Name of Programme
BSc (Hons) Business Management
Final Award
BSc (Hons)
Awarding Institution/Body
University Of Buckingham
Teaching Institution
University Of Buckingham
School of Study
School of Business [Management]
Programme Code(s)
UBSF3SBZ / Full Time / 3 Years
Professional Body Accreditation
Relevant Subject Benchmark Statement (SBS)
QAA: Business and Management (2019)
Admission Criteria
A-level: BBB-BCC (or equivalent)
IB: 32-30 (or equivalent)
National Diploma: DMM
UCAS tariff: 112
Applicable Cohort(s)
September 2023 Onwards
FHEQ Level
Summary of Programme
The Business Management degree is designed to develop, energise and challenge students to become desirable and employable graduates equipped with a thorough understanding of work and management in the ever changing context of world business. The course addresses the contemporary needs of businesses nationally and globally to produce graduates that are not only knowledgeable, resourceful and ethical but are also equipped with professional skills, attitudes and behaviours linked to successful business careers. With renowned individualised attention from module tutors and a personal tutor system that is par excellence, this course will encapsulate delivery of the course in small tutorial groups to enhance student engagement and learning. With a key focus on work-relevant employability skills both integrated in their curriculum and also taught separately to exaggerate the nuances of the complex workplace, students will learn both knowledge and application of management concepts, skills and behaviours. The graduates of this course will be convincingly transformed into highly desirable, competitive and business-ready graduates during their 2 year journey in Buckingham.
Educational Aims of the Programme
• To provide students with the knowledge and understanding of the key areas of business and management; the relationships between them and their application in practice
• To enable students to appreciate the uncertainties and complexities of business organisations, their environments and management, both in theory and practice
• To enable students to develop and demonstrate competence in both subject-specific and generic skills and attributes relevant to the global workplace and enhance employability in general
• To develop students to become independent and responsible learners, interacting with a wide array of learning resources and exhibiting critical analysis and evaluation in integrating theory and practice and exploring possible solutions
Programme Outcomes

Knowledge and Understanding

On successful completion of the programme, students should be able to demonstrate relevant knowledge and understanding of :
• Organisations: this encompasses the internal aspects, functions and processes of organisations including their diverse nature, purposes, structures, size/scale, governance, operations and management, together with the individual and corporate behaviours and cultures which exist within and between different organisations and their influence upon the external environment.
• The business environment: this encompasses the fast pace of change within a wide range of factors, including economic, environmental, cultural, ethical, legal and regulatory, political, sociological, digital and technological, together with their effects at local, national and global levels upon the strategy, behaviour, management and sustainability of organisations.
• Management: this encompasses the various processes, procedures and practices for effective management of organisations. It includes theories, models, frameworks, tasks and roles of management, including the management of people and corporate social responsibility, together with rational analysis and other processes of decision making within different organisations.
Specifically, this includes detailed knowledge and understanding of
1. Markets: the development, access and operation of markets for resources, goods and services.
2. Marketing and sales: different approaches for segmentation, targeting, positioning generating sales and the need for innovation in product and
service design.
3. Customers: management of customer expectations, relationships and development of service excellence.
4. Finance: the sources, uses and management of finance and the use of accounting and other information systems for planning, control, decision making and managing financial risk.
5. People: leadership, management and development of people and organisations including the implications of the legal context.
6. Organisational behaviour: design, development of organisations, including cross-cultural issues, change, diversity and values.
7. Operations: the management of resources, the supply chain, procurement, logistics, outsourcing and quality systems.
8. Information systems and business intelligence: the development, management, application and implementation of information systems and their impact upon organisations.
9. Communications: the comprehension and use of relevant communications for application in business and management, including the use of digital tools.
10. Digital business: the development of strategic priorities to deliver business at speed in an environment where digital technology has reshaped traditional revenue and business models.
11. Business policy and strategy: the development of appropriate policies and strategies within a changing environment to meet stakeholder interests, and the use of risk management techniques and business continuity planning to help maximise achievement of strategic objectives.
12. Business innovation and enterprise development: taking innovative business ideas to create new products, services or organisations including the identification of Intellectual Property and appreciation of its value.
13. Social responsibility: the need for individuals and organisations to manage responsibly and behave ethically in relation to social, cultural, economic and environmental issues.

