International Higher National Certificate/Diploma Business
1
Awarding Institution/Body
Edexcel
2
Teaching Institution
University Centre at Blackburn College
3
Work-based learning
Non-assessed
4
Delivery modes
Full Time
5
UCAS Code
-
6 Applicable subject benchmarks
Management 2007)
QAA benchmarks for (General Business and
7
National Occupational standards
-
8
Date of PS preparation/revision
March 2012
9
Educational aims of the programme
The general aims of Edexcel BTEC Higher Nationals in Business have been developed for:
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providing education and training for a range of careers in business such as management,
administration, personnel, marketing, accounting, and law
providing a general qualification which allows flexibility of study to meet local or specialist
needs
providing opportunities for learners to focus on the development of higher-level skills in a
business context
providing opportunities for learners to develop a range of skills and techniques and
attributes essential for successful performance in working life
providing opportunities for learners to gain a nationally recognised vocationally specific
qualification to enter employment in business or progress to higher education vocational
qualifications such as a full-time degree in business or a related area.
This qualification aims to meet the general aims of the programme by the following educational
aims:
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equipping individuals with knowledge, understanding and skills for success in a range of
administrative and management positions in business
providing specialist routes of study which relate to individual professions within the business
world in which learners are working or intend to seek employment
enabling progression to an undergraduate degree or further professional qualification in
business or a related area
supporting individuals employed or entering employment in the business field
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developing the individual’s ability in the business field through effective use and
combination of the knowledge and skills gained in different parts of the programme
developing a range of skills and techniques, personal qualities and attributes essential for
successful performance in working life and thereby enable learners to make an immediate
contribution to employment
providing flexibility, knowledge, skills and motivation as a basis for future studies and career
development in business.
Intended Learning Outcomes
The programme provides opportunities for students to achieve and demonstrate the following
learning outcomes:
Knowledge and Understanding. Students must demonstrate critical understanding, at
the appropriate level, of:
A1 Organisational purposes and behaviour in different businesses environment
A2 Sources of finance and financial implications within a business
A3 Concepts of e-business, motivation, management, leadership, marketing and
extended marketing mix
A4 The relationship between organisational structure and culture
A5 Mechanisms for developing effective teamwork in organisations
A6 Concepts of valid contract and negligence in business activities
A7 Process and approaches of strategic planning, evaluation, selection and
implementation
A8 A range of techniques to analyse data effectively for business purposes within the
financial regulatory framework
A9 Learning theories and learning styles
A10 Government-led skills development initiatives
A11 The nature and importance of operational management and its links with strategic
planning
A12 The process of organising a typical production process
A13 Project management principles
A14 Marketing planning and business objectives from a range of ethical perspectives
and its implications on workplace relationships
A15 Research methods and their application to business contexts
Level 4
Critical-thinking/intellectual skills. Students must demonstrate skills, at the appropriate
level, of:
B1 Assessing the significance of the global factors that shape national business
activities.
B2 Evaluating the performance of a business in a variety of different contexts.
B3 Evaluating the outcome of research
B4 Analysing cost information within a business
B5 Interpreting financial statements.
B6 Evaluating a training
Level
4
4
4
4
4
4/5
4/5
5
5
5
5
5
5
5
5
4
4
5
4
5
5
B7
B8
B9
B10
Assessing a current ethical issue in a business.
Formulating a research specification
Apply appropriate business concepts, models, frameworks or techniques
Conduct research into problems and issues, make judgements and present the
findings in an appropriate written, verbal or electronic format.
5
5
4/5
4/5
Subject Specific Skills. Students must demonstrate skills, at the appropriate level, of:
C1 Making financial decisions based on financial information
C2 Producing information in appropriate formats for decision making in an
organisational context
C3 Formulating a new strategy
C4 Monitoring performance on the basis of forecasts and budgets for a business
C5 Preparing financial statements in accepted formats for publication from complete
or incomplete records
C6 Compiling marketing audits and formulate marketing plans
C7 Planning and designing training and development
C8 Managing human resources of a project
C9 Preparing and Presenting a business report
Level
4
5
Key Transferable Skills. Students must demonstrate skills , at the appropriate level, of:
D1 Acting as independent learners and carrying this ability into their future career
and/or further studies
D2 A range of skills that are transferable to the business context
D3 Working effectively as a team
D4 Competency in presenting a range of information, using verbal and written
presentation techniques
D5 Using numerical skills to analyse and solve business problems
Level
4/5
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4/5
4
5
5
5
5
5
4/5
4/5
4/5
4/5
Teaching, Learning and assessment
The learning and teaching strategies will reflect the specific aims and learning outcomes of the
Edexcel programme and will draw upon an appropriate balance from among the following:
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Lectures; demonstrations; screenings; seminars; workshops; work simulations; tutorials;
group and individual project work; supervised independent learning and e-learning.
Group and individual learning and teaching situations.
Tutor led, student-led and independent learning sessions.
Sessions that will emphasise primarily knowledge acquisition, skills development (specific
and general-transferable), and analysis and evaluation.
