Post on 25-Apr-2020
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Study Guide Fall 2014 –Fall 2015
Version 7.8.2014
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Contents
A. GENERAL INFORMATION ................................................................................................................ 1
1 Information about HELBUS Degrees ................................................................................................. 1
1.1 Overview of HELBUS degrees .................................................................................................... 1
1.2 The BTEC Level 5 Higher National Diploma (HND) in Business Curriculum ............................... 1
1.3 Pathway to a Bachelor’s degree ................................................................................................ 3
1.4 Delivery of the HND program.................................................................................................... 4
1.4.1 Full time delivery option ................................................................................................... 4
1.4.2 Blended learning option .................................................................................................... 4
2 Attendance Policy (Full-time program) ............................................................................................. 5
2.1 Attendance at class ................................................................................................................... 5
2.2 Exceptional situations ............................................................................................................... 5
2.3 Monitoring attendance ............................................................................................................. 6
2.4 Being late .................................................................................................................................. 6
3 The HELBUS Assessment and Grading System .................................................................................. 6
3.1 Formative assessment .............................................................................................................. 6
3.2 Summative assessment ............................................................................................................. 6
3.3 Calculating your overall grade .................................................................................................. 7
4 Late submission fee .......................................................................................................................... 8
5 Assessment appeals policy ............................................................................................................... 8
6 HELBUS Anti-Plagiarism Policy and Citation Guidelines .................................................................... 9
7 Teaching Faculty ............................................................................................................................. 10
B. COURSE DESCRIPTIONS .................................................................................................................. 12
1 BUSINESS ENVIRONMENT ............................................................................................................... 12
3 MANAGING BUSINESS ACTIVITIES TO ACHIEVE RESULTS ................................................................ 21
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4 ORGANISATIONS AND BEHAVIOUR................................................................................................. 25
5 MANAGING FINANCIAL RESOURCES AND DECISIONS ..................................................................... 29
6 MANAGING COMMUNICATIONS, KNOWLEDGE AND INFORMATION ............................................. 33
7 MARKETING INTELLIGENCE ............................................................................................................. 37
8 BUSINESS STRATEGY ....................................................................................................................... 41
9 WORKING WITH AND LEADING PEOPLE ......................................................................................... 45
10 MARKETING PLANNING .................................................................................................................. 49
11 BUSINESS DECISION MAKING ......................................................................................................... 54
12 ASPECTS OF CONTRACT AND NEGLIGENCE FOR BUSINESS ............................................................. 58
13 PERSONAL AND PROFESSIONAL DEVELOPMENT ............................................................................ 61
14 ADVERTISING AND PROMOTION IN BUSINESS ............................................................................... 65
15 SALES PLANNING AND OPERATIONS ............................................................................................... 70
16 RESEARCH PROJECT ........................................................................................................................ 75
C. HELBUS POLICIES ............................................................................................................................ 78
1 HELBUS Management Systems ....................................................................................................... 78
2 Admissions Policy ........................................................................................................................... 78
3 HELBUS Assessment Policy ............................................................................................................. 79
4 Quality Assurance Policy ................................................................................................................. 80
5 HELBUS Internal Verification Policy ................................................................................................ 81
6 HELBUS Appeals Policy ................................................................................................................... 81
7 HELBUS Complaints Policy .............................................................................................................. 83
8 HELBUS Equal Opportunities Policy ................................................................................................ 84
9 HELBUS Assessment Malpractice Policy ......................................................................................... 85
10 Recognition of Prior Learning (RPL) policy ...................................................................................... 87
11 Student / Learner Support .............................................................................................................. 89
12 Staff Resources Policy ..................................................................................................................... 90
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Annex 1: Study Skills Guide
1 Completing Your Assignments .......................................................................................................... 1
1.1 Interpreting an assignment brief .............................................................................................. 1
1.2 Types of assessment ................................................................................................................. 2
1.3 Understanding command words ............................................................................................... 2
1.4 Accessing higher grades ............................................................................................................ 3
1.4.1 Independent reading is vital.............................................................................................. 3
1.4.2 Understand the demands of your assignment brief.......................................................... 3
1.4.3 Demonstrate originality .................................................................................................... 3
1.4.4 Make the most of class sessions ....................................................................................... 3
1.4.5 Be critical .......................................................................................................................... 4
1.5 Choosing citations and sources of information ......................................................................... 4
1.6 Exemplar work .......................................................................................................................... 4
1.7 Critical reflection ....................................................................................................................... 5
1.8 Thinking skills ............................................................................................................................ 6
1.8.1 Divergent and convergent thinking ................................................................................... 6
1.8.2 Developing creative thinking............................................................................................. 7
1.8.3 Evaluation ......................................................................................................................... 7
1.8.4 Justification ....................................................................................................................... 7
1.8.5 Choosing an appropriate format for a written assignment ............................................... 7
1.8.6 Other forms of evidence for assignments ......................................................................... 7
1.8.7 Special requirements for specific assignment types ......................................................... 8
1.9 Structuring an assignment ........................................................................................................ 8
1.9.1 Breaking an assignment brief into sections ....................................................................... 8
1.9.2 Building an argument ........................................................................................................ 9
1.9.3 Supporting evidence and counter-arguments ................................................................... 9
1.10 Structure ................................................................................................................................... 9
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1.11 Critical writing skills .................................................................................................................. 9
1.12 Avoiding plagiarism ................................................................................................................. 10
1.12.1 Definition and consequences of plagiarism .................................................................... 10
1.12.2 Attributing direct quotes, ideas and arguments ............................................................. 11
1.12.3 Adding commentary and counter-argument to citations ................................................ 11
1.12.4 Keeping tabs on sources for citations, figures, etc. ......................................................... 11
1.12.5 Avoiding plagiarism ......................................................................................................... 11
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A. GENERAL INFORMATION
1 Information about HELBUS Degrees
1.1 Overview of HELBUS degrees
From fall 2013 onwards, HELBUS started offering the British BTEC Level 5 Higher National Diploma in Business-degree (HND). Prior to fall 2013, the degree offered at HELBUS was called the Associate of Arts in Business -degree, which is a foundation level university degree well known in the Anglosaxon world. The HND is a higher education qualification that is recognised in the UK as equivalent to the first two years of a Bachelor of Arts in Business -degree. The HELBUS Higher National Diploma in Business is a generalist practical qualification that provides the students the basic skills, understanding and knowledge to seek entry-level jobs in international business or to continue studying for a Bachelor’s degree. With the HND, HELBUS students can apply to over 100 universities around the world to gain entry directly to the third year and complete a Bachelor of Arts in Business degree normally in one additional year1.
1.2 The BTEC Level 5 Higher National Diploma (HND) in Business Curriculum
The HELBUS curriculum from Fall 2013 onwards follows closely the guidelines of Pearson Edexcel BTEC Higher National Diploma in Business. Pearson has developed them in consultation with British professional bodies, businesses and industries to focus on, e.g., the following provisions:
providing opportunity for learners to progress to a full-time Bachelor’s degree in business or a related area.
preparing learners for a range of careers in business such as management, administration, personnel, marketing, accounting, and law
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 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 learners to gain a UK recognised vocationally specific qualification to enter employment in business
This qualification aims to meet the needs of the above rationale by:
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
1 Some countries have a four year Bachelor’s requiring two additional years of study
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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.
The HELBUS curriculum consists of 16 course units that all learners shall complete to earn the Higher
National Diploma. The so-called mandatory curriculum consists of 8 course units, and the
Management and Marketing pathways of 4 course units each. Each course unit is equivalent to 7,5
ECTS credits (15 UK credits), with the exception of the Research Project course module that is
equivalent to 10 credits ECTS (20 UK credits).
Mandatory curriculum
This will cover an analysis of the impact of the external operating environment and the need to plan
organisational strategies to ensure effective business performance, together with an introduction to
the techniques and methods of research. A variety of research methodologies, including the
opportunity to carry out interventionist or action research should be considered and a project report
based on independent research into an area of professional business practice of interest completed.
The ways in which finance is managed within a business organisation will be considered, the different
sources of finance evaluated and the use of financial information to make decisions studied. Also
included will be consideration of decisions relating to pricing and investment, as well as budgeting,
together with techniques for the evaluation of financial performance.
The internal nature of organisations from both a theoretical and practical viewpoint will be considered
and it is intended to develop an understanding of the behaviour of people within organisations and
the significance of organisational design and characteristics. The objectives of organisations and the
influence of stakeholders are included as is the operation of organisations in relation to the local,
national and global environment. Also included is an introduction to the fundamental concepts and
principles that underpin the marketing process, examine the role and practice of marketing within the
changing business environment and include a concise and contemporary overview of marketing,
together with the knowledge and skills to underpin further study in the specialist field of marketing.
Management pathway
This pathway will cover the main functions of management including facilitating and managing
change and providing a vision for the future; managing financial resources, physical resources,
technology, the management of information and knowledge and providing products and services;
building relationships, developing networks and partnerships and managing people; and leading
business operations and meeting customer needs.
Marketing pathway
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This pathway gives an overview of the marketing function. It will consider the purchase decision
making process and the variables and situations influencing buyer behaviour as well as exploring the
marketing research process; the ability to determine specific promotional activities in
response to target audience; the application and evaluation of analytical tools to create a
marketing plan; and sales planning and operations and the different stages of the sales process.
Higher level skills and abilities
Learners studying for Edexcel BTEC Higher Nationals in Business will be expected to develop the
following skills during the programme of study:
cognitive skills of critical thinking, analysis and synthesis
effective problem solving and decision making using appropriate quantitative and qualitative
skills including identifying, formulating and solving business problems
effective communication, oral and in writing, using a range of media widely used in business
eg the preparation and presentation of business reports
numeric and quantitative skills including data analysis, interpretation and extrapolation; the
use of models of business problems and phenomena
effective use of communication and information technology for business applications
effective self-management in terms of time, planning and behaviour, motivation, self-starting,
individual initiative and enterprise
developing an appropriate learning style
self-awareness, openness and sensitivity to diversity in terms of people, cultures, business
and management issues
effective performance within a team environment including leadership, team-building,
influencing and project-management skills
interpersonal skills of effective listening, negotiating, persuading and presentation
abilities to conduct research into business and management issues. Source: Edexcel
1.3 Pathway to a Bachelor’s degree
According to Edexcel, there are over 100 universities around the world that accept applications from
HND students to gain entry directly to its third year and complete a Bachelor of Arts in Business degree
in one additional year2 (situation in January 2014). Please check with us the latest situation. The
students will receive their Bachelor’s degree both from the progression university and HELBUS.
Please note that the HELBUS HND alone without the top-up study component and the HELBUS
Bachelor of Arts degree are not recognised by the Ministry of Education in Finland because the
legislation in Finland does not govern private universities. Therefore these degrees do not provide the
qualification to apply for an office in the Finnish government. If you want to apply for such a position
you can become eligible by first completing your Bachelor’s abroad and then applying for a Master’s
degree in Finland.
2 Some countries have a four year Bachelor’s requiring two additional years
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After completing their Bachelor’s studies at progression universities, students are able to apply for
Master’s programs around the world.
1.4 Delivery of the HND program
The HND takes four terms to complete. As HELBUS has three terms per year (including a summer term) the program can be completed in less than two years with full time studies. The program begins in September of the first year and ends in December of the second year. The number of course units and the total number of teaching hours are the same as in programs, which are organised in the traditional mode of fall and spring semesters. There are two modes of delivery: the fulltime option and the blended learning option, which is suitable for those who work full-time or other reasons that make it difficult to participate in fulltime instruction
1.4.1 Full time delivery option
In the fulltime delivery option instruction in the Higher National Diploma program is organised in
short intensive course modules also known as course units. Each unit typically takes three weeks to
complete. Instruction is offered on a Monday to Friday schedule between 10 a.m. and 2 p.m. Each
module consists of 60 classroom hours. The students concentrate on one topic at a time. In the class,
students participate in discussions, write term papers, do group work and make presentations. This
method of studying is very intensive and requires that the participating students devote several hours
to home work on weekdays and often also on weekends. In return, the learners make fast progress.
Experience in other similar programs has shown that after the participating students get used to this
intensive work, only very few will drop out and discontinue their studies.
1.4.2 Blended learning option
In the blended learning –option instruction takes place in a virtual online learning environment with
optional face-to-face meetins with instructors. There are on average one lesson per unit per week. You
may have 1-4 units running parallel at a time, so on average you have 3-4 lessons per week. and more
independent study is required. Several course units are taught parallel to each other and it takes about
12 weeks to complete each course unit.
All courses are taught fully in English. Course units are delivered and assessed by our international
flying faculty. Most of them hold Ph.D:s and professor- or senior lecturer positions in their home
universities around the world.
There are 16 units or course modules to be completed in the HND-program. To earn the HND students
are required to pass successfully all sixteen modules of the program.
The updated Course Schedule is found on the HELBUS website,
www.helbus.fi/opinnot/kurssit/
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www.helbus.com/academics/classes-and-courses/
Professors will base their assessment of learning mostly on assignments. It is therefore important that
you prepare your assignments carefully and adhere to the guidelines and instructions that the
professors give you. The course descriptions in Section B are your first point of guidance. Your
professor will hand out detailed assignment instructions at the start of each course. In the assignments
look out for command verbs such as "compare", "contrast", "demonstrate", "evaluate", "justify", etc.
and make sure you that you interpret them correctly. The Annex 1 in this Study Guide (Excerpt from
the Edexcel Study Skills Guide) provides some valuable guidance for writing assignments.
The HND program is a criterion-referenced course. It means that learners must master all the set
learning outcomes and provide evidence for their learning to pass course units. In traditional norm-
referenced assessment learners are compared against each other, often on a bell curve, with
percentage or letter grading. Please read the HELBUS Assessment and Grading policy below for further
information.
2 Attendance Policy (Full-time program)
2.1 Attendance at class
Attendance at classes at HELBUS is compulsory and only one unexcused absence is allowed during each course unit. Students are required to attend class, and take responsibility for their own learning. All students at HELBUS make a significant investment in their business education and we as a school have a responsibility together with the student to ensure that each and every one reaches the set learning outcomes. Learning outcomes will only be met by engaging during class time. Learning is a shared experience and each student is expected to play his part in promoting this collective understanding. As some professors will make their assessment through observation of group work, discussions and presentations, it is imperative that students are present in class. As each professor’s stay at HELBUS is relatively short, it is important that he or she will be able to identify the students during class. If the professor asks, students shall wear an identification badge at all times in class, as well as a name sign on the desk. These will be provided during the Orientation Day.
