HNC PROGRAMME SPECIFICATION

Transcription

1 HNC PROGRAMME SPECIFICATION 1 Title of Programme HNC Business 2 Awarding Body Edexcel 3 Mode of Study (full or part-time) Part Time 4 Duration (total number of years) 2 5 Number of weeks per academic year 36 6 Location of delivery Main Site 7 UCAS Code (if applicable) N/A 8 Entry requirements At least one A level or an Edexcel National Certificate/Diploma, or Advanced GNVQ. Non traditional students are welcome and do not necessarily have to possess the above qualifications but subject to interview and CV. 9 Aims of the programme and distinctive features/fit with existing provision The Higher National Certificate (HNC) in Business is designed to provide you with a higher level of knowledge, understanding and skills which are essential for employment in business in the public and private sectors and allows for progression to degree and professional courses. Programme Aims: The BTEC Higher Nationals in Business have been developed to focus on: Providing education and training for a range of careers in business such as administration, personnel, marketing, finance, law, purchasing and management. Providing a general qualification which allows flexibility of study to meet local or specialist needs. Providing specialist options which meet the needs of the major functions in business and allow specialisation with career progression and professional recognition in mind. Providing opportunities which underpin some of the knowledge and understanding required for the relevant NVQ level 4 units in Accounting, Management, Personnel, Administration and Procurement. Providing opportunities for learners to focus on the development of higher-level skills in a business context. Providing opportunities for learners to develop a range of skills and techniques and attributes essential for successful performance in working life. Providing opportunities for individuals in employment to achieve a nationally recognised level 4 vocationally specific qualification. Providing opportunities for learners to gain a nationally recognised vocationally specific qualification to enter employment in business or progress to higher education vocational qualifications such as a full-time degree in business or a related area. Aims of the qualification

2 This qualification meets the needs of the above rationale by: 10 Equipping individuals with knowledge, understanding and skills for success in a range of administrative and management positions in business. Providing specialist routes of study which relate to individual professions within the business world in which learners are working or intend to seek employment. Enabling progression to an undergraduate degree or further professional qualification in business or a related area. Supporting individuals employed or entering employment in the business field. Developing the individual s ability in the business field through effective use and combination of the knowledge and skills gained in different parts of the programme. Developing a range of skills and techniques, personal qualities and attributes essential for successful performance in working life and thereby enable learners to make an immediate contribution to employment. Providing flexibility, knowledge, skills and motivation as a basis for future studies and career development in business. Programme intended learning outcomes Reference the relevant subject benchmark statement(s) for each outcome (in brackets after each outcome) State supporting learning, teaching and assessment strategies for each group of outcomes A: Knowledge and understanding of: 1. Functions of businesses and the interrelationships of those functions. (GBM 3.4) (NOSM B9) 2. Business management principles with demonstration of knowledge of organisations and their general business settings. (GBM 3.6) (NOSM B1) 3. The range of influential business factors within the current business environment.(gbm 3.5) (NOSM B2) 4. Broad knowledge of business activity in changing times. (GBM 3.7viii) 5. The management of financial, operational and human resources. (GBM 3.7iii,iv,v) NOSM E3) Assessment, Essays, Reports, Design Tasks, 6. Theories and concepts which underpin customer expectations and the development of appropriate responses. (GBM 3.7ii) (NOSM F) B: Intellectual skills: be able to 1. Examine possible changing trends in the business world. (GBM

3 3.7i) (NOSM C5) 2.Provide evidence of ideas which combine theory and practical examples.(gbm 3.9i) (NOSM E11) 3. Evaluate business information and describe possible impacts.(gbm 3.9ii) 4.Expand own knowledge and understanding with study of differing ideas and opinions. (GBM 3.9ii) Assessment, Essays, Reports, Design Tasks, 5. Describe theory and relate to practical business situations.(gbm 3.9i)

4 C: Practical/Professional skills: be able to 1. Identify solutions to real business situations. (GBM 3.9 ii) (NOSM A3) 2. Work and participate within group situations to develop teamwork skills. (GBM 3.9 vii) (NOSM D1) 3. Update knowledge of the business world and implement procedures to relate knowledge to practice. (GBM 3.9 ix) (NOSM E11) 4. Work independently planning own time and work structures. (GBM 3.9 vi) Assessment: Essays, Reports, Design Tasks, 5. Develop interpersonal and communication skills within business scenarios. (GBM 3.9 viii) D: Transferable skills: 1. Ability to search and locate business information from differing sources detecting false logic and display the ability to define terms adequately. (GBM 3.9i) 2. Recognise importance of self reflection and develop self awareness of continuing development needs. (GBM 3.9x) Assessment, Essays, Reports, Design Tasks, 3. Planning and managing a range of business activities. (GBM 3.9ii) 4. Effectively communicate using a variety of methods. (GBM 3.9iii) 5. Develop ability to work under time pressures. (GBM 3.9vi)

5 11 Programme structure I Code/New Title Core/Option Credits Level Marketing Managing Financial Resources and Decisions Organisations and Behaviour Business Environment Common Law Managing Activities to Achieve Results Research Project Managing Professional Development Advertising and Promotion Employee Relations

6 12 References used in designing the programme 13 Indicators of quality and standards 14 Particular support for learning HNC Edexcel Specification QAA Benchmark statements General Business Management 2007 National Occupational Standards for Management and Leadership 2008 External Verifier Annual Reports Internal Verification Reports Quality audits and action plans The needs of disabled learners are taken into account in the design of all learning programmes at GIFHE. Students will be screened at induction to identify those with individual learning support needs.the Institute has well - established procedures in place to support all identified students through the application and assessments for the Disabled Students' Allowance to secure any specialist equipment or tuition which is required. 15 Methods for evaluating and improving the quality of learning Assessments designed in light of unit criteria will observe the acquisition of knowledge rather than the personal demonstration of practical skills where the latter might present a potential barrier to disabled learners. Students will also be invited in for advice and support through the DSA procedure. All students will have the opportunity to comment on the quality of the learning experience on each unit. Staff will also be expected to complete unit evaluations for each unit that they deliver. This feedback should be analysed by the unit leader and the results fed into the annual course report Course leaders and unit leaders should give consideration to modification to improve the delivery of any unit and this should be recorded in the course report. GIFHE policy requires that all teaching staff should be observed delivering learning at least annually. Teaching and learning that does not reach the minimum expected standard will result in an action plan agreed between the line manager and the member of staff. Student satisfaction is measured by student surveys (SPOC) on larger courses; on the smaller courses student opinion may be gathered by other survey means. Student representatives are invited to course team meetings and additionally have the opportunity to raise items with the course leader at individual meetings outside the course team. 16 Other sources of information about this programme 17 Articulation Route GIFHE Website Course leaflet Course Handbook Students can progress onto a FD top up or a Degree Route through our partners of Hull and Leeds Met Universities