Use a range of technology systems for accessing data, resources, contacts and literature and
the acquisition of production skills.
The learning context will encourage active engagement with current business practices and thinking
and where appropriate, contact with a variety of academic and non-academic, organisations and
practitioners.
Due to the nature of international students it is essential that diverse and inclusive lessons are
designed. This will enable students to conceptualise course materials and lessons, where possible
they will include examples of international businesses and practices relating to the students country
of residence. To encourage participation, group work and presentations are to be planned into
delivery formats, ensuring students receive an inclusive and diverse session.
The International HNC/D in Business is an intensive course which is designed to cover a variety of
business disciplines. With this, tutors are fully aware that English is not the first language of the
students and that they may find their new environment and British culture to be perplexing. Whilst
being away from home for an extensive period of time, may also be somewhat worrying and
daunting for them. Furthermore, it could be suggested that students may not be familiar with British
business culture and any subsequent national examples provided for them in lessons.
With the special nature of international students it is essential that their motivation is maintained
throughout the programme. Special attention is to be made to ensure that modules are delivered in
a style that is interactive and contains where possible, international examples and references that
are relevant to the students, this will allow them to contextualise and apply new theories and
practices.
Support Sessions
In addition to the taught units, students on this programme will have the benefit of additional
support sessions as follows:
Tutorials: Tutorials are regarded as an essential part of the Learning and Teaching strategy. Six
‘types’ of tutorial are embedded in programmes within the School:
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Post Induction tutorial: In response to the College’s initiatives on ‘widening participation’, the
programme will operate an ‘at risk’ policy where a post induction tutorial for all students
provides an early review of potential problems. Those students identified as ‘at risk’ of failing or
leaving the programme for whatever reason, are then supported by additional, regular tutorial
sessions.
Group Tutorials (pastoral): These will be held weekly and will deal with the dissemination of
information, briefings and general course matters. They will also act as an open forum for
student issues. Each year group will elect a student representative who will feed back student
views to the course meetings and the end of year course review.
Requested by Students Tutorials (pastoral and academic): These are available when the
students need guidance regarding the course or general counselling. These would usually be
held on an individual basis by appointment with appropriate subject tutor(s).
‘Fixed Point’ Tutorials (academic): These will be carried out by the assessment/tutorial panel
and take place at the end of each term. The assessment/tutorial panel will consist of at least two
tutors – the programme manager and one other. They are used to:
- Review student progress;
- Identify necessary remedial actions;
- Plan future progression via individual action plan;
- Assist and provide general counselling.
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Academic Tutorials: These are provided to essentially support students with their academic and
vocational needs. Individuals or groups may make an appointment to see the tutor for a number
of reasons relating to their study including formative feedback.
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On-line Tutorials
Study Skills
English Language support will be timetabled for all international students and this will
demonstrably facilitate the acquisition of the academic and vocational skills required by
students.
MOODLE
MOODLE is an open source programme management system (CMS) that facilitates the creation
of a virtual learning environment (VLE) for learners. CMS’s like MOODLE are web applications
that can be accessed using a browser. MOODLE is hosted on a server within the College but it
can be accessed from anywhere in the world, connection permitting.
MOODLE is also perfectly suited to home learning, distance learning and blended learning
opening up a range of dynamic options for both educational providers and learners.
Access to Moodle will enable students to benefit from peer group support via the password
protected forum facility. Moodle will also provide tutors with a facility for communicating group
messages and providing programme related updates.
MOODLE includes some of the following features:
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Create and manage information;
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Quizzes and tests;
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Assignment management with Turn It In access;
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Timetables and schedules;
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News and information.
The teaching team will be responsible for developing assessments and the Programme Leader will
ensure that a wide range of assessments are created. This is intended to meet the rules of EDEXCEL
whilst providing students with interesting diverse challenges which will develop a variety of
academic skills. The assessments are to include Essays, Reports, Role Plays and Presentations and
these will be developed as the programme progresses. Students are to be provided with positive
reinforcement in all aspects of their studies and it is essential that formative and summative
assessments are started as early as possible in each module. This is intended to provide them with
short term gains, this is intended to build their confidence and allow them to see that progress is
being made.
Assessment will be formative and diagnostic as well as summative and evaluative, providing
feedback to students wherever appropriate. Students will be able to participate in the assessment
process through strategies such as group critique and self-assessment where students present and
discuss their work with peers and tutors. The assessment strategy for the programme which is
reflected in section 6.6 will consist predominantly of coursework combined with a number of in class
tests, presentations and role play scenarios. The assessment instruments will be contextualised to
enable students to engage in both formative and summative work in relation to the business
environment.
We have a model of two subjects studied simultaneously over eight week blocks with study periods
and extra tutorial support added and additional English support integrated to the learning for the
first six weeks of each block. Assessments will be taken at the end of each block to facilitate
formative and summative assessment throughout the course. Time can be added at the end of a
learner’s period of study to take remedial action on any units failed or referred.
Assessment Processes
Assessment of the units available within this programme will be coursework combined with a
number of in class tests, presentations and role play scenarios.