2.2 Exceptional situations
A situation may arise when absence from class cannot be avoided. Such situations may include an illness, family emergency or other extreme circumstance. In such an event, the student shall notify the Program Coordinator before class by e-mail of the reason for and estimated duration of his absence. Additionally, the student will contact the professor and agree on additional work that will be required to complete the missed learning outcomes of the unit. It is the student’s responsibility to approach the professor and complete any missed work in a timely manner. It sometimes happens that a student has to take time off from class for work or travel. As a rule, HELBUS will not endorse such absences and professors are not required to prepare extra assignments for such occasions. In such a case the student may fail a course unit, and thus fail to complete the requirements of the Higher National Diploma. If the student works and is unable to temporarily adjust shifts to fit school, a certificate from the employer is required.
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If a student faces difficulties in observing the attendance policy, he or she is encouraged to contact the Program Coordinator as early as possible to discuss the situation. The HELBUS study counselling program is there to find solutions in such exceptional circumstances. If there are three unexcused absences, the student will be invited to discuss her situation with the HELBUS President.
2.3 Monitoring attendance
Students will indicate their attendance by signing the attendance sheet when arriving for class. It is a felony to forge another person’s signature, and any student caught doing so will fail the course unit.
2.4 Being late
Arriving late will disrupt the whole class. Please ensure that you are punctual. Late arrivals shall sign the attendance sheet on arrival.
3 The HELBUS Assessment and Grading System
The HELBUS visiting professors teach similar courses at their home universities. They use a variety of
assessment methods outlined in their Assignment Briefs. A typical course unit will include individual
written reports, group work, presentations, and also role play, debates, panels, etc. In assessment and
grading the professors, aka assessors, follow the Edexcel grading policy described below.
3.1 Formative assessment
Formative assessment involves both the Assessor and the learner in a process of continual review
about progress and takes place prior to summative assessment. Learners are provided with formative
feedback on their draft evidence or performance and are encouraged to improve their performance.
This process could be used to enable learners to progress to higher grades through their course.
3.2 Summative assessment
Summative assessment is carried out in order to make final judgments about the learner’s performance in relation to the assessment and grading criteria of each unit. It is the definitive assessment and must be made against the required standards of the unit.
Assessors should only award criteria when there is evidence, produced by the learner that supports the assessment decision.
Learners will need to be familiar with the grading criteria to be able to understand the quality of what is required. They should be informed of the differences between grading criteria so that higher skills can be achieved. There are three achievement levels from lowest to highest: Pass, Merit and Distinction.
At unit level, learners must demonstrate the following:
To achieve a Pass
Learners must achieve all Pass criteria from the assessment and grading grid. ( = All learning outcomes and associated assessment criteria must be met.)
To achieve a Merit
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Learners must achieve all Pass and all Merit criteria from the assessment and grading grid.
Should a learner achieve some of the Merit criteria but not all, this would provide the opportunity for additional guidance to enable the learner to progress all work to the required standard to achieve all the Merit criteria.
Partial achievement of the Merit criteria cannot attract the Merit grade. ( = All pass requirements achieved and all merit grade descriptors need to be achieved.)
To achieve a Distinction
Learners must achieve all Pass, all Merit and all Distinction criteria from the assessment and grading grid.
Distinction criteria are qualitative extensions of the Merit criteria
Should a learner achieve some of the Distinction criteria but not all, this would provide the opportunity for additional guidance to enable the learner to progress all work to the required
standard to achieve all the Distinction criteria.
Partial achievement of the Distinction criteria cannot attract the Distinction grade. (All merit grade descriptors and all distinction grade descriptors need to be achieved.)
If a student fails to pass certain learning outcomes, the assessor will ask for the student to resubmit the tasks concerning that particular learning outcome. Please see the Assessment Appeals Policy below for further detail.
3.3 Calculating your overall grade
The final grade of your BTEC diploma will be pass, merit or distinction. To calculate your BTEC overall grade you must:
Multiply the credits for each unit by the grade points achieved for that unit to calculate the individual unit points score.
Add up all the unit points scores achieved to calculate the total points score for the qualification.
Match the total points score against the Grade points table to calculate the final grade for the qualification.
You’ll find the credits for each unit from the top of the unit descriptions on section B from this guide. Most courses are 7,5 credits which you must multiply with two to get the UK credit.
Unit Grade Grade Points
PASS 0
MERIT 1
DISTINCTION 2
So if your grade for E.g. Business Environment unit is Distinction and the amount of the credits for the unit are 15. You’ll get 30 grade points from it (15 * 2 = 15).
Points ranges for the overall grade
Points range Grade
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0-74 PASS P
75-149 MERIT M
150 DISTINCTION D
4 Late submission fee
If the student does not submit his assignments by the submission date(s) during the course, or by the subsequent resubmission date after the course earning at least a Pass, HELBUS will charge €250/course unit for the administrative and assessment costs of any late submissions (late submission fee).
5 Assessment appeals policy
HELBUS observes closely and is bound by the Edexcel rules and guidelines for assessment. The assessment and grading system is described in detail in the HELBUS Grading and Credit System Policy above. The purpose of this policy is to inform students’ and assessors how to proceed if the student wishes to improve his or her grade or to challenge an assessor’s assessment decision. Basic assessment principles:
The assessor uses his/her judgement in awarding pass, merit and distinction criteria. The student is informed of all criteria at the start of the course unit and of the evidence that is required.
The assessor shall provide oral or written formative feedback during the delivery of the course unit and summative feedback as final course assessment.
The assessor submits the assessment decisions to the internal verifier after finishing the course unit. The internal verifier verifies the assessment decisions according to the Internal verification policy. The assessment decisions are then submitted to the learners, normally within four working weeks of the end of the course unit.
The assessor’s decision in principle is final. However, situations and extenuating circumstances may emerge, whereby the student can resubmit work and improve his grade or appeal against an assessment decision.
Learner’s right to resubmit for a Pass:
If the learner has not reached all pass criteria, thereby essentially failing the course, he or she will be given a chance of resubmitting work to reach the missing pass criteria. Work should be submitted within the set deadline, or it shall be subject to the late submission fee.
Resubmitting does not guarantee a Pass, if there is no evidence that the missing learning outcome is met through resubmitted work.
If the learner does not reach Pass after one resubmission, or fails to resubmit, he or she shall discuss the situation with the internal verifier or his designee. The purpose of the discussion is to understand the student’s situation, evaluate the student’s possibilities of passing the course, and reach the best possible solution
All correspondence should be copied to internal verifier iv@helbus.fi Learner’s right to improve grade from Pass to Distinction:
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If the learner has not reached all Merit criteria, but has reached all Pass and Distinction criteria, he or she will be awarded a Pass. This can seem harsh, if the learner has otherwise performed at Distinction level.
If the learner has reached all Distinction and Pass criteria, but has missed one Merit criteria, he or she will be given one opportunity to improve her grade, if she has been in full attendance at class as described in the Attendance policy. In this case, he/she shall inform the professor by e-mail of her wish to improve the grade within one week of receiving the assessment decision. The professor will give extra work regarding the missed Merit criteria that shall be submitted within the deadline, or it will not be considered. Resubmitted work does not guarantee a Distinction if it does not meet the set Merit criteria.
All correspondence should be copied to internal verifier iv@helbus.fi Learner’s right to appeal an assessment decision:
If a learner disagrees with an assessor’s decision, he or she should go back to the assignment brief and carefully examine the assessment criteria and evidence he or she has provided and recorded in the assessment brief.
If the learner has justified reason and evidence to disagree with an assessment decision, he or she should contact the professor by e-mail within one week of having received the assessment decision. The appeal should include the following:
o Name of learner o Date of appeal o Criteria against which the learner is appealing o Evidence to support the learner’s claim o The appeal should be copied to the internal verifier iv@helbus.fi and
kari.jaaskelainen@helbus.fi, head of the Academic Committee o The professor will consider the appeal and change the assessment decision if the appeal
is justified. In cases of doubt, the Internal Verifier may be asked to review the appeal and provide a decision.
o If the learner appeals an assessment decision under this procedure, and the final decision is negative, the learner does not have the right to resubmit work and improve his/her grade.
6 HELBUS Anti-Plagiarism Policy and Citation Guidelines
HELBUS has a strict and proactive policy against plagiarism and will recommend to assessors the use of anti-plagiarism software when appropriate. Plagiarism will result in failure of the course. Essentially, all quotations must be acknowledged, and attributed to the correct source. If you have questions about how to utilise and cite sources, please see the section Citation Guidelines or ask your instructor. Citation Guidelines
Citation is a reference to a published or unpublished source. It consists of the citation in the text, as well as the bibliographic entry normally at the end of the text. Correct citation has several purposes: to uphold intellectual honesty, to attribute prior work to the correct source, and to help the reader gauge the strength and validity of the material the author has used (Wikipedia, 2013). HELBUS stresses the importance of correct citation both to avoid plagiarism and to prepare students for future research projects and academic studies. HELBUS follows the Harvard system of referencing, also known as Parenthetical referencing. Typical features of this citation style are the following:
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Partial citations within the text include the author’s surname and year of publication, and are enclosed in parentheses rather than as footnotes. An example of in-text citation is the following:
“An organization exists to accomplish something in the larger environment.” (Kotler, 1984, p. 45)
The list of full citations (aka reference list or bibliography) is found in alphabetical order at the end of the section or assignment. The reference list includes the details of your citation. Example:
Kotler, P., 1984. Marketing Management: Analysis, Planning and Control. 5th ed. New Jersey: Prentice-Hall Inc. Wikipedia, 2013, Citation, Available at: http://en.wikipedia.org/wiki/Citation [Accessed 29 May 2013]
The British Standard Institution recommends the Harvard referencing style and it is commonly used at universities in the UK. There are a number of resources and applications available on-line to help you cite various sources. Please see the following website for detailed instructions on citing various types of traditional and electronic sources http://libweb.anglia.ac.uk/referencing/harvard.htm
7 Teaching Faculty
The list below provides the names of HELBUS visiting professors, the universities where they have their
own degrees and the universities in which they are currently employed. HELBUS reserves the right to
make changes in the list of faculty and taught courses.
Name Academic Qualifications Current Employer
Dale D. Fodness
Ph.D., The Florida State University
USA
Associate Professor, University of
Dallas, USA
David Fagan MSc, University of London, UK
MBA, Open University, UK LLB, University of London, UK
Visiting Professor, The Open University, UK
Francis Piron
Ph.D., Business Administration,
University of South Carolina, USA
Professor, Troy Global Campus,
Malaysia Campus, Malaysia
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Heidi Viljamaa
Master of Arts, Work and organizational psychology
Joensuun yliopisto Bachelor of Arts, Psychology
Lewis and Clark College
Owner, Managing Director at UP Tools
Owner, Coach at UP Partners
Humberto Florez Ph.D., Transportation Planning &
Engineering New York University
Partner at Analitica Consulting Group
Miami, USA
Jose Martin Desmaras Luzuriaga
Master of Cultural Anthropology
Universidade Federal de
Pernambuco, Brazil
Director, Crossbridge Consulting,
Brazil
Manjit Singh Sandhu
DBA, Charles Sturt University,
Australia
Senior Lecturer, Monash
University, Malaysian Campus
Prince Saprai PH.D., Oxford University, UK
Lecturer in Laws, University College London, UK
Rosmini Omar
Ph.D., Universiti Tun Abdul Razak,
Malaysia, Bachelor of Business
Administration University of
Toledo, USA
Associate Professor, Universiti
Teknologi Malaysia
Sumesh Nair Ph. D. University of Kerala, India Lecturer in Marketing, Monash
University, Malaysian Campus
Zrinka Mendes Doctor of Business Administration,
Kingston University, London
Lecturer in Economics, Anglia
Ruskin University
Lecturer in Economics, Cambridge
Regional College
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B. COURSE DESCRIPTIONS
1 BUSINESS ENVIRONMENT
Edexcel Unit code: Y/601/0546
Edexcel Qualification Level: 4
Credit value: 7,5 credits
Aim
The aim of this unit is to provide learners with an understanding of different organisations, the
influence of stakeholders and the relationship between businesses and the local, national and global
environments.
Unit abstract
Organisations have a variety of purposes that depend on why they were established. Some operate for
profit, whilst others do not. Organisations structure themselves and operate in ways that allow their
objectives to be met. Every organisation has a range of stakeholders whose interests need to be
satisfied, but stakeholders have competing interests that may be hard to reconcile.
Businesses operate in an environment shaped by the government, competitors, consumers, suppliers,
and international factors. Learners will understand that some influences on the business environment
are direct and clear, for example taxation policies on corporate activities. Other influences are less
clear, perhaps coming from the international arena and sometimes with only an oblique impact on the
national business environment.
It is within this business environment that organisations function and have to determine strategies and
a modus operandi that allow them to meet their organisational purposes in ways that comply with the
relevant legal and regulatory frameworks. In addition, business markets take various forms and the
structure of a market enables an understanding of how organisations behave. In this unit learners will
consider how different market structures shape the pricing and output decisions of businesses, as well
as other aspects of their behaviour.
Learning outcomes (LOs)
On successful completion of this unit a learner will:
Understand the organisational purposes of businesses
Understand the nature of the national environment in which businesses operate
Understand the behaviour of organisations in their market environment
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Be able to assess the significance of the global factors that shape national business activities.
