International Master of Business Administration

Teaching & Learning

Learning, Teaching and Assessment Methods to achieve the Programme Learning Outcomes:

The structure of the programme runs across 12-15 months (depending on when a particular cohort start) with 180 credits being attained over this period.

Students study 8 modules which carry 15 credits and a final self-managed learning module (dissertation) which carries 60 credits.

Students study four concurrent modules (MB701, MB702, MB703 and MB704) in Part 1 (Semester 1) and four concurrent modules (MB705, MB706, MB707 and MB708) in Part 2 (Semester 2). Personal development and research skills are taught in both semesters but receive a greater focus in Part 2. This builds up to Part 3, which consists of the self-managed learning module: Dissertation.

Class sessions comprise of a range of activities including interactive lectures, discussions, group work, presentations and business simulation games. These relate to topics that are set in a scheme of work for each module. Learning outcomes for the programme and specific modules are applied to the content under discussion at each session. A consistent approach in this is the relationship of theory to practice. Students are introduced to theories and content; discussion applies this to their experience and to case studies. Core texts are recommended for each module.

Students are assisted in further reading by the use of Blackboard and Library databases. This provides them with continuous access to learning materials, discussion boards, wikis as well as the full range of library facilities.

Throughout the programme, the objective is to enhance the knowledge, skills, and analytical ability of students. Learning outcomes are met by a combination of self-study, directed research and investigation, online tutor support, and Blackboard materials as well as tutor-led sessions. Input is not limited to tutor input, though – the programme team makes regular use of guest speakers from respected organisations, and student presentations are also used to help develop personal research and reflection skills as well as learning collaboratively. All of these help to enable students to develop important personal skills needed to proceed with their careers in business organisations.

The assessment tasks include individual assignments, examinations, Time Constrained Assessment, case study analysis, personal presentations and postings to online discussion for a combination designed to assess and meet the stated aims and the required learning outcomes.

The dissertation and project modules have a regular discussion forum which will be facilitated by the tutor to check understanding, give formative feedback and allow peer-assisted learning. Even though the dissertation and projects are highly individual pieces of work, some students benefit from working in action learning sets – and these will be facilitated by the tutors in addition to individual supervision meetings. These allow for peer-to-peer learning as well as a peer-to-peer formative assessment. Such interactive activities help students to gain from different perspectives as well as develop their abilities to work collaboratively in a multi-cultural group.

The assessment strategy is designed to ensure that learning outcomes are achieved and that there is a development of knowledge and skills. Independent learning is embedded within the programme, and students develop a depth of understanding via synthesis, critical analysis and evaluation. Assessments are by coursework and examination/TCA with some modules being assessed by coursework only. Coursework takes several forms, such as an individual report, individual presentation, or reflective portfolio. The importance of the notion of learning from personal reflection is emphasised by the inclusion of the need for personal reflection in many of the assessments; even though not necessarily contributing to the mark awarded, the team believes that such reflective skills are an important habit to develop. Such assessment tasks, then, help to prepare students for similar challenges in their careers – with managers at all levels and in all types of organisations increasingly needing to be able to communicate ideas in different ways: face-to-face or remotely, with or without planning time, solo or with colleagues.

Formative assessment is provided for in each module – students learn from feedforward as well as feedback. Such support is provided in a number of different ways, such as: face-to-face in-class student discussions with tutors or peers, formative assessments, tutor guidance, and comment on draft work. The programme team also offers remote help through, for example, Skype or similar.

Assessment loads across the programme are monitored carefully to avoid imbalance or too many instances of clusters – although this latter point cannot be totally avoided given the nature of timetabled study. The programme team work to ensure that assessments are spread and are equivalent sizes such as word counts.

Subject Benchmark Statement:

QAA Subject Benchmark statement, Master’s Degree in Business and Management, January 2015

Entry Requirements

The University’s general entry requirements will apply to admission to this programme with the following additions/exceptions:

• Applicants to the IMBA will normally have obtained a Bachelor’s degree with Honours (or equivalent) which can be in a range of subject disciplines or professions. Applicants need a minimum of a 2:2 in their degree to be considered.
• If your first language is not English or your language of instruction at undergraduate level was not English you will be required to demonstrate English proficiency at an overall score of IELTS level 6.5 (or its equivalent) and no score below 6.0 in any category.
• In keeping with the nature of MBAs across many other institutions, the programme specification will retain some flexibility to enable senior and experienced learners who lack formal academic qualifications to be considered e.g. via portfolio preparation and interview.
• In line with the university Credit Accumulation and Transfer Scheme, potential learners can apply for Advanced Standing by Accreditation of Prior Learning.

If you do not meet the entry requirements you may, if you have relevant professional experience, still be invited for interview, where you will be required to demonstrate the necessary knowledge and understanding for entry onto the course.

Previous study, professional and/or vocational experiences may be recognised as the equivalent learning experience and permit exemption from studying certain modules in accordance with our accreditation of prior learning (APL) process.

Those applying for advanced standing via APCL should have: