ICON College of Technology and Management

Course Handbook
HND in Business - RQF

 Unit 21-22,

ICON COLLEGE 1-13 Adler Street

London E1 1EG

OF TECHNOLOGY AND MANAGEMENT Tel: +44 20 7377 2800 / 7247 7300

Fax: +44 20 7377 0822
Website: www.iconcollege.com
E-mail: [email protected]

Pearson BTEC Level 5 HND in Business (RQF)

Course Code: TNA67

Unit Details
Unit Level 4 Units (Eight Units, 120 Credit Value) Unit Unit
No Credit
1 Business and the Business Environment Core 15
2 Marketing Essentials Core 15
3 Human Resource Management Core 15

4 Management and Operations Core 15

5 Management Accounting Core 15

6 Managing a Successful Business Project (Pearson- Core 15

set)
8 Innovation and Commercialisation Optional 15

9 Entrepreneurship and Small Business Optional 15

Unit Level 5 Units (Seven Units, 120 Credit Value) Unit Unit
No Credit
11 Research Project (Pearson-set) Core 30
12 Organisational Behaviour Core 15
17 Understanding and Leading Change Optional 15

32 Business Strategy Optional 15

35 Developing Individuals, Teams and Organisations Optional 15

40 International Marketing Optional 15

41 Brand Management Optional 15
 Ap

ICON College of Technology and Management

Semester Structure of Pearson BTEC Level 5 HND in Business
at ICON College of Technology and Management (RQF)

Semester One Semester Two

Unit 1* Business and the Business Unit 5* Management Accounting (L4)

Environment (L4)
Unit 6* Managing a Successful Business
Unit 2* Marketing Essentials (L4) Project (Pearson-set) (L4)

Unit 3* Human Resource Management Unit 8 Innovation and Commercialisation

(L4) (L4)

Unit 4* Management and Operations (L4) Unit 9 Entrepreneurship and Small Business
(L4)

Semester Three Semester Four

Unit 11* Research Project (Pearson-set) Unit 11* Research Project (Pearson-set)
(L5) (L5)

Unit 12* Organisational Behaviour (L5) Unit 17 Understanding and Leading Change
(L5)
Unit 32 Business Strategy (L5)
Unit 35 Developing Individuals, Teams and
Unit 40 International Marketing (L5) Organisations (L5)

Unit 41 Brand Management (L5)

Total credits: 240

Mandatory Core units

Important Note

The College reserves the right to amend the above table as and when required without prior
notice.

ICTM
Course Specifications of HND in Business - RQF
Course titles

BTEC Higher National Diploma in Business

Awarding institution

Pearson Education Ltd

Teaching institution

ICON College of Technology and Management

Accreditation

Pearson; Qualification Accreditation Number (QAN): 601/8365/2

Approval from date: 23 March 2016
Approval from date: 31 August 2021

Final Award

Pearson BTEC Level 5 HND in Business

Progression

The Level 5 Higher National Diploma allows students to specialise by committing to specific
career paths and progression routes to degree-level study.

On successful completion of the Level 5 Higher National Diploma, students can develop their
careers in the business sector through:

Entering employment

Continuing existing employment

Linking with the appropriate Professional Body

Committing to Continuing Professional Development (CPD)

Progressing to university.
The Level 5 Higher National Diploma is recognised by Higher Education providers as meeting
admission requirements to many relevant business-related courses, for example:

BSc (Hons) in Business and Management

ICTM Course Specifications Business-RQF Page 1 of 8

 BA and BSc (Hons) in Business Studies

BSc (Hons) in International Management.

Students should always check the entry requirements for degree Courses at specific Higher
Education providers. After completing a BTEC Higher National Diploma, students can also
progress directly into employment.

Admission requirements

To meet the entry criteria for admission to level 5 HND Courses:

A candidate must have either:

a level 3 qualification
a level 2 qualifications and relevant work experience
or substantial work experience related to the field of proposed study
and,
Demonstrate capability in English equivalent to CEFR level B2 e.g. IELTS 5.5 (including
5.5 for reading and writing), PTE 51 or equivalent.
and,
Demonstrate a Commitment to Study and a reasonable expectation of success on the
Course

International qualifications at the appropriate level will also be accepted. The College will use UK
NARIC to determine the equivalence of any international qualifications.

Where applicants do not have a formal qualification to demonstrate capability in English, they will
be required to undertake the Colleges written English Language test before an offer of a place on
a Course is made. Judgement of their capability in spoken English will be assessed by the Head
of Department at the interview. Suitable alternative arrangements to written tests will be made
where a student declares a disability, specific learning difficulty or long-term health condition on
their application form, e.g. oral questioning, amanuensis etc.

Purpose of the Course

The purpose of BTEC Higher Nationals in Business is to develop students as professional,

self-reflecting individuals able to meet the demands of employers in the business sector and
adapt to a constantly changing world. The qualifications aim to widen access to higher
education and enhance the career prospects of those who undertake them.

Objectives of the Course

The objectives of the BTEC Higher Nationals in Business are as follows:

To equip students with business skills, knowledge and the understanding
necessary to achieve high performance in the global business environment.

ICTM Course Specifications Business-RQF Page 2 of 8

 To provide education and training for a range of careers in business, including
management, administration, human resources, marketing, entrepreneurship,
accounting and finance.
To provide insight and understanding into international business operations and the
opportunities and challenges presented by a globalised market place.
To equip students with knowledge and understanding of culturally diverse
organisations, cross-cultural issues, diversity and values.
To provide opportunities for students to enter or progress in employment in
business, or progress to higher education qualifications such as an Honours degree
in business or a related area.
To provide opportunities for students to develop the skills, techniques and
personal attributes essential for successful working lives.
To provide opportunities for those students with a global outlook to aspire to
international career pathways.
To provide opportunities for students to achieve a nationally-recognised
professional qualification.
To offer students the chance of career progression in their chosen field.
To allow flexibility of study and to meet local or specialist needs.
To offer a balance between employability skills and the knowledge essential for
students with entrepreneurial, employment or academic aspirations.

Relevant external reference points

QAA subject benchmark statements for Business and Business Management

The qualification remains as intermediate level qualifications on the FHEQ. Please
refer to the Pearson programme specification for RQF.

Chartered Institute of Management (CIM), Association of Chartered Certified Accountants

(ACCA), Chartered Institute of Personnel and Development (CIPD).

Credit value

240 credits, levels 4 and 5. Please see details in appendix A

Course learning outcomes

Knowledge and understanding

Students will be expected to gain the following knowledge during the Course of study:
Developing the knowledge, understanding and skills of organisations, the business
environment in which they operate and their management.

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 Demonstrating knowledge and understanding Markets, and Marketing and sales, the
management of resources including the supply chain, procurement, logistics, and
outsourcing.
Equipping students with awareness of Customer management and relationship and
leadership.
Developing knowledge of different financial sources and the use of accounting and
managing financial risk.
Understanding the use of relevant communication in business and management
including the use of digital technology.
Developing appropriate policies and strategies within a changing environment to meet
stakeholders interest and the use of risk management techniques.
Providing innovative business ideas to create new products, services or organisations.
Realising the need for individuals and organisations to manage responsibility and
behave ethically in relation to social, cultural, economic and environmental issues.

Skills

Students will be expected to develop the following skills during the Course of study:

Employability skills:
Cognitive and problem-solving skills: critical thinking, approaching non- routine
problems by applying expert and creative solutions, use of systems and digital
technology, generating and communicating ideas creatively.
Intra-personal skills: self-management, adaptability and resilience, self- monitoring
and self-development, self-analysis and reflection, planning and prioritising.
Interpersonal skills: effective communication and articulation of information, working
collaboratively, negotiating and influencing, self-presentation.

Knowledge and academic study skills

Active research skills

Effective writing skills
Analytical skills
Critical thinking
Creative problem-solving
Decision-making
Team building
Exam preparation skills
Digital literacy
Competence in assessment methods used in higher education.

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Teaching, Learning and Assessment Strategies

The College recognises that its Teaching, Learning and Assessment Strategy is fundamental to
achieving the aims set out in its Mission Statement and to satisfy expectations contained in
appropriate indicators in Chapter B3, B4 and B6 of the UK Quality Code for the Assurance of
Academic Quality and Standards in Higher Education.

The aims of the Teaching, Learning and Assessment Strategy is to achieve the following:
To widen participation from students who are mature, from Black and Minority Ethnic
Communities, and come from lower socio-economic backgrounds
To educate students who are motivated and self-directed critical thinkers, capable of
independent enquiry
To provide students with both sound academic knowledge and vocational expertise
To foster independent and collaborative learning among students and to encourage
lifelong learning leading to enhancing their career potentials
To develop and implement approaches to feedback and assessment that maximise
learning and student outcomes.

(For more details please see The College Quality and Enhancement Manual)

Course structures
All students take a total of 15 units over 2 years to gain an HND in Business. Units are at level 4
(8 units) and level 5 (7 units).

Mandatory Core Units Eight Units:

Business and the Business Environment (L4)

Marketing Essentials (L4)

Human Resource Management (L4)

Management and Operations (L4)

Management Accounting (L4)

Managing a Successful Business Project (Pearson-set) (L4)

Research Project (Pearson-set) (L5)

Organisational Behaviour (L5)

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Optional Units Seven Units:
Innovation and Commercialisation (L4)

Entrepreneurship and Small Business (L4)

Understanding and Leading Change (L5)

Business Strategy (L5)

Developing Individuals, Teams and Organisations (L5)

International Marketing (L5)

Brand Management (L5)

Please see Appendix B for details.

Mode of Study

Full-time and Part-time.

Four semester taught full-time for all students, with minimum 15 hours study per week.

Assessment

The College adheres to the adopted assessment policies and procedures that are published in
the Quality and Enhancement Manual (QAEM) which is in line with the UK Quality Code.
Effective assessment rests with the purpose for which the assessment is carried out as well as
the nature and type of appropriate assessment tools used. In essence the assessment materials
and tools should be fit-for-purpose. The college assessor and internal verifier assured that
assignment brief of the assignments are fair and accurate as much as possible.

As required by Pearson, according to the Course specifications, the key assessment objectives
and strategies are aimed at assessing the achievement of a number of specific learning
outcomes in every unit against specific assessment criteria.

The College uses both formal and informal assessment strategies. The College uses a variety
of assessment methods to enhance learning and improves the validity of assessment. The
assessment methods improve the knowledge of the assessment criteria and what is required to
gain higher grade achievement. There is a range of assessment methods that are utilised, such
as: presentations; written reports. As an informal assessment strategy, the College implements
a formative method of assessment which requires students to submit task by task coursework
during the semester.

This Course is assessed using a combination of ICON College and Pearson-set assignments.
Each year, Pearson will issue a Theme and (for Level 4) a set of related Topics. ICON College
will develop an assignment, to be internally assessed, to engage students in work related to the
Pearson-set Theme.

At Level 4, students will select a Topic to further define their approach to the Theme and
assignment. At Level 5, it is expected that students will define their own Topic, in negotiation with
Tutors, based on the Pearson-set Theme.

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Student support

The teaching philosophy at Icon requires students to be exposed to a range of learning methods
and materials.

All tutors now support their classes by the use of ICON VLE, a suite of electronic web-based
materials that permits students to use the Icon intranet to access materials such as syllabi,
Course plan, reading lists, reading assignments, and PowerPoint presentations for each of their
Courses.

Student Survey is the primary method of obtaining and gauging student feedback at Icon. The
evaluation forms are comprised of both qualitative and quantitative elements. Also Student and
Staff Liaison Panel meetings, held each semester, to discuss Course issues and concerns is
another way to support the student.

The Personal Tutorial System is an essential part of the Colleges Teaching and Learning and
Assessment Strategy. It is also aimed at contributing to enhancement of the teaching and
learning experience of the students. The College assigns every student a designated Personal
Tutor who is available by appointment throughout the academic year as needed. The
relationship between the student and the personal tutor is built on trust and confidentiality.
Whether the problem is related to a financial hardship, accommodation matters, or learning
disabilities and academic difficulties, the Personal Tutor is the first contact point at the College
who would act as a mentor, and guide the student to the right person for further action.

Evaluation and revision

The Assessment Board evaluates the external examiners reports every year and makes sure
the action plans produced from their reports are well managed and the progress is reported to
Academic Board. The College also conducts a feedback on assignments to students by a
formative feedback (task-by-task) sheet which has been commended by standard verifiers of
Pearson as supportive and effective.

Internal verification ensures that before any assignment brief is released to students, clear
assessment criteria, and correct administrative information on assignment are included. Internal
verifier teams identify what changes if any in the assignment brief are required and what
corrective action should be taken by assessor and should ensure that it is fit for purpose.
Internal verifiers check a range of assessment decisions for all assessors and modules by
sampling some of the assignments. In case of unexpected assessment decisions, (e.g.
everybody achieving Distinction in the assignment), additional sampling will be conducted on
individual modules/assessors.