Unit content
1 Understand the organisational purposes of businesses
Categories of organisation: legal structure; type e.g. private company, public company, government,
voluntary organisation, co-operative, charitable; sector (primary, secondary tertiary)
Purposes: mission; vision; aims; objectives; goals; values; profits; market share; growth; return on
capital employed (ROCE); sales; service level; customer satisfaction; corporate responsibility; ethical
issues
Stakeholders: owners; customers; suppliers; employees; debtors; creditors; financial institutions
(banks, mortgage lenders, credit factors); environmental groups; government agencies (central
government, local authorities); trade unions
Responsibilities of organisations: stakeholder interests; conflict of expectations; power influence
matrix; satisfying stakeholder objectives; legal responsibilities e.g. consumer legislation, employee
legislation, equal opportunities and anti-discriminatory legislation, environmental legislation, health
and safety legislation; ethical issues e.g. environment, fair trade, global warming, charter compliance
e.g. Banking Code
2 Understand the nature of the national environment in which businesses operate
Economic systems: the allocation of scarce resources; effective use of resources; type of
economic system e.g. command, free enterprise, mixed, transitional
The UK economy: size (gross domestic product, gross national product); structure; population; labour
force; growth; inflation; balance of payments; balance of trade; exchange rates; trading partners;
public finances (revenues, expenditure); taxation; government borrowing; business behaviour e.g.
investment, objectives, risk awareness; cost of capital; consumer behaviour; propensity to save;
propensity to spend; tastes and preferences
Government policy: economic goals; fiscal policy: control of aggregate demand; central and local
government spending; Public Sector Net Borrowing (PSNB) and Public Sector Net Cash Requirement
(PSNCR); euro convergence criteria, monetary policy; interest rates; quantitative easing; private
finance initiative (PFI); competition policy (up-to-date legislation including Competition Act 1998,
Enterprise Act 2002); Competition Commission, Office of Fair Trading; Directorate General for
Competition); European Commission); sector regulators e.g. Ofgem, Ofwat, Civil Aviation Authority;
Companies Acts; regional policy; industrial policy; enterprise strategy; training and skills policy
3 Understand the behaviour of organisations in their market environment
Market types: perfect competition, monopoly, monopolistic competition, oligopoly, duopoly;
competitive advantage, strategies adopted by firms; regulation of competition
14
Market forces and organisational responses: supply and demand, elasticity of demand; elasticity of
supply; customer perceptions and actions, pricing decisions; cost and output decisions; economies of
scale, the short run; the long run, multi-national and transnational corporations; joint ventures,
outsourcing; core markets; labour market trends; employee skills, technology; innovation; research
and development; core competencies; business environment (political, economic, social, technical,
legal, environmental); cultural environment
4 Be able to assess the significance of the global factors that shape national business
activities
Global factors: international trade and the UK economy; market opportunities; global growth;
protectionism; World Trade Organisation (WTO); emerging markets (BRIC economies – Brazil, Russia,
India, China); EU membership; EU business regulations and their incorporation in to UK law; EU
policies e.g. agriculture (CAP), business, competition, growth, employment, education, economics and
finance, employment, environment, science and technology, regional); labour movement; workforce
skills; exchange rates; trading blocs (e.g. monetary unions, common markets; customs unions, free
trade areas); labour costs; trade duties; levies; tariffs; customs dues; taxation regimes; international
competitiveness; international business environment (political, economic, social, technical, legal,
environmental); investment incentives; cost of capital; commodity prices; intellectual property;
climate change e.g. Kyoto Protocol, Rio Earth Summit; third world poverty; the group of 20 (G-20);
global financial stability
Learning outcomes (LOs) and assessment criteria
Learning outcomes
On successful completion of this unit a learner
will:
Assessment criteria for pass
The learner can:
LO1 Understand the organisational purposes of
businesses
1.1 identify the purposes of different types of
organisation
1.2 describe the extent to which an organization
meets the objectives of different stakeholders
1.3 explain the responsibilities of an organization
and strategies employed to meet them
LO2 Understand the nature of the national
environment in which businesses operate
2.1 explain how economic systems attempt to
allocate resources effectively
2.2 assess the impact of fiscal and monetary
policy on business organisations and their
activities
2.3 evaluate the impact of competition policy
and other regulatory mechanisms on the
activities of a selected organisation
15
LO3 Understand the behaviour of organisations in
their market environment
3.1 explain how market structures determine the
pricing and output decisions of businesses
3.2 illustrate the way in which market forces
shape organisational responses using a range of
examples
3.3 judge how the business and cultural
environments shape the behaviour of a selected
organisation
LO4 Be able to assess the significance of the
global factors that shape national business
activities
4.1 discuss the significance of international trade
to UK business organisations
4.2 analyse the impact of global factors on UK
business organisations
4.3 evaluate the impact of policies of the
European Union UK business organisations.
Guidance
Links :This unit has links with other business and economics-focused units such as Unit 3:
Organisations and Behaviour, Unit 7: Business Strategy, Unit 35: European Business and Unit 45:
Business Ethics.
This unit also links to the Management and Leadership NOS.
Essential requirements: There are no essential or unique resources required for the delivery of this
unit.
Employer engagement and vocational contexts
HELBUS can develop links with local employers. Many businesses look to employ learners when they
finish their programmes of study and may provide information about the business environment, which
they operate in. They will have a view about the impact of the governmental and EU factors that shape
how they behave.
Many learners are, or have been, employed and will be able to draw on their experience of
employment and will have had experience of the nature of the business environment and the ways in
which organisations respond to and determine the nature of that environment.
Physical Resources: None required.
16
2 MARKETING PRINCIPLES
Edexcel Unit code: F/601/0556
Edexcel Qualification Level: 4
Credit value: 7,5 credits
Aim
This unit aims to provide learners with understanding and skills relating to the fundamental concepts
and principles that underpin the marketing process.
Unit abstract
This is a broad-based unit, which gives learners the opportunity apply the key principles of marketing.
Firstly, the unit looks at the definitions of marketing, and what is meant by a marketing orientation
and the marketing process.
Next, learners consider the use of environmental analysis in marketing and carry out their own
analyses at both macro and micro levels. They will also investigate the importance of market
segmentation and how this leads to the identification and full specification of target groups. Learners
then consider buyer behaviour and positioning.
The unit looks at the main elements of both the original and the extended marketing mix. This includes
an introduction to the concept of the product life cycle, new product development, pricing strategies,
distribution options and the promotion mix.
Finally, learners will develop their own marketing mixes to meet the needs of different target groups.
This includes considering the differences when marketing services as opposed to goods. A range of
other contexts is examined including marketing to businesses instead of consumers and the
development of international markets.
Learning outcomes
On successful completion of this unit a learner will:
Understand the concept and process of marketing
Be able to use the concepts of segmentation, targeting and positioning
Understand the individual elements of the extended marketing mix
Be able to use the marketing mix in different contexts.
17
Unit content
1 Understand the concept and process of marketing
Definitions: alternative definitions including those of the Chartered Institute of Marketing and the
American Marketing Association; satisfying customer needs and wants; value and satisfaction;
exchange relationships; the changing emphasis of marketing
Marketing concept: evolution of marketing; marketing orientations; societal issues and emergent
philosophies; customer and competitor orientation; efficiency and effectiveness; limitations of the
marketing concept
Marketing process overview: marketing audit; integrated marketing; environmental analysis; SWOT
analysis; marketing objectives; constraints; options; plans to include target markets and marketing
mix; scope of marketing
Costs and benefits: links between marketing orientation and building competitive advantage; benefits
of building customer satisfaction; desired quality; service and customer care; relationship marketing;
customer retention; customer profitability; costs of a too narrow marketing focus
2 Be able to use the concepts of segmentation, targeting and positioning
Macro environment: environmental scanning; political, legal, economic, socio-cultural, ecological and
technological factors
Micro environment: stakeholders (organisation’s own employees, suppliers, customers, intermediaries,
owners, financiers, local residents, pressure groups and competitors); direct and indirect competitors;
Porter’s competitive forces
Buyer behaviour: dimensions of buyer behaviour; environmental influences; personal variables –
demographic, sociological, psychological – motivation, perception and learning; social factors;
physiological stimuli; attitudes; other lifestyle and life cycle variables; consumer and organisational
buying
Segmentation: process of market selection; macro and micro segmentation; bases for segmenting
markets, (geographic, demographic, psychographic and behavioural); multivariable segmentation and
typologies; benefits of segmentation; evaluation of segments and targeting strategies; positioning;
segmenting industrial markets; size; value; standards; industrial classification
Positioning: definition and meaning; influence over marketing mix factors
3 Understand the individual elements of the extended marketing mix
Product: products and brands – features, advantages and benefits; the total product concept; product
mix; product life cycle and its effect on other elements of the marketing mix; product strategy; new
product development; adoption process
Place: customer convenience and availability; definition of channels; types and functions of
intermediaries; channel selection; integration and distribution systems; franchising; physical
distribution management and logistics; ethical issues
18
Price: perceived value; pricing context and process; pricing strategies; demand elasticity; competition;
costs, psychological, discriminatory; ethical issues
Promotion: awareness and image; effective communication; integrated communication process
(SOSTT + 4Ms); promotional mix elements; push and pull strategies; advertising above and below the
line including packaging; public relations and sponsorship; sales promotion; direct marketing and
personal selling; branding, internet and online marketing
The shift from the 4Ps to the 7Ps: product-service continuum; concept of the extended marketing mix;
the significance of the soft elements of marketing (people, physical evidence and process
management)
4 Be able to use the marketing mix in different contexts
Consumer markets: fast moving consumer goods; consumer durables; coordinated marketing mix to
achieve objectives
Organisational markets: differences from consumer markets; adding value through service; industrial;
non-profit making; government; re-seller
Services: nature and characteristics of service products (intangibility, ownership, inseparability,
perishability, variability, heterogeneity – the 7Ps); strategies; service quality; elements of physical
product marketing; tangible and intangible benefits
International markets: globalisation; cultural differences; standardisation versus adaptation; the EU;
benefits and risks; market attractiveness; international marketing mix strategies
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner
will:
Assessment criteria for pass
The learner can:
LO1 Understand the concept and process of
marketing
1.1 explain the various elements of the marketing
process
1.2 evaluate the benefits and costs of a marketing
orientation for a selected organization
LO2 Be able to use the concepts of segmentation,
targeting and positioning
2.1 show macro and micro environmental factors
which influence marketing decisions
2.2 propose segmentation criteria to be used for
products in different markets
2.3 choose a targeting strategy for a selected
19
product/service
2.4 demonstrate how buyer behaviour affects
marketing activities in different buying situations
2.5 propose new positioning for a selected
product/service
LO3 Understand the individual elements of the
extended marketing mix
3.1 explain how products are developed to
sustain competitive advantage
3.2 explain how distribution is arranged to
provide customer convenience
3.3 explain how prices are set to reflect an
organisation’s objectives and market conditions
3.4 illustrate how promotional activity is
integrated to achieve marketing objectives
3.5 analyse the additional elements of the
extended marketing mix
LO 4 Be able to use the marketing mix in different
contexts
4.1 plan marketing mixes for two different
segments in consumer markets
4.2 illustrate differences in marketing products
and services to businesses rather than consumers
4.3 show how and why international marketing
differs from domestic marketing.
Guidance
Links
Learners who have achieved a BTEC Higher Nationals in Business have, for many years, been given
entry to and exemptions from some parts of the Chartered Institute of Marketing’s professional
examinations. Further information can be found in the Professional Body Recognition booklet available
from the Edexcel website.
This unit forms the basis of the Higher National marketing pathway linking with other marketing units:
Unit 17: Marketing Intelligence, Unit 18: Advertising and Promotion in Business, Unit 19: Marketing
Planning and Unit 20: Sales Planning and Operations. There is also a link to Unit 1: Business
Environment in relation to the areas of stakeholders, effects of demand elasticity on pricing and
external market factors. The unit also provides links to Unit 30: Internet Marketing and Unit 41:
Contemporary Issues in Marketing Management.
20
Essential requirements
There are no essential or unique resources required for the delivery of this unit.
Employer engagement and vocational contexts
HELBUS can develop links with local businesses. Many businesses and chambers of commerce want to
promote local business and are often willing to provide work placements, visit opportunities,
information about businesses and the local business context and guest speakers.
Physical Resources
None required.
21
3 MANAGING BUSINESS ACTIVITIES TO ACHIEVE RESULTS
Edexcel Unit code: J/601/0946
Edexcel Qualification Level: 4
Credit value: 7,5 credits
Aim
The aim of this unit is to provide learners with the understanding and skills to manage their activities in
the business workplace to improve their effectiveness and efficiency.
Unit abstract
This unit focuses on the effective and efficient planning and management of business work activities. It
gives learners with understanding and skills needed to design and implement operational systems to
improve their effectiveness and efficiency and achieve the desired results for the business.
Learners are encouraged to consider the importance and interrelationship of business processes and
the implementation of operational plans, together with quality systems and health and safety, in
achieving satisfactory results.
Learning outcomes
On successful completion of this unit a learner will:
1. Understand the importance of business processes in delivering outcomes based upon
business goals and objectives
2. Be able to develop plans for own area of responsibility to implement operational plans
3. Be able to monitor appropriate systems to improve organisational performance
4. Be able to manage health and safety in the workplace.
Unit content
1 Understand the importance of business processes in delivering outcomes based upon
business goals and objectives
Functions: interrelationships of functions, mission, aims, objectives and culture; interrelationship with
processes
Processes: principles and models of effective process management; types of business
process measures, output; quality gateways; how to evaluate suitability
2 Be able to develop plans for own area of responsibility to implement operational plans
22
Areas of responsibility: internal and external customers; customer orientation; market research;
product development, principles and methods of short- to medium-term planning; designing plans;
PERT; critical path analysis; work flow, prioritising workloads; how to develop SMART objectives; time
management; how to analyse and manage risk; how to align resources with objectives; legal,
regulatory and ethical requirements
Operational plans: product and service specifications and standards; meeting quality, quantity, time
and cost objectives; systems e.g. Just-in-Time; value-added chains; statistical process control;
coordinating activities; working within organisational constraints and limitations
3 Be able to monitor appropriate systems to improve organisational performance
Systems: Total Quality Management (TQM), TQM philosophy, principles, methods and techniques;
quality systems, quality circles, ISO9000/EN29000 or subsequent current amendments, managing and
monitoring quality
Organisational performance: principles of models which underpin organisational performance; types
of performance measures and how to determine and set them; cost/benefit analysis; risk analysis; the
value of a customer-focused culture; the importance of prevention rather than correction; importance
of developing a continual improvement culture and how to involve others; planning, proposing,
implementing and evaluating change; identifying wider implications of change within the organisation;
Business Process Reengineering (BPR)
4 Be able to manage health and safety in the workplace
Health and safety: legislation and regulations relating to health and safety at work; organisational
policies and procedures regarding health and safety; risk assessment and monitoring; practical
application of regulations; public attitudes and concerns relating to health and safety
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner
will:
Assessment criteria for pass
The learner can:
LO1 Understand the importance of business
processes in delivering outcomes based upon
business goals and objectives
1.1 evaluate the interrelationship between the
different processes and functions of the
organization
1.2 justify the methodology to be used to map
processes to the organisation’s goals and
objectives
1.3 evaluate the output of the process and the
quality gateways
23
LO2 Be able to develop plans for own area of
responsibility to implement operational plans
2.1 design plans which promote goals and
objectives for own area of responsibility
2.2 write objectives, which are specific,
measurable, achievable, realistic and time-based
to align people and other resources in an effective
and efficient way
2.3 implement appropriate systems to achieve
objectives in the most efficient way, on time, to
budget and meeting organisational standards of
quality
2.4 carry out work activities meeting the
operational plan through effective monitoring and
control
LO3 Be able to monitor appropriate systems to
improve organisational performance
3.1 design systems to manage and monitor quality
standards specified by the organisation
3.2 demonstrate a quality culture to ensure
continuous monitoring, evaluation and
development of the process
3.3 recommend improvements which align with
the organisation’s objectives and goals and which
result in improvements
3.4 report on the wider implications of proposed
changes within the organisation
LO4 Be able to manage health and safety in
workplace
4.1 carry out risk assessments as required by
legislation, regulation and organisational
requirements ensuring appropriate action is taken
4.2 demonstrate that health and safety
regulations and legislation applicable in specific
work situations are correctly and effectively
applied
4.3 carry out a systematic review of organizational
health and safety policies and procedures in order
to ensure they are effective and compliant
4.4 carry out practical application of health and
safety policies and procedures in the workplace.
