BA Business and Management Programme Specification 2024-25

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1	ACADEMIC QUALITY TEAM
2	Programme Specifications 2024-25
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5	Programme Title			BA Business and Management/BA Business and Management with a Year in Industry/BA Business and Management with a Year Abroad
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7	This document applies to students who commenced the programme(s) in:			2024, 2023, 2022, 2021		Award type			BA
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9	What level is this qualification?			Level 6		Length of programme			3 years/4 years
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11	Mode of study (Full / Part Time)			Full Time
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13	Will the programme use standard University semester dates?			Yes		For York Online programmes, will standard dates for such programmes be used?			N/A
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15	Awarding institution			University of York		Board of Studies for the programme			SBS
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17	Lead department			SBS		Other contributing departments			None
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19	Language of study and assessment			English		Language(s) of assessment			English
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21	Is this a campus-based or online programme?			Campus-based
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23	Partner organisations
24	If there are any partner organisations involved in the delivery of the programme, please outline the nature of their involvement. You may wish to refer to the Policy on Collaborative Provision
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28	Reference points
29	Please state relevant reference points consulted in the design of this programme (for example, relevant documentation setting out PSRB requirements; the University's Frameworks for Programme Design (UG or PGT); QAA Subject Benchmark Statements; QAA Qualifications and Credit Frameworks).
30	QAA Subject Benchmark statement for Business Management (2019). University Framework for programme design (23/24 onwards). AACSB accreditation standards.
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33	Credit Transfer and Recognition of Prior Learning
34	Will this programme involve any exemptions from the University Policy and Procedures on Credit Transfer and the Recognition of Prior Learning? If so, please specify and give a rationale
35	N/A
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38	Exceptions to Regulations
39	Please detail any exceptions to University Award Regulations and Frameworks that need to be approved (or are already approved) for this programme. This should include any that have been approved for related programmes and should be extended to this programme.
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43	Internal Transfers
44	Please use the boxes below to specify if transfers into / out of the programme from / to other programmes within the University are possible by indicating yes or no and listing any restrictions. These boxes can also be used to highlight any common transfer routes which it would be useful for students to know.
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46		Transfers in:	Students on the BSc Business and Management degree may transfer at the end of the 1st year to the BA Business and Management degree providing: (1) they are in good academic standing (i.e. have passed all first year modules).			Transfers out:	Students on the BA Business and Management degree may transfer at the end of the 1st year to the BSc Business and Management degree providing: (1) they are in good academic standing (i.e. have passed all first year modules) and (2) they have a pass at grade B in GCSE Mathematics"
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49	Statement of Purpose
50	Please briefly outline the overall aims of the programme. This should clarify to a prospective student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
51	The University of York Management School is a socially progressive Management School aiming to produce graduates equipped for the challenges facing the economy in the years ahead. The BA in Business and Management is an academically rigourous programme which aims to equip you to become a holistic, resourceful, autonomous and reflective practitioner of Management. Our programme will support you to be able to independently identify and develop your own specialisms, and creatively engage with multiple disciplines. You’ll be numerically and digitally literate, robust and ethically sound, sensitive to 21st century workplace needs for sustainability and diversity. You will leave UYMS capable of seeking out, collating, managing, and analysing information to make evidence-based decisions that you will be able to summarise and present confidently and coherently.
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62	If there are additional awards associated with the programme upon which students can register, please specify the Statement of Purpose for that programme. This will be most relevant for PGT programmes with exit awards that are also available as entry points. Use additional rows to include more than one additional award. Do not include years in industry / abroad (for which there are separate boxes).
63	Exit Award Title			Is the exit award also available as an entry point?	Outcomes: what will the student be able to do on exit with this award?			Specify the module diet that the student will need to complete to obtain this exit award
64	Certificate of Higher Education (CertHE)			N/A	Students will have begun to develop an understanding of the concepts behind the PLOs, but will not have fully achieved them.			120 credits overall required, with least 90 credits at level 4 (C) or higher.
