Buckinghamshire New University

PROGRAMME SPECIFICATION
1. Key Information
Programme Title: BA (Hons) Marketing
BA (Hons) Marketing with Foundation Year
Awarding Institution: Buckinghamshire New University
Teaching Institution(s): Regent College London
Subject Cluster: Business
Award Title (including BA (Hons) Marketing
separate Pathway Award
Titles where offered):
Pathways (if applicable) N/A
FHEQ level of final award: 6
Other award titles Certificate of Higher Education
available (exit Diploma of Higher Education
qualifications): BA Marketing
Accreditation details: N/A
Length of programme: 3 years Full Time
4 years with Foundation Year
Mode(s) of Study: Full Time
Mode of Delivery: Digital In Person, Digital Online and Digital on Demand
Language of study: English

QAA Subject Business and Management (2023)

Benchmark(s):
Other external reference OfS Sector Recognised Standards (2022)
points (e.g. Blended Learning and OfS regulation (OfS 2022)
Apprenticeship
Standard):
Course Code(s): TBC
UCAS Code(s): N/A
Approval date: TBC
Date of last update: TBC

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2. Programme Summary
This Marketing degree programme is designed to be both interdisciplinary and contemporary,
to provide a broad foundation from which our learners will be prepared for a range of future
careers and roles in a wide range of organisations. The programme is rooted in relevant and
up to date marketing and business knowledge across core subjects and draws on professional
practice. The programme aims to future-proof our learners and prepare them for the dynamic
and evolving global business and marketing world, by developing subject knowledge and skills
with cross-cutting global themes including: UN Sustainable Development Goals, equality,
diversity, inclusion (EDI), corporate social responsibility (CSR), sustainability, and innovation,
which are embedded throughout our programme e.g. across marketing, strategy, marketing
management, entrepreneurship, contemporary and digital marketing and business
management, HRM, finance and research modules.
Unique and embedded throughout the programme is Thinking into Character (TiC), a
transformational programme that will support personal development and help in setting
personal, educational and career goals by identifying achievements that can be built upon.
The structure is based on 20 credit modules, apart from the dissertation at level 6 which is 40
credits and 2 x 10 credit micro-modules at levels 4 and 5, which address transferable skills
and knowledge across: Career and Employability, Personal Development, Sustainability,
Global Citizenship, Digital Literacy, Health, and Wellbeing, These micro-modules are designed
to help students to quickly build in-demand career skills and knowledge to stay up to date with
relevant and emerging practices, progress in growing industries, and get ahead.
The concept of sharing some modules with the BA(Hons) Business Management programme
allows for flexibility and for students to appreciate the inter-connectedness of marketing and
business. It will also foster a mutually supportive eco-system of sharing perspectives across
the wider business field.
To ensure the distinctiveness of the Marketing programme and to allow students to follow their
interests there are a potential 70 credits at L5 and 100 credits at L6. In addition, a range of
optional modules offered at Level 5 and Level 6 taught by leaders in their field will allow
students to tailor the course to their interests and career plans which in addition to the
compulsory core modules give a very clear marketing feel to the programme. Furthermore, L6
students are offered an opportunity to personalise their learning through a dissertation or
consultancy project on a topic of their choice.
On completion of our BA (Hons) Marketing degree, our graduates will understand marketing
and business impact on the wider society and be prepared and confident to add value to an
organisation and contribute positively to its performance from the outset.
Our programme provides the foundation for digitally literate, socially responsible and globally
aware future marketing and business professionals. Drawing on research-informed marketing
and business management theory, underpinned by applied industry cases and practical tasks,
our learners will be able to study and practice business without the real-world risk. By learning
key concepts, skills and techniques that can be used in the world of work, our students will
build their portfolio as they complete their degree to become career-ready on graduation.

Regent College recognises that contemporary education needs to be inclusive and reflect the
needs of a diverse range of learners and we are proud to offer a range of flexible courses to
suit modern lifestyles. BSc (Hons) Business Management is part of this flexible learning
approach, offering blended learning within this course. This articulates the virtual and in-

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person character of modern, post-pandemic working relationships, making use of innovative

technology and management techniques, adding to enhancing the transferable skills which
are required in the global and digital, contemporary business environment.
Whichever mode modules are delivered in there is a range of online support available to
complement learning through forum posts, innovative material and content which will allow for
synchronous and a synchronous activity for all cohorts while also maintaining a sense of
community when learning remotely.