24
Guidance
Links
This unit links with all other management units within this specification. This unit also links to the
Management and Leadership NOS as mapped in Annexe B.
Essential requirements
Tutors must build a bank of resource materials to ensure there is a sufficient supply of relevant
information across a range of activities and processes.
Employer engagement and vocational contexts
Learners can generate evidence from a work placement or work experience. Some learners may have
access to information from family owned and run businesses.
HELBUS can develop links with local businesses. Many businesses and chambers of commerce want
information about businesses and the local business context and guest speakers to promote local
business and are often willing to provide work placements, visit opportunities.
Physical Resources
Tutors must build a bank of resource materials to ensure there is a sufficient supply of relevant
information across a range of activities and processes.
25
4 ORGANISATIONS AND BEHAVIOUR
Edexcel Unit code: H/601/0551
Edexcel Qualification Level: 4
Credit value: 7,5 credits
Aim
The aim of this unit is to give learners an understanding of individual and group behaviour in
organisations and to examine current theories and their application in managing behaviour in the
workplace.
Unit abstract
This unit focuses on the behaviour of individuals and groups within organisations. It explores the links
between the structure and culture of organisations and how these interact and influence the
behaviour of the workforce. The structure of a large multi-national company with thousands of
employees worldwide will be very different from a small local business with 20 employees. The way in
which an organisation structures and organises its workforce will impact on the culture that develops
within the organisation. This system of shared values and beliefs will determine and shape the
accepted patterns of behaviour of an organisations workforce. The culture in organisations that differ
in size, for example, or are from different sectors of the economy can be very different.
The structure and culture of an organisation are key factors, which contribute to motivating the
workforce at all levels of the organisation. The Japanese were instrumental in developing a culture of
‘continuous improvement through teamwork’ in their manufacturing industry. This culture has now
been exported around the world and encapsulates the way in which structure and culture contribute
to patterns of behaviour in the workplace. This unit will develop learner understanding of the
behaviour of people within organisations and of the significance that organisational design has on
shaping that behaviour.
Learning outcomes
On successful completion of this unit a learner will:
1. Understand the relationship between organisational structure and culture
2. Understand different approaches to management and leadership
3. Understand ways of using motivational theories in organisations
4. Understand mechanisms for developing effective teamwork in organisations.
26
Unit content
1 Understand the relationship between organisational structure and culture
Types of organisation and associated structures: functional, product-based, geographically based,
multi-functional and multi-divisional structures, matrix, centralisation and decentralisation;
organisational charts; spans of control; internal and external network structures; flexible working
Organisational culture: classification of organisational culture – power culture, role culture, task
culture, person culture; cultural norms and symbols; values and beliefs; development of organisational
culture
Diagnosing behavioural problems: concepts; principles; perspectives; methodology
Perception: definition; perceptual selection; perception and work behaviour; attitude; ability and
aptitude; intelligence
Significance and nature of individual differences: self and self-image; personality and work behaviour;
conflict
Individual behaviour at work: personality, traits and types; its relevance in understanding self and
others
2 Understand different approaches to management and leadership
Development of management thought: scientific management; classical administration; bureaucracy;
human relations approach; systems approach; contingency approach
Functions of management: planning; organising; commanding; coordinating; controlling
Managerial roles: interpersonal; informational; decisional
Nature of managerial authority: power; authority; responsibility; delegation; conflict
Frames of reference for leadership activities: opportunist; diplomat; technician; achiever; strategist;
magician; pluralistic; transformational; change
3 Understand ways of using motivational theories in organisations
Motivation theories: Maslow’s Hierarchy of Needs; Herzberg’s Motivation – Hygiene theory;
McGregor’s Theory X and Y; Vroom and Expectancy theories; Maccoby, McCrae and Costa –
personality dimensions
Motivation and performance: rewards and incentives; motivation and managers; monetary and non-
monetary rewards
Leadership: leadership in organisations; managers and leaders; leadership traits;
management style; contingency approach; leadership and organisational culture
27
Leadership and successful change in organisations: pluralistic; transformational; communications;
conflict
4 Understand mechanisms for developing effective teamwork in organisations
Teams and team building: groups and teams; informal and formal groups; purpose of teams; selecting
team members; team roles; Belbin’s theory; stages in team development; team building; team
identity; team loyalty; commitment to shared beliefs; multi-disciplinary teams
Team dynamics: group norms; decision-making behaviour; dysfunctional teams; cohesiveness
Impact of technology on team functioning: technology; communication; change; networks and virtual
teams; global and cross-cultural teams
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner
will:
Assessment criteria for pass
The learner can:
LO1 Understand the relationship between
organisational structure and culture
1.1 compare and contrast different
organizational structures and culture
1.2 explain how the relationship between an
organisation’s structure and culture can impact
on the performance of the business
1.3 discuss the factors which influence individual
behaviour at work
LO2 Understand different approaches to
management and leadership
2.1 compare the effectiveness of different
leadership styles in different organisations
2.2 explain how organizational theory underpins
the practice of management
2.3 evaluate the different approaches to
management used by different organisations
LO3 Understand ways of using motivational
theories in organisations
3.1 discuss the impact that different leadership
styles may have on motivation in organisations in
periods of change
3.2 compare the application of different
motivational theories within the workplace
3.3 evaluate the usefulness of a motivation
28
theory for managers
LO4 Understand mechanisms for developing
effective teamwork in organisations
4.1 explain the nature of groups and group
behaviour within organisations
4.2 discuss factors that may promote or inhibit
the development of effective teamwork in
organisations
4.3 evaluate the impact of technology on team
functioning within a given organisation.
Guidance
Links
This unit links to the following units within this specification Unit 21: Human Resource Management,
Unit 22: Managing Human Resources, Unit 23: Human Resources Development and Unit 24: Employee
Relations.
This unit also links to the Management and Leadership NOS.
Essential requirements
There are no essential or unique resources required for the delivery of this unit.
Employer engagement and vocational contexts
HELBUS can develop links with local businesses. Many businesses and chambers of commerce want to
promote local business and are often willing to provide guest speakers, visit opportunities and
information about the operation of their businesses.
Physical Resources
None required.
29
5 MANAGING FINANCIAL RESOURCES AND DECISIONS
Edexcel Unit Code: H/601/0548
Edexcel Qualification Level: 4
Credit value: 7,5 credits
Aim
The unit aim is to provide learners with an understanding of where and how to access sources of
finance for a business, and the skills to use financial information for decision making.
Unit abstract
This unit is designed to give learners a broad understanding of the sources and availability of finance
for a business organisation. Learners will learn how to evaluate these different sources and compare
how they are used.
They will learn how financial information is recorded and how to use this information to make
decisions for example in planning and budgeting.
Decisions relating to pricing and investment appraisal are also considered within the unit. Finally,
learners will learn and apply techniques used to evaluate financial performance.
Learning outcomes
On successful completion of this unit a learner will:
1. Understand the sources of finance available to a business
2. Understand the implications of finance as a resource within a business
3. Be able to make financial decisions based on financial information
4. Be able to evaluate the financial performance of a business.
Unit content
1 Understand the sources of finance available to a business
Range of sources: sources for different businesses; long term such as share capital; retained earnings;
loans; third-party investment; short/medium term such as hire purchase and leasing; working capital
stock control; cash management; debtor factoring
Implications of choices: legal, financial and dilution of control implications; bankruptcy
Choosing a source: advantages and disadvantages of different sources; suitability for purpose e.g.
matching of term of finance to term of project
30
2 Understand the implications of finance as a resource within a business
Finance costs: tangible costs e.g. interest, dividends; opportunity costs e.g. loss of alternative projects
when using retained earnings; tax effects
Financial planning: the need to identify shortages and surpluses e.g. cash budgeting; implications of
failure to finance adequately; overtrading
Decision making: information needs of different decision makers
Accounting for finance: how different types of finance and their costs appear in the financial
statements of a business; the interaction of assets and liabilities on the balance sheet and on
international equivalents under the International Accounting Standards (IAS)
3 Be able to make financial decisions based on financial information
Budgeting decisions: analysis and monitoring of cash and other budgets
Costing and pricing decisions: calculation of unit costs, use within pricing decisions; sensitivity analysis
Investment appraisal: payback period; accounting rate of return; discounted cash flow techniques i.e.
net present value; internal rate of return
Nature of long-term decisions: nature of investment importance of true value of money; cash flow;
assumptions in capital investment decisions; advantages and disadvantages of each method.
4 Be able to evaluate the financial performance of a business
Terminology: introduction to debit, credit, books of prime entry, accounts and ledgers, trial balance,
final accounts and international equivalents under the International Accounting Standards (IAS)
Financial statements: basic form, structure and purpose of main financial statements i.e. balance
sheet, profit and loss account, cash flow statement, notes, preparation not required; changes to
reporting requirements under the International Accounting Standards (IAS) e.g. statement of
comprehensive income, statement of financial position; distinctions between different types of
business i.e. limited company, partnership, sole trader
Interpretation: use of key accounting ratios for profitability, liquidity, efficiency and investment;
comparison both external i.e. other companies, industry standards and internal i.e. previous periods,
budgets
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner
will:
Assessment criteria for pass
The learner can:
31
LO1 Understand the sources of finance available
to a business
1.1 identify the sources of finance available to a
business
1.2 assess the implications of the different
sources
1.3 evaluate appropriate sources of finance for a
business project
LO2 Understand the implications of finance as a
resource within a business
2.1 analyse the costs of different sources of
finance
2.2 explain the importance of financial planning
2.3 assess the information needs of different
decision makers
2.4 explain the impact of finance on the financial
statements
LO3 Be able to make financial decisions based on
financial information
3.1 analyse budgets and make appropriate
decisions
3.2 explain the calculation of unit costs and make
pricing decisions using relevant information
3.3 assess the viability of a project using
investment appraisal techniques
LO4 Be able to evaluate the financial performance
of a business
4.1 discuss the main financial statements
4.2 compare appropriate formats of financial
statements for different types of business
4.3 interpret financial statements using
appropriate ratios and comparisons, both internal
and external.
32
Guidance
Links
This unit links with the following units within this specification Unit 6: Business Decision Making, Unit
9: Management Accounting: Costing and Budgeting, Unit 10: Financial Accounting and Reporting, Unit
11: Financial Systems and Auditing and Unit 12: Taxation.
This unit also covers some of the underpinning knowledge and understanding for the NVQ in
Accounting as set out in Annexe B.
The unit covers financial topics essential for learners who would like a career in this field and wish to
gain membership of a professional accounting body.
Essential requirements
Learners will require access to financial and company reports.
Employer engagement and vocational contexts
HELBUS can develop links with local businesses. Many businesses and chambers of commerce want to
promote local business and are often willing to provide work placements, visit opportunities,
information about businesses and the local business context and guest speakers.
Physical Resources
Learners will be able to access financial and company reports: They are available from the Internet.
33
6 MANAGING COMMUNICATIONS, KNOWLEDGE AND
INFORMATION
Edexcel Unit code: L/601/0950
Edexcel Qualification Level: 4
Credit value: 7,5 credits
Aim
The aim of this unit is to show how communications, knowledge and information can be improved
within an organisation including making better use of IT systems.
Unit abstract
This unit recognises that communications do not automatically take place effectively in organisations
and that both information and work-based knowledge is often insufficient when decisions are made.
Learners will look at how managers can improve the planning of their communications processes as
well as their communication skills. Learners will understand why managers need to adopt a more
inclusive approach to stakeholders affected by the decisions they make and why they need to network
on a more structured basis. The unit also looks at how managers can make the information and
knowledge they gain accessible to other parts of the organisation.
The unit is designed to develop learner understanding of the interaction between communications,
knowledge and information. It also covers how IT systems can be used as a management tool for
collecting, storing, disseminating and providing access to knowledge and information.
Learning outcomes
On successful completion of this unit a learner will:
1. Understand how to assess information and knowledge needs
2. Be able to create strategies to increase personal networking to widen involvement in the
decision-making process
3. Be able to develop communication processes
4. Be able to improve systems relating to information and knowledge.
34
Unit content
1 Understand how to assess information and knowledge needs
Sources: internal and external, primary and secondary, formal and informal, team workers, customers
and other stakeholders
Types: qualitative and quantitative, tacit and explicit, official and unofficial, policy and opinion
2 Be able to create strategies to increase personal networking to widen involvement in
the decision-making process
Sources: stakeholders and useful contacts, internal and external Methods: formal, informal Strategies:
formal and informal, direct or via media, relating and interacting, trust and
confidentiality, forming business relationships, decision making and decision taking
3 Be able to develop communication processes
Types: meetings and conferences, workshops and training events, internet and email, written,
telephone, video conferencing, one-to-one meetings
Approaches: structured and coordinated, planned, formal and informal
Strategy: advantages, disadvantages; informal, face-to-face, formal in writing, emotional, intelligence
4 Be able to improve systems relating to information and knowledge
Type: hard and soft, websites and mailings, access and dissemination
Style: trends and patterns, diagrams and text, consistent and reliable, current and valid; legal and
confidential
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner
will:
Assessment criteria for pass
The learner can:
LO1 Understand how to assess information and
knowledge needs
1.1 discuss the range of decisions to be taken
1.2 examine the information and knowledge
needed to ensure effective decision taking
1.3 assess internal and external sources of
information and understanding
1.4 justify recommendations for improvement
35
LO2 Be able to create strategies to increase
personal networking to widen involvement in the
decision- making process
2.1 identify stakeholders for a decision-making
process
2.2 make contact with those identified and
develop business relationships
2.3 involve those identified in the decision making
as appropriate
2.4 design strategies for improvement
LO3 Be able to develop communication processes 3.1 report on existing processes of
communication in an organisation
3.2 design ways to improve appropriateness
3.3 implement improvements to ensure greater
integration of systems of communication in that
organisation
3.4 create a personal plan to improve own
communication skills
LO4 Be able to improve systems relating to
information and knowledge
4.1 report on existing approaches to the
collection, formatting, storage and dissemination
of information and knowledge
4.2 carry out appropriate changes to improve the
collection, formatting, storage and dissemination
of information and knowledge
4.3 implement a strategy to improve access to
systems of information and knowledge.
36
Guidance
Links
This unit links with all other management units within this specification. This unit also links with the
Management and Leadership NOS.
Essential requirements
There are no essential or unique resources required for the delivery of this unit.
Employer engagement and vocational contexts
HELBUS can develop links with local businesses. Many businesses and chambers of commerce want to
promote local business and are often willing to provide work placements, visit opportunities,
information about businesses and the local business context and guest speakers.