Teaching/Learning Strategy

The learning and teaching strategies employed in this programme aim to develop the inter-relationships among, and the integration of, the different areas of knowledge and understanding of organisations, the business environment in which they operate and their management.
• Core knowledge and understanding (in all areas numbered 1-13) is acquired through formal/interactive lectures, tutorials, seminars, as well as group activities ( presentations, role plays, simulations) and guided independent or group study.
• Workshops / talks / presentations / simulations by invited experts and practising managers will provide real world input 1-13). Where possible and relevant, field trips to business locations will be arranged.
• Scheduled sessions and individual consultation will be available for students to provide academic support as appropriate and deemed necessary for effective learning to take place for modules (areas 1-13). Specifically, where students make transitions between higher education qualification levels (4,5 and 6) induction workshops will be scheduled to enable students to appreciate the learning outcomes (expressed in terms of knowledge, understanding and abilities) relevant to that level of study, based on the outcome-based approach to qualification.
• The business simulation and project in particular can be identified as modules will allow the students to put their knowledge into practice (1-13). To be specific, the exact topic of the project would decide which topics (out of the list 1-13 would be relevant).

Assessment Strategy

The assessment methods employed are diverse and assist in developing skills in their own right. In designing the assessments consideration is given to how best the assessment can engage the student.

Assessment methods for the modules include
• coursework reports, article reviews and essays
• examinations
• presentations
• case study analysis
• dissertations and research projects
• posters
• learning journals and portfolios
• simulations
• movie analysis
• role plays and analysis
• practicals ( such as a business pitch)
• Creative assessment is suggested, where it maximises the learning in a particular context (for example in international group work).
• Where assessment is completed in groups, careful consideration is given to the extent of group work in a programme and the attribution of group versus individual marks. Furthermore, students will be coached on group working, as a focus for future employability and through the focus on skills within the programme as a whole.
• Whilst generally assessment is done by module lecturers and tutors, peer review and assessment will be used, as it can assist in engaging students with their learning. In this regard, clear guidance will be provided to students, and limits set on the weighting of peer assessment in a unit/module.
• Where possible and relevant, assessment is designed to provide opportunities to learn through formative assessment and feedback, and to support learning from level to level.
• Scheduled sessions and individual consultation will be available for students to provide academic support as appropriate and deemed necessary for effective learning to take place for modules (areas 1-13). Specifically, where students make transitions between higher education qualification levels (4,5 and 6) induction workshops will be scheduled to enable students to appreciate the learning outcomes (expressed in terms of knowledge, understanding and abilities) relevant to that level of study, based on the outcome-based approach to qualification.
• Feedback will be regularly provided to students about their performance in assessments. Furthermore, at the beginning of each term, feedback/feedforward sessions will be scheduled to not only review the extent of learning in the previous term but also to focus on how the student can further their learning.
Programme Outcomes

Cognitive Skills

On successful completion of the programme, students should be able to demonstrate relevant cognitive and intellectual skills :
1. Problem solving and critical analysis: analysing facts and circumstances to determine the cause of a problem and identifying and selecting appropriate solutions. This includes applying theory in practice or using practice to embed /contextualise theory
2. Research: the ability to analyse and evaluate a range of business data, sources of information and appropriate methodologies, which includes the need for strong digital literacy, and to use that research for evidence-based decision-making.
3. Commercial acumen: based on an awareness of the key drivers for business success, causes of failure and the importance of providing customer satisfaction and building customer loyalty.
4. Innovation, creativity and enterprise: the ability to act entrepreneurially to generate, develop and communicate ideas, manage and exploit intellectual property, gain support, and deliver successful outcomes.
5. Numeracy: the use of quantitative skills to manipulate data, evaluate, estimate and model business problems, functions and phenomena.