3. Programme Aims and Learning Outcomes

Programme Aims
This programme aims to:
1. Empower learners from a variety of educational backgrounds to fulfil their academic
potential through the progressive development and application of contemporary
marketing, business and management knowledge and skills.
2. Foster a critical and reflexive understanding of organisations their cultures, structures,
management and their wider economic, environmental and social contexts.
3. Develop learners’ in depth intellectual and commercial understanding of core
Business, Marketing and Management functions across dynamic and diverse contexts,
including start-up, micro, small, medium, global, commercial, public and not for profit
organisations.
4. Equip graduates effectively so that they are able to demonstrate a thorough
understanding of ethical and sustainable marketing and business practice and become
responsible business practitioners and impactful global citizens.
5. Develop learners’ knowledge and skills for a wide range of careers including in
marketing and business management with the ability to be reflective and identify
personal and professional development needs.

Programme Learning Outcomes

Knowledge and Understanding (K)
On successful completion of the programme you will be able to:

ID Learning Outcome

K1 Demonstrate an in-depth critical understanding of different types of business

organisations, their management and the complex environments and social context
within which they operate
K2 Critically evaluate contemporary marketing and management theories, practice
and debates across a range of business and management functional areas e.g.
Marketing, Consumer Behaviour, Social Media, Leadership and Management,
Human Resource Management, Project Management, Operations, Enterprise &
Entrepreneurship and Finance
K3 Explain how key marketing and business concepts and contemporary themes
including sustainability, equality, diversity and inclusion, responsible marketing,
technological innovation and globalisation, impact organisations, stakeholders and
decision-making

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Analysis and Criticality (C)

On successful completion of the programme you will be able to:

ID Learning Outcome

C1 Analyse organisations and stakeholders using relevant marketing and business

theory and practice to identify issues and opportunities
C2 Evaluate key business functional areas and investigate their interrelationship and
interconnectedness
C3 Carry out independent research and synthesise a variety of marketing and
business data, sources and select appropriate research methods to make
evidence-informed decisions
C4 Evaluate and solve complex marketing and business problems and generate
effective recommendations and solutions for organisations and stakeholders

Application and Practice (P)

On successful completion of the programme you will be able to:

ID Learning Outcome

P1 Demonstrate professional working practices as both an independent and reflective

learner and as a group / team member
P2 Determine and apply relevant marketing and management strategies, tools and
techniques to communicate information and ideas in an appropriate and
professional manner
P3 Gather, analyse and evaluate independent research and data to identify, analyse
and engage with complex ideas and information related to organisations,
marketing and business management
P4 Demonstrate flexibility, creativity and criticality in applying theory and practice to
propose recommendations and solutions to a variety of marketing and business
scenarios

Transferable skills and other attributes (T)

On successful completion of the programme you will be able to:

ID Learning Outcome

T1 Be self-aware and able to work both independently and collaboratively with people
from a range of cultures in a professional and responsible way.
T2 Effectively utilise interpersonal skills including listening, reflecting, negotiation and
communication (oral and written)
T3 Demonstrate conceptual and high-level critical thinking skills and an ability to
question and problem solve
T4 Acquire and make proficient use of digital, data and computer literacy skills

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T5 Display professionalism in terms of time management and organisation as well as

being able to show initiative, planning skills and resilience

Graduate Attributes and the ‘Regent Thinking into Character Graduate’

The ‘Regent Thinking into Character Graduate’ possesses qualities, skills and understandings
and attributes that include, but go beyond, the disciplinary expertise and knowledge that forms
the core of the curriculum. These qualities, which align with the ‘Thinking into Character’(TiC)
philosophy, also prepare students as agents for social good in an unknown future.
Embedded into the course-related curriculum and reflected in both the programme, module
and micro-module learning outcomes, these attributes are further developed through a skills
development programme, associated enrichment activities, and through reflection on the
wider learning experience that is contingent on being a Regent student.
They also provide students with:

• an explicit outcomes-focused model to benchmark their own skills development

against and identify potential development needs;
• a framework and vocabulary for articulating the ‘Thinking into Character’ ethos and the
value of their Regent learning experience to prospective employers and others;
• a framework which can help to structure self-reflection and self-assessment of
progress;
• a means of understanding how learning experiences contribute to the development of
the necessary skills, competencies, habits, discipline, emotional intelligence and
positive growth mind-set required to achieve their personal and professional lifelong
learning goals and aspirations and to become successful in all areas of their lives.
The Regent Thinking into Character Graduate will be:
Discipline Expertise • An intellectually-curious subject specialist able to apply
their in-depth disciplinary knowledge to identify and
create opportunities and solutions.
Positive Mindset • Able to display the positive mindset, emotional
intelligence and self-determination required to work both
independently as well as navigate complex relationships.
Proficient • A confident and empathetic communicator utilising a
Communicator range of formats and media according to the needs of
different audiences.
• Able to actively listen to, and engage, and negotiate
effectively with, people of all kinds and backgrounds.
Employability and • Highly employable and resilient with a strong work ethic
Professionalism and an ability to connect discipline-based theory,
professional values and civic responsibilities to
professional practice.
• Capable of being enterprising and entrepreneurial
disruptors.
Global Citizenship • Interculturally, internationally and ethically aware with an
understanding of fundamental British values, world
issues and of their social, moral and sustainability
responsibilities.