Physical Resources
None required
37
7 MARKETING INTELLIGENCE
Edexcel Unit code: K/601/0955
Edexcel Qualification Level: 4
Credit value: 7,5 credits
Aim
The aim of this unit is to enable learners to understand the purchase decision-making process and how
marketing research techniques are used to contribute to the development of marketing plans.
Unit abstract
This unit explores buyer behaviour and how this is influenced by a range of factors and situations.
Learners will explore the marketing research process and assess the importance of different types of
information. The approach is practical and learners will learn how to prepare and present a research
proposal, assess the reliability of market research findings, and use secondary sources of data.
Learners will then develop the skills needed to assess trends and carry out competitor analysis.
Finally, learners will consider customer relationship management and how to assess levels of customer
satisfaction.
The unit seeks to combine a sound theoretical framework with the development of useful business
skills.
Learning outcomes
On successful completion of this unit a learner will:
1. Understand buyer behaviour and the purchase decision-making process
2. Be able to use marketing research techniques
3. Be able to assess market size and future demand
4. Be able to measure customer satisfaction.
Unit content
1 Understand buyer behaviour and the purchase decision-making process
Customers and markets: purchase decision-making process; buying situations and types of buying
decision; dimensions of buyer behaviour
Buyer behaviour: influences on buyer behaviour; stimulus response model; models of purchase
behaviour; diffusion and innovation; model unitary and decision-making units
38
Buying motives: psychological factors, socio-psychological factors, sociological factors, economic
factors and cultural factors influencing customer behaviour; lifestyle and life-cycle factors; customer
and prospect profiling
Branding: relationship between brand loyalty, company image and repeat purchase
2 Be able to use marketing research techniques
Market research: role and importance of marketing research; research process, objectives; issues
relating to the use of primary and secondary data sources and methods; existing sources of primary
and secondary market research; internal sources; external sources; competitor data and sources and
customer data; ethics
Market research companies: benefits and limitations of use; cost; reliability and types
Research techniques: stages of the market research process; research proposals; qualitative and
quantitative methods; surveys; sources of information; value and interpretation of data
Types: face to face, telephone/postal; data mining technique; focus groups; depth interviews; omnibus
survey; psychological research; mystery shopper; sales, price and distribution research
Reliability of research: validity; sampling process; sample size; sample and interviewer bias; methods
of recruitment
Researching developing and established markets: issues associated with researching the developing as
well as the established consumer; industrial and service markets
Use of research data: research data supporting marketing planning; producing actionable
recommendations; evaluating research findings for business decision making
3 Be able to assess market size and future demand
Measuring: defining the market; estimating total market size, value and volume; growth and trends;
forecasting future demand
Competitive analysis: competitor analysis – market/product profiles of competition, brand and market
share; characteristics of the competition – market innovator/follower; objectives of the competition;
strategies of the competition; strengths and weakness of competition; future behaviour of the
competition and their strategic intent
Be able to measure customer satisfaction
Measuring customer satisfaction: post-sale surveys; data mining – web behaviour analysis; guarantees;
complaint handling and suggestion systems; mystery shopping; product placement; service
agreements; customer follow-up
Customer care: customer relationship management programmes, objectives, use and value in data
collection, customer relationship management as a means of adding value and influencing
purchase/repeat purchase behaviour, customer retention
39
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner
will:
Assessment criteria for pass
The learner can:
LO1 Understand buyer behaviour and the
purchase decision- making process
1.1 describe the main stages of the purchase
decision- making process
1.2 explain theories of buyer behaviour in terms
of individuals and markets
1.3 explain the factors that affect buyer
behaviour
1.4 evaluate the relationship between brand
loyalty, corporate image and repeat purchasing
LO2 Be able to use marketing research techniques 2.1 evaluate different types of market research
techniques
2.2 use sources of secondary data to achieve
marketing research objectives
2.3 assess the validity and reliability of market
research findings
2.4 prepare a marketing research plan to obtain
information in a given situation
LO3 Be able to assess market size and future
demand
3.1 assess market size trends within a given
market
3.2 plan and carry out a competitor analysis for a
given organisation
3.3 evaluate an organisation’s opportunities and
threats for a given product or service
LO4 Be able to measure customer satisfaction 4.1 evaluate techniques of assessing customer
response
4.2 design and complete a customer satisfaction
survey
4.3 review the success of a completed survey.
40
Guidance
Links
This unit is part of the marketing pathway and forms a direct link with the other marketing units in the
pathway – Unit 18: Advertising and Promotion in Business, Unit 19: Marketing Planning and Unit 20:
Sales Planning and Operations.
The unit is also linked with Unit 4: Marketing Principles and Unit 6: Business Decision Making.
Essential requirements
Learners need access to market research and business information.
Employer engagement and vocational contexts
HELBUS can develop links with local businesses. Many businesses and chambers of commerce want to
promote local business and are often willing to provide work placements, visit opportunities,
information about businesses and the local business context and guest speakers, or assistance with
case study material that could be used as a basis for the assignments for this unit.
Physical Resources
Learners need access to market research and business information.
41
8 BUSINESS STRATEGY
Edexcel Unit code: A/601/0796
Edexcel Qualification Level: 5
Credit value: 7,5 credit
Aim
The aim of this unit is to give learners the knowledge and understanding of how a business unit can
strategically organise and plan for likely future outcomes in order to be successful.
Unit abstract
One of the aims of this unit is to build on learners’ existing knowledge of the basic tools of business
analysis such as PESTLE and draw it together so that the learners think strategically.
Learners will be introduced to further analysis tools needed for the process of strategic planning. They
will be able to explain the significance of stakeholder analysis and carry out an environmental and
organisational audit of a given organisation.
Learners will learn how to apply strategic positioning techniques to the analysis of a given organisation
and prepare a strategic plan based on previous analysis. They will also learn how to evaluate possible
alternative strategies (such as substantive growth, limited growth or retrenchment) and then select an
appropriate future strategy for a given organisation.
Finally, learners will compare the roles and responsibilities for strategy implementation and evaluate
resource requirements for the implementation of a new strategy for a given organisation. Learners will
then be able to propose targets and timescales for implementation and monitoring of the strategy in a
given organisation.
Learning outcomes
On successful completion of this unit a learner will:
1. Understand the process of strategic planning
2. Be able to formulate a new strategy
3. Understand approaches to strategy evaluation
4. Understand how to implement a chosen strategy.
42
Unit content
1 Understand the process of strategic planning
Strategic contexts and terminology: role of strategy; missions; visions; strategic intent; objectives;
goals; core competencies; strategic architecture; strategic control
Strategic thinking: future direction of the competition; needs of customers; gaining and maintaining
competitive advantage; Ansoff’s growth-vector matrix; portfolio analysis
Planning systems: informal planning; top-down planning; bottom-up planning; behavioural approaches
Strategic planning issues: impact on managers; targets; when to plan; who should be involved; role of
planning
Strategic planning techniques: BCG growth-share matrix; directional policy matrices; SPACE, PIMS
2 Be able to formulate a new strategy
Stakeholder analysis: stakeholder significance grid; stakeholder mapping
Environment auditing: political, economic, socio-cultural, technological, legal and environmental
analysis (PESTLE); Porter’s 5 force analysis; the threat of new entrants; the power of buyers; the power
of suppliers; the threat of substitutes; competitive rivalry and collaboration
Strategic positioning: the Ansoff matrix; growth; stability; profitability; efficiency; market leadership;
survival; mergers and acquisitions; expansion into the global marketplace
The organisational audit: benchmarking; SWOT analysis; product positions; value-chain analysis;
demographic influences; scenario planning; synergy culture and values
3 Understand approaches to strategy evaluation
Market entry strategies: organic growth; growth by merger or acquisition; strategic alliances; licensing;
franchising
Substantive growth strategies: horizontal and vertical integration; related and unrelated diversification
Limited growth strategies: do nothing; market penetration; market development; product
development; innovation
Disinvestment strategies: retrenchment; turnaround strategies; divestment; liquidation
Strategy selection: considering the alternatives; appropriateness; feasibility; desirability
4 Understand how to implement a chosen strategy
43
The realisation of strategic plans to operational reality: communication (selling the concepts); project
teams; identification of team and individual roles, responsibilities and targets; programme of activities;
benchmark targets at differing levels of the organisation
Resource allocation: finance; human resources; materials; time
Review and evaluation: an evaluation of the benchmarked outcomes in a given time period in relation
to corporate, operational and individual targets using SMART principles (specific, measurable,
achievable, realistic and time constrained)
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner
will:
Assessment criteria for pass
The learner can:
LO1 Understand the process of strategic planning
1.1 assess how business missions, visions, objectives, goals and core competencies inform strategic planning 1.2 analyse the factors that have to be considered when formulating strategic plans 1.3 evaluate the effectiveness of techniques used when developing strategic business plans
LO2 Be able to formulate a new strategy
2.1 analyse the strategic positioning of a given organisation by carrying out an organisational audit 2.2 carry out an environmental audit for a given organisation 2.3 assess the significance of stakeholder analysis when formulating new strategy 2.4 present a new strategy for a given organisation
LO3 Understand approaches to strategy
evaluation
3.1 analyse the appropriateness of alternative strategies relating to market entry, substantive growth, limited growth or retrenchment for a given organisation 3.2 justify the selection of a strategy
LO4 Understand how to implement a chosen
strategy
4.1 assess the roles and responsibilities of personnel who are charged with strategy implementation 4.2 analyse the estimated resource requirements for implementing a new strategy for a given organisation 4.3 evaluate the contribution of SMART targets to the achievement of strategy implementation in a given organisation
44
Guidance
Links
This unit should be linked with the other core units in the programme. It draws on the underpinning
knowledge gained in the core and specialist units in the programme. Pre-requisites for this unit are,
Unit 1: Business Environment, Unit 2: Managing Financial Resources and Decisions, Unit 3:
Organisations and Behaviour and Unit 4: Marketing Principles.
Essential requirements
There are no essential or unique resources required for the delivery of this unit.
Employer engagement and vocational contexts
HELBUS can develop links with local businesses. Many businesses and chambers of commerce are keen
to promote local business and are often willing to provide visit opportunities, guest speakers and
information about business and the local business context.
Physical Resources
None required.
45
9 WORKING WITH AND LEADING PEOPLE
Edexcel Unit code: M/601/0908
Edexcel Qualification Level: 5
Credit value: 7,5 credits
Aim
The aim of this unit is to develop the skills and knowledge needed for working with and leading others,
through understanding the importance of recruiting the right people for the job.
Unit abstract
An organisation’s success depends very much on the people working in it, and recruiting the right
people is a key factor. Organisations with effective recruitment and selection processes and practices
in place are more likely to make successful staffing appointments. In competitive labour markets this is
a major advantage that well-organised businesses will have over their competitors. It is important,
therefore, for learners to appreciate that the processes and procedures involved in recruitment and
selection to meet the organisation’s human resource needs are legal. This unit aims to develop learner
knowledge and understanding of the impact of the regulatory framework on the recruitment process.
There are many benefits for both the individual and the organisation of working in teams for both the
individual and the organisation, most importantly that the task is carried out better and more
efficiently. An understanding of team development and the leadership function is crucial when
working with others. A motivated workforce is more likely to be efficient and can contribute to the
long-term profitability of the business. In this unit learners will examine these key areas and
appreciate how an effective team leader can motivate and develop individuals within teams.
Sometimes when people work in teams they have their own types of communication, which can affect
others and cause conflict or tension. In this unit learners will have the opportunity to develop their
own leadership skills as well as building on the skills and knowledge needed to manage and lead
people and teams in an organisation. Learners will explore ways to manage teams and individuals as
well as motivating staff to perform better whilst meeting the aims of the organisation.
Learning outcomes
On successful completion of this unit a learner will:
1. Be able to use recruitment, selection and retention procedures
2. Understand the styles and impact of leadership
3. Be able to work effectively in a team
4. Be able to assess the work and development needs of individuals.
46
Unit content
1 Be able to use recruitment, selection and retention procedures
Legislation and requirements relating to recruitment and selection: internal and external recruitment
processes; selection processes including job descriptions, person specifications, interviewing, use of
CVs, assessment centres; diversity issues, including legal requirements and obligations and business
and ethical cases regarding diversity; legislation and requirements relating to employment, workers’
welfare and rights, health and safety, retention, succession planning
2 Understand the styles and impact of leadership
Theories, models and styles of leadership and their application to different situations: impact of
leadership styles; theories and practices of motivation e.g. Maslow, McGregor, Herzberg; influencing
and persuading others; influence of cultural environment within the organisation; differences between
leadership and management; leadership power and control e.g. French and Raven; delegation;
emotional intelligence e.g. Higgs and Dulewicz
3 Be able to work effectively in a team
Team working and development: flexible working practices; team formation e.g. Tuckman, structures
and interactions e.g. Belbin’s Team Role Theory, Adair’s Action Centred Leadership model; benefits of
team working; politics of working relationships; diversity issues; working cultures and practices;
promotion of anti-discriminatory practices and behaviours; team building processes; conflict
resolution; delegation and empowerment; coaching, support, mentoring; training, supervision,
monitoring and evaluation
4 Be able to assess the work and development needs of individuals
Identifying development needs: learning styles and processes; supporting individual learning and
encouraging lifelong learning; planning, recording, monitoring and evaluating; group development
processes and behaviour
Planning, work orientation and job design: application of motivation theories and empowerment
techniques; communication styles and techniques; delegation techniques and processes; supervision
styles, working culture and practices, regulations and codes of practice, diversity issues
Performance monitoring and assessment: measuring effective performance; providing feedback;
appraisal processes; benchmarking performance processes; mentoring and counselling; methods of
correcting under-performance; legislation, codes of practice and procedures relating to disciplinary
situations; diversity issues; management principles; promotions of anti-discriminatory practices and
behaviours
47
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner
will:
Assessment criteria for pass
The learner can:
LO1 Be able to use recruitment, selection and
retention procedures
1.1 prepare documentation to select and recruit
a new member of staff
1.2 assess the impact of legal, regulatory and
ethical considerations to the recruitment and
selection process
1.3 take part in the selection process
1.4 evaluate own contribution to the selection
process
LO2 Understand the styles and impact of
leadership
2.1 explain the skills and attributes needed for
leadership
2.2 explain the difference between leadership
and management
2.3 compare leadership styles for different
situations
2.4 explain ways to motivates staff to achieve
objectives
LO3 Be able to work effectively in a team 3.1 assess the benefits of team working for an
organisation
3.2 demonstrate working in a team as a leader
and member towards specific goals, dealing with
any conflict or difficult situations
3.3 review the effectiveness of the team in
achieving the goals
LO4 Be able to assess the work and development
needs of individuals
4.1 explain the factors involved in planning the
monitoring and assessment of work performance
4.2 plan and deliver the assessment of the
development needs of individuals
4.3 evaluate the success of the assessment
process.