Language of study

English

Course structure

14 X 15 credits units, 1 X 30 unit research project. Please see the appendix A.

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APPENDICES
Appendix A
Pearson BTEC Level 5 HND in Business (RQF)
Course Code: TNA67

Pearson BTEC Level 5 Higher National Diploma in Unit Unit

Business (RQF) Level Credit
Level 4 units:
Core unit 1 Business and the Business Environment 4 15
Mandatory
Core unit 2 Marketing Essentials 4 15
Mandatory
Core unit 3 Human Resource Management 4 15
Mandatory
Core unit 4 Management and Operations 4 15
Mandatory
Core unit 5 Management Accounting 4 15
Mandatory
Core unit 6 Managing a Successful Business Project (Pearson set) 4 15
Mandatory
Optional 8 Innovation and Commercialisation 4 15
unit
Optional 9 Entrepreneurship and Small Business 4 15
unit
Level 5 Units:
Core unit 11 Research Project (Pearson-set) 5 30
Mandatory
Core unit 12 Organisational Behaviour 5 15
Mandatory
Optional 17 Understanding and Leading Change 5 15
unit
Optional 32 Business Strategy 5 15
unit
Optional 35 Developing Individuals, Teams and Organisations 5 15
unit
Optional 40 International Marketing 5 15
unit
Optional 41 Brand Management 5 15
unit
Total: 240 Credits

Appendix B

Unit Syllabus

ICTM Course Specifications Business-RQF Page 8 of 8

Unit 1: Business and the
Business Environment

Unit code L/508/0485

Unit type Core
Unit level 4
Credit value 15

Introduction
The aim of this unit is to provide students with background knowledge and
understanding of business, the functions of an organisation and the wider business
environments in which organisations operate. Students will examine the different
types of organisations (including for profit and not for profit), their size and scope
(for instance, micro, SME, transnational and global) and how they operate.
Students will explore the relationships that organisations have with their various
stakeholders and how the wider external environments influence and shape
business decision-making.
The knowledge, understanding and skill sets gained in this unit will help students to
choose their own preferred areas of specialism in future studies and in their
professional career.

Learning Outcomes
By the end of this unit a student will be able to:
1 Explain the different types, size and scope of organisations.
2 Demonstrate the interrelationship of the various functions within an
organisation and how they link to organisational structure.
3 Use contemporary examples to demonstrate both the positive and negative
influence/impact the macro environment has on business operations.
4 Determine the internal strengths and weaknesses of specific businesses and
explain their interrelationship with external macro factors.

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Essential Content

LO1 Explain the different types, size and scope of organisations

Different types of organisations:

Differences between for profit and not for profit and non-government
organisations (NGOs).
Micro, small, medium-sized enterprises (SMEs). Different business purposes,
objectives and supply of goods and services.
The range of legal structures associated with different forms of business: sole
traders, partnerships and private limited companies.

Size and scope of organisations:

Differences between large, medium-sized and small organisations including
objectives and goals, market share, profit share, growth and sustainability.
Global growth and developments of transnational, international and global
organisations.
Differences between franchising, joint ventures and licensing.
Industrial structures and competitive analysis.
Market forces and economic operations e.g. scarcity and choice, supply and
demand, income elasticity.
Stakeholders and responsibilities of organisations to meet different
stakeholder interests and expectations.

LO2 Demonstrate the interrelationship of the various functions within an

organisation and how they link to organisational structure

The various functions within an organisation:

The role of marketing, finance, human resource management and operations
within an organisational context and the interrelationships.
How functions relate to overall organisation mission and objectives.

Organisational structure:
Different structures depending upon the size and scope of the organisation,
including bureaucratic and post-bureaucratic, parent, strategic business units
(SBUs), matrix and functional levels.
Organisation structures and complexities of transnational, international and
global organisations.

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LO3 Use contemporary examples to demonstrate both the positive and
negative influence/impact the macro environment has on business
operations

The context of the macro environment:

The application of the PESTLE framework and how organisations need to
monitor and forecast external influences.
How the macro environment influences/impacts upon business activities: the
impact of the digital revolution on production and consumption; the impact of
social technologies; cybersecurity; emerging BRICS markets, the global shift
in economic and social power and ethical and sustainable growth.
How organisations go through the transformation process and overcome
resistance to change in response to the changing market environment.

LO4 Determine the internal strengths and weaknesses of specific

businesses and explain their interrelationship with external macro
factors

Frameworks for analysis:

Introduction to SWOT and/or TOWS analysis and how they can assist in the
decision-making process within organisations.
Key external macro factors including the competitive environment and
government intervention that influence organisations and business.

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Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Explain the different types, size and scope of
organisations

P1 Explain different types M1 Analyse how the LO1 & 2

and purposes of structure, size and scope
D1 Provide a critical
organisations; public, of different organisations
analysis of the
private and voluntary link to the business
complexities of different
sectors and legal objectives and product
types of business
structures. and services offered by
structures and the
the organisation.
P2 Explain the size and interrelationships of the
scope of a range of different organisational
different types of functions.
organisations.

LO2 Demonstrate the interrelationship of the various

functions within an organisation and how they link to
organisational structure

P3 Explain the M2 Analyse the

relationship between advantages and
different organisational disadvantages of
functions and how they interrelationships between
link to organisational organisational functions
objectives and structure. and the impact that can
have upon organisational
structure.

LO3 Use contemporary examples to demonstrate both

the positive and negative influence/impact the macro
environment has on business operations

P4 Identify the positive M3 Apply appropriately LO3 & 4

and negative impacts the the PESTLE model to
D2 Critically evaluate the
macro environment has support a detailed
impacts that both macro
upon business operations, analysis of the macro
and micro factors have
supported by specific environment within an
upon business objectives
examples. organisation.
and decision-making.
LO4 Determine the internal strengths and weaknesses
of specific businesses and explain their
interrelationship with external macro factors

P5 Conduct internal and M4 Apply appropriately

external analysis of SWOT/TOWS analysis and
specific organisations in justify how they influence
order to identify strengths decision-making.
and weaknesses.
P6 Explain how strengths
and weaknesses
interrelate with external
macro factors.

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Recommended Resources
BARON, P. (2012) Business and its Environment. 7th Ed. London: Prentice Hall.
PALMER, A. and HARTLEY, B. (2011) The Business Environment. 7th Ed.
Maidenhead: McGraw-Hill.
WEATHERLEY, P. (Editor) and OTTER, D. (Editor) (2014) The Business
Environment: Themes and Issues in a Globalised World. 3rd Ed. Oxford: Oxford
University Press.
WORTHINGTON, I. and BRITTON. C. (2014) The Business Environment. 7th Ed.
Harlow Pearson.

Links
This unit links to the following related units:
Unit 2: Marketing Essentials
Unit 12: Organisational Behaviour
Unit 18: Global Business Environment
Unit 25: Principles of Operations Management
Unit 32: Business Strategy
Unit 34: Business Systems

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Unit 2: Marketing Essentials

Unit code R/508/0486

Unit type Core
Unit level 4
Credit value 15

Introduction
This unit is designed to introduce students to the principles of marketing, enabling
them to develop a basic marketing plan and to employ elements of the marketing
mix to achieve results. While they will learn the underpinning theories and
frameworks, they will also be able to relate these to real-world examples, including
products/services that they encounter in their own daily lives.
Organisations such as Apple, Google, VISA, Burberry, Zara, Cadbury, Nestle,
Unilever, Coca-Cola, Unicef, BP and small local businesses all have at least one
thing in common: they all use marketing to influence us to engage with their
products and/or services. Whether it is becoming a loyal customer buying a product
and service or donating to a charity, organisations use a range of marketing
techniques and tools to inform and influence us.
The knowledge, understanding and skill sets that students will gain on successfully
completing this unit will enhance their career opportunities; whether setting up
their own business or being employed by an organisation.

Learning Outcomes
By the end of this unit a student will be able to:
1 Explain the role of marketing and how it interrelates with other functional units
of an organisation.
2 Compare ways in which organisations use elements of the marketing mix (7Ps)
to achieve overall business objectives.
3 Develop and evaluate a basic marketing plan.

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Essential Content

LO1 Explain the role of marketing and how it interrelates with other
functional units of an organisation

Definitions and the marketing concept:

Definitions of marketing and the nature of marketing.
The development of the marketing concept, including current and future trends.
How the external environment influences and impacts upon marketing activity.

The role of marketing:

The structure and operations of marketing departments.
Overview of marketing processes that include analysis, strategic planning and
the marketing mix.
The different roles of marketing within both a B2C and B2B context.

The interrelationships of functional units:

Marketing as a business function.
The different roles of business units and the interrelationships between these
functional units and marketing.

LO2 Compare ways in which organisations use elements of the marketing

mix (7Ps) to achieve overall business objectives

The 7Ps marketing mix:

Product: Differences between products and services, importance of brands,
product development and product lifestyle.
Price: Pricing context, pricing strategies and tactics.
Place: Channel management, supply chain management and logistics.
Promotion: Integrated communication mix and promotional tools.
People: The different roles of people in marketing, including customer
interfacing and support personnel. The different skills, attitudes and behaviour
of people delivering the product or service to customers.
Physical evidence: The tangible aspects of service delivery visual, aural and
olfactory elements.
Process: Systems and processes involved in delivering a consistent service.
Different types of processes used to expedite the marketing function.

Achieving overall business objectives:

The shift from the 4Ps to the 7Ps and the significance of the extended
marketing mix.
An overview of the marketing planning process (Analysis, Planning,
Implementation and Control) and marketing strategy.

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LO3 Develop and evaluate a basic marketing plan

Marketing planning:
The importance and value of marketing plans.
The links between marketing plans, marketing objectives and marketing
strategies.
Evaluating and monitoring marketing plans using appropriate control and
evaluation techniques such as sales analysis, market-share analysis, efficiency
ratios and cost-profitability analysis.

Structure and development of marketing plans:

Market segmentation and target market selection.
Setting goals and objectives, situational analysis tools and techniques,
creating a marketing strategy and allocation of resources and monitoring and
control measures.

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Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Explain the role of marketing and how it
interrelates with other functional units of an
organisation

P1 Explain the key roles M1 Analyse the roles and D1 Critically analyse and
and responsibilities of the responsibilities of evaluate the key elements
marketing function. marketing in the context of the marketing function
of the marketing and how they interrelate
P2 Explain how roles and
environment. with other functional units
responsibilities of
of an organisation.
marketing relate to the M2 Analyse the
wider organisational significance of
context. interrelationships between
marketing and other
functional units of an
organisation.

LO2 Compare ways in which organisations use

elements of the marketing mix (7Ps) to achieve overall
business objectives

P3 Compare the ways in M3 Evaluate different LO2 & 3

which different tactics applied by
D2 Design a strategic
organisations apply the organisations to
marketing plan that
marketing mix to the demonstrate how business
tactically applies the use
marketing planning objectives can be
of the 7Ps to achieve
process to achieve achieved.
overall marketing
business objectives.
objectives.
LO3 Develop and evaluate a basic marketing plan

P4 Produce and evaluate M4 Produce a detailed,

a basic marketing plan for coherent evidence-based
an organisation. marketing plan for an
organisation.

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Recommended Resources
BRASSINGTON, F. and PETTITT, S. (2012) Essentials of Marketing. 3rd Ed. Harlow:
Pearson.
GROUCUTT, J. and HOPKINS, C. (2015) Marketing (Business Briefings). London:
Palgrave Macmillan.
JOBBER, D. and CHADWICK, F. (2012) Principles and Practice of Marketing. 7th Ed.
Maidenhead: McGraw-Hill.
KOTLER, P. and ARMSTRONG, G. (2013) Principles of Marketing. London: Prentice
Hall.
MCDONALD, M. and WILSON, H. (2011) Marketing Plans: How to Prepare Them,
How to Use Them. 7th Ed. Chichester: John Riley and Sons.

Journals
Journal of Marketing
Harvard Business Review

Websites
American Marketing Association www.ama.org
Chartered Institute of Marketing (UK) www.cim.co.uk

Links
This unit links to the following related units:
Unit 1: Business and the Business Environment
Unit 22: Product and Service Development
Unit 23: Integrated Marketing Communications
Unit 37: Consumer Behaviour and Insight
Unit 40: International Marketing

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Unit 3: Human Resource
Management

Unit code Y/508/0487

Unit type Core
Unit level 4
Credit value 15

Introduction
The aim of this unit is to enable students to appreciate and apply principles of
effective Human Resource Management (HRM). People are the lifeblood of any
organisation and being able to attract, recruit and retain talented staff is at the core
of all HRM activity. This unit will explore the tools and techniques used in HRM to
maximise the employee contribution and how to use HR methods to gain
competitive advantage. Students will explore the importance of training and
development in building and extending the skills base of the organisation and
ensuring it is relevant to the ever-changing business environment. Students will
also consider the growing importance of becoming a flexible organisation with an
equally flexible labour force, and become familiar with techniques of job design and
with different reward systems.
The unit investigates the importance of good employee relations and the ways in
which employers engage with their staff and possibly with trade unions. Students
will gain an understanding of the law governing HRM processes as well as the best
practices which enable an employer to become an employer of choice in their
labour market.