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Reflective and • Able to carry out inquiry-based learning and critical

Critical Lifelong analysis, independently or collaboratively, challenging
Learner their own thinking and the thinking of others, to make a
positive contribution in their workplace, communities and
wider society.
• Digitally and information literate and able to work at the
interface of creativity and technology.
• Able to use feedback productively to reflect on their
achievements, experiences, personal and professional
development.
• Competent at applying the Regent ‘Thinking into
Character’ Graduate attributes to set aspirational goals to
facilitate lifelong learning, success and wellbeing.

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4. Entry Requirements
The University’s general entry requirements will apply to admission to this programme with
the following additions / exceptions which have previously been agreed with BNU for Regent
College London:
Standard entry requirements Level 3:
From 32 UCAS points (this can be made up of different levels of level courses)
Non-Standard Assessment Level 3:
Applicants will also be asked to attend an academic interview. Suitability for entry to our
programmes can be demonstrated in several ways and is not limited to academic qualifications
alone. Applicants who do not meet our published entry requirements are encouraged to
contact our recruitment and admissions team for advice and will be considered on a case-by-
case basis.
Foundation Year: minimum IELTS 5.0 (with no element below 4.5) or equivalent.
Standard entry requirements Level 4:
From 88 UCAS points (this can be made up of different levels of courses. For more information
on the UCAS points for your qualification, go to the UCAS tariff calculator).
Non-Standard Assessment Level 4:
Applicants will also be asked to attend an academic interview. Suitability for entry to our
programmes can be demonstrated in several ways and is not limited to academic qualifications
alone. Applicants who do not meet our published entry requirements are encouraged to
contact our recruitment and admissions team for advice and will be considered on a case-by-
case basis.
Level 4: minimum IELTS 6.0 (with no element below 5.5)
If an applicant does not meet the entry requirements you may but they have relevant
professional experience, they will be invited for an interview where they 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.

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5. Programme Structure
Pathway 1 or stand-alone course [add further tables for each additional pathway]

Level Modules (Code, Title and Credits) Exit Awards

Foundation Core modules: N/A. No credit is awarded at this
Year1 BAM0002 Business Essentials Level.
SOC0002 Academic and Personal Professional Development
BAM0009 Digital Skills Development
BAM0010 Career and Contemporary Employability Skills

Option modules:
No option modules are available at this level.

Micro modules:
No micro modules are available at this level.
Level 4 Core modules: Certificate of Higher Education,
BAM4064 Global Business Context (20 credits) awarded on achievement of 120
credits at Level 4
BAM4065 Introducing Inclusive People Management (20 credits)
BAM4066 Data Analytics and Decision Making (20 credits)
BAM4067 Accounting and Finance for Managers (20 credits)
BAM4068 Contemporary Marketing Essentials (20 credits)

1 Modules on the Foundation Year only apply to learners who are enrolled on the “with Foundation Year” programme.

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Option modules:
No option modules are available at this level.

Micro modules:
choose 2 x 10 credit Level 4 micro modules from the available options
BAM4069 Team Psychology BUS4011 (10 credits)
BAM4063 Social Media Fundamentals (10 credits)
BAM4070 Enterprise and Opportunity (10 credits)
SOC4014 Reflection of Character Development (10 credits)
BAM4072 Personal Development Plan (10 Credits)

Level 5 Core modules: Diploma of Higher Education,

BAM5079 Ethical Business and Corporate Social Responsibility (20 awarded on achievement of 240
credits) credits, including a minimum of 120
credits at Level 5
BAM5080 Market Research Skills (20 credits)

BAM5084 Consumer Behaviour (20 credits)

BAM5088 Strategic and Digital Marketing (20 credits)

Option modules: Choose one module to the total of 20 credits from either:
BAM5083 Digital Business and Innovative Technologies (20 credits) or
BAM5082 Enterprise and Entrepreneurship: Commercial & Social (20
credits)

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Micro modules:
In addition, you must choose 2 x 10 credit Level 5 micro modules from the
available options
BAM5085 Business Negotiations in Practice (10 credits)
BAM5078 Managing Diverse Teams (10 credits)
BAM5086 Integrated Marketing Communication (10 credits)
SOC5021 Climate Change: Transforming your Organisation for Sustainability
(10 credits)
BAM5089 Employability and Sustainability (10 credits)