48
Guidance
Links
The unit links with the management and human resources units in this specification. This unit also links
to the Management and Leadership NOS.
Essential requirements
There are no essential or unique resources required for the delivery of this unit.
Employer engagement and vocational contexts
HELBUS can develop links with local businesses. Many businesses and chambers of commerce want to
promote local business and are often willing to provide work placements, visit opportunities,
information about businesses and the local business context and visiting speakers. For this unit it
would be useful for learners to investigate the recruitment and selection processes in different
organisations, as well as the functions and performance of different types of team.
Physical Resources
None required.
49
10 MARKETING PLANNING
Edexcel Unit code: Y/601/1259
Edexcel Qualification Level: 5
Credit value: 7,5 credits
Aim
The aim of this unit is to provide learners with the understanding and skills to develop marketing plans
that meet marketing objectives, and meet the needs of the target market.
Unit abstract
Effective planning is essential for any marketing activity to ensure that an organisation realises its
marketing objectives. Without planning, marketing activity can be inappropriate and waste resources
and opportunities.
This unit introduces learners to different ways of auditing, to looking at how internal and external
factors can influence marketing planning for an organisation, in order to build up a picture of the
marketplace.
Learners will gain an understanding of the main barriers to marketing planning, the effects of barriers,
and how these can be avoided or overcome.
Ethical issues in marketing are important in terms of how an organisation and its products are
perceived by customers and employees, and can affect the overall ethos and ultimate success of the
organisation. This unit will enable learners to investigate and examine how exemplar organisations
have been affected by ethical issues, how they deal with them, and how ethical issues should be taken
into account when developing marketing plans.
On completion of this unit learners will be able to produce a marketing plan for a product, a service or
an organisation that is realistic, in terms of objectives and resources, and effective in terms of the
current situation in the marketplace.
Learning outcomes
On successful completion of this unit a learner will:
1. Be able to compile marketing audits
2. Understand the main barriers to marketing planning
3. Be able to formulate a marketing plan for a product or service
4. Understand ethical issues in marketing.
50
Unit content
1 Be able to compile marketing audits
Changing perspectives: changing perspectives in marketing planning; market-led strategic change
Assessment of capability: evaluate issues relating to aspects of competing for the future and balancing
strategic intent and strategic reality
Organisational auditing: evaluating and coming to terms with organisational capability; balancing
strategic intent and strategic reality; the determinants of capability e.g. managerial, financial,
operational, human resource and intangible (brand) capability; approaches to leveraging capability;
aspects of competitive advantage
External factors: approaches to analysing external factors that influence marketing planning; the
identification and evaluation of key external forces using analytical tools e.g. PEST (Political, Economic,
Social, Technological), PESTLE (Political, Economic, Social, Technological, Legal, Ethical), STEEPLE
(Social, Technological, Economic, Environmental, Political, Legal, Ethical); the implications of different
external factors for marketing planning; Porter’s five forces analysis; identifying the organisation’s
competitive position and relating this to the principal opportunities and threats; market, product and
brand lifecycles
2 Understand the main barriers to marketing planning
Barriers: objective/strategy/tactics confusion; isolation of marketing function; organisational barriers
(organisational culture, change management, ethical issues, behavioural, cognitive, systems and
procedures, resources); competitor strategy and activity; customer expectation
3 Be able to formulate a marketing plan for a product or service
The role of marketing planning in the strategic planning process: the relationship between corporate
objectives, business objectives and marketing objectives at operational level; the planning gap and its
impact on operational decisions
The strategic alternatives for new product development: an overview of the marketing planning
process; SWOT analysis (Strengths, Weaknesses, Opportunities, Threats); objectives in differing
markets, products and services; product modification through to innovation; evaluation of product and
market match; use of Ansoff’s matrix; product failure rates and implications for screening ideas against
company capabilities and the market; product testing; test marketing; organisational arrangements for
managing new product development; costs and pricing; encouraging an entrepreneurial environment;
the importance of learning from failure
Pricing policy: price taking versus price making; the dimensions of price; approaches to adding value;
pricing techniques (price leadership, market skimming, market penetration pricing, competitive
market-based pricing, cost-based versus market-oriented pricing); the significance of cash flow; the
interrelationships between price and the other elements of the marketing mix; taking price out of the
competitive equation
51
Distribution: distribution methods; transport methods; hub locations, break-bulk and distribution
centres; choice of distribution to point-of-sale; distribution and competitive advantage
Communication mix: evaluation of promotional mix to influence purchasing behaviour; media planning
and cost; advertising and promotional campaigns; changes to advertising and promotional campaigns
over the product lifecycle (PLC); sales planning
Implementation: factors affecting the effective implementation of marketing plans; barriers to
implementation and how to overcome them; timing; performance measures (financial, nonfinancial,
quantitative, qualitative); determining marketing budgets for marketing mix decisions included in the
marketing plan; methods of evaluating and controlling the marketing plan; how marketing plans and
activities vary in organisations that operate in a virtual marketplace
4 Understand ethical issues in marketing
Ethical issues in marketing: ethics and the development of the competitive stance; different
perspectives on ethics in the global marketplace; ethical trade-offs; ethics and managerial cultures
Ethics of the marketing mix: management of the individual elements of the marketing mix
Product: gathering market research on products; identification of product problems and levels of
customer communication; product safety and product recall
Price: price fixing; predatory pricing; use of loss leaders; deceptive pricing; price discrimination
Promotion: media message impact; sales promotion; personal selling; hidden persuaders; corporate
sponsorship
Distribution: abuse of power e.g. restriction of supply; unreasonable conditions set by distributors
Counterfeiting: imitation (fakes, knock-offs); pirate and bootleg copies; prior registration and false use
of trade names, brand names and domain names
Consumer ethics: false insurance claims; warranty deception; misredemption of vouchers; returns of
merchandise; illegal downloads, copying and distribution (music, videos, film, software)
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner
will:
Assessment criteria for pass
The learner can:
LO1 Be able to compile marketing audits 1.1 review changing perspectives in marketing
planning
1.2 evaluate an organisation’s capability for
52
planning its future marketing activity
1.3 examine techniques for organizational
auditing and for analysing external factors that
affect marketing planning
1.4 carry out organizational auditing and analysis
of external factors that affect marketing planning
in a given situation
LO2 Understand the main barriers to marketing
planning
2.1 assess the main barriers to marketing planning
2.2 examine how organisations may overcome
barriers to marketing planning
LO3 Be able to formulate a marketing plan for a
product or service
3.1 write a marketing plan for a product or a
service
3.2 explain why marketing planning is essential in
the strategic planning process for an organisation
3.3 examine techniques for new product
development
3.4 justify recommendations for pricing policy,
distribution and communication mix
3.5 explain how factors affecting the effective
implementation of the marketing plan have been
taken into account
LO4 Understand ethical issues in marketing 4.1 explain how ethical issues influence
marketing planning
4.2 analyse examples of how organisations
respond to ethical issues
4.3 analyse examples of consumer ethics and the
effect it has on marketing planning.
53
Guidance
Links
This unit links to other marketing units within the pathway – Unit 17: Marketing Intelligence, Unit 18:
Advertising and Promotion in Business and Unit 20: Sales Planning and Operations.
The unit is also linked with Unit 4: Marketing Principles and Unit 6: Business Decision Making.
Essential requirements
Learners must have access to the internet in order to carry out research. They will also require access
to a range of case studies and exemplar material which illustrate the theories and practice covered in
the learning outcomes.
Tutors must build a bank of resource materials to ensure there is a sufficient supply of relevant
information across a range of business types and sectors.
Employer engagement and vocational contexts
Learners can generate evidence from a work placement or work experience. Some learners may have
access to information from family owned and run businesses.
HELBUS can develop links with local businesses such as businesses that are involved in marketing
planning as part of their overall strategy. Many businesses and chambers of commerce want to
promote local business and are often willing to provide work placements, visit opportunities,
information about businesses and the local business context and guest speakers. Local Business Link
organisations are another good source for employer engagement as they are in contact with a range of
different businesses in different industries.
Physical Resources
Learners must have access to the internet in order to carry out research. They will also require access
to a range of case studies and exemplar material which illustrate the theories and practice covered in
the learning outcomes.
Tutors must build a bank of resource materials to ensure there is a sufficient supply of relevant
information across a range of business types and sectors.
54
11 BUSINESS DECISION MAKING
Edexcel Unit code: D/601/0578
Edexcel Qualification Level: 5
Credit value: 7,5 credits
Aim
The aim of this unit is to give learners the opportunity to develop techniques for data gathering and
storage, an understanding of the tools available to create and present useful information, in order to
make business decisions
Unit abstract
In business, good decision making requires the effective use of information. This unit gives learners the
opportunity to examine a variety of sources and develop techniques in relation to four aspects of
information: data gathering, data storage, and the tools available to create and present useful
information.
ICT is used in business to carry out much of this work and an appreciation and use of appropriate ICT
software is central to completion of this unit. Specifically, learners will use spread sheets and other
software for data analysis and the preparation of information. The use of spread sheets to manipulate
of numbers, and understanding how to apply the results, are seen as more important than the
mathematical derivation of formulae used.
Learners will gain an appreciation of information systems currently used at all levels in an organisation
as aids to decision making.
Learning outcomes
On successful completion of this unit a learner will:
1. Be able to use a variety of sources for the collection of data, both primary and secondary
2. Understand a range of techniques to analyse data effectively for business purposes
3. Be able to produce information in appropriate formats for decision making in an
organisational context
4. Be able to use software-generated information to make decisions in an organisation.
55
Unit content
1 Be able to use a variety of sources for the collection of data, both primary and
secondary
Primary sources: survey methodology; questionnaire design; sample frame; sampling methods; sample
error
Secondary sources: internet research; government and other published data; by-product data
Storage: security of information; data protection issues; ethical issues
2 Understand a range of techniques to analyse data effectively for business purposes
Representative values: mean, median, mode; calculation from raw data and frequency distributions
using appropriate software; using the results to draw valid conclusions
Measures of dispersion: standard deviation for small and large samples; typical uses (statistical process
e.g. control, buffer stock levels)
Calculation: use of quartiles, percentiles, correlation coefficient
3 Be able to produce information in appropriate formats for decision making in an
organisational context
Creation and interpretation of graphs using spread sheets: line, pie, bar charts and histograms
Scatter (XY) graphs and linear trend lines: extrapolation for forecasting (reliability)
Presentations and report writing: use of appropriate formats; presentation software and techniques
4 Be able to use software-generated information to make decisions in an organisation
Management information systems: computers and information processing tools for operational,
tactical and strategic levels of the organisation
Project management: networking and critical path analysis, Gantt and Pert charts
Financial tools: net present value; discounted cash flow; internal rates of return
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner
will:
Assessment criteria for pass
The learner can:
LO1 Be able to use a variety of sources for the
collection of data, both primary and secondary
1.1 create a plan for the collection of primary and
secondary data for a given business problem
56
1.2 present the survey methodology and sampling
frame used
1.3 design a questionnaire for a given business
problem
LO2 Understand a range of techniques to analyse
data effectively for business purposes
2.1 create information for decision making by
summarising data using representative values
2.2 analyse the results to draw valid conclusions
in a business context
2.3 analyse data using measures of dispersion to
inform a given business scenario
2.4 explain how quartiles, percentiles and the
correlation coefficient are used to draw useful
conclusions in a business context
LO3 Be able to produce information in
appropriate formats for decision making in an
organisational context
3.1 produce graphs using spread sheets and draw
valid conclusions based on the information
derived
3.2 create trend lines in spread sheet graphs to
assist in forecasting for specified business
information
3.3 prepare a business presentation using suitable
software and techniques to disseminate
information effectively
3.4 produce a formal business report
LO4 Be able to use software- generated
information to make decisions in an organisation
4.1 use appropriate information processing tools
4.2 prepare a project plan for an activity and
determine the critical path
4.3 use financial tools for decision making.
Guidance
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Links
This unit is should be linked to the other core units in the programme in particular: Unit 1: Business
Environment, Unit 2: Managing Financial Resources and Decisions; Unit 7: Business Strategy and Unit
8: Research Project.
There are also links with the following specialist units: Unit 9: Management Accounting: Costing and
Budgeting, Unit 15: Managing Business Activities to Achieve Results, Unit 16: Managing
Communications, Knowledge and Information; Unit 19: Marketing Planning and Unit 34: Operations
Management in Business.
This unit also links to the Management and Leadership NOS.
Essential requirements
It is essential that learners have access to computers and the internet and specialist packages for
statistical analysis and network planning.
Employer engagement and vocational contexts
HELBUS can try to develop links with local businesses. Many businesses and chambers of commerce
are keen to promote local business and are often willing to provide visit opportunities, guest speakers,
information about business and the local business context.
Physical Resources
It is essential, that students have access to computers and the internet and specialist packages for
statistical analysis and network planning.
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12 ASPECTS OF CONTRACT AND NEGLIGENCE FOR BUSINESS
Edexcel Unit code: Y/601/0563
Edexcel Qualification Level: 4
Credit value: 7,5 credits
Aim
The aim of this unit is to provide learners with an understanding of aspects of the law of contract and
tort and the skill to apply them, particularly in business situations.
Unit abstract
The unit introduces the law of contract, with a particular emphasis on the formation and operation of
business contracts. Learners are encouraged to explore the content of these agreements and then
develop skills relating to the practical application of business contracts, including offer, acceptance,
intention, consideration and capacity. Relevant case law examples will be covered. Learners will
consider when liability in contract arises, the nature of the obligations on both sides of the contract,
and the availability of remedies when a contract is not fulfilled in accordance with its terms.
Additionally, the unit will enable learners to understand how the law of tort differs from the law of
contract and examine issues of liability in negligence relating to business and how to avoid it.