Learning Outcomes
By the end of this unit a student will be able to:
1 Explain the purpose and scope of Human Resource Management in terms of
resourcing an organisation with talent and skills appropriate to fulfil business
objectives.
2 Evaluate the effectiveness of the key elements of Human Resource
Management in an organisation.
3 Analyse internal and external factors that affect Human Resource Management
decision-making, including employment legislation.
4 Apply Human Resource Management practices in a work-related context.

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Essential Content

LO1 Explain the purpose and scope of Human Resource Management in

terms of resourcing an organisation with talent and skills appropriate
to fulfil business objectives

The nature and scope of HRM:

Definitions of HRM.
What are the main functions and activities of HRM.
The Best Fit approach vs Best Practice.
The hard and soft models of HRM.
Workforce planning.
Types of labour market, labour market trends and PESTLE.
The internal labour market.
Analysing turnover, stability and retention.
The impact of legal and regulatory frameworks.
The impact that advances in technology have had upon improving the
efficiency of HR practices.

Recruitment:
Sources of recruitment: internal vs external recruitment.
Job analysis, job descriptions, personal specifications and competency
frameworks.

Selection:
Main methods of selection: strengths and weaknesses of each.
Reliability and validity as key criteria.

On-boarding and induction:

The issues affecting successful induction and socialisation of employees.

LO2 Evaluate the effectiveness of the key elements of Human Resource

Management in an organisation

Learning, development and training:

Differentiating development and training.
Identifying training needs the training gap.
Types of training.
Evaluation of training.

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 Job and workplace design:
Reward management: extrinsic and intrinsic rewards from work.
The link between motivational theory and reward.
Series of job design-job extension techniques.

The flexible organisation:

Types of flexibility: numerical, structural and functional flexibility.
Models of flexible organisations (e.g. Handy, Atkinson).
Flexible working options in modern organisations.
Benefits to employers and benefits to employees of flexible working practices.

Performance and reward:

Performance management and methods used to monitor employee
performance.
Types of payment and reward system.
Methods of a determination.

LO3 Analyse internal and external factors that affect Human Resource
Management decision-making, including employment legislation

Employee relations:
Maintaining good employee relations.
Strategies for building and improving employee relations and engagement.

Employee relations and the law:

The purpose of employment law.
Key legal issues and constraints (e.g. equality, data protection, health and
safety, redundancy, dismissal, employment contracts).
Ethical and social responsibilities.

Trade unions and workplace representation:

The roOHRIWUDGHXQLRQVORFDOQDWLRQDO
Collective agreements.
Discipline, grievances and redundancy best practice.

LO4 Apply Human Resource Management practices in a work-related

context

Job and person specifications:

Preparing job specifications and person specifications applicable to the
recruitment context and needs of the organisations, taking into account
legislation and company policies.

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 Recruitment and selection in practice:
The impact of technology on improving the recruitment and selection process;
the use of online resources, digital platforms and social networking.
Designing and placing job advertisements.
Shortlisting and processing applications.
Interviewing preparation and best practice.
Selection best practice.

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Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Explain the purpose and scope of Human
Resource Management in terms of resourcing an
organisation with talent and skills appropriate to fulfil
business objectives

P1 Explain the purpose M1 Assess how the D1 Critically evaluate the

and the functions of HRM, functions of HRM can strengths and weaknesses
applicable to workforce provide talent and skills of different approaches to
planning and resourcing appropriate to fulfil recruitment and selection,
an organisation. business objectives supported by specific
examples.
P2 Explain the strengths M2 Evaluate the strengths
and weaknesses of and weaknesses of
different approaches to different approaches to
recruitment and selection. recruitment and selection.

LO2 Evaluate the effectiveness of the key elements of

Human Resource Management in an organisation

P3 Explain the benefits of M3 Explore the different D2 Critically evaluate

different HRM practices methods used in HRM HRM practices and
within an organisation for practices, providing application within an
both the employer and specific examples to organisational context,
employee. support evaluation within using a range of specific
an organisational context. examples.
P4 Evaluate the
effectiveness of different
HRM practices in terms of
raising organisational
profit and productivity.

LO3 Analyse internal and external factors that affect

Human Resource Management decision-making,
including employment legislation

P5 Analyse the M4 Evaluate the key LO3 & 4

importance of employee aspects of employee
D3 Critically evaluate
relations in respect to relations management
employee relations and
influencing HRM decision- and employment
the application of HRM
making. legislation that affect HRM
practices that inform and
decision-making in an
P6 Identify the key influence decision-making
organisational context.
elements of employment in an organisational
legislation and the impact context.
it has upon HRM decision-
making.

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Pass Merit Distinction

LO4 Apply Human Resource Management practices in

a work-related context

P7 Illustrate the M5 Provide a rationale for

application of HRM the application of specific
practices in a work-related HRM practices in a work-
context, using specific related context.
examples.

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Recommended Resources
ARMSTRONG, M. and TAYLOR, S. (2014) Armstrongs Handbook of Human
Resource Management Practice. 13th Ed. London: Kogan Page.
BACH, S. and EDWARDS , M. (2013) Managing Human Resources. Oxford: Wiley.
BRATTON, J. and GOLD, J. (2012) Human Resource Management: Theory and
Practice. 5th Ed. Basingstoke: Palgrave.
TORRINGTON, D, et al. (2011) Human Resource Management. 8th Ed. London:
Prentice Hall.
CIPD (Chartered Institute of Personnel and Development) available at
www.cipd.co.uk.

Links
This unit links to the following related units:
Unit 7: Business Law
Unit 12: Organisational Behaviour
Unit 19: Resource and Talent Planning
Unit 20: Employee Relations
Unit 21: Strategic Human Resource Management
Unit 29: Managing and Running a Small Business

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Unit 4: Management and
Operations

Unit code D/508/0488

Unit type Core
Unit level 4
Credit value 15

Introduction
The aim of this unit is to help students understand the difference between the
function of a manager and the role of a leader. Students will consider the
characteristics, behaviours and traits which support effective management and
leadership. In addition, this unit will introduce the concept of operations as both a
function and a process which all organisations must adopt to conduct business.
Students will be introduced to contemporary and historical theories and concepts
which will support their learning for this unit.
On successful completion of this unit students will have developed sufficient
knowledge and understanding of how management and operations make a positive,
efficient and effective contribution to an organisation at a junior level. This could be
in the role of a team leader or managing a specific aspect of an operation function
and/or process.
Underpinning all aspects of the content for this unit you will consider topics under
two broad headings: management and operations.

Learning Outcomes
By the end of this unit a student will be able to:
1 Differentiate between the role of a leader and the function of a manager.
2 Apply the role of a leader and the function of a manager in given contexts.
3 Demonstrate an appreciation of the role leaders and managers play in the
operations function of an organisation.
4 Demonstrate an understanding of the relationship between leadership and
management in a contemporary business environment.

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Essential Content

LO1 Differentiate between the role of a leader and the function of a

manager

Management theory:
Contemporary and seminal theories of management such as management by
objectives, classical management theories, behavioural theory and
contingency theory.

Leadership vs management:
The definitions and differences of both a leader and a manager.
Management functions such as planning, organising, controlling and directing.
Theories of leadership traits, style and contingency.
Transformational and Transactional Leadership.
Action Centred Leadership.
Hard management skills and soft leadership skills.

LO2 Apply the role of a leader and the function of a manager in given
contexts

How situations affect the role of a leader and function of a manager:

Situational leadership, systems leadership, task or relationship-orientated
approaches.
The application of chaos theory and management by objectives.

LO3 Demonstrate an appreciation of the role leaders and managers play in

the operations function of an organisation

Theories of operations and operations management:

Six sigma, lean production and queuing theory.

Different operations management approaches:

The use of different management approaches: Principles of Total Quality
Management (TQM), Just-in-Time Inventory and the concept of continuous
improvement (Kaizen)

Operational functions:
Control and Distribution Systems.
Transformation of raw material into finished goods/services.
Process design.
Capacity management.

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 Logistics and inventory management.
Scheduling.

LO4 Demonstrate an understanding of the relationship between leadership

and management in a contemporary business environment

Different dimensions of contemporary business environment:

The relationship that leadership and management have in the context of
corporate social responsibility; culture, values, ethics and sustainability.
The relationship with stakeholders and meeting stakeholder expectations in
the context of encouraging, developing and sustaining entrepreneurship and
intrapreneurship.

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Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Differentiate between the role of a leader and the
function of a manager

P1 Define and compare M1 Analyse and LO1 & 2

the different roles and differentiate between the
D1 Critically analyse and
characteristics of a leader role of a leader and
evaluate the different
and a manager. function of a manager by
theories and approaches
effectively applying a
to leadership in given
range of theories and
contexts.
concepts.

LO2 Apply the role of a leader and the function of a

manager in given contexts

P2 Examine examples of M2 Assess the strengths

how the role of a leader and weaknesses of
and the function of a different approaches to
manager apply in different situations within the work
situational contexts. environment.
P3 Apply different
theories and models of
approach, including
situational leadership,
systems leadership and
contingency.

LO3 Demonstrate an appreciation of the role leaders

and managers play in the operations function of an
organisation

P4 Explain the key M3 Evaluate how leaders LO3 & 4

approaches to operations and managers can
D2 Critically evaluate
management and the role improve efficiencies of
application of operations
that leaders and operational management
management and factors
managers play. to successfully meet
that impact on the wider
business objectives.
P5 Explain the importance business environment.
and value of operations
management in achieving
business objectives.

LO4 Demonstrate an understanding of the relationship

between leadership and management in a
contemporary business environment

P6 Assess the factors M4 Analyse how these

within the business different factors affect the
environment that impact business environment and
upon operational wider community.
management and
decision-making by
leaders and managers.

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Recommended Resources
HILL, A and HILL, T. (2011) Essential Operations Management. London: Palgrave.
PETTINGER, R. (2007) Introduction to Management. 4th Ed. London: Palgrave
Macmillan.
SLACK, N., BRANDON-JONES, A. and JOHNSTON, R. (2013) Operations
Management. 7th Ed. Harlow: Pearson.
SCHEDLITZKI, D. and EDWARDS, G. (2014) Studying Leadership: Traditional and
Critical Approaches. London: SAGE.

Links
This unit links to the following related units:
Unit 12: Organisational Behaviour
Unit 17: Understanding and Leading Change
Unit 25: Principles of Operations Management
Unit 33: Business Information Technology Systems
Unit 34: Business Systems

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Unit 5: Management
Accounting

Unit code H/508/0489

Unit type Core
Unit level 4
Credit value 15

Introduction
The overall aim of this unit is to introduce the fundamentals of management
accounting which apply to the wider business environment and the organisations
which operate within that environment. Students will explore how management
accounting uses financial data to aid planning decisions, and the monitoring and
control of finance within organisations.
On successful completion of this unit students will be in a position to present
financial statements in a workplace context and be able to assist senior colleagues
with financial business planning. In addition, students will have the fundamental
knowledge and skills to progress onto a higher level of study.

Learning Outcomes
By the end of this unit a student will be able to:
1 Demonstrate an understanding of management accounting systems.
2 Apply a range of management accounting techniques.
3 Explain the use of planning tools used in management accounting.
4 Compare ways in which organisations could use management accounting to
respond to financial problems.

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Essential Content

LO1 Demonstrate an understanding of management accounting systems

Introduction to management accounting:

What is management accounting? Definition of management accounting.
What is a management accounting system?
Why is it important to integrate these within an organisation?
Explore the origin, role and principles of management accounting.
The distinction between management and financial accounting.

Different types of management accounting systems:

Cost-accounting systems, inventory management systems, job-costing
systems and price-optimising systems.
Benefits of different types of systems.

Presenting financial information:

Why information should be relevant to the user, reliable, up to date and
accurate.
Why the way in which the information is presented must be understandable.
Different types of managerial accounting reports.

LO2 Apply a range of management accounting techniques

Microeconomic techniques:
What is meant by cost? Different costs and cost analysis.
Cost-volume profit, flexible budgeting and cost variances.
Applying absorption and marginal costing.

Product costings:
Fixed and variable costs, cost allocation.
Normal and standard costing, activity-based costing and the role of costing in
setting price.

Cost of inventory:
Definition and meaning of inventory costs and different types of inventory
costs.
The benefits of reducing inventory costs to an organisation.
Valuation methods.
Cost variances.
Overhead costs.

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LO3 Explain the use of planning tools used in management accounting

Using budgets for planning and control:

Preparing a budget.
Different types of budgets (e.g. capital and operating).
Alternative methods of budgeting.
Behavioural implications of budgets.

Pricing:
Pricing strategies.
How do competitors determine their prices?
Supply and demand considerations.

Common costing systems:

Actual costing, normal costing and standard costing systems.
How cost systems differ depending on the costing activity: job costing,
process costing, batch costing and contract costing.

Strategic planning:
Applying PEST, SWOT, balance scorecard or Porters Five Forces analysis to
the financial position of an organisation.

LO4 Compare ways in which organisations could use management

accounting to respond to financial problems

Identifying financial problems:

Using benchmarks, key performance indicators (financial and non-financial)
and budgetary targets to identify variances and problems.

Financial governance:
Definitions of financial governance, and how this can be used to pre-empt or
prevent financial problems.
Using financial governance to monitor strategy.