Level 6 Core modules: Ordinary Degree, awarded on

achievement of 300 credits, including
BAM6050 Global Marketing (20 credits) 60 credits at Level 6 and 120 credits
at each of Levels 4 and 5
BAM6045 Research / Consultancy Proposal (20 credits)
BAM6051 Luxury Brand Management (20 credits) Honours Degree, awarded on
achievement of 360 credits, including
BAM6047 Dissertation / Consultancy Project (40 credits) 120 credits at each of Levels, 4, 5 and
6

Option modules: Choose one module to the total of 20 credits from either:
BAM6048 Sustainable Product Development (20 credits) or
BAM6049 Leading Innovation and Managing Change (20 credits)
Micro modules:
No micro modules are available at this level.

Please note: Not all option modules will necessarily be offered in any one year. Other option modules may also be introduced at a later stage
enabling the programme to respond to changes in the subject area.

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6. Learning, Teaching and Assessment

Learning and teaching
Micro-Modules
The micro-modules available on the programme are made up of 10 credit modules. The
smaller micro-modules within the programme are designed and delivered via a flexible,
blended learning approach (digital in-person and digital-online) and offer a balance of
academic excellence and workplace relevance. These micro-modules enable students to gain
complementary, practical skills within a range of themes which can be used as an additional
credential to enhance their CV or towards further study.
These shorter micro-modules will have a shorter delivery schedule than the more traditional
20 credit modules and draw on the following five themes:
Theme 1: Personal Development
Theme 2: Employability
Theme 3: Sustainability
Theme 4: Digital Literacy
Theme 5: Health and Wellbeing

Learning, Teaching and Assessment Methods to achieve the Programme Learning

Outcomes
How will students learn?
As an innovative, technology-enabled education provider, the Regent approach to Teaching,
Learning and Assessment draws on a Curriculum Continuum which is integrated with the
‘Thinking into Character’ educational philosophy, to ensure its programmes are flexible and
support learners to grow, develop and become confident graduates.
In essence, our strategy for learning and teaching is to deliver high-quality programmes that
enable students both to meet the learning outcomes for their programmes and enjoy the type
of learning experience that enables them to flourish academically, personally and
professionally – accessing learning at the appropriate place and time and via the device that
suits them best.
Building on our recent experience and successes, this programme will be delivered through a
flexible, pedagogical model attuned to the needs and characteristics of students. This model
comprises four elements:

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Digital-in-Person Digital Online Digital-on-Demand

all activities are delivered in a form of learning in which a form of asynchronous
a classroom, lecture hall, learning is delivered using supplementary learning
workshop or laboratory dedicated technology which students can engage
environment. Asynchronous designed to deliver in at any place and at any
activities are then set for programmes and course time (e.g. through the VLE,
further and independent materials through this Canvas). Our approach to
study and students can medium. This will include asynchronous online
access other learning digital synchronous delivery learning and self-directed
resources online following a of classes (via MS Teams) learning allows students to
flipped classroom approach. and asynchronous activities engage with materials at
Clear learning outcomes for and content. their own pace whenever
all synchronous sessions convenient for them. Digital
are articulated and asynchronous delivery also
communicated to students enables the programme
in advance along with team to accommodate
instructions for preparation diverse student learning
to be completed prior to the needs and allows tutors to
class to promote active meet accessibility
student engagement and requirements proactively.
better learning.

Building on the above, the specific, blended approach to teaching and learning used on the
Marketing programme will ensure that between 25-50% of the teaching will be delivered online
and the remaining in-person.
Programme Handbooks and teaching timetables will denote which modules will be delivered
digital online and which will be delivered digital in–person.
This is coherent and consistent with developing the relevant knowledge, understanding and
skills detailed in the benchmark statements, FHEQ framework and the Office for Students
(OfS) sector-recognised standards. In this respect, teaching and assessment effectiveness is
informed by the intended learning outcomes, along with expectations of wider academic,
personal and professional development and integrates theory and practice by a variety of
means to develop the knowledge, skills and analytical ability of students.
Our approach is student- centred, participatory and interactive. This promotes, reinforces and
rewards student learning, enhances the students’ ability to reflect upon their learning, and
ultimately ensures they gain the maximum benefit through effective and efficient assessment.
With reference to external reference points, inputs to student learning are provided by
practitioners, entrepreneurs and other visiting speakers through guest lectures, and in
supporting assessment.
Teaching methods are appropriate and supportive, inclusive in design and effectively engage
students in activity-led or active learning. They take account of the diverse learning and
teaching cultures that students may have experienced prior to joining the programme and
provide opportunities for them to understand and appreciate the professional and global
context in which they will be operating in upon graduation.
As set out above, these include synchronous and asynchronous delivery methods alongside
face-to-face teaching and make good use of supporting technology and where relevant,
generative artificial intelligence (AI) tools to aid student learning. Students are also required to

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work and learn both individually and often in groups. They are also encouraged to learn about
AI tools in order to use them wisely, responsibly and ethically.