Learning outcomes
On successful completion of this unit a learner will:
1. Understand the essential elements of a valid contract in a business context
2. Be able to apply the elements of a contract in business situations
3. Understand principles of liability in negligence in business activities
4. Be able to apply the principles of liability in negligence in business situations.
Unit content
1 Understand the essential elements of a valid contract in a business context
Essential elements: offer and acceptance; intention to create legal relations; consideration; capacity;
privacy of contract (note vitiating factors are included in Unit 27: Further Aspects of Contract and Tort)
Types of contract: face to face; written; distance selling; impact
Types of terms: condition; warranty; innominate term; express; implied; exclusion clauses and their
validity
2 Be able to apply the elements of a contract in business situations
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Elements: application of relevant principles and case law to business scenarios
Specific terms: contents of standard form business contracts; analysis of express terms, implied terms
and exclusion clauses in a given contract
Effect of terms: breach of condition, warranty and innominate terms; legality of exemption clauses;
outline of remedies; damages
3 Understand principles of liability in negligence in business activities
Negligence: differences to contract; duty of care; breach of duty; damage – causation and remoteness
of damage; personal injuries; damage to property; economic loss; occupier liability
Liability: employer’s liability; vicarious liability; health and safety issues
4 Be able to apply principles of liability in negligence in business situations
Negligence: application of the legal principles of negligence and relevant statutory and case law to
business scenarios including: personal injuries, damage to property, economic loss, occupier liability;
defences; contributory negligence; remedies
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner
will:
Assessment criteria for pass
The learner can:
LO1 Understand the essential elements of a valid
contract in a business context
1.1 explain the importance of the essential
elements required for the formation of a valid
contract
1.2 discuss the impact of different types of
contract
1.3 analyse terms in contracts with reference to
their meaning and effect
LO2 Be able to apply the elements of a contract in
business situations
2.1 apply the elements of contract in given
business scenarios
2.2 apply the law on terms in different contracts
2.3 evaluate the effect of different terms in given
contracts
LO3 Understand principles of liability in
negligence in business activities
3.1 contrast liability in tort with contractual
liability
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3.2 explain the nature of liability in negligence
3.3 explain how a business can be vicariously
liable
LO4 Be able to apply principles of liability in
negligence in business situations
4.1 apply the elements of the tort of negligence
and defences in different business situations
4.2 apply the elements of vicarious liability in
given business situations.
Guidance
Links
This unit links with all the law units in the BTEC Higher Nationals in Business.
Essential requirements
Learners will require access to law reports and contractual documents, such as existing business
standard form contracts.
Employer engagement and vocational contexts
HELBUS can develop links with local businesses. Many businesses and chambers of commerce want to
promote local business and are often willing to provide visit opportunities, guest speakers or
information about their business and the local business context.
Physical Resources
Learners will require access to law reports and contractual documents, such as existing business
standard form contracts.
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13 PERSONAL AND PROFESSIONAL DEVELOPMENT
Edexcel Unit code: T/601/0943
Edexcel Qualification Level: 5
Credit value: 7,5 credits
Aim
This unit aims to help the learner become an effective and confident self-directed employee. This
helps the learner become confident in managing own personal and professional skills to achieve
personal and career goals.
Unit abstract
This unit is designed to enable learners to assess and develop a range of professional and personal
skills in order to promote future personal and career development. It also aims to develop learners’
ability to organise, manage and practise a range of approaches to improve their performance as self-
directed learners in preparation for work or further career development.
The unit emphasises the needs of the individual but within the context of how the development of
self-management corresponds with effective team management in meeting objectives.
Learners will be able to improve their own learning, be involved in teamwork and be more capable of
problem solving through the use of case studies, role play and real-life activities.
Learning outcomes
On successful completion of this unit a learner will:
1. Understand how self-managed learning can enhance lifelong development
2. Be able to take responsibility for own personal and professional development
3. Be able to implement and continually review own personal and professional development
plan
4. Be able to demonstrate acquired interpersonal and transferable skills.
Unit content
1 Understand how self-managed learning can enhance lifelong development
Self-managed learning: self-initiation of learning processes; clear goal setting, e.g. aims and
requirements, personal orientation achievement goals, dates for achievement, self-reflection
Learning styles: personal preferences; activist; pragmatist; theorist; reflector, e.g. reflexive
modernisation theory; Kolb’s learning cycle
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Approaches: learning through research; learning from others, e.g. mentoring/coaching, seminars,
conferences, secondments, interviews, use of the internet, social networks, use of bulletin boards,
news groups
Effective learning: skills of personal assessment; planning, organisation and evaluation
Lifelong learning: self-directed learning; continuing professional development; linking higher education
with industry, further education, Recognition of Prior Learning, Apprenticeships, Credit Accumulation
and Transfer Schemes
Assessment of learning: improved ability range with personal learning; evidence of improved levels of
skill; feedback from others; learning achievements and disappointments
2 Be able to take responsibility for own personal and professional development
Self-appraisal: skills audit (personal profile using appropriate self-assessment tools);
evaluating self-management; personal and interpersonal skills; leadership skills
Development plan: current performance; future needs; opportunities and threats to career
progression; aims and objectives; achievement dates; review dates; learning programme/activities;
action plans; personal development plan
Portfolio building: developing and maintaining a personal portfolio
Transcripts: maintaining and presenting transcripts including curriculum vitae
3 Be able to implement and continually review own personal and professional
development plan
Learning styles and strategies: types of styles; awareness of own personal style; impact of personal
style and interactions with others
Learning from others: formal learning and training; observation; mentoring; supervision; tutorials;
informal networks; team members; line managers; other professionals
Evaluation of progress: setting and recording of aims and objectives; setting targets; responding to
feedback; re-setting aims and targets; establishing and recognising strengths and weaknesses;
directions for change; cycles of activity (monitoring, reflecting and planning)
Be able to demonstrate acquired interpersonal and transferable skills
Transferable skills: personal effectiveness (ability to communicate effectively at all levels, initiative,
self-discipline, reliability, creativity, and problem solving) Verbal and non-verbal communication:
effective listening, respect for others’ opinions; negotiation; persuasion; presentation skills;
assertiveness; use of ICT
Delivery formats: ability to deliver transferable skills using a variety of formats
Working with others: team player; flexibility/adaptability; social skills
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Time management: prioritising workloads; setting work objectives; using time effectively; making and
keeping appointments; reliable estimates of task time
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner
will:
Assessment criteria for pass
The learner can:
LO1 Understand how self- managed learning can
enhance lifelong development
1.1 evaluate approaches to self-managed
learning
1.2 propose ways in which lifelong learning in
personal and professional contexts could be
encouraged
1.3 evaluate the benefits of self-managed
learning to the individual and organisation
LO2 Be able to take responsibility for own
personal and professional development
2.1 evaluate own current skills and competencies
against professional standards and organisational
objectives
2.2 identify own development needs and the
activities required to meet them
2.3 identify development opportunities to meet
current and future defined needs
2.4 devise a personal and professional
development plan based on identified needs
LO3 Be able to implement and continually review
own personal and professional development plan
3.1 discuss the processes and activities required
to implement the development plan
3.2 undertake and document development
activities as planned
3.3 reflect critically on own learning against
original aims and objectives set in the
development plan
3.4 update the development plan based on
feedback and evaluation
LO4 Be able to demonstrate acquired 4.1 select solutions to work-based problems
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interpersonal and transferable skills 4.2 communicate in a variety of styles and
appropriate manner at various levels
4.3 evaluate and use effective time management
strategies.
Guidance
Links
The unit links with Unit 47: Employability Skills.
This unit also links to the Management and Leadership NOS.
Essential requirements
Activities carried out in this unit could be part of the mainstream academic activity and could be
integrated into the whole programme of study. Learners would benefit from links with the learning
outcomes of other units and if review meetings are held regularly.
A personal development portfolio or progress file should be put together, which contains all
information and personal records ‘owned’ by the learner, including planning and monitoring progress
towards the achievement of personal objectives. This could be web based, paper based or another
format. Potentially this could form the basis of an extended record of a lifelong record of learning and
achievement.
Tutors should be aware that textbooks are updated frequently and that they should use the latest
editions where available. This is a practical unit and textbook materials should be used for reference
purpose.
Physical Resources
A personal development portfolio or progress file should be put together, which contains all
information and personal records ‘owned’ by the learner, including planning and monitoring progress
towards the achievement of personal objectives. This could be web based, paper based or another
format. Potentially this could form the basis of an extended record of a lifelong record of learning and
achievement.
65
14 ADVERTISING AND PROMOTION IN BUSINESS
Edexcel Unit code: J/601/1000
Edexcel Qualification Level: 4
Credit value: 7,5 Credits
Aim
The aim of this unit is to provide learners with the understanding and skills for using advertising,
promotion and marketing communications effectively. Learners will put this into practice by
planning an integrated promotional strategy.
Unit Abstract
The effective use of advertising and promotion is a fundamental requirement for any business
seeking to succeed in the modern business world. As they progress through the unit, learners will
build up their understanding of advertising and promotion, which they can use to plan an
integrated promotional strategy for a business or product.
The unit introduces learners to the wide scope of marketing communications and how the
communications process operates. It includes a study of current trends and the impact that ICT
has had on marketing communications. Learners will explore the marketing communications
industry and how it operates. They will also develop some knowledge of how the industry is
regulated to protect consumers.
Advertising and the use of below-the-line techniques are core components in the development of
an integrated communications strategy. This unit covers both in detail. Learners will be
introduced to the theory, as well as the practice, that is fundamental to understanding advertising
and below-the-line techniques and how they can be used to their greatest effect.
On completion of this unit learners will be able to plan an integrated promotional strategy for a
business or product. This will include budget formulation, creative and media selection, and how
to measure the effectiveness of their plan.
Learning Outcomes
On successful completion of this unit a learner will:
1. Understand the scope of marketing communications
2. Understand the role and importance of advertising
3. Understand below-the-line techniques and how they are used
4. Be able to plan integrated promotional strategies.
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Unit Content
1 Understand the scope of marketing communications
Communication process: nature and components of marketing communications; models of
communication; selection and implementation process; consumer buying decision-making process;
influences on consumer behaviour: internal (demographics, psychographics, lifestyle, attitude, beliefs),
external (cultural, social, environmental factors); response hierarchy/hierarchy of effects models;
integration of marketing communications
Organisation of the industry: structure and roles of marketing communications agencies; (advertising
agencies, marketing agencies, creative agencies, media planning and buying agencies); media owners;
advertisers; triangle of dependence; types of agency (full service, à la carte, specialist agencies, media
independents, hot shops and boutiques, media sales houses); other supporting services (public
relations (PR), sales promotion, marketing research)
Regulation of promotion: Consumer Protection From Unfair Trading Regulations, Sale of Goods Act,
Supply of Goods and Services Act, Distance Selling Regulations, Consumer Credit Act, Data Protection
Act; statutory authorities (Trading Standards, Ofcom, the Office of Communications); self-regulation
(Advertising Standards Authority (ASA), Committee of Advertising Practice (CAP)); ethics, consumerism
and public opinion as a constraint
Current trends: media fragmentation and the decline the power of traditional media; ambient/out-of
home media e.g. product and brand placement, posters, stickers, car park tickets, till receipts, petrol
pumps; new media e.g., texts, use of mobile phone, web-based media, pop-ups; brand proliferation;
niche marketing/micro-marketing; media inflation; maximising media spend; increased sophistication
and use of marketing research; responding to globalisation (global marketing, global brands, global
media); ethical marketing e.g. fair trade, cause-related marketing; e-commerce; viral marketing; use of
social networking websites; search engine optimisation; web optimisation
The impact of ICT: role of ICT, internet and on channels of communication; global media reach; cyber
consumers; online shopping (interdependence, disintermediation, reintermediation); the use of
customer relationship management (CRM); online security issues.
2 Understand the role and importance of advertising
Role of advertising: definition, purpose and objectives of advertising; functions of advertising (remind,
inform, persuade, sell); advantages and disadvantages of advertising; advertising process; role of
advertising within marketing mix, within promotional mix; characteristics of advertising media (print,
audio, moving image, ambient, new media)
Branding: definition, purpose, objectives, benefits and dimensions of branding; brand strategies
(individual, blanket, family, multi-branding, brand extension, own brands, brand repositioning); brand
image, personality and equity; brand value, brand evaluation techniques
Creative aspects of advertising: communication brief (positioning, targeting, messages, message-
appeals); creative brief (advertisement design, visuals, copy writing, creative strategies and tactics
testing); impact of ICT on advertisement design and dissemination; measuring advertising
effectiveness; key media planning concepts (reach, duplication, frequency, flighting); principles in
measuring media effectiveness (distribution, ratings, audience share, awareness, cost per thousand)
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Working with advertising agencies: agency structures; role of account handler and account planner;
process and methods of agency selection; agency appointment including contracts and good practice
guidelines; agency/client relationships; remuneration (commission, fee, results), media planning; key
account management and the stages in developing key account relationships
3 Understand below-the-line techniques and how they are used
Primary techniques: sales promotion; public relations; loyalty schemes; sponsorship; product
placement; direct marketing; packaging; merchandising; for each of the techniques detailed
(consideration of role, characteristics, objectives, advantages/disadvantages, appropriateuses,
evaluation measures)
Other techniques: an overview of the role and uses of corporate communications; image and identity;
exhibitions; word-of-mouth; personal selling; use of new media
4 Be able to plan integrated promotional strategies
Budget formulation: budget determination process; methods (percentage of sales, per unit, cost-
benefit analysis, competitive parity, task, customer expectation, executive judgement); guidelines for
budget allocation; overview of media costs; relative costs of various promotional techniques;
comparing low and high-budget campaigns; new product considerations
Developing a promotional plan: situation analysis; objectives; communication goals, target audiences;
creative strategy; promotional strategy and tactics; media selection; inter and intra-media decisions;
scheduling; burst versus drip; budget allocation; evaluation measures; planning tools (AIDA, DAGMAR,
SOSTT + 4Ms, SOSTAC, planning software)
Integration of promotional techniques: benefits; methods; role of positioning; positioning strategies;
push and pull strategies; importance of PR; corporate identity and packaging in aiding integration;
barriers to integration (company and agency organisational structures; cost); methods of overcoming
these barriers; levels of integration; award-winning campaigns Measuring campaign effectiveness:
comparison with objectives; customer response; recall; attitude surveys; sales levels; repeat
purchases; loyalty; cost effectiveness; degree of integration; creativity; quantitative and qualitative
measures
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner
will:
Assessment criteria for pass
The learner can:
LO1 Understand the scope of marketing
communications
1.1 explain the communication process that
applies to advertising and promotion
1.2 explain the organisation of the advertising
and promotions industry assess how promotion is
regulated
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1.3 examine current trends in advertising and
promotion, including the impact of ICT
LO2 Understand the role and importance of
advertising
2.1 explain the role of advertising in an
integrated promotional strategy for a business or
product
2.2 explain branding and how it is used to
strengthen a business or product
2.3 review the creative aspects of advertising
2.4 examine ways of working with advertising
agencies
LO3 Understand below-the-line techniques and
how they are used
3.1 explain primary techniques of below-the-line
promotion and how they are used in an
integrated promotional strategy for a business or
product
3.2 evaluate other techniques used in below-
the-line promotion
LO4 Be able to plan integrated promotional
strategies
4.1 follow an appropriate process for the
formulation of a budget for an integrated
promotional strategy
4.2 carry out the development of a promotional
plan for a business or product
4.3 plan the integration of promotional
techniques into the promotional strategy for a
business or product
4.4 use appropriate techniques for measuring
campaign effectiveness.
