way that students can learn the most they can from the work that they have done and apply that learning to future activities.

Feedback will be provided in accordance with the College Assessment Policy. Students will normally receive feedback within two to three weeks of the submission deadline or assessment date, including a provisional grade or mark.

The Foundation Year incorporates structured assessments across all modules to support the development of students’ academic skills, subject knowledge, and confidence. Completion of these assessments enables students to demonstrate their readiness for progression to Level 4. This approach provides a supportive entry point into higher education, allowing learners to build capability gradually while benefiting from feedback and feedforward to guide their ongoing development.

Formative Feedback

Non-mark bearing (formative) assessment also constitutes an important part of the assessment process. Formative assessment includes all feedback received from tutors, along with feedforward guidance to support students’ ongoing development. It offers structured opportunities to receive constructive guidance on work at key stages throughout each module. Students can use this feedback to shape the work being submitted for summative assessment. For Level 4 to Level 6, assessments will progressively provide less scaffolding and more space to explore individual interests in ways that individuals determine will be most effective. This is to ensure that students will be confident in independently developing and pitching their own solutions by the time they graduate.

Degree Modules