Although meaningful learning activities will vary by module, typically synchronous delivery will
comprise lectures and live interaction with teaching staff and asynchronous delivery will
involve recorded lectures and presentations with pre-prepared tasks. These provide structure
to the topic area in order to facilitate understanding and inspire students to think critically about
the key issues and themes.

Face-to-face, digital in-person sessions will prioritise interactions with other students,
formative feedback from teaching staff and the discussion of assessment tasks; while self-
directed learning will mainly involve background reading and preparation for and of
assessment tasks. Digital online modules will have supporting materials and content to aid
and enhance learning including the use of VLE to utilise forums, blogs and collaborative tools
to maintain a sense of community while learning remotely. All students will be able to access
the full range of student support regardless of the mode of study.

As students progress through the programme levels, they are supported to successionally
acquire and demonstrate a more in-depth and complex combination of knowledge,
understanding, skills, capabilities and broader competencies, this is reflected in both the
learning outcomes and the approach to teaching, learning and assessment.

For example, at level 4, the focus is on knowledge dissemination and providing a structure to
key topics in order to facilitate understanding and student engagement with the subject matter
as well as inspiring them to start to think critically. At level 5, students are required to acquire
more in-depth knowledge and understanding at a broader strategic level and at level 6,
teaching and learning activities are designed to encourage students to further develop
independent learning, analytical and critical evaluation skills alongside informed application of
their knowledge taking into account wider contexts and professional practice.

In summary, the guiding principles which underpin the supportive, inclusive in design
approaches to teaching, learning and assessment on the programme are:

• Students learn in a variety of ways and therefore should be exposed to, and
engage with, different learning activities and styles.
• Students perform differently in response to different assessment methods and
therefore should be assessed via a range of assessment modes.
• Students should acquire, develop and enhance key attributes, transferable
skills, knowledge and understanding progressively at each level of study and
apply these throughout their learning and assessment.

Independent of the mode of delivery, teaching on the Marketing programme is detailed in the
various module specifications and includes, but is not limited to, a combination of:

• lectures
• seminars, tutorials and workshops
• work-based learning and placements
• authentic or experiential learning activities
• employer or organization-based case studies and ethical dilemmas
• industry-relevant or ‘real world’ projects
• simulations and practical activities

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• guided learning
• discussion groups, conversation rooms and virtual forums
• mentoring
• practical exercises

The College’s Virtual Learning Environment, Canvas is an online learning platform hosting
all programme and module information, content and study materials and is used to facilitate
and support high quality, inclusive, digital teaching and learning experiences.

How will students be assessed?

Individual and group-based summative assessments are inclusively designed to be a reliable

and diverse means of testing the achievement of the intended learning outcomes and assist
in developing skills in their own right. All modules, including the themed micro-modules include
formative assessments which provide students with a valuable learning resource by way of
feedback from the tutors which can offer direction for improved performance on the summative
assignments.
The assessment methods used across the programme are varied, formative and develop
students’ transferable and employability skills and creative thinking. The ability to plan, judge,
communicate complex issues, solve problems logically, and develop original solutions, in
appraising critically the work of others, and in managing students’ own learning are all
assessed summatively.

Accordingly, assessment has deliberately been designed to scaffold on oral, written, practical
and analytical skills developed early in the programme with a focus on students applying their
learning to real world scenarios. In this way students will fuse their theoretical learning and
practical skills into authentic assessments through a variety of written and oral assessments
ranging from case studies and business reports as well as essays and reports to hone critical
thinking and analysis

Assessment may take place online, in situ or via other means using appropriate technologies
and, where permissible and with appropriate guidance, generative artificial intelligence (AI)
tools in line with the broad teaching and learning approach.

The range of summative assessment methods applied on the programme include:

• Continuous coursework and learning portfolios

• Reflective log and journals
• Case studies and written business reports
• Essay assignments
• Oral assessment and presentations
• Poster displays
• Discussion boards
• Problem solving exercises
• Professional development and achievement plans
• Investigations and creative design tasks
• Practical work and skills assessments

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• Business plans
• Dissertation and applied consultancy projects

In addition, a capstone project, dissertation/applied business consultancy project represents

a major piece of independent research focused on strategic business issues chosen by the
student and undertaken in their final year. This will be undertaken with support from an
academic supervisor and with regular meetings throughout the academic year.