Management accounting skill sets:

What are the characteristics of an effective management accountant?
How can these skills be used to prevent and/or deal with problems?

Effective strategies and systems:

The development of strategies and systems which require effective and timely
reporting, full disclosure of financial positions and are responsibly owned and
governed.

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Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Demonstrate an understanding of management
accounting systems

P1 Explain management M1 Evaluate the benefits D1 Critically evaluate how

accounting and give the of management management accounting
essential requirements of accounting systems and systems and management
different types of their application within an accounting reporting is
management accounting organisational context. integrated within
systems. organisational processes.
P2 Explain different
methods used for
management accounting
reporting.

LO2 Apply a range of management accounting

techniques

P3 Calculate costs using M2 Accurately apply a D2 Produce financial

appropriate techniques of range of management reports that accurately
cost analysis to prepare accounting techniques and apply and interpret data
an income statement produce appropriate for a range of business
using marginal and financial reporting activities.
absorption costs. documents.

LO3 Explain the use of planning tools used in

management accounting

P4 Explain the M3 Analyse the use of LO3 & 4

advantages and different planning tools
D3 Evaluate how planning
disadvantages of different and their application for
tools for accounting
types of planning tools preparing and forecasting
respond appropriately to
used for budgetary budgets.
solving financial problems
control.
to lead organisations to
sustainable success.

LO4 Compare ways in which organisations could use

management accounting to respond to financial
problems
P5 Compare how M4 Analyse how, in
organisations are adapting responding to financial
management accounting problems, management
systems to respond to accounting can lead
financial problems. organisations to
sustainable success.

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Recommended Resources
DRURY, C. (2015) Management and Cost Accounting. 9th Ed. Cengage Learning.
EDMONDS, T. and OLDS, P. (2013) Fundamental Managerial Accounting Concepts.
7th Ed. Maidenhead: McGraw-Hill.
HORNGREN, C., SUNDEN, G., STRATTON, W., BURGSTALHER, D. and
SCHATZBERG, J. (2013) Introduction to Management Accounting. Global Ed.
Harlow: Pearson.
(This text is available electronically and is supported by access to an online course)
SEAL, W. et al (2014) Management Accounting. 5th Ed. Maidenhead: McGraw-Hill.

Links
This unit links to the following related units:
Unit 10: Financial Accounting
Unit 13: Financial Reporting
Unit 14: Advanced Management Accounting
Unit 15: Financial Management
Unit 29: Managing and Running a Small Business

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Unit 6: Managing a Successful
Business Project

Unit code D/508/0491

Unit type Core
Unit level 4
Credit value 15

Introduction
This unit is assessed by a Pearson-set assignment. The project brief will be set by
the centre, based on a theme provided by Pearson (this will change annually). The
theme and chosen project within the theme will enable students to explore and
examine a relevant and current topical aspect of business in the context of the
business environment.
The aim of this unit is to offer students an opportunity to demonstrate the skills
required for managing and implementing a project. They will undertake
independent research and investigation for carrying out and executing a business
project which meets appropriate business aims and objectives.
On successful completion of this unit students will have the confidence to engage in
decision-making, problem-solving and research activities using project
management skills. They will have the fundamental knowledge and skills to enable
them to investigate and examine relevant business concepts within a work-related
context, determine appropriate outcomes, decisions or solutions and present
evidence to various stakeholders in an acceptable and understandable format.

Learning Outcomes
By the end of this unit a student will be able to:
1 Establish project aims, objectives and timeframes based on the chosen theme.
2 Conduct small-scale research, information gathering and data collection to
generate knowledge to support the project.
3 Present the project and communicate appropriate recommendations based on
meaningful conclusions drawn from the evidence findings and/or analysis.
4 Reflect on the value gained from conducting the project and its usefulness to
support sustainable organisational performance.

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Essential Content

LO1 Establish project aims, objectives and timeframes based on the

chosen theme

Project management:
What is project management and what does it involve?
The key stages of project management.
The advantages of using project management and why it is important.

Initiation of the project and project planning phase:

Scoping a project defining objectives, scope, purpose and deliverables to be
produced.
Steps and documentation required in the initiation phase.
Developing the project plan, including planning for timescales and time
management, cost, quality, change, risk and issues.
The work breakdown structure.
Use of Bar and Gantt Charts for effective planning.

LO2 Conduct small-scale research, information gathering and data

collection to generate knowledge to support the project

Project execution phase:

Selecting appropriate methods of information gathering, data collection and
material resourcing.
The distinct phases which support a coherent and logical argument.
Use of secondary research to inform a primary empirical study.
Qualitative and quantitative research methods.

Field work:
Selecting a sample of the consumer market, businesses or individuals (those
who meet certain characteristics relevant to the research theme) is used to
gather data (qualitative or quantitative).
Sampling approaches and techniques, including probability and non-
probability sampling.

Ethics, reliability and validity:

All research should be conducted ethically how is this achieved and
reported?
Research should also be reliable (similar results achieved from a similar
sample) and valid (the research should measure what it aimed to measure).

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 Analysing information and data:
Using data collection tools such as interviews and questionnaires.
Using analytical techniques such as trend analysis, coding or typologies.

LO3 Present the project and communicate appropriate recommendations

based on meaningful conclusions drawn from the evidence findings
and/or analysis

Communicating outcomes:
Consider the method (e.g. written, verbal) and the medium (e.g. report,
online, presentation).
Both method and medium will be influenced by the project research and its
intended audience.

Convincing arguments:
All findings/outcomes should be convincing and presented logically where the
assumption is that the audience has little or no knowledge of the project
process.
Developing evaluative conclusions.

Critical and objective analysis and evaluation:

Secondary and primary data should be critiqued and considered with an
objective mindset.
Objectivity results in more robust evaluations where an analysis justifies a
judgement.

LO4 Reflect on the value gained from conducting the project and its
usefulness to support sustainable organisational performance

Reflection for learning and practice:

The difference between reflecting on performance and evaluating a project
the former considers the research process, information gathering and data
collection, the latter the quality of the research argument and use of
evidence.

The cycle of reflection:

To include reflection in action and reflection on action.
How to use reflection to inform future behaviour, particularly directed towards
sustainable performance.

Reflective writing:
Avoiding generalisation and focusing on personal development and the
research journey in a critical and objective way.

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 Generalisation:
Many studies result in generalised findings. Research which has its basis in a
specific field such as Human Resource Management (HRM) and in a specific
context should avoid generalised conclusions.
Outcomes should be specific and actionable.

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Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Establish project aims, objectives and timeframes
based on the chosen theme

P1 Devise project aims M1 Produce a LO1 & 2

and objectives for a comprehensive project
D1 Critically evaluate the
chosen scenario. management plan,
project management
milestone schedule and
P2 Produce a project process and appropriate
project schedule for
management plan that research methodologies
monitoring and
covers aspects of cost, applied.
completing the aims and
scope, time, quality,
objectives of the project.
communication, risk and
resources.
P3 Produce a work
breakdown structure and
a Gantt Chart to provide
timeframes and stages for
completion.

LO2 Conduct small-scale research, information

gathering and data collection to generate knowledge to
support the project

P4 Carry out small-scale M2 Evaluate the accuracy

research by applying and reliability of different
qualitative and research methods applied.
quantitative research
methods appropriate for
meeting project aims and
objectives.

LO3 Present the project and communicate appropriate

recommendations based on meaningful conclusions
drawn from the evidence findings and/or analysis

P5 Analyse research and M3 Evaluate the selection LO3 & 4

data using appropriate of appropriate tools and
D2 Critically evaluate and
tools and techniques. techniques for accuracy
reflect on the project
and authenticity to
P6 Communicate outcomes, the decision-
support and justify
appropriate making process and
recommendations.
recommendations as a changes or developments
result of research and of the initial project
data analysis to draw management plan to
valid and meaningful support justification of
conclusions. recommendations and
learning during the
project.

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Pass Merit Distinction

LO4 Reflect on the value gained from conducting the

project and its usefulness to support sustainable
organisational performance

P7 Reflect on the value of M4 Evaluate the value of

undertaking the research the project management
to meet stated objectives process and use of quality
and own learning and research to meet stated
performance. objectives and support
own learning and
performance.

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Additional Evidence Requirements
In addition to the above assessment criteria students will also be required to
complete a project logbook to record ideas, changes and developments as they
progress and complete the project.

Recommended Resources
COSTLEY, C., ELLIOT, G. and GIBBS, P. (2010) Doing Work Based Research:
Approaches to Enquiry for Insider-researchers. London: SAGE.
FLICK, U. (2011) Introducing Research Methodology: A Beginners Guide to Doing a
Research Project. London: SAGE.
GRAY, D. (2009) Doing Research in the Real World. 2nd Ed. London: SAGE.
SAUNDERS, M., LEWIS, P. and THORNHILL, A. (2012) Research Methods for
Business Students. 6th Ed. Harlow: Pearson.

Journals
International Journal of Quantitative and Qualitative Research.
Qualitative Research Journal.

Links
This unit links to the following related units:
Unit 8: Innovation and Commercialisation
Unit 11: Research Project
Unit 16: Operations and Project Management

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Unit 8: Innovation and
Commercialisation

Unit code M/508/0494

Unit Level 4
Credit value 15

Introduction
This unit aims to equip students with a comprehensive understanding of innovation
and commercialisation.
In todays competitive landscape it is critical that organisations continually innovate
both their product offering and processes to ensure that they remain competitive in
the market. Furthermore, adopting a more commercially driven approach is vital to
maximise the Return on Investment (ROI).
In this unit, we will look at a number of tools and techniques organisations use to
drive innovation and become more commercial in their approach. The aim of the
unit is to give students cutting-edge knowledge as well as practical application of
the key ways organisations become more innovative while remaining commercially
driven.

Learning Outcomes
By the end of this unit a student will be able to:
1 Explain the context for innovation and determine the difference between
invention and innovation.
2 Explain the different types of innovation.
3 Discuss the process required to commercialise innovation.
4 Evaluate the range of methods for protecting ideas and understand their
advantages and disadvantages.

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Essential Content

LO1 Explain the context for innovation and determine the difference
between invention and innovation

Innovation vs invention:
Definition of innovation and commercialisation, taking into consideration the
challenges this creates for small businesses.
Definition of invention and how invention is created.
Turning invention into innovation and sources of innovation.

Innovation management:
Creating a structure and culture of innovation; getting the organisation to
know the difference between invention and innovation.
Developing innovation vision and leadership, entrepreneurial teams and
innovation networks.

LO2 Explain the different types of innovation

Processing different types of innovation:

The use of the innovation funnel to manage new solution/idea development.
Overview of the different types of innovation with a focus on disruptive and
incremental innovation, and exploring pros and cons of each approach.
The 4Ps and innovation space strategy.
The development of frugal innovation in response to necessity vs market
driven innovation.

LO3 Discuss the process required to commercialise innovation

Commercialisation of innovation:
Adopting the New Product Development (NPD) and commercialisation funnel
to drive new products to market; building the Innovation Business Case, in-
market testing and iteration routes to market and market launch.

Planning innovation:
The impact of advanced technology and information management on
research, testing and developments methods.
Consideration of big data and cognitive systems to predict behaviours and
future trends, social media and constructing multimedia platforms for
promotion and distribution.

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 Accessing funding and resources:
The reasons why an organisation would want to access funding (e.g. product
development, marketing) and the different types of funding sources available.
Consideration of resources a small business may require to commercialise
their offering (e.g. office space, etc.)

LO4 Evaluate the range of methods for protecting ideas and understand
their advantages and disadvantages

Intellectual property:
The definition of intellectual property (IP).
Exploiting knowledge and intellectual property rights.
Overview of key IP tools including copyrights, trademarks, design rights and
patents.
The role of branding in protecting the innovation and the limitations of IP in
an international context.
The implications of growth of open source and open innovation platforms
upon IP.

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Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Explain the context for innovation and determine
the difference between invention and innovation

P1 Explain innovation and M1 Analyse different LO1 & 2

determine its importance sources of innovation, and
D1 Critically analyse how
to organisations in how organisations can
innovation is developed,
comparison with foster and develop an
embedded and measured
invention. environment and culture
in an organisational
of innovation.
P2 Explain how context.
organisational vision,
leadership, culture and
teamwork can shape
innovation and
commercialisation.

LO2 Explain the different types of innovation

P3 Explain the 4Ps of M2 Analyse and apply the

innovation and explain the innovation funnel in an
use of the innovation organisational context.
funnel to examine and
M3 Evaluate the role of
shape innovative ideas.
frugal innovation in an
P4 Explain developments organisational context.
in frugal innovation and
provide examples of how
it is used in an
organisational context.

LO3 Discuss the process required to commercialise

innovation

P5 Explain the importance M4 Build a detailed LO3 & 4

of the commercial funnel Innovation Business Case
D2 Critically evaluate the
and the application of which includes how to
nature of innovation and
New Product Development measure its overall
the context in which it is
(NPD) processing for effectiveness using
developed, providing
commercialisation of appropriate techniques
evidence-based
innovation. available to test, iterate
judgements on how
and improve.
P6 Build an Innovation organisations can
Business Case for an overcome challenges to
organisation, including develop successful
ways to access funding. innovations.

