Index. Note from the Vice-Chancellor 3. About the University of Liverpool 4. About Laureate Online Education 5. A fruitful partnership 5

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2 2 Index Note from the Vice-Chancellor 3 About the University of Liverpool 4 About Laureate Online Education 5 A fruitful partnership 5 A new world of learning 6 Rigorous, challenging 7 Academic excellence 8 The benefits of a global virtual classroom 9 Our typical student 9 Faculty of the University of Liverpool 10 Foundation Course 13 Student Support 13 Student testimonials 14 Introduction to the programmes 16 Master of Business Administration Programme 17 MBA Modules 18 Master of Science in Operations and Supply Chain Management Programme 22 MSc in OSCM Modules 23 Master of Science in Information Technology Programme 25 MSc in IT Modules 26 Master of Science in Information Systems Management Programme 31 MSc in ISM Modules 32 Master of Public Health Programme 35 MPH Modules 36 Master of Science in Clinical Research Administration Programme 38 MSc in CRA Modules 39 Master of Science in International Management 41 MSc in International Management Modules 42 Master of Science in Human Resource Management 43 MSc in Human Resource Management Modules 44 Master of Science in Global Consumer Marketing 45 MSc in Global Consumer Marketing Modules 46 Contact us 47

3 3 Note from the Vice Chancellor The University of Liverpool has an outstanding reputation for the quality of its teaching, research and student support services. Graduates of the University s world-class departments can be found in every corner of the globe, filling senior positions in top-ranking industries and organisations. Throughout its history, the University has sought to create a culture of learning that actively looks for challenges and encourages innovation and development. This pursuit of excellence has brought many rewards, including eight Nobel Prizes. At the same time, it has introduced a number of pioneering programmes. The online Masters degree programmes that we offer in partnership with Laureate Online Education B.V. are at the forefront of developments in online higher education. Whilst reflecting the University s tradition of excellence and dedication to quality, our programmes match the ever-evolving requirements of the increasingly global arena of higher education and professional advancement. One of the major roles of academia is to join forces with industry and provide synergistic solutions for the workplace of the future. Our online postgraduate programmes are not only at the cutting edge of education; they also provide the knowledge and methodology to enable each student to remain at the top of his or her own field. These programmes will contribute to your skills, achievements, and professional satisfaction, enabling you to achieve even greater success in your career. Professor Drummond Bone Vice-Chancellor, University of Liverpool

4 4 About the University of Liverpool As a member of the Russell Group of leading research universities the Ivy League of UK higher education the University of Liverpool is at the forefront of academic provision. One of the first civic universities, Liverpool s history dates back to 1881 and the establishment of University College Liverpool, which opened in 1882 with 45 students. Its iconic Victoria Building, which is still at the heart of the campus today, inspired the term red brick university. The college attracted the pioneers of the time, including Professor Oliver Lodge who made the world s first public radio transmission in 1894 and demonstrated the first use of the X-ray for surgical purposes two years later. The University of Liverpool received its Charter in 1903 and quickly established itself as a world-leader in research: over the next 100 years, eight Nobel Laureates would pass through its doors. Its global reputation for teaching and research has continued to the present day. The Financial Times has ranked the University of Liverpool amongst the top 10 UK universities in terms of annual research income, and it is the 15th largest research university in the UK. The University is also placed in the top 25 universities in England according to the latest Times Higher Education Supplement World University Rankings. The University remains committed to the advancement of learning and ennoblement of life which the people of Liverpool helped establish over a century ago. Its alumni include Dame Stella Rimington, former Director-General of MI5, architect Sir James Stirling and Tung Chee Hwa, former Chief Executive of Hong Kong. The University has always encouraged innovation in learning and its pursuit of excellence has gained global recognition. At the same time, it has been a catalyst for pioneering educational programmes such as the partnership with Laureate that now delivers online Masters programmes to professionals all over the world. For further information about the University of Liverpool please go to

5 5 About Laureate Online Education Laureate Online Education has been the e-learning partner of the University of Liverpool since It specialises in delivering 100% online academic education, tailored to the needs of working professionals worldwide. Laureate has developed truly international online Masters programmes using specially adapted versions of the University of Liverpool s campus-taught degrees. Its first virtual classroom was launched in April 2000 following three years of intensive research and development. Laureate s students come from 175 different countries worldwide. Our students are represented in Europe, Asia, the Middle East, North America and Africa to name a few. Many are busy professionals with extensive work experience. Studying online with Laureate puts you at the heart of a learning experience that has successfully delivered educational and career benefits to thousands of professionals across the world. A fruitful partnership The partnership between the University of Liverpool and Laureate Online Education provides a unique combination of resources and capabilities. The successful private public partnership between Laureate and University of Liverpool has enabled the University of Liverpool to take a giant step towards global reach. Both partners stand for quality, innovation and continuous improvement in online teaching and learning. The University of Liverpool is responsible for the academic quality of our programmes and awards the degrees. The online Masters programmes we offer originate in the highly ranked School of Medicine, School of Management and Department of Computer Science. Laureate, as the University of Liverpool s exclusive worldwide e-learning partner, is responsible for making Liverpool s programmes available online, by providing the environment and support our students need.

6 6 A new world of learning Success within an organisation demands collaboration between specialists in pursuit of a common goal. Success in your career demands no less. Gone are the days when a Masters Degree alone was a passport to career advancement. While today s organisations still require profound specialist knowledge, they also call for flexible thinking, subtle management skills, practical expertise and the ability to work with a diverse group of people. We understand that these demands are way beyond the capabilities of traditional classroom and distance learning methods. By bringing people together in our unique 100% online learning environment, we enable them to share the latest thinking from the real world. On our programmes, you can explore and analyse new concepts alongside likeminded professionals from different countries, industries and cultures. Working together to discover solutions to today s issues, you become better equipped for the challenges of tomorrow. A modern Masters has to fit into your life. That s why all of your coursework, class discussions and group projects take place in an online environment which is asynchronous. There are no fixed lecture times, the classroom is always open and you don t need to synchronise your study with anyone else. You can interact with your instructors and fellow students whenever and wherever you want. Our average class size is around 18, which means our academic and support staff have the time to give you personal attention at every stage of the learning process. We believe flexibility is about more than convenience; it s about relevance, too. That s why you can customise your programme to suit your own specific work and career priorities, or follow one of our pre-set Specialisation Tracks if you want to concentrate on a particular area of study. You are also encouraged to introduce your own issues into the programme, for consideration and debate by your classmates.

7 7 Rigorous, challenging You would expect a Masters degree from the University of Liverpool to be demanding. And you would be right. The academic standards required for our online programmes are just as high as those for the on-campus equivalents. This is no soft option. From the moment your programme starts, you are in constant discussion with your classmates. You get regular feedback and grading from your instructor and continuous support from a dedicated member of our student support team. So, whilst your programme is tough, it never feels like a solo effort. For most of our students, a Masters programme is a joint undertaking outside the virtual classroom, too. You will need the full support of your family, friends and employer if you are to surmount the many challenges of this holistic experience. But, as you steadily transform your professional knowledge and skills into a respected qualification, you can expect the rewards of an unparalleled sense of satisfaction, renewed confidence and increased effectiveness in your job. Our programmes are not for everybody; they demand concentration, commitment and sheer hard work. But we believe the experience will revitalise your career prospects, recast your understanding of the workplace and reveal opportunities you never imagined. This experience will change your life. I I decided on this programme because of the flexibility it offered in balancing my professional and personal life. The University of Liverpool s reputation was another major factor that influenced my decision.

8 8 Academic excellence The foundation of any higher degree programme is academic excellence. It seems that these days almost anyone can acquire some kind of Masters; a credible one is less easily earned. Think carefully before you make your choice; your future is too important to entrust to just anyone. As you would expect from the University of Liverpool, we meet or exceed all British academic quality standards for higher education, as defined by The Quality Assurance Agency for Higher Education (QAA), the independent body that is responsible for standards in higher education in the UK. For details, see Under the auspices of the University, there is constant supervision of teaching standards, with grading being assessed by external examiners. We have a long track record of expertise in management, technology, public health and online learning. Our online instructors are recruited both for their academic expertise and their ability to be catalysts for high-level discussion in the online learning environment. The level of participation we expect and the assignments we set reflect this. Our online learning environment provides a total immersion method, a 360 educational experience in which you examine subjects in depth and to deadlines, with weekly assignments, assessments and evaluation. You get regular feedback and grading from your instructor based on your classroom participation, as well as ongoing discussion and input from classmates. My career objectives have changed since the MBA programme. I now aim to become a business leader or CEO of a company in the IT sector; the programme has given me a broader grounding in all the business skills needed to lead any company. This is a learning approach based on real-life participation, not the ability to memorise. In our programmes, you are evaluated on your ability to process information, turn it into knowledge, critically analyse it and communicate it clearly to others. When the hard work is finally over, you will be invited to a graduation ceremony in Liverpool, where you can meet your fellow students and enjoy the satisfaction of an immense achievement. All of our graduates are welcome to participate, although this is not mandatory, and you will receive your graduation certificate whether you attend or not. As a Liverpool/Laureate graduate, you will automatically become part of our global alumni network and benefit from the contacts and friendships you have made long after your degree programme is over. Many of our students report that the ongoing sense of community they feel with fellow professionals from across the world, is one of the greatest advantages of the online learning experience.

9 9 The benefits of a global virtual classroom At Masters level, your degree programme should be as much about what you learn from your fellow students as from your instructors. We pick our students carefully to ensure this is the case. Like you, they are experienced professionals, with a thorough understanding of their profession, industry and country. And while their perspectives are different they are always relevant, so you can immediately apply your new knowledge to your own job responsibilities and career decisions. To me, the programme meant professional and personal enrichment. I benefit from it every day. Weighty issues and tough time schedules forced me to improve my working style to an unexpected pace and intensity. I experienced excellent and exciting teamwork over global time zones. Your assignments and class discussions are normally based on live work issues, and our small class sizes mean you can explore ideas and solutions in real depth. You will usually carry out group projects in a close-knit team of three or four, often across distant time zones, but you will also get plenty of opportunities to show how well you can work independently. The networks you establish during your programme have potential long-term advantages, too. As a member of a global community that transcends national, cultural and industry boundaries, you will enjoy easy access to connections and insights that would otherwise be out of reach. Many of our students continue to benefit both personally and professionally from the relationships they made during their online Masters. Our typical student Of course, there is no such thing as a typical Liverpool/Laureate Masters degree student, but certain characteristics do recur. Our students normally have significant work experience. On average, they have been working in the private or public sector for about 12 years. Some have missed out on university altogether and are looking to an online Masters degree to convert their hard-won practical knowledge into a credible qualification. Needless to say, they tend to occupy a senior position in their organisation and welcome the opportunity to prepare for a higher qualification while maintaining their day-to-day responsibilities. They usually study for a Masters degree that will have a direct bearing on both their current role and their preferred future direction. They often have a family and are keen to strike the right balance between work, home and study. At the same time, they are eager to seize the chance to learn from classmates from a diverse range of backgrounds, cultures and industries. They are all fully committed to study and recognise that they will have to make sacrifices along the way. Happily, they almost all agree that the hard work and long hours are worth it!

10 10 Faculty of the University of Liverpool Professor Paul Leng Paul Leng is Professor of e-learning at the University of Liverpool. He was Head of the University s Department of Computer Science from 1991 to 1997, and in 1995 he co-founded the Connect Centre, one of the first organisations in Europe established to help businesses take advantage of the emergence of the Internet. Subsequently, he was appointed the first Director of the University s e-learning Unit, established to oversee the University s online degree programmes that are delivered in partnership with Laureate. He has published two books and over a hundred research papers in many areas of Computer Science. Dr. Alan Southern Dr. Southern is a Senior Lecturer at the University of Liverpool Management School and Director of Studies for the online MBA programme. He has long experience of teaching postgraduate students management and business. His research, in the field of enterprise and area revitalisation, has led to a number of publications in academic journals, books and practitioner reviews. Recently, he has worked with the UK-based Small Business Research Trust and his work has informed the All Party Parliamentary Small Business Group at the Houses of Parliament, the regional North West Development Agency and the local Merseyside Entrepreneurship Commission. Dr. Frans Coenen Dr. Frans Coenen is a Senior Lecturer at the University of Liverpool Department of Computer Science and is Director of Studies for the online MSc programmes in IT and Computer Science. He has a general background in Artificial Intelligence (AI) and has been working in the field of data mining and knowledge discovery in data for about ten years. He is a member of the IFIP WG12.2 Machine Learning and Data Mining group and the British Computer Society s specialist group in AI (BCS-SGAI). He has been chair and deputy/ technical programme chair for the BCS-SGAI AI series of conferences from 1999 onwards. Over the last three years, he has been on the programme committees for 21 KDD events (conferences, symposia, workshops etc.). He has written 150 publications on KDD and AI-related research. Dr. D. L. Stanistreet Dr. Debbi Stanistreet is the Programme Director for the online and on-campus Master of Public Health programmes at the University of Liverpool. She has published papers on distance learning in public health education and has acted as a consultant to a number of European projects seeking to develop new methods of delivery in the teaching of public health. Dr. Stanistreet was responsible for co-ordinating the transition of the MPH on-campus programme into a blended learning programme in She is currently supervising a research project evaluating both online and on-campus methods of delivery in postgraduate public health education. Dr. Stanistreet is an experienced epidemiologist who uses mixed methods in health and social research. She has recently completed a textbook for Wiley entitled Quantitative Research Methods for Health Professionals: An Interactive Guide in conjunction with two colleagues, Dr. Nigel Bruce and Dr. Dan Pope. Her research spans gender and health, men s health and access to health services. Her current work in the field includes a number of projects investigating the health needs of men, including health promotion among older men and also young men and sexual health needs. In addition, she has led research with young homeless men, examining their views on access to services, and is currently a co-investigator examining access to health services in rural Guatemala. Dr. Stanistreet has participated in a number of national steering groups investigating health issues among young men, including the European Men s Health Development Foundation and the Department of Health Men s Health Initiative. She has also supervised numerous postgraduate research dissertations. Dr. Andrew Lyons Dr. Andrew Lyons is a Senior Lecturer at the University of Liverpool Management School. His principal area of research concerns the development of business models and techniques for improved operations and supply chain performance. He has also undertaken a wide range of research, consultative and teaching projects in a number of industrial sectors in areas ranging from the introduction of performance measurement systems to the development of manufacturing simulation models. He has published his work in a range of journals that includes the International Journal of Production Research, the International Journal of Operations and Production Management, the International Journal of Technology Management and the International Journal of Advanced Manufacturing Technology. Dr. Lyons is a member of the Chartered Institute of Purchasing and Supply, the Chartered Institute of Logistics and Transport and the Institute of Engineering and Technology. Dr. Lyons is chairing the 2008 Logistics Research Network Conference at the University of Liverpool (www.lrn2008.org.uk).

11 11 Teaching staff Our instructors are approved by the University of Liverpool and other higher educational institutions around the world. Most of them have extensive experience and when they are not teaching our students, they work as industry experts, researchers, consultants, university lecturers and managers. They undergo rigorous training and mentoring to ensure that they are also highly effective online educators. Here are profiles of some of them: Richard Thomas, Australia, MSc-IT Richard Thomas has been involved in professional software development for the past 24 years. He has taught undergraduate campus programmes for the past 23 years, Masters level courses for the past 18 years and online courses since As well as teaching in Canada, Australia, New Zealand and Singapore, he has worked on consultancy projects in these countries as well as the USA, Ecuador, Russia, Switzerland and the UK. He has a Masters of Applied Science in Computer Science from the Queensland University of Technology and is pursuing his doctorate. Richard was a founding member of Software Engineering, Australia and has published over 25 academic papers in topics related to language design, computer science, software engineering, and computing pedagogy. He has contributed to ISO programming language standardisation and to the OMG s Unified Modelling Language UML and SPEM (Software Process Engineering Metamodel) standards. Paul FitzPatrick, Singapore, MBA Paul FitzPatrick has 22 years experience in university teaching, corporate training, journalism and parliamentary research. He is a UK citizen but has lived in Singapore for over ten years. He has also worked extensively in Malaysia, Vietnam, China, Hong Kong, South and North Korea and Japan. He has a Masters degree in Human Resource Management and Organisational Behaviour from the Leeds Business School. He also conducts research on behalf of the Singapore Government on economic and social issues and is a visiting research fellow at Peking University and an adjunct faculty member with Singapore Management University. He has written over 250 articles for a variety of publications ranging from The Times to International HR journals and on topics ranging from cultural change at MI5 and Britain s internal security agency, to the potential economic impact of the 2012 London Olympics. He also has three academic books to his credit. Martin Kelly, New Zealand, MBA Martin Kelly has 30 years of professional experience in accounting, marketing and corporate governance in England, Scotland, Belgium and New Zealand. He has been teaching campus -based programmes at both Undergraduate and Graduate (Masters) Level for over 20 years and has six years of experience teaching Online Masters programmes. Martin Kelly has a Doctorate in Accounting from the University of Waikato, New Zealand and a Masters Degree in Accounting from Massey University. He has authored 100 academic papers and has 18 publications in refereed journals. He has authored 10 chapters in different academic books and his current main research interests are in Corporate Governance, Sustainable Business, CSR & Philosophy in Management. Tony Mancini, Canada, MBA Tony Mancini has 30 years of professional experience in the telecom industry, mostly wireline related. In particular, his experience is in network planning, engineering and monitoring, as well as training and development, and internal auditing. He has 22 years of campus-based experience (19 years part-time and three years full-time) and has taught at both Undergraduate and Graduate levels in Business Statistics, Operations Management, and Internal Auditing. He has an MBA from Concordia University and is a member of the International Institute for Internal Auditors.

12 12 Roger Bradburn, UK, MBA Roger Bradburn has around 30 years of international experience in China, Hong Kong, Singapore, Greece, Mauritius, Seychelles, India and the UK. He has over a decade of experience in marketing and senior management in multinationals and later, in his own company. He held senior management roles at Philips, ITT and AB PLC (now TT). He has around 15 years of experience in international education. He has an MBA from Durham University and is currently pursuing his doctorate at Lancaster University. He has led research projects in International Business Ethics and Knowledge Management. He has to his credit around 12 academic papers, one textbook and around one million words of distance learning materials. Marisa Lincoln, Scotland, MPH Marisa Lincoln has a doctorate in Social Health Care Policy and a MSc in Social Research from the University of Edinburgh. In addition she also has an MA (Hons) in Social Policy (& Law). She has 25 years of teaching experience and has been a freelance researcher for educational and other public institutions. She has also taught students across South Africa, Europe, USA and Asia. She has also participated in a variety of research projects involving housing homelessness, welfare and health. She has led a research project into the quality of maternity care in two maternity care settings. She has authored five academic papers and the results of her research has been published in Public Administration and Maternity Care journals. Gail Miles, USA, MSc-IT & MSc-ISM Gail Miles has 26 years of professional experience in Computer Science and has seven years of online teaching experience. Gail has two Masters Degrees in Counseling and Computer Science and a doctorate in Counseling Psychology/Higher Education Administration from the University of Florida. She has worked on research projects in Distance Learning, CS Learning Criteria, High Performance Computing, Software Engineering Education Research, Software Metrics, Curriculum Development and College Assessment. Gail has authored 18 academic papers with the results of the research published in Cardiology of the Young, Information Systems Education Journal, Journal of Computing Sciences in Colleges, Lecture Notes in Computer Science: Software Engineering Education, Journal of Computing in Small Colleges, Educational Technology and Psychological Reports. She has presented at various conferences and is a reviewer for several refereed journals. She is also a member of AAUP, AITP, ACM, ISTE and a review panelist for the National Science Foundation Kathleen M Kelm, USA, MSc-IT MSc-ISM Kathleen has 27 years of professional experience in Systems Development, Network, Infrastructure Planning and 14 years in Online Learning Environments. She has 12 years of campus-based teaching experience at Masters and undergraduate levels. Kathleen has a Masters in Adult Education, Learning Theory from the University of Toronto and is a doctoral candidate in Computer Technology in Education programme from the Nova Southeaster University, Florida. She is also a certified technical trainer. She has worked on research projects on the use of distributed learning environment structures (websites/cms), Online Faculty Development and Teaching/ Learning at a Distance (student views on transactional distance). She has authored over 20 academic papers and her research has been published in the Information Systems Education Journal and at various conference proceedings. Anshuman Khare, Canada, MSc-Operations & Supply Chain Management Anshuman Khare is a Professor for Operations Management at Athabasca University. He teaches courses in Operations Management, Quantitative Analysis while supervising the delivery of courses in entrepreneurship, energy management, managerial economics, supply chain management and a few others. Anshuman has an MBA and a PhD from Allahabad University in India. His area of specialisation is Operations Research. Anshuman has received two major post-doctoral fellowships from the Japanese Government ( ) and Alexander von Humboldt Foundation in Germany ( ; for three months) for research studies in Japan and Germany. Before coming to academia, Anshuman worked as the Staff Officer to the Chairman at the International Airports Authority of India which specialised in management of international airports in India. IAAI is now part of the National Airports Authority.

13 13 Foundation Course Students commence their programme with a Foundation Course a two-week preparatory class in which they become familiar with our academic and administrative procedures. By the end of the Foundation Course, they will understand the roles of the Student Support Manager, the instructor and the student and they will learn to use the online learning environment. They will also understand the participation requirements and academic standards of their Masters programme. Students will be required to collaborate and engage in group discussions, to submit assignments each week, and to read all materials posted to the Foundation Course classroom. Student Support From enrolment to graduation, we support you all the way. These are some of the people who will help you through your Masters programme. Admissions Advisor Your main contact through the enrolment process, the Admissions Advisor will contact you by or by telephone to arrange a telephone interview. He or she will guide you through the application process and answer any questions you may have. They will also advise you on the various financial options available and help you choose the plan that suits you best. You can also telephone us directly on +31 (0) Student Support Manager Once you have been accepted as a student, your Student Support Manager becomes your guide for the rest of your programme. They will help you build a schedule based on your personal preferences and goals. Once you are up and running, they will check in with you periodically to make sure you are comfortably on track. You can contact them at any time if you have problems or questions on anything to do with your programme, including classes, instructors, attendance and assessment. Technical support 24/7 Laureate Online Education uses proven software that is quick and easy to use. However, if you ever need technical assistance, a staffed Technical Support line is available 24/7, all year round.

14 14 Student testimonials Laureate s students come from 175 different countries worldwide. Our students are represented in Europe, Asia, the Middle East, North America and Africa, to name a few. Laura Elizabeth Flanagan, MBA, Canadian Working on the MBA has been a challenging and rewarding experience. I enjoyed the material that was covered and the way in which it was taught. Initially the online programme seemed difficult and I missed the face-to-face interaction of a classroom. However, after a few weeks we all learned to interact with ease and professionalism. The opportunity to have classmates who lived around the world was one that I will cherish. Other points of view are an important aspect of an MBA in our new global economy. The professors in the MBA programme were wonderful. I enjoyed the varied experience they brought to the classroom. Cathalina Melvina Fontenelle, MSc IT, West Indian I live in St. Lucia, one of the smaller islands in the Caribbean (West Indies), and completed the MSc programme in Information Technology in The best thing about the online programme was the vast diversity of classmates, with varying levels of knowledge, some of them working at the cutting edge of technology. It gave me direct insight into technologies that I was not exposed to in my job and an urge to try out more, now or at a later stage. The success of the programme for me was also due to the various forums where students could communicate, vent their frustrations, offer advice, ask for help or just chat. Andrew Willis, MBA, British When I was working in a small business providing project management and consultancy for IT companies, I was often party to board-level discussions and needed to support my business knowledge with a recognised qualification; experience was no longer enough. I liked the programme offered by the University of Liverpool as it gave me the flexibility I needed to continue to meet my work and life commitments. Whilst the study demands were high, it was definitely interesting and rewarding. I learned a lot from the diverse cultural and industrial backgrounds of my fellow students. I began the MBA programme to further advance my career and that has proven to be the case. It has enabled me to consolidate my financial capabilities, and I have now progressed into a financial role, which feels like exactly the right move.

15 15 Imran Khan, MSc IT, British Having started a full-time career in IT, I was looking to a Masters to gain an understanding of cutting edge technology and to formalise some of my experiences. The online MSc in IT gave me the opportunity to continue my professional learning and also attain academic knowledge. My experience on the course was excellent. The instructors were very knowledgeable and provided excellent support throughout my studies. I also had the opportunity to interact with a very diverse set of people from all over the world. The online discussions proved to be extremely rewarding as I could gauge the experiences from others very easily through and online medium. It is very difficult to attain this on a traditional Masters course. The content of the course was varied and provided me with a solid grounding in key areas of IT which are proving to be invaluable. The course is very flexible and allows you to tailor your learning experience, depending on your areas of interest. In addition to the instructors, the Student Support Manager, was always on hand to help me manage my studies alongside my full-time job. Overall this course is highly recommended to anyone who is pursuing a career in IT. Prashant Kumar Kanungo, MBA, Indian The strengths of this course are hidden in the combination of the content and its delivery. The content is well balanced and covers almost all the aspects of management that are needed in today s global business environment. The international nature of the classrooms is unique and adds so many perspectives that can never be achieved in a physical classroom. Every discussion is seen from multiple views and the students get to read all the submissions and are even required to add comments and discuss the important points made by their classmates. This makes learning broader, richer and unique. The collaboration that is a part of group tasks is an enriching experience. I got to work in teams where my team members were from three different time zones. The results of such collaborative learning methods are amazing. Meng Xi, MBA, Chinese With the economic environment changing in China, I was attracted by the idea of being in business myself. The MBA provided by the University of Liverpool came across as the best choice for me at exactly the right time. What surprised me the most in this course was how active every student in each class was in terms of the amount of time they spent on this course and the amount of contributions they submitted weekly to the class. Their enthusiasm and high spirits were also the main elements that stimulated me to finish the course. For those who have careers, I would say learning online is the best way to benefit from both working and studying. Morten Bjørnsvik, MSc-IT, Norwegian Doing an online Masters programme when you are working full-time means you have to structure your life; you must be able to put aside at least 20 hours a week. The classroom structure, with weekly questions, feedback on your classmates submissions and regular deadlines, helps you stay productive. I was utterly impressed by my fellow classmates, especially by the fact that most of them brought a lot of experience into the classroom, which was quite different from a college class where the majority of the students have no relevant job experience. Therefore, the discussions were often quite creative and varied and helped me think outside the box.

16 16 Introduction to the programmes In all our programmes, you can choose from a range of elective modules to personalise the content of your degree. Whichever option you take, you can choose modules that are relevant to your needs today as well as those that will formalise your valuable work experience into a higher qualification. Our flexible programmes let you influence your own learning outcomes; not only in your choice of electives but also by encouraging you to personalise your learning experience by bringing your particular work situation and viewpoint into class discussions.

17 17 Master of Business Administration Programme The MBA has long been the degree of choice for the business professional and senior manager in all fields and industries. Our dynamic programme adapts to the constant changes in global business practices, as well as to the individual needs of the busy professionals who study with us. The experience of truly global collaboration will itself benefit you in any international working environment. Programme outline Our MBA programme offers a comprehensive education and postgraduate qualification in all aspects of management, while enabling you to customise your study to meet particular work and career needs. The core modules cover corporate strategy, the management of people, resources, the environment and change. You can then personalise your MBA through a wide variety of electives, ranging from Investment Strategies to Entrepreneurship, from Marketing in a Global Environment to Business Leadership. Alternatively, you can focus on a specific area by following a pre-defined Specialisation Track in Marketing or Finance & Accounting. The Specialisation Track in Marketing includes focused knowledge that enables managers to make informed, influential decisions that support the development goals of their organisation or business, through such modules as Marketing Research, Marketing in a Global Environment, Consumer Behaviour and Services Marketing. The Specialisation Track in Finance & Accounting provides deep understanding and practical skills in using the latest financial and accounting tools, which are central to the successful growth of any organisation. Modules include Investment Strategies, Financial Reporting, Business Finance and Advanced Managerial Accounting. EFMD CEL accreditation The European Foundation for Management Development (EFMD), an organisation that has proven its commitment to international business with EQUIS Accreditation, has now developed an accreditation dedicated to raising the standards of technologyenhanced learning programmes worldwide. In 2007, EFMD awarded accreditation for technology-enhanced Learning (CEL Accreditation) to the University of Liverpool s Online MBA programme delivered in partnership with Laureate Online Education. The University of Liverpool online MBA programme, with specialisations in Finance & Accounting and Marketing, is delivered fully online, and has a student body from 175 countries. Programme structure The MBA programme comprises five core modules and three electives, culminating in a dissertation. The first module is nine weeks in length and starts with a week-long brief introduction to the programme, the learning platform and then continues with the module content. Each following module is eight weeks in length. By taking one module at a time, you can explore a specific subject in depth without distractions. Personalised study Students can customise their degree according to their individual requirements. A Core modules Corporate Strategy Managing People Managing Resources Managing the Environment Managing Change B Elective modules (students choose three) Marketing Research Services Marketing Human Resource Management Consumer Behaviour Business Finance Investment Strategies Quantitative Business Analysis Financial Reporting Advanced Managerial Accounting Marketing in a Global Environment Entrepreneurship Business Leadership Advanced Concepts of e-business C Dissertation Students refine their dissertation topic in conjunction with their Personal Dissertation Advisor, an academic supervisor who will provide support throughout the writing process.

18 18 MBA Modules Specialisation Tracks All students also have the option of following one of two pre-defined Specialisation Tracks: Marketing or Finance & Accounting. As in the more general MBA programme (as outlined above), each track comprises five core and three elective modules. The three elective modules must be chosen from the area of specialisation. The dissertation must also focus on this area. MBA (Marketing) In addition to the core MBA modules (see above), students must choose three electives from the following list: Marketing in a Global Environment Marketing Research Services Marketing Consumer Behaviour MBA (Finance & Accounting) In addition to the core MBA modules (see above), students must choose three electives from the following list: Investment Strategies Financial Reporting Advanced Managerial Accounting Business Finance Programme duration The programme takes on average 30 months to complete. However, since students progress at their own pace, you may choose to complete your studies in as little as 24 months or spread them over 60 months. Core modules Corporate Strategy Aim: To develop strategic thinking skills and an understanding of the principles of strategic management. You will learn to see beyond functions, such as finance, accounting, information systems or marketing, in order to assess the entire business and understand the environment in which it operates. You will also understand the internal, external, controllable and uncontrollable forces that impact the business environment. Using case studies, you will document your decision making and thought processes, comparing these to what the real management did and the results they achieved. As the module progresses, you will refine your skills in order to be able to deploy sound business and management strategy in a variety of circumstances. Corporate Strategy is a required core module for all MBA tracks. Managing People Aim: To provide an understanding of the principal research, practices and concepts surrounding managing people in complex organisations. This module introduces students to the dynamic field of organisational behaviour. Students will gain a sound theoretical foundation through textbook research and learn to apply the various concepts to managing people in their own workplace. Managing People is a required core module for all MBA tracks. Managing Resources Aim: To provide a sound theoretical and practical foundation in accounting, finance, and operations management. This module equips students to apply accounting and operations management concepts to real-life business situations and to understand accounting and finance terminology. Students will gain an appreciation of the nature and value of the resources available to an organisation and how best to manage them to increase efficiency, competitiveness and return on investment. Managing Resources is a required core module for all MBA tracks. Managing the Environment Aim: To provide managers with the strategic outlook necessary for organisations to succeed in international markets. The Managing the Environment module draws from the closely related disciplines of strategy and marketing. It provides students with the tools necessary to analyse micro and macro business environments and prepare marketing plans adapted to the varying has been developed to complement the related core modules of Managing People, Managing Resources and Managing Change. Managing the Environment is a required core module for all MBA tracks.