Contact Hours
Learners can expect to receive up to 12 hours of scheduled learning activities per week. This
may include lectures, seminars or workshops. A full breakdown of contact hours can be found
in individual module descriptors.

A 20-credit module represents the equivalent of 200 notional learning hours. Each 10 credit
modules represent the equivalent of 100 notional learning hours. Notional learning also
includes individual self-study and preparation.

7. Programme Regulations
This programme will be subject to the following assessment regulations:

• BNU's Academic Assessment Regulations

8. Support for Learners

RCL Students will be supported in various ways to ensure they successfully progress
through the course.
Hub X
When a new student enrols, they are assigned a Customer Service officer (CSO) who will be
their first point of contact for any issues or concerns they may have during their RCL journey.
CSO’s will address their issues as required and where needed, involve other colleagues within
the Hub X system to provide solutions.
The Hub X system operates as follows:

• Customer Service Officer (CSO) – initial enquiries to be directed here.

The CSO will liaise with:

• Student Finance Officer (SFO) – to respond to any finance related issues and
guidance. This can be issues related to tuition fees, Student Finance England etc.
• Academic Support Officer (ASO) – to respond to course related issues, or any
academic concerns that students may face.
• Member of the Attendance Team – to monitor any attendance related issues
whether by synchronous delivery, or in class in person.
• Member of the Registry Team – to respond to any issues regarding enrolment,
extenuating circumstances or mitigations, ongoing registration with Regent College
or any of its partners.

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As well as responding to communications from students, CSOs also initiate contact with
students in their Hub on a range of issues. They contact students regularly to remind them
about assessment deadlines, term dates, module evaluation questionnaires and other issues.
They also contact individual students to follow up on specific issues such as late submission
of assessments or absence from teaching sessions.
Academic and Study Skills Services:
Our Academic and Study Skills Support Policy provides details of our approach to supporting
students who require additional help beyond what can be provided within their programmes.
Students may access support themselves via the links in Regent Digital, or be identified and
referred by staff, for example by HubX team members as part of their monitoring of student
engagement.
The additional or extracurricular support we offer to students includes:

• Bookable 1-to-1 support sessions.

• Academic skills webinars
• Critical Thinking, Reading and Writing Webinars
• English for Academic Purposes and Academic Writing workshops
• English conversation classes
• The International Computer Driving Licence programme.
Careers and Employability Services:

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• One to one career coaching

• maximise students’ awareness of job and career opportunities.
• help to develop skills the need to be successful in the workplace.
Wellbeing Services:

• Mental Health Support: Through our mobile app Mind Connect – Students will have
immediate access to bespoke, mental health support information and helplines
whenever they need in times of difficulties.
• General Wellbeing Support: Confidential support is provided to help students to
make most of their studies, also one to one wellbeing support sessions are provided
for personal circumstances which affect studies.
• External Support: Liaising with external organisations on the students’ behalf, such
as Student Finance England for direction with Student Disability Allowance & Child
Care Allowance.
• Disability Support: Working with students who have a registered disability to ensure
reasonable adjustments and appropriate support is provided throughout their studies.

Other Support Services:

• In addition to the above RCL offers, pastoral guidance, additional support to students
with disabilities/access needs.
• RCL is committed to continually enhance the support available by capturing student
voice through student representation system and implementing any actions that may
arise from Student President/ School Representatives/ Partner Representatives/
Classes Representatives.

9. Programme monitoring and review

RCL has a number of ways for monitoring and reviewing the quality of learning and teaching
on your programme. You will be able to comment on the content of their programme via the
following feedback mechanisms:

• Module feedback questionnaires’

• Participation in internal and external surveys
• Programme Committees, via appointed student representatives
• Informal feedback to your module leader
Quality and standards on each programme are assured via the following mechanisms:

• An initial event to approve the programme for delivery with BNU

• An annual report submitted by the External Examiner following a process of external
moderation of work submitted for assessment
• The Annual Monitoring process, which is overseen by the BNU’s Education Committee
• Periodic Subject Review events held every five years
• Other sector compliance and review mechanisms

10. Internal and external reference points

Design and development of this programme has been informed by the following internal and
external reference points:

• The Framework for Higher Education Qualifications (FHEQ)

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• OfS Sector Recognised Standards (2022)