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Pass Merit Distinction

LO4 Evaluate the range of methods for protecting

ideas and understand their advantages and
disadvantages

P7 Evaluate the different M5 Present supported

tools that organisations evidence-based evaluation
can use to develop, retain of these different tools in
and protect knowledge the context of the wider
and intellectual property. business environment.

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Recommended Resources
BESSANT, J, and TIDD, J. (2015) Innovation and Entrepreneurship. 3rd Ed. Oxford:
Wiley.
DRUCKER, P. (2006) Innovation and Entrepreneurship. London: Harper Business.
MATTHEWS, C and BRUEGGEMANN, R. (2015) Innovation and Entrepreneurship: A
Competency Framework. London: Routledge.
TROTT, P. (2012) Innovation Management and New Product Development. Harlow:
Pearson.
VALIKANGAS, L. and GIBBERT, M. (2015) Strategic Innovation: The Definitive
Guide to Outlier Strategies. London: Pearson FT Press.

Links
This unit links to the following related units:
Unit 9: Entrepreneurship and Small Business Management
Unit 22: Product and Service Development
Unit 27: Identifying Entrepreneurial Opportunities
Unit 28: Launching a New Venture
Unit 42: Planning for Growth

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Unit 9: Entrepreneurship and
Small Business
Management

Unit code T/508/0495

Unit level 4
Credit value 15

Introduction
This unit provides students with an understanding of the definition and scope of
entrepreneurship and an understanding of the enablers and barriers to business
start-up.
Students will learn about the influence of national culture and economy on
entrepreneurship and will explore the personal characteristics of entrepreneurs and
the impact of personal situational factors, including education and background.
Students will also learn about the role and importance of small firms to the
economy, and about social enterprise and the social economy. Students will also be
expected to understand the balance of risk and reward in starting a new venture
and they will investigate and reflect on their own entrepreneurial and enterprising
characteristics. Examples of entrepreneurs and start-up organisations will be
discussed and students will be expected to draw on local, personal and general
knowledge together with their learning to be able to identify the characteristics of
entrepreneurial ventures.

Learning Outcomes
By the end of this unit a student will be able to:
1 Explore and illustrate the range of venture types that might be considered
entrepreneurial.
2 Assess the impact of small businesses on the economy.
3 Determine and assess the key aspects of an entrepreneurial mindset.
4 Examine the different environments that foster or hinder entrepreneurship.

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Essential Content

LO1 Explore and illustrate the range of venture types that might be
considered entrepreneurial

Scoping and defining entrepreneurship:

What is entrepreneurship? Defining entrepreneurship, entrepreneurial activity
and enterprise.
The differences between serial entrepreneurs, intrapreneurs and owner-
managers.

The typology of entrepreneurship:

Lifestyle and growth firms. Entrepreneurship in a corporate or public sector
context.
Roles and characteristics of micro, small and medium-sized organisations.

Social enterprise:
Understanding social enterprise, social entrepreneurs and the growth of the
social economy.

LO2 Assess the impact of small businesses on the economy

Where entrepreneurial ideas come from:

Definitions of creativity and innovation.
The main sources of generating business and entrepreneurial ideas.
How businesses protect intellectual property rights.

The role and importance of small firms:

The number and type of small firms and their contribution to the economy at
national, regional and local level.
Factors to consider: size, turnover, profit, rate of growth, innovation,
sustainability and adaptability.

International aspects of entrepreneurship:

How international differences impact upon business start-up.

LO3 Determine and assess the key aspects of an entrepreneurial mindset

Entrepreneurial characteristics and mindset:

Research on personal characteristics of entrepreneurs and small business
owners. Different lines of argument relating to characteristics of
entrepreneurs such as are entrepreneurs born or made? Or can characteristics
be learnt and adopted by anyone?

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 Skills set of the entrepreneur:
The types of skills that typify entrepreneurs and how these skills differentiate
from other organisation managers.

Personal entrepreneurial tendency:

Entrepreneurial characteristics and situational factors in a personal context,
including family upbringing, lifestyle, cultural differences and personal
motivation and drivers.

LO4 Examine the different environments that foster or hinder

entrepreneurship

The factors that influence the decision to start a business:

The range of factors that influence the choice to start-up a business, including
personal background and education, national culture, economic circumstances
and character traits.

The risks and rewards of business start-up:

The potential rewards of business start-up.
The risks and uncertainties of business start-up and how they can be
mitigated.

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Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Explore and illustrate the range of venture types
that might be considered entrepreneurial

P1 Examine different M1 Investigate a diverse D1 Critically examine the

types of entrepreneurial range of entrepreneurial scope, development and
ventures and explain how ventures to demonstrate growth of entrepreneurial
they relate to the typology an understanding of ventures.
of entrepreneurship. entrepreneurship in both
the public and corporate
P2 Explore the similarities
sector.
and differences between
entrepreneurial ventures.

LO2 Assess the impact of small businesses on the

economy
P3 Interpret and assess M2 Evaluate the D2 Critically examine how
relevant data and differences small, medium small businesses have an
statistics to illustrate how and large businesses impact on different levels
micro and small make to the economy, of the economy (local,
businesses impact on the applying relevant data regional, national) and in
economy. and statistics. an international context.
P4 Explain the importance
of small businesses and
business start-ups to the
growth of the social
economy.

LO3 Determine and assess the key aspects of an

entrepreneurial mindset

P5 Determine the M3 Explore and examine D3 Analyse the

characteristic traits and different lines of argument characteristic traits, skills
skills of successful relating to entrepreneurial and motivational drivers
entrepreneurs that characteristics. of successful
differentiate them from entrepreneurs, supported
other business managers. by specific examples.
P6 Assess how aspects of
the entrepreneurial
personality reflect
entrepreneurial motivation
and mindset.

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Pass Merit Distinction

LO4 Examine the different environments that foster or

hinder entrepreneurship

P7 Examine, using M4 Analyse the link D4 Critically evaluate how

relevant examples, how between entrepreneurial background and
background and characteristics and the experience influences
experience can hinder or influence of personal entrepreneurs, both
foster entrepreneurship. background and positively and negatively,
experience to specific by comparing and
successful entrepreneurs. contrasting examples.

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Recommended Resources
BURNS, P (2011) Entrepreneurship and Small Business. 3rd Ed. Basingstoke:
Palgrave MacMillan.
DOWN, S. (2010) Enterprise, Entrepreneurship and Small Business. London: Sage.
CARTER, S. and JONES-EVANS, D. (2012) Enterprise and Small Business:
Principles, Practice and Policy. London: Pearson.
GRIFFITHS, A. and WALL, S. (2011) Economics for Business and Management. 3rd
Ed. Harlow: Pearson.

Journals
Journal of Small Business Management. Oxford: Wiley-Blackwell.
(http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1540-627X)

Websites
The Institute for Small Business and Entrepreneurship (ISBE) website:
www.isbe.org.uk

Links
This unit links to the following related units:
Unit 1: Business and the Business Environment
Unit 27: Identifying Entrepreneurial Opportunities
Unit 28: Launching a New Venture
Unit 29: Managing and Running a Small Business

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Unit 11: Research Project

Unit code R/508/0522

Unit type Core unit
Unit level 5
Credit value 30

Introduction
This unit is assessed by a Pearson-set assignment. Students will choose their own
project based on a theme provided by Pearson (this will change annually). The
project must be related to their specialist pathway of study (unless the student is
studying the general business pathway). This will enable students to explore and
examine a relevant and current topical aspect of business in the context of the
business environment and their chosen specialist pathway.
The aim of this unit is to offer students the opportunity to engage in sustained
research in a specific field of study. The unit enables students to demonstrate the
capacity and ability to identify a research theme, to develop research aims,
objectives and outcomes, and to present the outcomes of such research in both
written and verbal formats. The unit also encourages students to reflect on their
engagement in the research process during which recommendations for future,
personal development are key learning points.
On successful completion of this unit students will have the confidence to engage in
problem-solving and research activities which are part of the function of a manager.
Students will have the fundamental knowledge and skills to enable them to
investigate workplace issues and problems, determine appropriate solutions and
present evidence to various stakeholders in an acceptable and understandable
format.

Learning Outcomes
By the end of this unit a student will be able to:
1 Examine appropriate research methodologies and approaches as part of the
research process.
2 Conduct and analyse research relevant to a business research project.
3 Communicate the outcomes of a research project to identified stakeholders.
4 Reflect on the application of research methodologies and concepts.

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Essential Content

LO1 Examine appropriate research methodologies and approaches as part

of the research process

Developing a research proposition:

The importance of developing methodical and valid propositions as the
foundation for a research project.
Rationale the purpose and significance for research question or hypothesis.
The value of the philosophical position of the researcher and the chosen
methods.
Use of Saunders's research onion as a guide to establishing a methodological
approach.

Literature review:
Conceptualisation of the research problem or hypothesis.
The importance of positioning a research project in context of existing
knowledge.
Significance and means of providing benchmarks by which data can be
judged.

Qualitative, quantitative and mixed method research:

Key theoretical frameworks for research.
Advantages and limitations of qualitative and quantitative research
approaches and methods.

LO2 Conduct and analyse research relevant for a business research project

Research as a process:
Research has distinct phases which support a coherent and logical argument.
This includes using secondary research to inform a primary, empirical, study.

Selecting a sample:
The importance of gathering data and information (qualitative or quantitative)
to support research analysis.
Selecting sample types and sizes that are relevant to the research.
Considering sampling approaches and techniques including probability and
nonprobability sampling.

Ethics, reliability and validity:

Research should be conducted ethically. How is this achieved and reported?
Research should also be reliable (similar results would be achieved from a
similar sample) and valid (the research measures what it aimed to measure).

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 Analysing data:
Using data collection tools such as interviews and questionnaires.
Using analytical techniques such as trend analysis, coding or typologies.

LO3 Communicate the outcomes of a research project to identified

stakeholders

Stakeholders:
Who are they?
Why would they be interested in the research outcomes?
What communication method do they expect?

Communicating research outcomes:

Consideration of different methods of communicating outcomes (e.g. written
word, spoken word) and the medium (e.g. report, online, presentation). The
method and medium will be influenced by the research and its intended
audience.

Convincing arguments:
No matter what the method/medium, all research should be convincing and
presented logically where the assumption is that the audience has little or no
knowledge of the research process.
The importance of developing evaluative conclusions.

LO4 Reflect on the application of research methodologies and concepts

Reflection for learning and practice:

Difference between reflecting on performance and evaluating a research
project. The former considers the research process; the latter considers the
quality of the research argument and use of evidence.
Reflection on the merits, limitations and potential pitfalls of the chosen
methods.

The cycle of reflection:

To include reflection in action and reflection on action.
Considering how to use reflection to inform future behaviour and future
considerations.

Reflective writing:
Avoiding generalisation and focusing on personal development and the
research journey in a critical and objective way.

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Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Examine appropriate research methodologies and
approaches as part of the research process

P1 Produce a research M1 Evaluate different LO1 & 2

proposal that clearly research approaches and
D1 Critically evaluate
defines a research methodology and make
research methodologies
question or hypothesis justifications for the
and processes in
supported by a literature choice of methods
application to a business
review. selected based on
research project to justify
philosophical/theoretical
P2 Examine appropriate chosen research methods
frameworks.
research methods and and analysis.
approaches to primary
and secondary research.

LO2 Conduct and analyse research relevant for a

business research project

P3 Conduct primary and M2 Discuss merits,

secondary research using limitations and pitfalls of
appropriate methods for a approaches to data
business research project collection and analysis.
that consider costs,
access and ethical issues.
P4 Apply appropriate
analytical tools, analyse
research findings and
data.

LO3 Communicate the outcomes of a research project

to identified stakeholders

P5 Communicate research M3 Coherently and D2 Communicate critical

outcomes in an logically communicate analysis of the outcomes
appropriate manner for outcomes to the intended and make valid, justified
the intended audience. audience demonstrating recommendations.
how outcomes meet set
research objectives.

LO4 Reflect on the application of research

methodologies and concepts

P6 Reflect on the M4 Provide critical D3 Demonstrate reflection

effectiveness of research reflection and insight that and engagement in the
methods applied for results in recommended resource process leading
meeting objectives of the actions for improvements to recommended actions
business research project. and future research for future improvement.
considerations.
P7 Consider alternative
research methodologies
and lessons learnt in view
of the outcomes.

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Recommended Resources
COSTLEY, C., ELLIOT, G. and GIBBS, P. (2010) Doing Work Based Research:
Approaches to Enquiry for Insider-researchers. London: SAGE.
FLICK, U. (2011) Introducing Research Methodology: A Beginners Guide to Doing a
Research Project. London: SAGE.
GRAY, D. (2009) Doing Research in the Real World. 2nd Ed. London: SAGE.
SAUNDERS, M., LEWIS, P. and THORNHILL, A. (2012) Research methods for
Business Students. 6th Ed. Harlow: Pearson.

Journals
International Journal of Quantitative and Qualitative Research.
Qualitative Research Journal.

Links
This unit links to the following related units:
Unit 6: Managing a Successful Business Project
Unit 16: Operations and Project Management

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Unit 12: Organisational
Behaviour

Unit code H/508/0525

Unit type Core
Unit level 5
Credit value 15

Introduction
The aim of this unit is to develop a students understanding of the influence culture,
politics and power have on the behaviour of others in an organisational context.
Students will be in a position to apply the principles of organisational behaviour to a
variety of business situations.
On successful completion of this unit students will have an understanding and
awareness of key influences which affect the behaviour of individuals, teams and
organisations as a whole. They will be able to use this knowledge to make an
immediate and positive contribution in the workplace, whether that role is as part
of a team or as a team leader. This will be achieved through a strong appreciation
of working in a team, having a more profound perspective of what makes people
and organisations do what they do, and how to adjust ones own behaviour to
reflect the circumstances and situation.

Learning Outcomes
By the end of this unit a student will be able to:
1 Analyse the influence of culture, politics and power on the behaviour of others
in an organisational context.
2 Evaluate how to motivate individuals and teams to achieve a goal.
3 Demonstrate an understanding of how to cooperate effectively with others.
4 Apply concepts and philosophies of organisational behaviour to a given
business situation.

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Essential Content

LO1 Analyse the influence of culture, politics and power on the behaviour
of others in an organisational context

Influence of culture:
Classifications of culture (power, role, task and person).
The importance of cultural-difference awareness.
Hofstedes dimensions of culture theory and application.
The rise of globalisation and digital technology and how they have influenced
and shaped organisational culture in the 21st century.
Principles of Network theory and Systems theory as frameworks to
understand organisations.
Organisational psychology.

Influence of politics:
Organisational politics and differentiation between personal, decisional,
structural and organisational change.

Influence of power:
Power as a property viewpoint: individual, relationships and embedded in
structures.
Bases and types of power, power controls and power sources.

LO2 Evaluate how to motivate individuals and teams to achieve a goal

Motivational theories:
Extrinsic and intrinsic motivation.
Motivational theorists and theories: content theories (Maslow, Herzberg and
Alderfer) and process theories (Vroom, Adams, Latham and Locke).
The implications of motivational theory on management and leadership within
organisations.

Behavioural psychology:
Definition of emotional intelligence and the importance of soft skills for
managers and teams.
Task vs relationship leadership and psychodynamic approach to behaviour.

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LO3 Demonstrate an understanding of how to cooperate effectively with
others

Different types of organisational teams:

Including functional, problem-solving, project teams.
The impact of technology on organisational teams: the role of virtual team
development and networking.

Team dynamics and teamwork:

Definitions of the terms group and team, and the differences.
Tuckmans Team Development model and the impact of development stages
on individual development.
Belbins typology for managing effective teams and considering roles and
skills required for effective teams.
Soft and hard communication, co-operation and competition.
Benefits and risks of teams.
Conflict resolution.

LO4 Apply concepts and philosophies of organisational behaviour to a

given business situation

Concepts and philosophy:

Path-goal theory leadership styles that improve team performance and
productivity.
Contemporary barriers to effective behaviour, situational resistance, social
capital theory and contingency theory.

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Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Analyse the influence of culture, politics and
power on the behaviour of others in an organisational
context

P1 Analyse how an M1 Critically analyse how LO1 & 2

organisations culture, the culture, politics and
D1 Critically evaluate the
politics and power power of an organisation
relationship between
influence individual and can influence individual
culture, politics, power
team behaviour and and team behaviour and
and motivation that
performance. performance.
enables teams and
LO2 Evaluate how to motivate individuals and teams organisations to succeed
to achieve a goal providing justified
recommendations.
P2 Evaluate how content M2 Critically evaluate how
and process theories of to influence the behaviour
motivation and of others through the
motivational techniques effective application of
enable effective behavioural motivational
achievement of goals in theories, concepts and
an organisational context. models.

LO3 Demonstrate an understanding of how to

cooperate effectively with others

P3 Explain what makes an M3 Analyse relevant team LO3 & 4

effective team as opposed and group development
D2 Critically analyse and
to an ineffective team. theories to support the
evaluate the relevance of
development of dynamic
team development
cooperation.
theories in context of
LO4 Apply concepts and philosophies of organisational organisational behaviour
behaviour to a given business situation concepts and philosophies
that influence behaviour
P4 Apply concepts and M4 Explore and evaluate in the work place.
philosophies of how concepts and
organisational behaviour philosophies of OB inform
within an organisational and influence behaviour in
context and a given both a positive and
business situation. negative way.

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Recommended Resources
ARCHER, D. and CAMERON, A. (2013) Collaborative Leadership; Building
Relationships, Handling Conflict and Sharing Control. 2nd Ed. London: Routledge.
BY, R.T. and BURNES, B. (2013) Organizational Change, Leadership and Ethics:
Leading Organisations Towards Sustainability. London: Routledge.
HUCZYNSKI, A. and BUCHANAN, D. (2013) Organisational Behaviour. 8th Ed.
Harlow: Pearson.
LEVI, D. (2014) Group Dynamics for Teams. 4th Ed. London: SAGE.
ROLLINSON, D. (2008) Organisational Behaviour and Analysis: An Integrated
Approach. 4th Ed. London: Pearson.

Links
This unit links to the following related units:
Unit 1: Business and the Business Environment
Unit 3: Human Resource Management
Unit 4: Management and Operations
Unit 12: The Global Business Environment
Unit 17: Understanding and Leading Change
Unit 20: Employee Relations
Unit 21: Strategic Human Resource Management
Unit 35: Developing Individuals, Teams and Organisations

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Unit 17 Understanding and
Leading Change

Unit code A/508/0529

Unit level 5
Credit value 15

Introduction
The aim of this unit is to prepare students to anticipate, plan and deliver
organisational change. In addition students will be able to predetermine appropriate
and timely interventions required to maximise the benefits and minimise the risk of
organisational change.
On successful completion of this unit students will have developed sufficient
knowledge and understanding of leadership in the context of organisational change
to make an effective and immediate contribution to the way in which an
organisation determines and responds to change drivers. Students will also be in a
strong position to contribute to change initiatives as well as to consider the
strategies required to change resistors.

Learning Outcomes
By the end of this unit a student will be able to:
1 Compare ways in which change impacts on an organisations strategy and
operations.
2 Evaluate the influences that drivers of change have on organisational
behaviour.
3 Determine how barriers to change influence leadership decision-making.
4 Apply a range of leadership approaches to a change initiative.

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Essential Content

LO1 Compare ways in which change impacts on an organisations strategy

and operations

Change as a constant requirement:

What is change in a business context?
How does position and perception influence a view of change as negative or
positive?
Types of organisational change:
To include structural and strategic, and people and processes.

Drivers of change:
Consideration of internal and external drivers which could be based on a PEST
and/or SWOT analysis.

Dealing with change:

To include planned and emergent change, strategies for change and the
Bohner and Arnold Change Impact Analysis.

LO2 Evaluate the influences that drivers of change have on organisation

behaviour

Change and the impact on organisational behaviour:

Considering the psychological impact of change on people.
How change impacts on team dynamics and how people are led and managed.

Recognising drivers of change:

Using analytical tools such as PEST and SWOT.
Selecting the most significant drivers in a given context.

Responding to drivers of change:

Using systems theory and continuous improvement models to predict and
proactively plan for change.
Using the Burke-Litwen model to make the change process efficient and
effective.

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LO3 Determine how barriers to change influence leadership decision-
making

Initiated or imposed change:

Deciding to be pre-emptive and proactive or responsive and reactive will be
based on the situation and the nature/scope of the change.
Adaptive and constructive change.

Barriers and resistance to change:

Using a force field analysis to understand likely opposition and support for
change in a contemporary context.
Scheins organisational culture model, self-efficacy perceptions and situational
resistance when determining barriers.

Leadership and decision-making:

Doing the right thing is important when dealing with change as change mostly
affects people. Decisions should be considered with this in mind.

LO4 Apply a range of leadership approaches to a change initiative

Situational leadership:
The context of a task/activity/challenge determines the appropriate leadership
style/approach.

Initiating change:
Where change is initiated then leaders have more control, more time and,
therefore, more opportunity to select the best approach to apply.
When change is imposed then these opportunities are reduced or even
negated.

Change theories, concepts and models:

The key theories, concepts and models, including Kotters 8-step Change
model, Lewins change management model, change through strategic
communication, change and movement through leadership, the principles of
change leadership.

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Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Compare ways in which change impacts on an
organisations strategy and operations
P1 Compare different M1 Assess the different LO1 & 2
organisational examples drivers for change in each
D1 Draw conclusions and
where there has been an of the given examples and
recommendations with
impact of change on an the types of organisational
valid justifications for
organisations strategy change they have
planning effectively for
and operations. affected.
change and applying
change impact analysis.

LO2 Evaluate the influences that drivers of change

have on organisational behaviour

P2 Evaluate the ways in M2 Apply appropriate

which internal and theories and models to
external drivers of change critically evaluate
affect leadership, team organisational response to
and individual behaviours change.
within an organisation.
P3 Evaluate measures
that can be taken to
minimise negative impacts
of change on
organisational behaviour.

LO3 Determine how barriers to change influence

leadership decision-making

P4 Explain different M3 Use force field D2 Critically evaluate the

barriers for change and analysis to analyse the use of force field analysis
determine how they driving and resisting in the context of meeting
influence leadership forces and show how they organisational objectives.
decision-making in a influence decision-making.
given organisational
context.

LO4 Apply a range of leadership approaches to a

change initiative.

P5 Apply different M4 Evaluate the extent to D3 Critically evaluate the

leadership approaches to which leadership effectiveness of leadership
dealing with change in a approaches can deliver approaches and models of
range of organisational organisational change change management.
contexts. effectively applying
appropriate models and
frameworks.

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Recommended Resources
LEWIS, L. K. (2011) Organizational Change: Creating Change Through Strategic
Communication. Chichester: Wiley-Blackwell.
MEE-YAN, C-J. and HOLBECHE, L. (2015) Organizational Development: a
Practitioner's Guide for OD and HR. London: Kogan Page.
NORTHOUSE, P. G. (2010) Leadership Theory and Practice. 5th Ed. London: SAGE.
PENDLETON, D. and FURNHAM, A. (2012) Leadership: All You Need to Know.
London: Palgrave Macmillan.
STANFORD, N. (2013) Organization Design: Engaging with Change. 2nd Ed.
London: Routledge.

Journals
Journal of Change Management
Journal of Organisational Change Management
Leadership

Links
This unit links to the following related units:
Unit 4: Management and Operations
Unit 12: Organisational Behaviour
Unit 20: Employee Relations
Unit 21: Strategic Human Resource Management
Unit 35: Developing Individuals, Teams and Organisations
Unit 36: Human Resources Value and Contribution to Organisational Success

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Unit 32: Business Strategy

Unit code K/508/0574

Unit level 5
Credit value 15

Introduction
The aim of this unit is to develop students awareness of the different kinds of
strategy which could be used in an operational, tactical or strategic role for an
organisation. This will be underpinned by a thorough knowledge and understanding
of the theories, models and concepts which could significantly support an
organisations strategic choice and direction.
On successful completion of this unit students will have developed sufficient
knowledge and understanding of strategy to make a positive, efficient and effective
contribution to the development of business plans and operational direction. This
could be in the role of a junior manager responsible for having a specific input into
an organisations decision-making and planning.

Learning Outcomes
By the end of this unit a student will be able to:
1 Analyse the impact and influence which the macro environment has on an
organisation and its business strategies.
2 Assess an organisations internal environment and capabilities.
3 Evaluate and apply the outcomes of an analysis using Porters Five Forces
model to a given market sector.
4 Apply models, theories and concepts to assist with the understanding and
interpretation of strategic directions available to an organisation.

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Essential Content

LO1 Analyse the impact and influence which the macro environment has
on an organisation and its business strategies

The Strategic Context:

Missions, visions and objectives.
The definition and meaning of strategy.
The role of strategy to achieve business objectives and goals, strategic intent
and different strategic direction.
Different strategic planning techniques.

Analytical frameworks of the macro environment:

The different types of frameworks and analysis of the macro environment,
including:
Stakeholder analysis: stakeholder matrix, stakeholder mapping.
Environmental analysis: PESTLE and Porters Five Forces model.
Structure-conduct-performance model.
Strategic positioning: Ansoffs growth vector matrix.
Organisational audit: SWOT analysis, benchmarking indicators.

LO2 Assess an organisations internal environment and capabilities

Organisational internal environment:

What are strategic capabilities and what are the key components of strategic
capabilities?
Resource-based view strategy as a basis for competitive advantage and the
McKinseys 7S model as a management tool.
Analysis of strategic capabilities using the VRIO/VRIN framework.
Benchmarking strategic capabilities and value chain analysis.
Cost-benefit analysis.

LO3 Evaluate and apply the outcomes of an analysis using Porters Five
Forces model to a given market sector

Analytical tools and models of analysis:

The Balanced Scorecard to align organisation vision and strategy.
Competitive analysis using Porters Five Forces model.
Stakeholder analysis.
Applying the Ansoff matrix to product/market strategy.

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LO4 Apply models, theories and concepts to assist with the understanding
and interpretation of strategic directions available to an organisation

Strategic choices and directions:

The application of Porters generic strategies: cost and price leadership
strategy, differentiation strategy, focus strategy and the extended model of
Bowmans strategy clock.
Hybrid strategy.
Diversification.
Vertical/horizontal integration.

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Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Analyse the impact and influence which the macro
environment has on an organisation and its business
strategies.

P1 Applying appropriate M1 Critically analyse the LO1, 2, 3 & 4

frameworks analyse the macro environment to
D1 Critique and interpret
impact and influence of determine and inform
information and data
the macro environment on strategic management
applying environmental
a given organisation and decisions.
and competitive analysis
its strategies.
to produce a set of valid
LO2 Assess an organisations internal environment and strategic directions,
capabilities objectives and tactical
actions.
P2 Analyse the internal M2 Critically evaluate the
environment and internal environment to
capabilities of a given assess strengths and
organisation using weaknesses of an
appropriate frameworks. organisations internal
capabilities, structure and
skill set.

LO3 Evaluate and apply the outcomes of an analysis

using Porters Five Forces model to a given market
sector

P3 Applying Porters Five M3 Devise appropriate

Forces model evaluate the strategies to improve
competitive forces of a competitive edge and
given market sector for an market position based on
organisation. the outcomes.

LO4 Apply models, theories and concepts to assist

with the understanding and interpretation of strategic
directions available to an organisation

P4 Applying a range of M4 Produce a strategic

theories, concepts and management plan that
models, interpret and has tangible and tactical
devise strategic planning strategic priorities and
for a given organisation. objectives.

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Recommended Resources
JOHNSON, G. et al (2014) Exploring Strategy Text and Cases. Harlow: Pearson.
JOHNSON G. et al (2011) Fundamentals of Strategy. 2nd Ed. Financial
Times/Prentice Hall.
KIM, W. C. and MAUBORGNE, R. (2015) Blue Ocean Strategy. Expanded Ed.
Boston: Harvard Business Review Press.
ROTHAERMEL, F. (2014) Strategic Management. 2nd Ed. Maidenhead: McGraw-Hill.

Links
This unit links to the following related units:
Unit 1: Business and the Business Environment
Unit 18: Global Business Environment
Unit 25: Principles of Operations Management
Unit 27: Identifying Entrepreneurial Opportunities
Unit 33: Business Information Technology Systems
Unit 42: Planning for Growth

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Unit 35: Developing Individuals,
Teams and
Organisations

Unit code A/508/0594

Unit level 5
Credit value 15

Introduction
The aim of this unit is to provide students with the opportunity to appreciate that
developing knowledge and skills to achieve high performance is a cross-
organisation activity. Students will recognise that their own professional
development is just one route to improving the performance of those teams and
organisations in which they work. They will also gain an awareness of the context in
which learning takes place and how development needs are linked to learning
interventions aimed at supporting an organisations strategy.
On successful completion of this unit, students will have laid the foundations for
their own continuing professional development which will support their future
engagement in lifelong learning. They will also be able to contribute to the
development of others and make a positive contribution to the sustainable growth
of an organisation.

Learning Outcomes
By the end of this unit a student will be able to:
1 Analyse employee knowledge, skills and behaviours required by HR
professionals.
2 Analyse the factors to be considered when implementing and evaluating
inclusive learning and development to drive sustainable business performance.
3 Apply knowledge and understanding to the ways in which high-performance
working (HPW) contributes to employee engagement and competitive
advantage.
4 Evaluate ways in which performance management, collaborative working and
effective communication can support high-performance culture and
commitment.

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Essential Content

LO1 Analyse employee knowledge, skills and behaviours required by HR

professionals

Continuing professional development (CPD):

What does this mean?
How do we engage in CPD?
How and why should CPD be recorded and evaluated?

Frameworks for CPD:

As a means to structure CPD activities and to provide opportunities for
reflection and evaluation.

Reflective learning:
Consider this as a philosophy and a concept. Using reflective learning to gain
a deeper and objective insight into levels of performance in comparison to
levels of expectation.

Feedback for learning:

Using feedback as part of the learning cycle where feedback informs reflection
which in turn informs action.

LO2 Analyse the factors to be considered when implementing and

evaluating inclusive learning and development to drive sustainable
business performance

Supporting organisational and individual learning:

Learning should be focused on strategic and tactical goals and informed by,
for example, GAP analysis or a skills evaluation.
Consider how learning is determined and implemented.

The learning organisation:

The use of formal and informal learning across an organisation to develop
individual, team and organisational skill sets.

Training or development:
Training as a one-off event or series of activities is different to development
which has a more protracted timescale and builds on the skills and knowledge
gained during training. Should organisations focus on training, development
or both?

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 The learning cycle:
Recognising that learning is continuous through the use of learning cycle
theories developed by Kolb, Honey and Mumford and Lewin.

Barriers to learning:
Recognising the various environmental, physical, psychological and cognitive
barriers and how to overcome them.

LO3 Apply knowledge and understanding to the ways in which high-

performance working (HPW) contributes to employee engagement
and competitive advantage

High-performance working (HPW):

As a concept, philosophy and approach to developing and supporting strategy
development, competitive advantage and improving employee relations.

HPW organisations:
What characterises a HPW organisation (HPWO)?
How is this beneficial to employees and the employer?
What barriers may exist to HPW?

High-performance HRM practice:

How are the two related?
Which informs which?
What impact does the desire to achieve HPW impact of HR practices?

HPW and external stakeholders:

How will HPW be perceived and viewed by internal and external stakeholders?

Partnerships in a HPWO:
Consider who will be able to support HPW in an organisation?
The use of HPW champions to act as catalysts.
How do you sell the concept of HPW to those who will be facilitating this?

LO4 Evaluate ways in which performance management, collaborative

working and effective communication can support high-performance
culture and commitment

Performance management (PM):

As a concept and a process.
What constitutes effective PM?

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 How does effective PM inform learning and development at the organisational,
team and individual level?
Differences in PM systems.

Organisational culture:
How this can be both a facilitator or barrier to effective PM.
The use of internal collaboration to deliver effective PM.

Transformation process:
Use PM to transform organisations. How this is achieved would depend on
factors such as scale and size of the organisation, its geographic dispersal and
competing challenges. The latter could be the requirement to remain strong in
the market, to make a profit or to meet customer expectations during a
period of transformation.

The developmental approach to PM:

Separating development from evaluation where the developmental approach
considers stages in development and how these are achieved through the
setting of criteria, the imposition of systems and an incremental approach to
achieving developmental aims.

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Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Analyse employee knowledge, skills and
behaviours required by HR professionals

P1 Determine appropriate M1 Provide a detailed LO1 & 2

and professional professional skills audit
D1 Produce a detailed and
knowledge, skills and that demonstrates
coherent professional
behaviours that are evidence of personal
development plan that
required by HR reflection and evaluation.
appropriately sets out
professionals.
learning goals and
P2 Analyse a completed training in relation to the
personal skills audit to learning cycle to achieve
identify appropriate sustainable business
knowledge, skills and performance objectives.
behaviours and develop a
professional development
plan for a given job role.

LO2 Analyse the factors to be considered when

implementing and evaluating inclusive learning and
development to drive sustainable business
performance

P3 Analyse the M2 Apply learning cycle

differences between theories to analyse the
organisational and importance of
individual learning, implementing continuous
training and development. professional development.
P4 Analyse the need for
continuous learning and
professional development
to drive sustainable
business performance

LO3 Apply knowledge and understanding to the ways

in which high-performance working (HPW) contributes
to employee engagement and competitive advantage

P5 Demonstrate M3 Analyse the benefits LO3 & 4

understanding of how of applying HPW with
D2 Provide valid synthesis
HPW contributes to justifications to a specific
of knowledge and
employee engagement organisational situation.
information resulting in
and competitive
appropriate judgements
advantage within a
on how HPW and
specific organisational
mechanisms used to
situation.
support HPW lead to
improved employee
engagement, commitment
and competitive
advantage.

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Pass Merit Distinction

LO4 Evaluate ways in which performance

management, collaborative working and effective
communication can support high-performance culture
and commitment

P6 Evaluate different M4 Critically evaluate the

approaches to different approaches and
performance management make judgements on how
(e.g. collaborative effective they can be to
working), and support high-performance
demonstrate with specific culture and commitment.
examples how they can
support high-performance
culture and commitment.

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Recommended Resources
FRIEDMAN, A. L. (2012) Continuing Professional Development: Lifelong Learning of
Millions. London: Routledge.
MEE-YAN, C-J. and HOLBECHE, L. (2015) Organizational Development: A
Practitioner's Guide for OD and HR. London: Kogan Page.
STEWART, J. and ROGERS, P. (2012) Developing People and Organisations.
London: CIPD.

Journals
European Journal of Training and Development
International Journal of Training and Development
Organisation Development Journal

Links
This unit links to the following related units:
Unit 6: Managing a Successful Business Project
Unit 12: Organisational Behaviour
Unit 17: Understanding and Leading Change
Unit 19: Resource and Talent Planning
Unit 21: Strategic Human Resource Management

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Unit 40: International Marketing

Unit code Y/508/0599

Unit level 5
Credit value 15

Introduction
The aim of this unit is to introduce students to a variety of methods organisations
use to coordinate their international marketing efforts. Students will critically
evaluate the various challenges that organisations face when doing so. This unit will
give students the knowledge and ability to work with marketing teams
internationally and to study marketing at a higher level.
In todays globalised economy it is essential that marketing efforts are able to
transcend international borders. To do this, marketers must gain an appreciation of
the various cultural, regulatory and political issues that exist in transferring
marketing strategies into different countries and the impact it can have on both
consumers and the organisation.

Learning Outcomes
By the end of this unit a student will be able to:
1 Demonstrate an understanding of how marketing contributes to business
strategies in an international context.
2 Evaluate entry to a selection of international markets and define the key
success factors.
3 Investigate how elements of the marketing plan can be adapted or
standardised across international markets.
4 Demonstrate an understanding of how to organise and evaluate international
marketing efforts (multinational, global, transnational, meta-national, etc.).

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Essential Content

LO1 Demonstrate an understanding of how marketing contributes to

business strategies in an international context

International context:
Scope and definition of international marketing.
Rationale for why organisations are seeking to internationalise.
Key global macro and customer trends.

Contribution to meeting strategic objectives:

Marketings role in contributing to the business strategy in an international
context.
Factors that influence internationalisation.
Setting an international marketing strategy to meet objectives.

LO2 Evaluate entry to a selection of international markets and define the

key success factors

Critical evaluation of international markets:

The importance of choosing the right international market.
The international market selection process.
Opportunities and challenges when entering international markets, including
ethical and legal considerations.
Risk management and contingency planning in relation to volatile
international markets.
Generic international market entry strategies.
Determining key success factors of international marketing.

LO3 Investigate how elements of the marketing plan can be adapted or

standardised across international markets

The marketing plan in an international context:

Product adaption: global vs local.
Pricing in international markets.
The use of new technologies that support international distribution and
promotional strategies considering hardware (computerised systems,
telecommunications, networks) and software (mobile computing, cloud
computing, social media).
People and servicing in an international context.
Tapping into untapped markets.

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LO4 Demonstrate an understanding of how to organise and evaluate
international marketing efforts (multinational, global, transnational,
meta-national, etc.)

International marketing efforts:

Organisation structures in an international context.
Home or international orientation and reporting lines.
Negotiation and new business assessment in international markets.
Assessing international market competition.
Assessing international market performance.

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Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Demonstrate an understanding of how marketing
contributes to business strategies in an international
context

P1 Analyse the scope and M1 Evaluate the LO1 & 2

key concepts of opportunities and
D1 Produce a critical
international marketing. challenges that marketing
evaluation of the
internationally presents to
P2 Explain the rationale international market
an organisation.
for an organisation to context, including insight
want to market into how organisations
internationally and should adapt their
describe the various marketing strategies for
routes to market they can various markets.
adopt.

LO2 Evaluate entry to a selection of international

markets and define the key success factors

P3 Evaluate the key M2 Apply the market

criteria and selection evaluation criteria, entry
process to use when strategies and make
considering which recommendations for a
international market to selected organisation.
enter.
P4 Explain, using
examples, the different
market entry strategies,
including the advantages
and disadvantages of
each.

LO3 Investigate how elements of the marketing plan

can be adapted or standardised across international
markets

P5 Present an overview of M3 Evaluate the context D2 Produce a critical

the key arguments in the and circumstances in evaluation of how the
global vs local debate. which an organisation marketing mix is applied
should adopt a global or to a range of international
P6 Investigate how the
local approach, contexts.
product, pricing,
highlighting the
promotional and
implications of doing so.
distribution approach
differs in a variety of M4 Determine and
international contexts. articulate in detail how to
adapt the marketing mix
of a selected organisation
in different international
markets.

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Pass Merit Distinction

LO4 Demonstrate an understanding of how to organise

and evaluate international marketing efforts
(multinational, global, transnational, meta-national,
etc.)