Teaching/Learning Strategy

• Cognitive skills (in areas 1-5) is acquired through formal/interactive lectures, tutorials, seminars, as well as group activities (for example presentations, role plays, simulations, and project) and guided independent or group study. Guided discussions within these strategies will facilitate the development of cognitive skills.
• Scheduled sessions and individual consultation will be available for students to provide academic support as appropriate and deemed necessary for effective learning to take place for modules (areas 1, 2 and 5). Specifically, where students make transitions between higher education qualification levels (areas 4,5 and 6) induction workshops will be scheduled to enable students to appreciate the learning outcomes (expressed in terms of knowledge, understanding and abilities) relevant to that level of study based on the outcome-based approach to qualification.

Assessment Strategy

Cognitive skills in areas 1-5 are assessed by a range of methods including but not limited to coursework (case study analysis, article review etc.), examinations and group and individual projects and presentations. For a more detailed discussion of all assessments used see previous section under Knowledge and Understanding. Essentially assessments will examine knowledge and understanding as well as cognitive skills.
Programme Outcomes

Practical/Transferable Skills

Graduates should be able to demonstrate a range of competencies not only specific to business and management but also generic skills. They should be able to demonstrate relevant personal and interpersonal skills, which include the following skills and abilities:

1. Personal skills:
• Research and data management skills which include the ability to evaluate, analyse and synthesise a range of information sources, including data to make evidence-based decisions
• Demonstrate digital literacy
• Demonstrate IT competence, as a tool for effective communication
• Articulating and effectively explaining complex information.
• Communication and listening including the ability to produce clear, structured communications in a variety of media and making presentations, pitches etc.
• Emotional intelligence and empathy.
• Conceptual and critical thinking
• Decision-making and problem-solving skills
• Self-management: a readiness to accept responsibility and flexibility, to be resilient, self-starting and appropriately assertive, to plan, organise and manage time.
• Self-reflection: self-analysis and an awareness/sensitivity to diversity in terms of people and cultures.
• Academic referencing

2. Interpersonal skills:
• People management: to include communications, team building, negotiation and managing conflict, providing feedback, leadership and motivating others
• Ability to work collaboratively both within a team and with external partners
• Ability to work with people from a range of cultures and diverse backgrounds
• Building and maintaining relationships.
• Networking: an awareness of the interpersonal skills of effective listening, negotiating, persuasion and presentation and their use in generating business contacts

Teaching/Learning Strategy

• This programme is heavily focussed on future employability prospects for its graduates. Consequently, there is a focused attempt within this programme to incorporate and facilitate the development of employability skills and abilities. Skill-based modules run throughout the length of the programme. Initially these are focused on the personal skills (areas under PS/TS 1) and slowly move on to build students’ perception and expertise in Interpersonal skills (PS/TS 2). In the last 6 months of the programme, students are provided sessions that will enable them to enhance their employability skills and prepare for the world of work.
• In addition to the skills-based modules, personal and interpersonal skills are reinforced throughout the programme by student preparation for tutorials /workshops/ seminars/ interactive lectures for specific modules/subject areas. Furthermore, students conducting research for coursework, writing reports and making oral presentations within prescribed deadlines and timeframes will allow for them to also better their personal skills (PS/TS 1-2)
• Interpersonal skills will be enhanced throughout through group-based assessments ( formative and summative) (PS/TS 2)