• Blended Learning and OfS regulation (OfS 2022)
• The QAA Subject Benchmark Statement for Business and Management (2023) – see
detailed mapping below
• The QAA Microcredentials Characteristics Statement
• The BNU Qualifications and Credit Framework
• The BNU Grading Descriptors

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Mapping of Subject Benchmark Statement and any relevant Apprenticeship Standard to Programme
Learning Outcomes
Subject Benchmark Statement QAA 2023 Knowledge and Analysis and Application and Transferable skills
understanding Criticality (C) Practice (P) and other attributes
(K) (T)
Benchmark / Standard requirement K1 K2 K3 C1 C2 C3 C4 P1 P2 P3 P4 T1 T2 T3 T4 T5
Knowledge & understanding of a range of organisations, the wider X X X X X X X X X
business environment and communities in which they operate,
their governance and management
Organisations: this encompasses the internal aspects, functions X X X X X X
and processes of organisations, their diverse nature, purposes,
structures, size/scale, governance, operations and management,
together with the individual and corporate behaviours and cultures
which exist within /between different organisations and their
influence upon the external environment
The business environment: this encompasses the context of X X X X X X X
organisations at a local, national and international level and
includes a wide range of factors, including economic,
environmental, cultural, ethical, legal and regulatory, political,
sociological, digital and technological, that impact on
organisations. These can be seen in the context of the strategy,
behaviour, management and sustainability of organisations.
Responsible leadership and management: this encompasses the X X X X X X X X
various processes, procedures and practices for responsible
leadership and management. It includes a critical appreciation of
theories, models, frameworks and roles of leadership and
management and their application in relation to employees,
the organisation and the wider business environment.
Ethics, responsibility and sustainability: managing responsibly and X X X X X X X
behaving ethically, particularly in relation to social, cultural, legal,
economic and environmental issues.

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Subject Benchmark Statement QAA 2023 Knowledge and Analysis and Application and Transferable skills
understanding Criticality (C) Practice (P) and other attributes
(K) (T)
Benchmark / Standard requirement K1 K2 K3 C1 C2 C3 C4 P1 P2 P3 P4 T1 T2 T3 T4 T5
Markets and economies: the development, access and operation X X X X
of markets for resources, goods and services. This includes
market failure, externalities and fair trade
Marketing, sales, negotiation and customers: management of X X X X X X X X X
customer relationships, consumer behaviour, different
approaches for segmentation, targeting, positioning, generating
sales and the need for innovation in product and service design
Finance and accounting: the sources, practises and management X X X X X X X X X
of finance and the use of accounting and other information
systems for planning, control, decision-making and managing
financial risk
People and organisational behaviour: responsible, inclusive and X X X X X X X X X X X X X
ethical leadership, management and development of people and
organisations, including employee engagement and the
implications of the legal context. This requires recognition of the
design and development of organisations, grounded in an
understanding of cross-cultural issues, and equality, diversity and
inclusion
Operations and business innovation: the management of X X X X X X X X
resources, the supply chain, procurement, logistics, outsourcing,
quality systems, development of service excellence and project
management
Data analytics, statistics, digital business, information systems and X X X X X X X X X
business intelligence: the development of strategic priorities to
deliver business at speed through the management, application
and implementation of information systems and their impact upon
organisations, and to enable data-driven and informed decision-
making

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Subject Benchmark Statement QAA 2023 Knowledge and Analysis and Application and Transferable skills
understanding Criticality (C) Practice (P) and other attributes
(K) (T)
Benchmark / Standard requirement K1 K2 K3 C1 C2 C3 C4 P1 P2 P3 P4 T1 T2 T3 T4 T5
Business policy and strategy: the development of appropriate X X X X X X X X X X X X
policies and strategies within a changing environment to meet
stakeholder interests, and the use of risk and crisis management
techniques, business continuity planning and communication
techniques and tools to help maximise the achievement of
strategic objectives
Public and non-profit management: the distinct roles and practices X X X X X X
of public service organisations and the voluntary and community
sector, including approaches to governance, financial
management, public leadership, community empowerment,
coproduction, public values and ethics and hybrid organisations for
public service delivery
Entrepreneurship and enterprise development: taking innovative X X X X X X X X X
business ideas to create or co-create new products, services or
organisations that will generate a return on financial and/or social
investment - this includes, but is not limited to, the identification of
intellectual property and appreciation of its value
People management: communications, team building, resilience X X X X X X X
and well-being, leadership and motivating others, nurturing
equality, diversity and inclusion
Problem-solving and critical analysis: analysing facts and X X X X X X X
circumstances to determine the cause of a problem, decision-
making and selecting appropriate, sustainable solutions
Research: the ability to analyse and evaluate a range of data, X X X X X X X
sources of information and appropriate methodologies, which
includes the need for strong digital literacy, and to use that
research for evidence-based, responsible and ethical decision-
making