65	Diploma of Higher Education (DipHE)			N/A	Students will have an intermediate understanding of the concepts behind the PLOs, but will not have fully achieved them.			240 credits overall required, with least 90 credits at level 5 (I) or higher.
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67	Programme Learning Outcomes
68	What are the programme learning outcomes (PLOs) for the programme? (Normally a minimum of 6, maximum of 8). Taken together, these outcomes should capture the distinctive features of the programme and represent the outcomes that students progressively develop in the programme and achieve at graduation. PLOs should be worded to follow the stem 'Graduates will be able to...'
69	1	Champion sustainable and ethical principles, engage in socially and internationally-aware approaches to complex business and management situations, and reflect upon their consequences.
70	2	Identify and diagnose problems in business and management by applying management theories, frameworks and experience to specific cases.
71	3	Manage business, management and organisational information by critically evaluating the quality of the evidence base, overcoming ambiguity by identifying gaps and inadequacies, and using suitable methods to collect and collate relevant data.
72	4	Make robust, creative and evidence-based managerial decisions by critically analysing textual and numerical information and data using appropriate qualitative and quantitative techniques.
73	5	Argue for specific management and business proposals and recommendations by presenting relevant and appropriately detailed information, coherently, articulately and confidently.
74	6	Act efficiently and professionally to put managerial decisions into practice taking into account the organisational context together with time and resource constraints.
75	7	Liaise and work with others to deliver team projects, across cultures, in a professional and collegial manner.
76	8	Engage in continuing professional development by critically evaluating personal strengths and weaknesses, keeping up-to-date with relevant business and management ideas and practices.
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78	Diverse entry routes
79	Detail how you would support students from diverse entry routes to transition into the programme. For example, disciplinary knowledge and conventions of the discipline, language skills, academic and writing skills, lab skills, academic integrity.
80	Inclusive teaching, learning and assessment is an approach which recognises, reflects and celebrates the diverse backgrounds, experiences and identities of our student body. It gvies all students the opportunity to fully take part in the University of York community , and to flourish in their academic studies. The includes designing an inclusive curriculum and inclusive assessment approaches; with consideration of how to create a sense of community and belonging for all students as part of teaching and learning. The programme utilises a variety of assessment techniques, and where possible flexible approaches to assessment are used which enable students to apply learning in their own context. Assessments are also designed to be authentic and therefore reflect what students will be expected to do when they progress into employment or continue into further study. The curriculum has been designed to give students the opportunity to develop and apply important soft skills that employers are looking for. Transition into higher education is supported at programme level by a series of induction activities that run throughout semester one and academic skills development is embedded in year 1 modules (for example academic referencing and writing skills). Programme teams work in partnership with students to develop and run extra-curricular events throughout the year aimed at bringing students from different backgrounds together to create an inclusive learning community.
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89	Inclusion
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91	Please confirm by ticking the box on the right that the design, content and delivery of the programme will support students from all backgrounds to succeed. This refers to the University's duties under the Equality Act 2010. You may wish to refer to the optional Inclusive Learning self-assessment tools to support reflection on this issue.									TRUE
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93	Employability
94	Please give a brief overview - no more than 5 sentences - of how the programmes helps develop students' employability. Your Faculty Employability Manager can help reflection on this issue. This statement will be used by Marketing as the basis for external content with respect to employability.
95	Learning within the programme is tailored to increase your employability from the very start. We will help you to build and evidence the competencies that graduate-level employers look for including team working, creativity, leadership potential, communication skills, motivation, professionalism, commercial acumen, professional development and sustainable practice. If you choose to do a placement year with us, you will build on these competencies further, not only equipping you for the jobs market but enhancing your final year by providing you with experience for analysis and reflection. By the time you leave you will have a range of both academic and professional experience to draw upon in the jobs market.
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