All unit work assessments will include details of:
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The learning outcomes covered by the assignment;
The extent of the coverage of these outcomes;
The tasks to be completed;
Indicative grading criteria;
The author and verifier of the assignment.
Unit work assignments may include group or individual exercises and will take on the following
forms.
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Assessed formative written assignments designed to develop the student’s knowledge and
understanding through the work undertaken. These will be graded against criteria which
assess the level of knowledge and understanding achieved.
Time constrained presentations and role plays will be graded on the quality of the outcomes
achieved.
Details of the assessment methods to be used are detailed in each unit descriptor.
All the subject units for this programme have been designed by Edexcel with explicit, formal
assessment criteria.
Marking:
All summative assessments will be marked by the unit tutor, normally checking of marking and initial
moderation of marks will be by tutors within the delivery team(s) of the School of Business and Law
at Blackburn College. An agreed sample of scripts from such assessments will be made available for
Edexcel examiners approval, comment and moderation.
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Support for students and their learning
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Induction programme
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Student handbook, scheme specific HE handbook
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Unit Handbooks
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Library Resource Packs
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Moodle VLE
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HE Centre open access IT centre
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Tutor lead workshops, lectures and interactive learning methods and learning resources
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Drop-in centres
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Intensive short study sessions
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Academic tutorials
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Pastoral tutorials
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Special needs support and student services
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Teaching materials
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Employers Panel
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Peer Group Forum facility on Moodle
Criteria for admission
The University Centre at Blackburn College (UCBC) accepts a wide range of qualifications for entry to
our international courses. These entry requirements are published on international web page of
Blackburn College website along with other useful information.
Entry requirements
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IELTS 5.5 (5.0 Considered overall) is a mandatory entry requirement for International HNC/D
in Business.
Whilst Edexcel state that there are no particular entry requirements, Blackburn College will adhere
to the following recommended entry requirements in addition to the IELTS requirement, of:
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a BTEC National, Advanced GNVQ or AVCE in Business or in a related subject (e.g. Tourism,
Hospitality and Catering) (Or international equivalent) OR
at least one GCE A Level pass in a relevant subject with appropriate supporting passes at
GCSE (Or international equivalent) OR
an Access to Higher Education Certificate awarded by an approved Further Education
Institution (Or international equivalent) OR
appropriate work experience.
Mature Students
Those students over the age of 21 are referred to as a ‘Mature student’. A considerable number of
the student body at UCBC is made up of students 21 and over. It is never too late to return to study
and UCBC welcomes applications from mature students. If students do not have the standard entry
requirements (apart from IELTS 5.5 score) it may be that they have gained knowledge and skills from
relevant work or life experience and therefore their application will be considered on an individual
basis. They may be required to attend a Skype interview to discuss this in more detail.
Alternative entry routes
We may require successful completion of an alternative entry route to a threshold level, recognised
as being appropriate for entry to Higher Education. For example many mature students study
qualifications such as the Access course, which we recognise as an alternative entry route for many
of our courses.
English Language
All students applying to UCBC must show that they have a good level of spoken and written English.
We use International English Language Testing System to determine the eligibility of students to
enroll on undergraduate course referred as IELTS 5.5 above, which is a mandatory entry requirement
for this course.
Additional selection criteria
In addition to this, a student may be asked to take part in Skype Interview before being issued with a
Confirmation of Acceptance Letter to assess the level of English.
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Methods for evaluating and improving the quality and standards of teaching and learning.
Mechanisms for review and evaluation of learning, teaching and assessment, curriculum and
standards.
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Unit reviews
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Annual Course Review
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External Examination
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External Consultants (national and international)
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Employer Forum Review
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Staff Appraisal and Action Plans
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Peer review by staff
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Review by learning, teaching and research committee
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Higher Education Quality Group Review
Committees with responsibility for monitoring and evaluating quality and standards
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HE Centre Student Committee
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Staff Student Committee (programme specific)
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Scheme Committee
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Employer Forum
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HE Centre Quality Group
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HE Academic Council
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Learning, Teaching and Research Committee
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Marketing Team
Mechanisms for gaining student feedback on quality issues
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HE Centre Student Committee (including video conferencing)
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Programme specific Staff/Student Committees
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Evaluation of units and course administration by the use of questionnaires on individual
and group basics
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Academic and pastoral tutorials
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Assessment feedback from students
Staff Development
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Staff involved in research
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In-house staff development
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Work based learning training
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Web based learning training
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Pedagogic training
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Appraisals and peer assessment
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Work shadowing
Regulation of Assessment
Standard Edexcel Regulations apply and QAA Codes of Practice on Assessment Conditions
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Role of External Examiners
External Examiners will advise the Scheme Assessment Board on matters of standards and
fairness of the assessment process and if necessary offer advice on individual student results.
External Examiners will report on:
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Whether the standards set are appropriate with reference to external reference points,
including subject benchmarks, framework for Higher Education Qualifications and other
reference points
Standards of student performance and draw comparisons of those standards with
similar programmes
The robustness of assessment procedures.
Due for revalidation :
2016