Programme Specification Undergraduate

Programme Specification Undergraduate Applicable to all non-clinical undergraduate programmes* Please click here for guidance on completing this specification template. *Excluding Integrated Master s degrees. Part A: Programme Summary Information 1. Title of programme: BA Business Management 2. Programme Code: N100 3. Entry Award: Credit: Level: X BA (Hons) 360 Year 1: the majority of credit at level 4 Year 2: the majority of credit at level 5 Year 3: at least 90 credits at level 6 BSc (Hons) Other (please specify below): 4. Exit Awards: Credit: Level: X Diploma in Higher Education (Dip HE) 240 Year 1: the majority of credit at level 4; Year 2: the majority of credit at level 5 X Certificate in Higher Education (Cert HE) 120 The majority of credit at level 4 5. Date of first intake: Pre 1990. Name changed from Business Studies, 2014-15 6. Frequency of intake: Annually in September 7. Duration and mode of study: Three years, full time 8. Applicable framework: Model for Non-Clinical First Degree Programmes 1 of 24

Framework exemption required: Please indicate the applicable boxes: X No (please go to section 9) Yes (please provide a brief summary below) Date exemption approved by AQSC: 9. Applicable Ordinance: Ordinance 37 General Ordinance for Undergraduate Degrees New/revised Ordinance X No (please go to section 10) required: Please indicate the applicable boxes: Yes (please provide a brief summary below) Date new/revised Ordinance approved by Council: 10. Faculty: Faculty of Humanities and Social Sciences 11: Level 2 School/Institute: Management School 12. Level 1 unit: Management School 13. Campus: Main Liverpool Campus 14. Other contributors from UoL: 15: Teaching other than at UoL: N/A N/A 16: Director of Studies: Gary Brown 17: Board of Studies: ULMS Board of Undergraduate Studies 18: Board of Examiners: ULMS Undergraduate Board of Examiners 19. External Examiner(s): Name Institution Position Dr Lesley Mearns, University of Sunderland programme external Also: Dr. Finnola Kerrigan, Birmingham Business School (marketing modules) Prof Susan Newell, University of Sussex (business and management modules) Dr Linda Hsieh, Birmingham Business School (IB modules) Mr Adam Pendlebury, Edge Hilll University (Law modules) Dr Cal Muckley, UCD (accounting modules) Prof Peter Moizer, Leeds University Business School (accounting modules) 2 of 24

Dr Hilary Ingham, University of Lancaster (economics modules) Professor Richard Kneller, University of Nottingham (economics modules) 20. Professional, Statutory or Regulatory body: 21: QAA Subject benchmark Statements(s): None General Business and Management (2007) 22. Other reference points: AACSB accreditation 23. Fees: Standard Undergraduate fees 24. Additional costs to the student: Students might choose to purchase text books. Students wishing to participate in the Study Abroad programme will be required to cover all travel costs, living costs, insurance and medical costs etc. related to the semester spent overseas. This is not a compulsory element of the programme, but all Business Management students may apply to participate. 25: AQSC approval: 2000, as Business Studies Part B: Programme Aims & Objectives 26. Aims of the Programme No. The aims of the Business Management programme are: Aim: 1 To provide students with the knowledge, skills, business awareness and confidence that will enable them to succeed in the wider business world 2 To provide student exposure to current management theory and practice in the private, public, large business and small business sectors 3 To give the students the opportunities to learn and practice a range of intellectual, interpersonal and technical skills which are relevant to business management 4 To encourage creative thinking and provide students with the skills to adapt and respond positively to changing circumstances 5 To heighten the ability for students to critique existing management wisdom from a variety of perspectives 6 To provide opportunities for students to prepare for a flexible career path and to develop the skills required to become lifelong learners. 27. Learning Outcomes 3 of 24

No. Learning outcomes Bachelor s Honour s degree In addition to the learning outcomes achieved at Diploma and Certificate level, Honours students will be expected to meet the following: 1 Students will be able to develop a deep understanding and knowledge of organisations, the external environment in which they operate and how they are managed 2 Students will be able to develop an understanding and critically evaluate theory and practice in the core business and management areas of: i. Human Resource Management ii. Organisational Behaviour iii. Marketing iv. Strategic Management v. Operations Management vi. Information Communications Technology vii. Accounting and/or Finance viii. the application of economic principles to business 3 Students will be able to develop a deep understanding of contemporary changes in the business world such as: i. knowledge management ii. globalisation iii. business ethics No. Learning Outcomes Learning outcomes Bachelor s Non-Honour s degree In addition to the learning outcomes achieved at Diploma and Certificate level, Honours students will be expected to meet the following: 1 Students will be able to develop an understanding and knowledge of organisations, the external environment in which they operate and how they are managed 2 Students will be able to develop an understanding and critically evaluate theory and practice in most of the core business and management areas of: i. Human Resource Management ii. Organisational Behaviour iii. Marketing iv. Strategic Management v. Operations Management vi. Information Communications Technology vii. Accounting and/or Finance viii. the application of economic principles to business 3 Students will be able to develop an understanding of contemporary changes in the business world such as: i. knowledge management ii. globalisation iii. business ethics Learning Outcomes No. Learning outcomes Diploma in Higher Education award 1 Students will be able to develop an understanding and knowledge of Business 4 of 24

Management concepts 2 Students will be able to apply knowledge gained to diverse organisational contexts 3 Students will be able to understand how to communicate knowledge of Business Management concepts and techniques using a variety of quantitative and qualitative methods 4 Students will be able to evaluate the efficacy of different problem-solving techniques in a Business Management context 5 Students will be able to demonstrate a willingness to self-reflect, identifying gaps and weaknesses in their understanding of Business Management issues 6 Students will be able to develop employability skills and attributes required for employment in roles where both a degree of responsibility and decision-making is necessary No. Learning Outcomes Learning outcomes Certificate in Higher Education award 1 Students will be able to understand baseline concepts relevant to Business Management 2 Students will be able to interpret and analyse introductory qualitative and quantitative techniques appropriate to a business context 3 Students will understand how to communicate effectively research findings in the area of Business Management 4 Students will be able to demonstrate introductory knowledge of basic problemsolving techniques in a Business Management context 5 Students will be able to develop employability skills and attributes required for employment in roles where a degree of personal responsibility is necessary 27a. Mapping of learning outcomes: Learning outcome No. Module(s) in which this will be delivered Mode of assessing achievement of learning outcome PSRB/Subject benchmark statement (if applicable) Learning outcomes for the Certificate in Higher Education are met by year one modules (FHEQ level four) these are indicated by module codes where the number starts with 1. Learning outcomes for the Diploma in Higher Education are met by year one and two modules (FHEQ levels four and five), i.e., those modules where the number starts with 1 or 2. Learning outcomes for the Honours and Non-Honours degree are met by all modules. 1. ULMS353 Strategic Management Examination 3.2 and Business Policy 2 i ULMS151 Introduction to Organisations and Management Coursework and Examination 3.7 5 of 24

2 ii ULMS151 Introduction to Coursework and 3.7 Organisations and Management Examination 2 iii MKIB153 Fundamentals of Coursework and 3.7 Marketing Examination 2 iv ULMS353 Strategic Management Coursework and 3.7 and Business Policy Examination 2 v EBUS102 Operations Coursework and 3.7 Management Examination 2 vi MKIB372 Corporate Coursework 3.7 Communications 2 vii ACFI107 Introduction to Examination 3.7 Accounting and Finance 2 viii ECON254 Theory of the Firm Examination 3.7 3 i ULMS352 Managing Knowledge Coursework and Examination 3 ii MKIB152 International Business Coursework and Environment Examination MKIB225 International Business 3.7 3.7 3 iii ULMS251 Corporate Social Responsibility Examination 3.7 28. Skills and Other Attributes No. Skills and attributes: All ULMS programmes develop a range of ULMS Graduate skills and attributes: 1 Written communication 2 Verbal communication 3 IT 4 Numeracy 5 Teamwork 6 Self-guided research 7 Analytical skills 8 Organisational and planning skills 9 Critical and reflective thinking 10 An awareness of ethical understanding and reasoning 11 Commercially aware 12 International awareness 28a. Mapping of skills and other attributes: Skills and other attributes No. 1 written communication Module(s) in which this will be delivered and assessed All modules available to the programme Learning skills, research skills, employability skills Report writing Essay writing Mode of assessing achievement of the skill or other attribute Through the submission of assessed work 6 of 24

2 verbal communication Delivered through all modules through, for example, seminar discussion. There is specific assessment in MKIB372 Corporate Communication 3 IT skills EBUS, 102; ECON 154; ULMS151; MKIB372 4- Numeracy ACFI107 Introduction to Accounting and Finance; ECON127 Economic Principles for Business and Markets; ECON154 Business Statistics Development and delivery of presentations Explaining, supporting and defending ideas in seminars Word-processing of coursework and essays (ULMS151) Use of Powerpoint or other multimedia in presentations (MKIB153; MKIB372) Use of browsers, search engines and catalogues to find and retrieve information (EBUS102) Use of data management and analysis tools in Excel (ECON154) Ability to prepare simple balance sheets, cashflow statements and profit and loss accounts Ability to use ratios for analytical purposes Ability to prepare spreadsheets eg in the preparation of budgets An understanding of the basic tools needed for economic analysis MKIB372 students complete an assessed presentation Word-processing and information retrieval skills demonstrated through the submission of assessed coursework MKIB372 use of Powerpoint or other multimedia in the assessed presentation ACFI107 examination ECON127 examination ECON154 examination and seminar work 5 Teamwork ULMS151 Ability to work as ULMS151 and 7 of 24

6 Self-guided research Organisations and Management; MKIB153 Fundamentals of Marketing; ULMS252 Entrepreneurship; ULMS372 Corporate Communications Several modules, including: ULMS251 Corporate Social Responsibility; MKIB225 International Business; ULMS352 Managing Knowledge 7 Analytical skills ECON154 Business Statistics a member of a team to produce, for example, a piece of assessed work or to run a small business Ability to research and assess subject-specific facts, theories, paradigms, principles and concepts via online or library research or other appropriate channels (e.g., surveys) Ability to analyse data using standard charts and techniques (ECON154) MKIB153 group assignment ULMS252 group project involving running a Young Enterprise business ULMS372 group presentation ULMS251 examination MKIB225 seminar tasks including reports and presentations ULMS352 written assignment ECON154 examination and tutorial coursework 8 Organisational and planning skills 9 Critical and reflective thinking 10 An awareness of ethical understanding and reasoning Several modules, particularly those involving coursework, including: ULMS252 Entrepreneurship; MKIB372 Corporate Communications; ULMS353 Strategic Management and Business Development ULMS353 Strategic Management and Business Policy; ULMS352 Managing Knowledge; MKIB372 Corporate Communications ULMS251 Corporate Social Responsibility Project management skills (ULMS252) Time management skills (MKIB372; ULMS353) The critical evaluation of management theory and practice (ULMS353 and ULMS352) Critical reflection of theories to understand management practice (MKIB372) An understanding of key ethical frameworks and ideas ULMS252 small business project MKIB372 and ULMS353 - coursework ULMS353 coursework ULMS352 coursework ULMS353 - coursework ULMS251 - Examination An understanding 8 of 24

of how these frameworks and ideas can be used in ethical decisionmaking and reasoning 11 Commercial awareness ECON127 Economic Principles for Business and Markets; ECON254 Theory of the Firm An understanding of the ethical challenges facing managers and employees in organisations today An understanding of contemporary business issues and challenges Examination (ECON127 and ECON254) 12 International awareness ULMS353 Strategic Management and Business Policy; ULMS352 Managing Knowledge MKIB152 International Business Environment MKIB225 International Business MKIB253 International Management An understanding of the management theories and practices of relevance in the current business climate An understanding of the contemporary international business environment and the challenges it faces Coursework (ULMS352 and ULMS353) MKIB152, MKIB225 and MKIB253 Examination and coursework An understanding of the difference between internationalisation and globalisation An understanding of culture and nationality within the international business environment 29. Career opportunities: Business and Management students in general have amongst the best career opportunities of any discipline. Positions are available within the Business and Management function of large and small public and private sector 9 of 24

organisations, e.g. personnel, marketing, purchasing, production, financial services, local government and civil service. Consultancy, research and teaching in all of these areas are feasible as a career. In recent years our graduates have gained graduate trainee positions with companies as diverse as Next, Enterprise Rent-A-Car and the Royal Mail. Some have gone on to postgraduate studies, and some have gone into further career-related training, such as enrolling on PGCE teacher training courses or law conversion courses. The School works closely with the University s Careers and Employability Service (www.liv.ac.uk/careers) which provides students with opportunities to undertake training to enhance their employability skills and which can support students seeking to find either work placements during the vacations or fulltime work after graduation. The School is currently developing an employability strategy which will inform the content and delivery of current modules and the development of future modules. Part C: Entrance Requirements 30. Academic Requirements: ABB at A level (excluding General Studies, Citizenship and Critical Thinking). Minimum grade C in Maths and English GCSE. Other qualifications accepted include, for example, Vocational Advanced Subsidiary and Vocational Advanced level, Scottish Advanced Highers (ABB), Welsh Baccalaureate (WBAD plus two A levels at grades A and B), Irish Leaving Certificates (normal offer AABBB) and the International Baccalaureate (33 points, with 4/5 in English). The Department welcome applications from mature students. Candidates are expected to show evidence of recent academic study, such as an Access course, AS or A2 levels, or OU credits. Prior learning will be considered consistent with the University s Policy on Recognised Prior Learning. 31. Work experience: N/A 32. Other requirements: N/A Part D: Programme Structure 33. Programme Structure: Students must take four modules in each semester. Compulsory modules are indicated by the shaded areas. Details of all modules can be found in the School s Electronic Module Catalogue, available at: http://www.liv.ac.uk/management/current-students/ All modules are worth 15 credits unless otherwise stated. 10 of 24

YEAR ONE, SEMESTER ONE ULMS151 Introduction to Organisations and Management ACFI107 Introduction to Accounting and Finance (non-specialist) MKIB153 Fundamentals of Marketing ECON127 Economic Principles for Business and Markets YEAR ONE, SEMESTER TWO MKIB152 International Business Environment MKIB155 ECON154 EBUS102 Consumer Behaviour Business Statistics Principles of Operations Management Exit award Certificate in Higher Education (120 credits) In 2015-16, the cohort of students admitted in September 2014 will complete the following year two structure: YEAR TWO, SEMESTER ONE YEAR TWO, SEMESTER TWO Three compulsory modules Three compulsory modules ULMS252 Entrepreneurship ULMS202 Business and Employment Law ECON254 Theory of the Firm ULMS251 Corporate Social Responsibility ACFI205 Finance for Business MKIB225 International Business Studies Plus one of the following modules: Plus one of the following modules ACFI260 International Finance MKIB253 International Management EBUS209 Operations MKIB255 Services Marketing Management: Tools and Techniques MKIB227 Women in Management International MKIB261 Development MKIB256 Market Research Government and ULMS205 Business Investigating Issues in ULMS211 Sustainability and Business ULMS230 Fundraising Management Leadership and ULMS266 Performance Management ULMS268 Identity, Culture and Organisation All the above modules are worth 15 credits. Students admitted from September 2015 onwards will complete the following year two structure (effective 2016-17 student admitted prior to 2015 complete an introductory HRM module in first year): YEAR TWO, SEMESTER ONE YEAR TWO, SEMESTER TWO Three compulsory modules Three compulsory modules ULMS252 Entrepreneurship ULMS202 Business and Employment Law ECON254 Theory of the Firm ULMS251 Corporate Social 11 of 24

Responsibility ULMS206* Introduction to HRM* MKIB225 International Business Plus one of the following modules: Plus one of the following modules ACFI260 International Finance MKIB253 International Management EBUS209 Operations MKIB255 Services Marketing Management: Tools and Techniques MKIB227 Women in Management International MKIB261 Development MKIB256 Market Research Government and ULMS205 Business ACFI205 Finance for Business Investigating Issues in Studies ULMS211 Sustainability and Business ULMS230 Fundraising Management ULMS266 Leadership and Performance Management ULMS268 Identity, Culture and Organisation All the above modules are worth 15 credits. * Students who transfer from XJTLU will take ACFI205 Finance for Business Studies, as they will have taken an equivalent module to ULMS206 Introduction to HRM in China. Exit award at end of year two Diploma in Higher Education (240 credits) Year three effective 2015-16 YEAR THREE, SEMESTER ONE YEAR THREE, SEMESTER TWO ULMS310 Becoming a Leader ULMS352 Managing Knowledge MKIB372 Corporate Communications ULMS353 Strategic Management and Business Policy Plus two of the following modules Plus two of the following modules EBUS301 ebusiness Modules and Strategies MKIB338 Business in the Asia- Pacific Region EBUS306 Supply Chain Operations Management MKIB359 Business in Latin- America ECON325 International Political Economy MKIB369 Business in Emerging Economies ECON354 International Economic MKIB363 Marketing Strategy Relations MKIB310 Social Enterprise ULMS360 Advanced Entrepreneurship MKIB337 Tourism ULMS364 Contemporary Issues in HRM MKIB356 International Marketing ULMS366 Critical Perspectives in Management MKIB351 Global Strategic ULMS370 The Football Business Management MKIB365 Digital Marketing ACFI320 Corporate Governance MKIB367 Events Management ULMS300 Work Experience Module ULMS351 Psychological Approaches to Decision- 12 of 24

ULMS399 Making Dissertation 30 credit module taught across two semesters. Students must have a 60% year two average and consult with the Director of Studies before registering for this. 34. Industrial placement/work placement/year abroad: Students may participate in the ULMS Study Abroad programme and spend a semester overseas during the second year. This is not a compulsory element of the programme. Students are not required to complete a placement for this programme. 35. Liaison between the Level 2 Schools/Institutes involved: N/A Part E: Learning, Teaching And Assessment Strategies 36. Learning, Teaching and Assessment Strategies: The Learning, Teaching and Assessment strategy for BA Business Management ensures that the subject-based learning outcomes are delivered and that students have the opportunity to develop the key skills during their three years of study. The strategy draws upon the requirements and recommendations of professional accrediting bodies such as AACSB (The Association to Advance Collegiate Schools of Business). A number of learning goals have been defined for AACSB accreditation purposes and modules are reviewed annually to ensure that there is evidence of learning in relation to each of these goals. The AACSB goals are embedded in the outcomes and skills sections, above. The AACSB requirement that all learning goals must be assessed is now a formal part of School strategy and any proposed changes to the assessment methods used on a module are scrutinised by the Board of Undergraduate Studies in relation to both the programme s requirements and the AACSB requirements. The School s strategy requires that a diverse range of assessment methods should be used throughout a programme. This ensures that students have a range of assessment opportunities in which to provide evidence of their learning. The benefits of this are twofold. Firstly, there are wider opportunities for students to develop essential learning and employability skills, including teamwork, presentation skills, independent learning and written communication. Secondly, the School recognises the diversity of its student body and that some students may perform better in some types of assessment than others. By offering a range of assessment methods, the School ensures that all students have opportunities to excel as well as opportunities to develop their skills in assessment areas where they feel less confident. The School ensures that students are equipped to meet the learning outcomes of the programme by providing opportunities to develop learning skills throughout the programme. For example, all students are required to complete an early skills assessment during the first three weeks of the 13 of 24

semester. Business Management students complete this in the module ULMS151 Introduction to Organisations and Management. This provides students with an opportunity to practise academic skills such as self-guided research and analytical thinking at an early stage of their studies in order to better understand the expectations of degree level learning and assessment. It also provides staff with an indication of the ability of the student group and the individuals within it, enabling teaching and learning methods to be adapted if required. Outside the programme, there are a number of School-wide strategies that ensure that students have opportunities to develop their skills. For example, all students are required to complete an English exercise during Welcome Week. The short essay provided by students is used to indicate which international students might benefit from more language support. These students are then targeted to attend dedicated classes run by the English Language Centre. The School has two dedicated Student Learning and Teaching Support Officers (SLTSOs) who provide additional support outside the curriculum. The role was introduced at the start of the 2011-12 academic year and the SLTSOs now provide drop-in sessions for students requiring academic support (such as help with referencing skills, research etc.) and also provide sign-up academic skills sessions. The SLTSOs have also produced a study skills handbook provided to all students during Welcome Week, which is also available for download on the School s website. One SLTSO acts as the School s Disability Officer and works with the University s Disability Support Team to ensure that appropriate academic support is provided to those students who need it. The School recognises the importance of e-learning to the curriculum and encourages staff to use this in the individual module learning, teaching and assessment strategies. Support for further development in this area is provided by the School s Timetabling and Learning Support Officer. The TLSO will work with staff to help them to utilise software such as VITAL to its fullest extent for teaching and assessment, as well as identifying other e-learning opportunities that may be suitable for development within the curriculum. At a programme level, BA Business Management has its own VITAL page through which staff can communicate skills development information (amongst other things) directly relevant to the programme to students. Further support is provided through the School s Maths Clinic, run by a PGR student. This is offered on a twice-weekly drop-in basis for students who require support with their Maths skills and is of particular relevance for Business Management students in connection with the modules ACFI107 Introduction to Accounting and Finance and ECON154 Business Statistics, both of which require students to have numerical abilities. 36a. Learning, Teaching and Assessment methods: The Learning, Teaching and Assessment strategy for BA Business Management is delivered through a range of methods: Teaching methods include a mix of lectures, tutorials, seminars, guest speakers and group and individual work under supervision. Lectures are employed to impart information and knowledge in an efficient way to larger groups of students. In tutorials and seminars and group working the learning is interactive and often involves student presentations. As students progress 14 of 24

from Level 4 to Level 6 the material covered increasingly challenges students to engage with current debates, to think critically and to study independently. Assessment methods are tailored to the specific needs of each module, and are designed to reflect student progression from year to year. Methods of assessment include examinations, coursework, groupwork, presentations and learning logs. Assessment is designed to motivate and monitor student performance in attaining appropriate standards in the programme specific knowledge and skills outlined above. Formative assessments will take place in some modules in order to develop student performance and to provide feedback on performance in advance of formal summative assessment. Learning methods involve a mix of guided learning through doing (tutorials, practical exercises, case studies, dissertation), guided study (lectures, seminars, guest speakers, tutorials), guided self-reflective learning (tutorials, learning diaries, human resource management projects) and independent study. 37. Assessment information for students: Code of Practice on Assessment The University has a Code of Practice on Assessment which brings together the main institutional policies and rules on assessment. The Code is an authoritative statement of the philosophy and principles underlying all assessment activities and of the University's expectations in relation to how academic subjects design, implement and review assessment strategies for all taught programmes of study. The Code of Practice includes a number of Appendices which provide more detail on the regulations and rules that govern assessment activity; these include: The University marks scale, marking descriptors and qualification descriptors; The model for non-clinical first degree programmes; The system for classifying three-year, non-clinical, undergraduate degrees; The system for classifying four-year, non-clinical, undergraduate degrees that include a year in industry or a year abroad; Information about students progress, including guidance for students; The procedure for assessment appeals; Regulations for the conduct of exams; The University s policy on making adjustments to exam arrangements for disabled students. The code of practice relating to external examining (see also below) The Academic Integrity Policy, which covers matters such as plagiarism and collusion and includes guidance for students; The policy relating to mitigating circumstances which explains what you should do if you have mitigating circumstances that have affected assessment; and The policy on providing students with feedback on assessment. Please click here to access the Code of Practice on Assessment and its appendices; this link will also give you access to assessment information that is specific to your cohort: A summary of key assessment information is also available in the Your 15 of 24

University handbook. Marking criteria: The marking descriptors for the Management School will be used in marking work on this programme. Other rubrics might be used in individual assessments and are approved by the Board of Studies and are made available to students on VITAL and/or in Module Handbook. These generic marking descriptors are: 1. ASSIGNMENTS 90 100% Thorough and authoritative execution of the brief. Containing evidence of significant independent research, reflective, perceptive, well-structured, showing significant originality in ideas or argument, aptly focussed and very well written, in appropriate register; few areas for improvement. 80-89% Thorough execution of the brief, well-structured, clearly argued, signs of originality and/or independent critical analytical ability. Supported by independent research, materials well utilized; well focussed and very well written. 70-79% Good execution of the brief; well-focussed, knowledgeable, well-written, strong evidence of reading beyond the basic texts and displays mastery of the subject matter. 60%-69% Well-structured and well-focussed answer with strong evidence of reading beyond the basic texts. Well-written with few linguistic errors, thorough and comprehensive in approach. Displays a good knowledge of the subject matter and an ability to discuss theories and concepts. 50-59% Competently structured answer, reasonably well-focussed and comprehensive but tending to be descriptive in approach. Limited evidence of reading beyond the basic texts. Reasonably well-written, perhaps some minor errors in spelling, register grammar or syntax. 40%-49% Relies largely upon lecture materials and basic texts. Descriptive in approach, limited knowledge and understanding of the subject matter displayed; partial and/or containing significant errors and/or irrelevancies; poorly structured. Perhaps some inaccuracies in English which occasionally affect comprehension of ideas. 30%-39% Inadequate execution of the brief. Highly partial and/or containing serious errors; contents partly or substantially irrelevant. Poorly structured. Displays little knowledge of the subject matter. Perhaps some inaccuracies in English which affect comprehension of ideas. 0% - 29% Seriously inadequate execution of the brief. Failure to focus upon the question. Seriously short or even devoid of theoretical under-pinning. Large sections irrelevant. Evidence of potential plagiarism. Perhaps some serious weaknesses in use of English which affect the communication of ideas. 16 of 24

2. EXAMINATIONS 90 Comprehensive and authoritative answer. Containing evidence 100% of significant independent research. Reflective, perceptive, well-structured. Showing significant originality in ideas or argument. Aptly focussed and very well-written. Few areas for improvement. 80-89% Well-focussed, carefully structured and thorough answer. Very well-written. Cogent and clearly argued, showing signs or originality and/or independent critical analytical ability. Supported by independent research. Displays mastery of the subject matter to an exceptional degree. 70-79% Well-focussed answer, cogent, comprehensive, strong evidence of reading beyond the basic texts, displays mastery of the subject matter and ability to discuss theories and concepts in an intelligent and penetrating manner. Well written. 60%-69% Comprehensive and coherent answer, suitably focussed and largely well-written. Evidence of significant reading beyond the basic texts. Displays a good knowledge of the subject matter and an ability to discuss theories and concepts intelligently and analytically. 50-59% Competently structured answer. Reasonably well-focussed and comprehensive but tending to be descriptive in approach. Limited evidence of reading beyond the basic texts. Reasonably well-written. 40%-49% Relies largely upon lecture materials and basic texts. Descriptive in approach, displays limited knowledge and understanding of the subject matter. Partial and/or containing significant errors and/or irrelevancies. Poorly structured. Perhaps some weaknesses in English but ideas conveyed. 30%-39% Inadequate reference to relevant concepts and theories. Highly partial and/or containing serious errors. Contents partly or substantially irrelevant. Poorly structured. Displays little knowledge or understanding of the subject matter. Perhaps some weaknesses in English which might affect the communication of ideas. 0% - 29% Seriously inadequate reference to relevant concepts and theories. Near complete or complete failure to focus upon the question. Highly partial and/or containing many serious errors. Large sections irrelevant. Question not answered/question not attempted. Perhaps some serious weaknesses in English which might affect the communication of ideas. 3. DISSERTATIONS 90 Theoretically or practically significant topic. Clearly defined 100% research question, meticulous literature review, careful execution of research design, high quality analysis, discussion and conclusions. Signs of originality in selection of question and/or approach to research. Presentation excellent. Makes a significant contribution to knowledge. Very well-written in appropriate register. Potentially publishable. 80-89% Carefully designed and executed study. Sound theoretical framework based upon good literature review and carefully formulated approach. Clearly articulated research question, use of appropriate methodology, reflective and thorough 17 of 24

discussion, defensible conclusions. Presentation excellent. Very well-written appropriate register. Useful contribution to knowledge. 70-79% Carefully designed and executed study. Sound theoretical framework based upon good literature review. Carefully formulated approach and evidence of independent critical ability. Clear conclusions, detailed recommendations for practice. Presentation excellent and well-written. 60%-69% Adequately designed and executed study. Adequate literature review and framing of study and good effort to collect data. Ability to reflect upon weaknesses in approach. Clear conclusions, detailed recommendations for practice. Presentation good. Well-written with few linguistic errors. 50-59% Generally adequate design and execution. Generally adequate literature review, framing of study and attempt to collect data, but may contain weaknesses in approach, for example, poor alignment of research question and methodology; failure to obtain all of the requisite data, conclusions lame, recommendations for practice weak or omitted. Presentation satisfactory. Reasonably well-written, perhaps some errors in spelling, grammar, register or syntax. 40%-49% Evidence of independent research but barely adequate design and execution. Literature review partial, framing of study imprecise; data collection partial. Poor alignment of research question and methodology. Conclusions lame, recommendations for practice weak or omitted. Presentation barely satisfactory. Perhaps some weaknesses in English but ideas are communicated. 30%-39% Makes some attempt to conduct independent research but unsatisfactory on one or more of the following counts: adequacy of literature review; design and methodology; data collection; analysis, discussion and conclusions and general standard of presentation. Perhaps some weaknesses in English which might affect the communication of ideas. 0% - 29% Submission contains serious weaknesses on one or more of the following counts: adequacy of literature review; design and methodology; data collection; analysis, discussion and conclusions and general standard of presentation. Evidence of plagiarism. Perhaps some serious weaknesses in English which might affect the communication of ideas. 4. PRESENTATIONS 90 Engaging presentation involving good use of visual aids, clear 100% introduction, delivery and summary. Materials well organised. Time limits observed. Questions responded to with courtesy and authority. Contents well-focussed upon the brief. Evidence of research beyond basic texts and lecture materials and the ability to use materials in a creative and original manner. Little scope for improvement. 80-89% Engaging presentation involving good use of visual aids, clear introduction, delivery and summary. Materials well organised. Time limits observed. Questions responded to with courtesy and authority. Contents well-focussed upon the brief. Evidence of research beyond basic texts and lecture materials and the ability to use materials in a creative and original 18 of 24

manner. Scope for minor improvement on one or more points. 70-79% Generally engaging presentation involving good use of visual aids, clear introduction, delivery and summary. Materials well organised. Time limits observed. Questions responded to with courtesy and authority. Contents generally appropriate and well-focussed upon the brief. Evidence of research beyond basic texts and lecture materials. 60%-69% Generally satisfactory presentations involving clear introduction, delivery and summary and possibly supported by visual aids. Good focus upon the brief. Materials wellorganised, time limits observed, questions responded to with courtesy. Contents generally appropriate, satisfactory focus upon the brief. Evidence of research beyond basic texts and lecture materials. 50-59% Generally satisfactory presentation but slippage on one or more of the following points: introduction; delivery of main presentation and summary; appropriateness of visual aids; general organisation of presentation including observance of time limits and dealing with questions. Presentation based mainly on basic texts /lecture materials. 40%-49% Barely satisfactory presentation involving weaknesses on one or more of the following points: introduction; delivery of main presentation and summary; appropriateness of visual aids; general organisation of presentation including observance of time limits and dealing with questions. Presentation based mainly on basic texts and lecture materials. May be partial and contain errors. 30%-39% Unsatisfactory presentation involving weaknesses on one or more of the following points: delivery of main presentation and summary; use and appropriateness of visual aids; general organisation of presentation including observance of time limits and dealing with questions. Presentation based mainly on basic texts and lecture materials. May be partial and contain errors. 0% - 29% Highly unsatisfactory presentation possibly involving complete failure to focus upon the brief. Alternatively, may involve serious and multiple weaknesses as regards introduction, delivery of main presentation and summary, use and appropriateness of visual aids and general organisation of presentation including observance of time limits and dealing with questions. Presentation based mainly upon lecture materials. May be partial and contain errors. 5. UNDERGRADUATE PORTFOLIOS, LEARNING LOGS AND JOURNALS 90 100% Comprehensive and highly detailed records. Carefully structured, extensive evidence of critical and creative reflection upon almost every aspect of course content supported by extensive reading and/or other sources of information. Hard to identify gaps or suggestions for improvement. Excellent standard of presentation and well-written 80 89% Comprehensive and detailed, systematically structured, significant evidence of critical and creative reflection upon course content supported by extensive reading and/or other sources of information. Few gaps or suggestions for 19 of 24

improvement. Excellent standard of presentation and wellwritten 70 79% Comprehensive and detailed, systematically structured, significant evidence of creative and critical reflection upon course content supported by extensive reading and/or other sources of information. Few gaps or suggestions for improvement. Well-written and excellent standard of presentation. Possibly some weaknesses but compensated for by a high level of achievement upon other criteria. 60 69% Comprehensive and detailed, systematically structured. Evidence of sustained reflection upon course content supported by substantial reading and/or other sources of information. Excellent standard of presentation. Reasonably well-written. 50 59% Systematically structured and reasonably comprehensive, supported by reasonable substantial reading and/or other sources of information. Reasonably detailed though there may be evidence of work missing or otherwise not sustained. Good standard of presentation but tending to be descriptive/anecdotal rather than reflective. Reasonably wellwritten, but perhaps some errors in spelling, grammar, register or syntax. 40 49% Adequately structured and reasonably comprehensive but lacking in detail. Evidence of reading and/or other sources of information tending to be superficial. Adequate standard of presentation but predominantly descriptive/anecdotal rather than reflective. Perhaps some weaknesses in English but ideas are communicated. 30 39% Structuring barely adequate. Contents partial and level of detail and evidence of reading and/or other sources of information patchy. Presentation barely adequate, may contain irrelevant material. Little attempt made to engage in reflection. Perhaps some weaknesses in English which might affect the communication of ideas. 20 29% A very thin presentation, that is, inclusion of materials inadequate, virtually no attempt whatsoever to reflect upon materials. Presentation inadequate, for example, lacking proper diary, little use made of sign-posting or other aids to comprehension. Little or no evidence of reading and/or investigation of other sources of information. Perhaps some serious weaknesses in English which might affect the communication of ideas. 0 19% A very thin presentation, that is, inclusion of materials seriously inadequate, virtually no attempt whatsoever to reflect upon materials and in any case, hardly any materials, reading or other sources of information to reflect upon. Presentation inadequate, for example, lacking proper diary, little use made of sign-posting or other aids to reading. May contain irrelevant material. Perhaps some serious weaknesses in English which might affect the communication of ideas. The External Examiner External Examiners are responsible for ensuring that awards made by the University of Liverpool are of a comparable standard with those of similar subjects and awards of other Higher Education Institutions in the United Kingdom. More information about external examiners is in the University's Code of Practice on the External Examiner 20 of 24

System at Appendix H to the Code of Practice on Assessment (see reference above). 38. Student representation and feedback: Business Management students will be represented on the Business Staff-Student Liaison Committee. A Business Staff-Student Liaison Committee will be established in accordance with the University Code of Practice on Student Representation (a copy of which can be accessed at: http://www.liv.ac.uk/media/livacuk/tqsd/student-enhancement/studentrepresentation/cop_on_student_representation.pdf) The Business Staff-Student Liaison Committee will normally meet at least three times a year. The membership of the Business Staff-Student Liaison Committee, its terms of reference, and the manner in which it conducts its business will conform to the requirements of the Annex to the Code of Practice on Student Representation. Elections to the Business Staff-Student Liaison Committee will be carried out within the structure determined by the University Student Representation Steering Group, and Programme Representatives will be encouraged to attend the training provided for them by the Guild of Students. Members of the Business Staff-Student Liaison Committee will be invited to join the ULMS Board of Undergraduate Studies as student representatives and will also have the opportunity to sit on Faculty-level committees. The Board of Undergraduate Studies receives the minutes of all Staff-Student Liaison Committees and will provide feedback to the Committees on action to be taken. Modules are evaluated by questionnaire at the end of every semester. This feedback and any action plan resulting will be considered at Module Review Boards at the end of the semester, and action taken as a result will be made available to students through VITAL. A programme questionnaire will be conducted at the end of every academic year and the feedback will be considered by the Board of Undergraduate Studies. The results and action plans arising from this feedback will be posted on the VITAL programme pages. Students may also be asked to provide feedback on various issues throughout the academic year where requested by the Board of Undergraduate Studies. Such feedback may come via Staff-Student Liaison Committees, or may be sought by questionnaire to the student group (or relevant parts thereof). Students may also submit feedback throughout the academic year via the Instant Feedback Facility. Complaints and queries will be passed anonymously to the Director of Undergraduate Studies for further investigation and response. Students are encouraged to approach their module leader in the first instance with any concerns that they may have. 21 of 24

Part F: Status Of Professional, Statutory Or Regulatory Body Accreditation 39. Status of Professional, Statutory or Regulatory Body Accreditation: Not applicable. Part G: Diversity & Equality Of Opportunity And Widening Participation 40. Diversity & Equality of Opportunity and Widening Participation: The programme design, structure and content are consistent and compliant with the University s Diversity and Equality of Opportunity Policy. In particular, awareness of diversity and equality is raised through the study of Human Resource Management modules and the compulsory module ULMS202 Business and Employment Law. MKIB227 Women in Management is a popular optional module that looks at equality and diversity gender issues. Applications from students of all backgrounds are encouraged, and students may elect to study on a part-time basis if their personal circumstances require this. The School s Disability Officer ensures that module leaders are aware of any students specific needs in order that no student is inadvertently discriminated against because of their disability. The programme attracts a large cohort of international students, and the School works with the English Language Centre to provide targeted English language support classes specifically tailored to the needs of Business Management students who use English as a second language. The School also runs a series of Study Skills sessions in ULMS Extra slots in order to ensure that students from nontraditional entry qualifications (e.g. BTEC) are given the opportunity to develop study skills. Annex 1 Annex of Modifications Made to the Programme Please complete the table below to record modifications made to the programme. Description of modification (please include details of any student consultation undertaken or confirm that students consent was obtained where this was required) February 2012 - Amendments to the programme structure following curriculum review. Changes to be introduced Minor or major modifications Major modifications Date approved by FAQSC Date approved by AQSC (if applicable) Cohort affected April 2012 2012 entrants onwards 22 of 24

from 2012 entry and so student consultation not required. April 2014 following staff recruitment, a number of optional modules were introduced to the programme: MKIB261; ULMS205; ULMS211; ULMS230; MKIB310; MKIB365; MKIB367; ULMS300; ULMS360; ULMS364; ACFI320 ULMS257 was withdrawn MKIB360 was replaced by MKIB369 ULMS370 and ULMS351 swapped semesters A dissertation module, ULMS399 was introduced February 2015 a number of minor modifications: ECON127 moves to semester one MKIB155 moves to semester two ULMS157 withdrawn (effective 2015-16) and replaced by a new level two module, ULMS2XX Introduction to HRM (effective 2016-17) ULMS252 moves to semester one ULMS251 moves to semester two MKIB225 becomes compulsory previously students had to choose between either MKIB225 or MKIB253 ACFI205 becomes optional rather than compulsory (effective 2016-17) Minor modifications these additions do not affect the overall learning outcomes of the programme Minor modifications these changes do not affect the learning outcomes of the programme Level two modules 2013 entrants onwards Level three modules 2012 entrants onwards Level one 2015 cohort ULMS251/ ULMS252/ MKIB225 changes 2014 cohort All other level two changes 2015 cohort 23 of 24

No changes to year three 24 of 24