Assessment Strategy

• Assessment of practical/transferable skills (PS/TS 1-2) will be done in three main ways.
• Primarily, this will be done as part of the skill-based modules running throughout the programme. This will include the development of a Personal development log, creating a skill-based portfolio including reflective elements.
• Secondly, to embed and assess skills within the module curriculum, module-based assessments will also include a skills-based reflective section.
(where possible and relevant)
• Thirdly, peer-assessment and self-assessments will also be a component of the assessment strategy where appropriate within the assessments (as outlined earlier in this document) to enhance personal and interpersonal skills.
External Reference Points
a) UK quality code for Higher education (Part A – setting and maintaining academic standards).
b) Framework for Higher Education Qualifications of UK degree-awarding bodies ( October 2014)
c) Academic credit framework
d) Academic credit in higher education in England - an introduction
e) Subject Benchmark Statement ( Business and Management) ( February 2015)
f) UK quality code for Higher education (Part B: Assuring and Enhancing Academic Quality – Chapter B1: Programme design, development and approval, Chapter B3 Learning and Teaching; Chapter B4: Enabling student development and achievement; Chapter B6: Assessment of students and the Recognition of Prior learning)
g) The Higher education Framework series from the Higher Education Academy (HEA) :
i) Framework for Internationalising Higher education
ii) Framework for embedding employability in Higher Education
iii) Framework for student access, retention, attainment and progression in higher education -
iv) Framework for transforming assessment in higher education -
v) Pedagogy for employability- Higher education academy
• UK Commission for Employment and Skills –Employer skills survey 2015
• Universities UK - Supply and demand for higher level skills
• Universities UK - Patterns and trends in UK Higher education 2015
• Universities UK- Forging Future Building higher level skills through university and employer collaboration
• CMI (2014) 21st century leaders: building practice into the curriculum to boost employability
Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each course unit/module can be found in the departmental or programme handbook. The accuracy of the information contained in this document is reviewed annually by the University of Buckingham and may be checked by the Quality Assurance Agency.
Date of Production
Winter 2023
Date approved by School Learning and Teaching Committee
Winter 2023
Date approved by School Board of Study
Winter 2023
Date approved by University Learning and Teaching Committee
Winter 2023
Date of Annual Review



BSc (Hons) Business Management

UBSF3SBZ / Full Time / September Entry
Term 1
Understanding Business and Management with Embedded Academic Skills [L4/30U] (BUFUNBM)
Prelim Examinations
Term 2
Innovation and Entrepreneurship [L4/15U] (BUFIENT)
Information-based Decision Making [L4/15U] (BUFIBDM)
Personal Effectiveness & Communication Skills [L4/15U] (BUFPECS)
Term 3
Accounting for Business [L4/15U] (BUFAC4B)
Economics for Business [L4/15U] (BUFEC4B)
Marketing Fundamentals [L4/15U] (BUFMFUN)
Prelim and Part 1 Examinations
Term 4
Law for Small Business [L5/15U] (BUFLSBU)
Cross-cultural Management [L5/15U] (BUFCCM5)
Part 1 Examinations
Term 5
Social Enterprise [L6/15U] (BUFSOEN)
Preparing for your career [L5/15U] (BUFPFYC)
Term 6
Corporate Strategy and Strategic Management [L6/15U] (BUFCSSM)
Creativity, Innovation and Entrepreneurship [L6/15U] (BUFCIEN)
One of:
Business Success through Service Excellence [L6/15U]
Corporate Social Responsibility and Ethical Behaviour [L6/15U]
Digital Economy and Digital Business [L6/15U] (BMAPXXXX1)
Research Skills for Business [L6/15U] (BUFRSKB)
Part 1 and Part 2 stage 1 Examinations
Term 7
Accounting for Decision-Making [L5/15U] (BUFA4DM)
Globalisation and International Business [L5/15U] (BUFGLIB)
Sustainable Operations [L5/15U] (BUFSOPS)
Part 2 Stage 1 and 2 Examinations
Term 8
Managing People and Change [L6/15U] (BUFMPCH)
One of:
Psychology of Work [L6/15U]
Supply Chain Management [L6/15U]
Consumer Behaviour [L6/15U]
Finance for Managers [L6/15U] (BMWPXXXX1)
Term 9
Business Simulation [L6/15U] (BUFBUSI)
Project [L6/30U] (BUFPROJ)
Part 2 Stage 2 Examinations