19 19 Managing Change Aim: To provide an understanding of how organisations change and enable you to develop appropriate strategies to manage change to the benefit of the business. Managing Change touches all elements of an organisation, including people, finances, materials, marketing, infrastructure and the business processes, while preparing you to develop change management strategies and processes. A key success factor for any business is its ability to make changes that are in line with its goals. This module helps you develop a holistic philosophy to meet this challenge and create a sustained business advantage. Managing Change is a required core module for all MBA tracks. Elective Modules Marketing Research Aim: To provide you with techniques for conducting marketing research, then analysing and applying the resultant data as a decision-making tool. An overview of the methods by which marketing data is obtained. You will master a range of market research techniques, then discover how best to collect, analyse and use the data. The module also addresses issues such as data mining, data privacy and ethics. You do not need advanced knowledge of statistics to take this module. Elective for: MBA programme and MBA (Marketing). Services Marketing Aim: To provide an understanding of the unique factors that influence the marketing of non-tangible products and services. You will gain an appreciation of the theoretical concepts used by a variety of global service providers and evaluate their practical application across a range of businesses. You will develop greater understanding of many issues that are unique to the marketing of services, including how to sustain competitive advantage and implement service management. Elective for: MBA programme and MBA (Marketing). Human Resource Management Aim: To provide you with an understanding of the principal themes of Human Resource Management, specifically the links which exist between organisational structure, culture and strategy. This module covers the principal themes and latest practices in Human Resource Management, giving you the ability to evaluate the impact of a variety of HR strategies and approaches on the achievement of organisational goals. You will develop a thorough understanding of a range of models for the delivery of HR services in organisations, and be able to choose and apply them in practice. Elective for: MBA programme. Consumer Behaviour Aim: To provide an understanding of the many complex factors that influence consumer purchasing behaviour. This module explains how to evaluate and analyse the cultural, social, personal and psychological factors that affect customer behaviour. You will come to understand the importance of cognitive psychology, external influences (such as culture) and consumer research, and discover how to apply such knowledge to the development of marketing strategies within the international context and across cultures. Elective for: MBA programme and MBA (Marketing). Business Finance Aim: To provide an overview of business finance in the global context, familiarising you with modern finance techniques and equipping you to apply them. This module introduces students to the terminology of business finance, the financial environment and the role of the finance manager. You will examine issues such as raising finance, capital structure, dividend policy and the risk return relationship, as well as short-term financing, working capital management, mergers and acquisition, and corporate restructuring and governance, giving you an understanding of business decisions from a financial professional s perspective. Elective for: MBA programme and MBA (Finance & Accounting).

20 20 Investment Strategies Aim: To gain familiarity with the potential and uses of contemporary investment theories and techniques and critically evaluate and apply the appropriate techniques within the global business environment. This module serves as an introduction to global investment strategies, providing you with an understanding of security and portfolio analysis as well as the global nature of financial markets. You will develop an understanding of the methodologies used to analyse securities, industries and markets, as well as the theories involved in securities and portfolio performance analysis. You will also gain insight into the processes involved in successful investment selection and portfolio management for the individual and the firm. Elective for: MBA programme and MBA (Finance & Accounting). Quantitative Business Analysis Aim: To involve students in the analysis, critique and application of applied, real-world data. This module is a review of quantitative methods as they are applied in the decision-making environments of business. You will become proficient in the statistical techniques used to analyse business problems and also gain an understanding of research methodologies, sampling techniques, the nature of primary and secondary data and other related issues. You will be introduced to quantitative computer tools that will help you enhance the operation, growth and performance of your business. Elective for: MBA programme. Financial Reporting Aim: To give you an understanding of the functions of regulatory financial reporting for organisations and of issues in corporate governance and capital markets. Provides an understanding of the role of Financial Reporting from the standpoint of a user rather than a technical expert. You will be introduced to regulatory reporting requirements, corporate governance, and international accounting standards, enabling you to understand and use the Annual Reports from your own and other companies. Elective for: MBA programme and MBA (Finance & Accounting). Advanced Managerial Accounting Aim: To provide an understanding of the complex accounting functions that inform strategic business decisions within the company. You will discover how to use advanced accounting to inform management decisions. This module is aimed at the high-level executive, not the technical expert, with a focus on international best practices in cost management, in commercial and not-for-profit organisations. Elective for: MBA programme and MBA (Finance & Accounting). Marketing in a Global Environment Aim: To build upon the basic marketing knowledge gained in the core modules by introducing more advanced issues relating to a global context. This module investigates advanced management concepts in the areas of market segmentation, multiple market channels, competitive intelligence, integrated marketing and e-business. In particular, this module introduces students to marketing concepts used by domestic and foreign companies seeking to market products globally. This module also provides an in-depth experience of the process of developing effective marketing plans, strategies and tactics in terms of theoretical as well as real life perspectives. Elective for: MBA programme and MBA (Marketing). Entrepreneurship Aim: To provide the knowledge and skills needed for a strategic business plan to launch innovative new business ventures. By developing a business plan, you will explore approaches to creating, organising, financing and nurturing an external entrepreneurial or internal entrepreneurial venture in either the public or private sector. You will gain an appreciation of the importance of innovation and entrepreneurship in corporate competitiveness and the success factors involved. Elective for: MBA programme.

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