P7 Explain and analyse M5 Evaluate various D3 Make

the various international marketing approaches and recommendations on how
marketing approaches competitor analysis in organisations should be
organisations can adopt. relation to an organisation structured to maximise
and make the opportunity in an
P8 Compare home and
recommendations on how international context.
international orientation
they should operate in an
and ways to assess
international context.
competitors outlining the
implications of each
approach.

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Recommended Resources
ALBAUM, G and DUERR, E (2011) International Marketing and Export Management.
7th Ed. Harlow: Pearson.
BRADLEY, F (2005) International Marketing Strategy. 5th Ed. Harlow: Pearson.
KEEGAN, W (2013) Global Marketing Management: International Edition. 8th Ed.
Harlow: Pearson.

Journals
Emerald Insight
International Marketing Review

Links
This unit links to the following related units:
Unit 1: Business and the Business Environment
Unit 2: Marketing Essentials
Unit 18: Global Business Environment
Unit 43 Tapping into New and International Markets

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Unit 41: Brand Management

Unit code F/508/0600

Unit level 5
Credit value 15

Introduction
This unit gives students a comprehensive overview of brand management
starting with why brands are so important and how they are formed, through to
measuring brand value and managing a portfolio of brands over time.
The unit is designed and structured to give students an end-to-end understanding
of brand management. It explores a range of tools and techniques that can be
employed to maximise brand value, while looking at a number of case studies that
contextualise information within real-world examples to aid understanding of how
effective brand management can be achieved.

Learning Outcomes
By the end of this unit a student will be able to:
1 Demonstrate an understanding of how a brand is built and managed over time.
2 Analyse how brands are organised in portfolios and how brand hierarchies are
built and managed
3 Evaluate how brands are leveraged/extended over time domestically and
internationally.
4 Evaluate techniques for measuring and managing brand value over time.

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Essential Content

LO1 Demonstrate an understanding of how a brand is built and managed

over time

Building brands:
Present an overview of brands and how they are developed, the use of the
brand pyramid.
The advantages of branding for organisations, consumers and intermediaries.
What is brand equity?
How do organisations develop and grow brand equity?
The role of marketing in building brand equity and brand positioning and
techniques.

Managing a brand over time:

How to strengthen brand equity, brand extensions, reinforcing and revitalising
brands through innovation.
Overcoming brand crisis, transmedia branding and specific communication
strategies for recovering and restoring a brand.
Interacting with customers: exploiting converging technologies to engage
customers.

LO2 Analyse how brands are organised in portfolios and how brand
hierarchies are built and managed

Portfolio and hierarchy management:

Brand portfolio strategies, including the house of brands and branded
property models.
Hierarchy building: corporate branding, umbrella branding, family branding,
endorsed sub brands and individual product branding.
How brand equity is built at different levels of the hierarchy.
Using the customer based brand equity model to develop and manage brands.
The use of market research as a key brand management tool.

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LO3 Evaluate how brands are leveraged/extended over time domestically
and internationally

Brand extension and leverage:

Brand extension approaches and strategies.
Fit and leverage in brand extensions.
Determine the different ways that brands can be reinforced and revitalised.
Brand collaborations and partnerships.
Global branding and positioning.

LO4 Evaluate techniques for measuring and managing brand value over
time

Measuring and managing brand value:

Different brand measurement techniques for measuring brand awareness,
market share, consumer attitudes and purchasing intent.
Brand equity audit and management and brand tracking techniques.
The relationship between branding and finance.
The concept of brand value and different approaches: cost, market based and
financial based methods to brand valuation.

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Learning Outcomes and Assessment Criteria

Pass Merit Distinction

LO1 Demonstrate an understanding of how a brand is
built and managed over time

P1 Explain the importance M1 Evaluate how brands LO1 - 4

of branding as a are managed successfully
D1 Provide a critical
marketing tool and why over time using
evaluation that is
and how it has emerged in application of appropriate
supported by justified
business practice. theories, models and
evidence demonstrating a
concepts.
P2 Analyse the key comprehensive
components of a M2 Apply appropriate and understanding of branding
successful brand strategy validated examples within within an organisational
for building and managing an organisational context. context.
brand equity.

LO2 Analyse how brands are organised in portfolios;

how brand hierarchies are built and managed

P3 Analyse different M3 Critically analyse

strategies of portfolio portfolio management,
management, brand brand hierarchies and
hierarchy and brand brand equity using
equity management. appropriate theories,
models and frameworks.

LO3 Evaluate how brands are leveraged/extended

over time domestically and internationally

P4 Evaluate how brands M4 Critically evaluate the

are managed use of different techniques
collaboratively and in used to leverage and
partnership both at a extend brands.
domestic and global level.

LO4 Evaluate techniques for measuring and managing

brand value over time

P5 Evaluate different M5 Critically evaluate

types of techniques for application of techniques
measuring and managing for measuring and
brand value using specific managing brand value in
organisational examples. relation to developing a
strong and enduring
brand.

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Recommended Resources
AAKER, D. (2011) Brand Relevance: Making Competitors Irrelevant. 1st Ed. San
Francisco: Jossey Bass.
KAPFERER, J. (2012) The New Strategic Brand Management: Advanced Insights
and Strategic Thinking. 5th Ed. London: Kogan Page.
KELLER, K (2015) Strategic Brand Management: Global Edition. 4th Ed. Harlow:
Pearson.
WHEELER, A. (2012) Designing Brand Identity: An essential guide for the whole
branding team. 4th Ed. Holboken NJ: Wiley and Sons.

Links
This unit links to the following related units:
Unit 2: Marketing Essentials
Unit 22: Product and Service Development
Unit 23: Integrated Marketing Communications
Unit 37: Consumer Behaviour and Insight
Unit 38: Customer Value Management

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Appendix 1:
Calculation of the final qualification grade

Conditions for the Award

To achieve a Pearson BTEC Higher National Diploma qualification a student must have:
completed units equivalent to 120 credits at level 5;
achieved at least a pass in 105 credits at level 5;
completed units equivalent to 120 credits at level 4;
achieved at least a pass in 105 credits at level 4.
To achieve a Pearson BTEC Higher National Certificate qualification a student must
have:
completed units equivalent to 120 credits at level 4;
achieved at least a pass in 105 credits at level 4.
Compensation Provisions

Compensation Provisions for the HND

A student can still be awarded an HND if they have not achieved a minimum of a
Pass in one of the 15 credit units at Level 4 and one of the 15 credit units at Level 5
but they have otherwise fulfilled all the above conditions.

Compensation Provisions HNC

A student can still be awarded an HNC if they have not achieved a minimum of a
Pass in one of the 15 credit units but they have otherwise fulfilled all the above
conditions.
The calculation of the overall qualification grade is based on the students
performance in all units to the value of 120 credits. Students are awarded a Pass,
Merit or Distinction qualification grade using the points gained through all 120
credits, at Level 4 for the HNC or Level 5 for the HND, based on unit achievement.
All units in valid combination must be attempted (120 credits)
At least 105 credits must be Pass or above
All 120 credits count in calculating the grade
The overall qualification grade is calculated in the same way for the HNC and for
the HND
The overall qualification grade for the HND will be calculated based on student
performance in Level 5 units only.
Points per credit:
Pass: 4
Merit: 6
Distinction: 8

Point boundaries

Grade Point boundaries

Pass 420599

Merit 600839

Distinction 840 +
 Modelled Learner Outcomes

Level 5 Higher National Diploma

STUDENT 1 STUDENT 2 STUDENT 3 STUDENT 4 STUDENT 5

Credits Level Grade Grade Unit Grade Unit Grade Unit Grade Unit Grade Unit
point points points points points points

Core 1 15 4 P 0 0 P 0 P 0 D 0 P 0

Core 2 15 4 P 0 0 P 0 P 0 D 0 M 0

Core 3 15 4 P 0 0 P 0 P 0 D 0 M 0

Core 4 15 4 P 0 0 P 0 M 0 M 0 M 0

Core 5 15 4 M 0 0 P 0 M 0 M 0 P 0

Core 6 15 4 M 0 0 P 0 M 0 D 0 U 0

Opt 1 15 4 M 0 0 P 0 D 0 D 0 D 0

Opt 2 15 4 M 0 0 P 0 D 0 D 0 D 0

Core 7 30 5 M 6 180 M 180 M 180 P 120 D 240

Core 8 15 5 M 6 90 M 90 M 90 P 60 D 120

Opt 3 15 5 M 6 90 M 90 D 120 P 60 D 120

Opt 4 15 5 M 6 90 P 60 D 120 P 60 D 120

Opt 5 15 5 M 6 90 P 60 D 120 M 90 M 90

Opt 6 15 5 M 6 90 P 60 M 90 M 90 P 60

Opt 7 15 5 90 P 60 M 90 M 90 M 90

TOTAL 240 720 600 810 570 840

GRADE M M M P D
Appendix 2: Glossary of terms used for internally
assessed units

This is a summary of the key terms used to define the requirements within units.

Term Definition
Analyse Present the outcome of methodical and detailed examination either:
breaking down a theme, topic or situation in order to interpret and
study the interrelationships between the parts and/or
of information or data to interpret and study key trends and
interrelationships.
Analysis can be through activity, practice, written or verbal
presentation.
Apply Put into operation or use.
Use relevant skills/knowledge/understanding appropriate to context.
Arrange Organise or make plans.
Assess Offer a reasoned judgement of the standard/quality of a situation or a
skill informed by relevant facts.
Calculate Generate a numerical answer with workings shown.
Compare Identify the main factors relating to two or more items/situations or
aspects of a subject that is extended to explain the similarities,
differences, advantages and disadvantages.

This is used to show depth of knowledge through selection of

characteristics.
Compose Create or make up or form.
Communicate Convey ideas or information to others.

Create/construct skills to make or do something, for example a

display or set of accounts.
Create/Const Skills to make or do something, for example, a display or set of
ruct accounts.
Critically Separate information into components and identify characteristics
analyse with depth to the justification.
Critically Make a judgement taking into account different factors and using
evaluate available knowledge/experience/evidence where the judgement is
supported in depth.
Term Definition
Define State the nature, scope or meaning.
Describe Give an account, including all the relevant characteristics, qualities
and events.
Discuss Consider different aspects of a theme or topic, how they interrelate,
and the extent to which they are important.
Demonstrate Show knowledge and understanding.
Design Plan and present ideas to show the
layout/function/workings/object/system/process.
Develop Grow or progress a plan, ideas, skills and understanding
Differentiate Recognise or determine what makes something different.
Discuss Give an account that addresses a range of ideas and arguments.
Evaluate Work draws on varied information, themes or concepts to consider
aspects, such as:
strengths or weaknesses
advantages or disadvantages
alternative actions
relevance or significance.
Students inquiries should lead to a supported judgement showing
relationship to its context. This will often be in a conclusion. Evidence
will often be written but could be through presentation or activity.
Explain To give an account of the purposes or reasons.
Explore Skills and/or knowledge involving practical research or testing.

Identify Indicate the main features or purpose of something by recognising it

and/or being able to discern and understand facts or qualities.
Illustrate Make clear by using examples or provide diagrams.
Indicate Point out, show.
Interpret State the meaning, purpose or qualities of something through the use
of images, words or other expression.
Investigate Conduct an inquiry or study into something to discover and examine
facts and information.
Justify Learners give reasons or evidence to:
support an opinion
prove something is right or reasonable.
Outline Set out the main points/characteristics.
Plan Consider, set out and communicate what is to be done.
Term Definition
Produce To bring into existence.
Reconstruct To assemble again/reorganise/form an impression.
Report Adhere to protocols, codes and conventions where findings or
judgements are set down in an objective way.
Review Make a formal assessment of work produced.

The assessment allows learners to:

appraise existing information or prior events
reconsider information with the intention of making changes, if
necessary.
Show how Demonstrate the application of certain methods/theories/concepts.
Stage and Organisation and management skills, for example, running an event
manage or a business pitch.
State Express.
Suggest Give possible alternatives, produce an idea, put forward, for example,
an idea or plan, for consideration.
Undertake/ Use a range of skills to perform a task, research or activity.
carry out
This is a key summary of the types of evidence used for BTEC Higher Nationals:

Type of evidence Definition

Case study A specific example to which all students must select and apply
knowledge.
Examination This technique covers all assessment that needs to be done
within a centre-specified time constrained period on site. Some
units may be more suited to an exam-based assessment
approach, to appropriately prepare students for further study
such as progression on to Level 6 programmes or to meet
professional recognition requirements.
Project A large scale activity requiring self-direction of selection of
outcome, planning, research, exploration, outcome and review.
Independent An analysis of substantive research organised by the student
research from secondary sources and, if applicable, primary sources.
Written task or Individual completion of a task in a work-related format, for
report example, a report, marketing communication, set of instructions,
giving information.
Simulated A multi-faceted activity mimicking realistic work situations.
activity/role play
Team task Students work together to show skills in defining and structuring
activity as a team.
Presentation Oral or through demonstration.
Production of Students produce a plan as an outcome related to a given or
plan/business plan limited task.
Reflective journal Completion of a journal from work experience, detailing skills
acquired for employability.
Poster/leaflet Documents providing well-presented information for a given
purpose.