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Buckinghamshire New University

Subject Benchmark Statement QAA 2023 Knowledge and Analysis and Application and Transferable skills
understanding Criticality (C) Practice (P) and other attributes
(K) (T)
Benchmark / Standard requirement K1 K2 K3 C1 C2 C3 C4 P1 P2 P3 P4 T1 T2 T3 T4 T5
Commercial acumen: based on an awareness of the key drivers X X X X X X X X X
for business success, causes of failure and the importance of
providing customer satisfaction and building customer loyalty in
sustainable ways
Innovation, creativity and enterprise: the ability to act X X X X X X X X X
entrepreneurially to generate, develop and communicate ideas,
manage and exploit intellectual property, gain support and deliver
successful and sustainable outcomes
Numeracy: the use of quantitative skills to manipulate data, X X X X X X
evaluate, estimate and model business problems, functions and
phenomena
Networking: an awareness of the interpersonal skills of effective X X X X X X
listening, negotiating, persuasion and presentation and their use in
cultivating business contacts
Leadership: boundary-spanning, influencing, relational and X X X X X X X
collaborative working, including ability to work in partnerships
across organisation and sectors.
Ability to work collaboratively and inclusively with both internal and X X X X X X
external stakeholders
Verbal, non-verbal and digital communication X X X X X X
Empathy and inclusivity X X X X X
Digital literacy and etiquette X X X X
Conceptual, systemic and critical thinking, analysis, synthesis and X X X X
evaluation
Self-management: development as independent learners, a X X X X X X
readiness to accept responsibility and flexibility, to tolerate
uncertainty, handle complexity, challenge assumptions, use
evidence to inform critical thinking, be resilient, self-starting
and appropriately assertive

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Subject Benchmark Statement QAA 2023 Knowledge and Analysis and Application and Transferable skills
understanding Criticality (C) Practice (P) and other attributes
(K) (T)
Benchmark / Standard requirement K1 K2 K3 C1 C2 C3 C4 P1 P2 P3 P4 T1 T2 T3 T4 T5
Self-reflection: self-analysis and an awareness/sensitivity to X X X X X
diversity in terms of people and cultures - this includes a
continuing appetite for development

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Mapping of Programme Learning Outcomes to Modules

Programme Learning Outcome Knowledge and Analysis and Application and Transferable skills and
understanding (K) Criticality (C) Practice (P) other attributes (T)
Module Code (Core) K1 K2 K3 C1 C2 C3 C4 P1 P2 P3 P4 T1 T2 T3 T4 T5
Level 3
BUS3001 Business Essentials X X X X X X
BUS3002 Academic & Personal X X X X X X
Professional Development
BUS3003 Digital Skills Development X X X X
BUS3004 Career & Contemporary X X X X X X
Employability Skills
Level 4
BUS4001 Global Business Context X X X X X X X X
BUS4002 Introducing Inclusive People X X X X X X X X X
Management
BUS4003 Data Analytics & Decision X X X X X X X X X
Making
BUS4004 Accounting and Finance for X X X X X X X X
Managers
BUS4005 Contemporary Marketing X X X X X X X X
Essentials
Level 5
BUS5001 Ethical Business & CSR X X X X X X X X X
BUS5002 Market Research Skills X X X X X X X X X X

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Buckinghamshire New University

Programme Learning Outcome Knowledge and Analysis and Application and Transferable skills and
understanding (K) Criticality (C) Practice (P) other attributes (T)
Module Code (Core) K1 K2 K3 C1 C2 C3 C4 P1 P2 P3 P4 T1 T2 T3 T4 T5
BUS5003 Managing Complex Projects & X X X X X X X X X
Sustainable Operations
BUS5004 Enterprise & Entrepreneurship: X X X X X X X X X
Commercial & Social
BUS5005 Strategic and Digital Marketing X X X X X X X X X
BUS5022 Consumer Behaviour X X X X X X X X
BUS5021 Digital Business and Innovative X X X X X X X X X
Technologies
Level 6
BUS6001 Leadership and Management in X X X X X X X X X X X
a Global Context
BUS6002 Research / Consultancy X X X X X X X
Proposal
BUS6003 Dissertation / Consultancy X X X X X X X X X X X X X X X X
Project
BUS6004 Global Marketing X X X X X X X X X
BUS6005 Luxury Brand Management X X X X X X X X X X
BUS6021 Leading Innovation and X X X X X X X X X
Managing Change
BUS6032 Sustainable Product X X X X X X X X X X
Development

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