Guidance
Links
This unit links to other marketing units within the pathway – Unit 17: Marketing Intelligence, Unit 19:
Marketing Planning and Unit 20: Sales Planning and Operations. The unit is also linked with Unit 4:
Marketing Principles and Unit 6: Business Decision Making.
Essential requirements
69
Learners must have access to the internet in order to carry out research. They will also require access
to a range of current advertising and promotional media – print, audio, moving image, ambient and
new media. Tutors must build a bank of resource materials to ensure there is a sufficient supply of
relevant information across a range of business types and sectors.
Employer engagement and vocational contexts
Learners can generate evidence from a work placement or work experience. Some learners may
have access to information from family owned and run businesses. Centres should develop links with
local businesses such as – businesses that run advertising and promotional campaigns as part of their
marketing strategy, and agencies that are involved with providing the creative and planning input for
advertising and promotional campaigns. Many businesses and chambers of commerce want to
promote local business and are often willing to provide work placements, visit opportunities,
information about businesses and the local business context and guest speakers. Local Business Link
organisations are another good source for employer engagement as they are in contact with a range of
different businesses in different industries.
Physical Resources
70
15 SALES PLANNING AND OPERATIONS
Edexcel Unit code: Y/601/1261
Edexcel Qualification Level: 5
Credit value: 7,5 credits
Aim
The aim of this unit is to provide learners with an understanding of sales planning, sales management,
and the selling process, which can be applied in different markets and environments.
Unit abstract
Selling is a key part of any successful business, and most people will find that they need to use sales
skills at some point in their working life – if only to persuade or win an argument. For anyone who is
interested in sales as a professional career it pays to understand the basics of selling, to practice, and
plan. This unit will introduce learners to the theory of selling and sales planning, and give them the
opportunity to put their personal selling skills into practice.
The unit starts with an overview of how personal selling fits within the overall marketing strategy for a
business. Learners will be taken through the main stages of the selling process, and be expected to put
them to use. Once they are confident about the selling process, learners will investigate the role and
objectives of sales management. This is knowledge that can be applied to a wide range of
organisations.
Finally, learners will be able to start planning sales activity for a product or service of their own choice
– this is another valuable skill that is transferable to many different situations learners may find
themselves in as they move into employment or higher education.
Learning outcomes
On successful completion of this unit a learner will:
1. Understand the role of personal selling within the overall marketing strategy
2. Be able to apply the principles of the selling process to a product or service
3. Understand the role and objectives of sales management
4. Be able to plan sales activity for a product or service.
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Unit content
1 Understand the role of personal selling within the overall marketing strategy
Promotion mix: personal and impersonal communication; objectives of promotional activity; push-pull
strategies; integrating sales with other promotional activities; evaluating promotion; allocation of
promotion budget
Understanding buyer behaviour: consumer and organisational purchase decision-making processes;
influences on consumer purchase behaviour (personal, psychological, social); influences on
organisational buyer behaviour (environmental, organisational, interpersonal, individual); purchase
occasion; buying interests and motives; buyer moods; level of involvement; importance and structure
of the DMU (Decision Making Unit); finding the decision-taker; distinction between customers and
users
Role of the sales team: definition and role of personal selling; types of selling; characteristics for
personal selling; product and competitor knowledge; sales team responsibilities (information
gathering, customer and competitor intelligence, building customer databases, prospecting and
pioneering, stock allocation, maintaining and updating sales reports and records, liaison with sales
office); sales team communications; the role of ICT in improving sales team communications
2 Be able to apply the principles of the selling process to a product or service
Principles: customer-oriented approach; objective setting; preparation and rehearsal; opening
remarks; techniques and personal presentation; need for identification and stimulation; presentation;
product demonstration and use of visual aids; handling and preempting objections; techniques and
proposals for negotiation; buying signals; closing techniques; post sale follow-up; record keeping;
customer relationship marketing (CRM)
3 Understand the role and objectives of sales management
Sales strategy: setting sales objectives; relationship of sales, marketing and corporate objectives;
importance of selling in the marketing plan; use of marketing information for planning and decision
making (sources and collection methods); role of sales forecasts in planning; quantitative and
qualitative sales forecasting techniques; strategies for selling
Recruitment and selection: importance of selection; preparing job descriptions and person
specifications; sources of recruitment; interview preparation and techniques; selection and
appointment
Motivation, remuneration and training: motivation theory and practice; team building; target setting;
financial incentives; non-financial incentives; salary and commission-based remuneration; induction
training; training on specific products; on-going training and continuous professional development
(CPD); training methods; preparation of training programmes; the sales manual
Organisation and structure: organisation of sales activities (by product, by customer, by customer
type; by area); estimation and targeting of call frequency; territory design; journey planning; allocation
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of workload; team building; creating and maintaining effective working relationships; sales meetings;
sales conferences
Controlling sales output: purpose and role of the sales budget; performance standards: performance
against targets (financial, volume, call-rate, conversion, pioneering); appraisals; self-development
plans; customer care
Database management: importance of database building; sources of information; updating the
database; use of database to generate incremental business and stimulate repeat purchase; use of
database control mechanisms; importance of ICT methods in database management; security of data;
Data Protection Act
4 Be able to plan sales activity for a product or service
Sales settings: sales channels (retailers, wholesalers, distributors, agents multi-channel and online
retailers); importance of market segmentation: business-to-business (BTB) selling; industrial selling;
selling to public authorities; selling for resale; telesales; selling services; pioneering; systems selling;
selling to project teams or groups
International selling: role of agents and distributors; sources, selection and appointment of
agents/distributors; agency contracts; training and motivating agents/distributors; use of expatriate
versus local sales personnel; role, duties and characteristics of the export sales team; coping in
different cultural environments; the role of ICT in communicating with an international sales team
Exhibitions and trade fairs: role, types and locations of trade fairs and exhibitions; how trade fairs and
exhibitions fit in with corporate strategy and objectives; setting objectives for participation in an
exhibition; audience profile and measurement; qualification and follow-up of exhibition leads;
evaluation of exhibition attendance; setting budgets; financial assistance for exhibition attendance;
principles of stand design
73
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner
will:
Assessment criteria for pass
The learner can:
LO1 Understand the role of personal selling within
the overall marketing strategy
1.1 explain how personal selling supports the
promotion mix
1.2 compare buyer behaviour and the decision
making process in different situations
1.3 analyse the role of sales teams within
marketing strategy
LO2 Be able to apply the principles of the selling
process to a product or service
2.1 prepare a sales presentation for a product or
service
2.2 carry out sales presentations for a product or
service
LO3 Understand the role and objectives of sales
management
3.1 explain how sales strategies are developed in
line with corporate objectives
3.2 explain the importance of recruitment and
selection procedures
3.3 evaluate the role of motivation,
remuneration and training in sales management
3.4 explain how sales management organize sales
activity and control sales output
3.5 explain the use of databases in effective sales
management
LO4 Be able to plan sales activity for a product or
service
4.1 develop a sales plan for a product or service
4.2 investigate opportunities for selling
internationally
4.3 investigate opportunities for using exhibitions
or trade fairs.
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Guidance
Links
This unit links to other marketing units within the pathway – Unit 17: Marketing Intelligence, Unit 18:
Advertising and Promotion in Business and Unit 19: Marketing Planning.
The unit is also linked with Unit 4: Marketing Principles and Unit 6: Business Decision Making.
Essential requirements
Learners must have access to a suitable business teaching environment with access to the internet in
order to carry out research. They also require access to a range of organisations that have active sales
teams currently engaged in personal selling.
Tutors could consider building a bank of contacts and resource materials to ensure there is a sufficient
supply of relevant information across a range of business types and sectors.
Employer engagement and vocational contexts
Learners can generate evidence from a work placement or work experience. Some learners may have
access to selling opportunities from family owned and run businesses.
There are numerous textbooks covering sales planning and operations. It is important that learners are
directed to a balance of comprehensive theoretical texts and the more readable ‘how to’ books which
provide an excellent source of practical exercises.
Marketing and sales journals are a good topical source for personal selling and sales management
activities. A number of videos have been produced demonstrating good (and bad) sales techniques.
Many of these form part of sales training programmes which can be purchased. Throughout the course
of an academic year, topical programmes often appear on television for example, Dragons’ Den.
HELBUS can develop links with local businesses such as businesses that have sales teams as part of
their marketing strategy. Many businesses and chambers of commerce want to promote local business
and are often willing to provide work placements, visit opportunities, information about businesses
and the local business context and guest speakers. Local Business Link organisations are another good
source for employer engagement as they are in contact with a range of different businesses in
different industries.
Physical Resources
Learners must have access to a suitable business teaching environment with access to the internet in
order to carry out research. They also require access to a range of organisations that have active sales
teams currently engaged in personal selling.
Tutors could consider building a bank of contacts and resource materials to ensure there is a sufficient
supply of relevant information across a range of business types and sectors.
75
16 RESEARCH PROJECT
Edexcel Unit code: K/601/0941
Edexcel Qualification Level: 5
Credit value: 10 credits
Aim
To develop learners’ skills of independent enquiry and critical analysis by undertaking a sustained
research investigation of direct relevance to their Higher Education programme and professional
development.
Unit abstract
This unit is designed to enable learners to become confident using research techniques and methods.
It addresses the elements that make up formal research including the proposal, a variety of research
methodologies, action planning, carrying out the research itself and presenting the findings. To
complete the unit satisfactorily, learners must also understand the theory that underpins formal
research.
The actual research depends on the learner, the context of their area of learning, their focus of
interest and the anticipated outcomes. The unit draws together a range of other areas from within the
programme to form a holistic piece of work that will make a positive contribution to the learner’s area
of interest. Learners should seek approval from their tutors before starting their research project.
Learning outcomes
On successful completion of this unit a learner will:
1. Understand how to formulate a research specification
2. Be able to implement the research project within agreed procedures and to specification
3. Be able to evaluate the research outcomes
4. Be able to present the research outcomes.
Unit content
1 Understand how to formulate a research specification
Research formulation: aims and objectives; rationale for selection; methodology for data collection
and analysis; literature review; critique of references from primary sources e.g. questionnaires,
interviews; secondary sources e.g. books, journals, internet; scope and limitations; implications e.g.
resources
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Hypothesis: definition; suitability; skills and knowledge to be gained; aims and objectives; terms of
reference; duration; ethical issues
Action plan: rationale for research question or hypothesis; milestones; task dates; review dates;
monitoring/reviewing process; strategy
Research design: type of research e.g. qualitative, quantitative, systematic, original;
methodology; resources; statistical analyses; validity; reliability; control of variables
2 Be able to implement the research project within agreed procedures and to
specification
Implement: according to research design and method; test research hypotheses; considering test
validity; reliability
Data collection: selection of appropriate tools for data collection; types e.g. qualitative, quantitative;
systematic recording; methodological problems e.g. bias, variables and control of variables, validity
and reliability
Data analysis and interpretation: qualitative and quantitative data analysis – interpreting transcripts;
coding techniques; specialist software; statistical tables; comparison of variable; trends; forecasting
3 Be able to evaluate the research outcomes
Evaluation of outcomes: an overview of the success or failure of the research project planning, aims
and objectives, evidence and findings, validity, reliability, benefits, difficulties, conclusion(s)
Future consideration: significance of research investigation; application of research results;
implications; limitations of the investigation; improvements; recommendations for the future, areas
for future research
4 Be able to present the research outcomes
Format: professional delivery format appropriate to the audience; use of appropriate media
Learning outcomes and assessment criteria
Learning outcomes
On successful completion of this unit a learner
will:
Assessment criteria for pass
The learner can:
LO1 Understand how to formulate a research
specification
1.1 formulate and record possible research
project outline specifications
1.2 identify the factors that contribute to the
process of research project selection
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1.3 undertake a critical review of key references
1.4 produce a research project specification
1.5 provide an appropriate plan and procedures
for the agreed research specification
LO2 Be able to implement the research project
within agreed procedures and to specification
2.1 match resources efficiently to the research
question or hypothesis
2.2 undertake the proposed research
investigation in accordance with the agreed
specification and procedures
2.3 record and collate relevant data where
appropriate
LO3 Be able to evaluate the research outcomes 3.1 use appropriate research evaluation
techniques
3.2 interpret and analyse the results in terms of
the original research specification
3.3 make recommendations and justify areas for
further consideration
LO4 Be able to present the research outcomes 4.1 use an agreed format and appropriate media
to present the outcomes of the research to an
audience.
Guidance
Links:This unit may be linked to single or several units in the programme, depending on the research
topic and the context of the area of learning. It can be linked to Unit 49: Work-based Experience and
gives learners the opportunity to carry out research in the same organisation where they undertook
their placement.
Essential requirements
Tutors will need to establish the availability of resources to support independent study before learners
proceed with their proposal.
Employer engagement and vocational contexts
HELBUS can try to establish relationships with appropriate organisations in order to bring realism and
relevance to learners’ research projects.
Physical Resources
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C. HELBUS POLICIES
1 HELBUS Management Systems
The current officers of HELBUS are the following:
Dr. Kari Jääskeläinen is the President and member of the Board of HELBUS. He is also the internal verifier
and the quality nominee.
Professor (emeritus) Veikko Jääskeläinen is the Academic Dean of HELBUS. He is also the program leader
of the BTEC Level 5 Higher National Diploma in Business program.
Ms Saara Takkinen is the Program Coordinator. She will act as the examinations officer and deputy
internal verifier.
Ms M.Sc. (Econ.) Katariina Nuotio, Director of International Affairs, will also act as a deputy internal
verifier.
All the above mentioned staff members report to the President. They have been allocated the time and
recourses to complete the tasks.
Assessors are the 12-16 visiting professors for the each degree cycle.
The Academic Committee consists of two members: the Academic Dean and the President of HELBUS.
2 Admissions Policy
Applicants with any of the following secondary education degrees are eligible to apply to HELBUS:
Finnish matriculation examination
International Baccalaureate -examination
European Baccalaureate -examination
Reifeprüfung – examination
vocational examination with minimum duration of three years
education abroad that would provide eligibility for academic higher education studies in that particular country
HELBUS will also consider applications from candidates, who can otherwise demonstrate the skills and
knowledge to successfully study at HELBUS.
HELBUS recruits with integrity, meaning that we only admit applicants, who genuinely have the
potential to achieve the qualification and who benefit from the qualification. The application form
addresses this through, e.g., the following questions:
What would you like to accomplish in five years’ time?
Tell about a significant event in your life, in which you had to take responsibility or step outside of your comfort zone?
Why are you interested in studying at the HELBUS programs?
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What makes you confident that you will get a job with a HELBUS degree, which is not yet widely known among employers?
What makes you confident that your proficiency in English is sufficient to understand the spoken and written English in the lectures and to express yourself when doing your homework and taking exams?
If you don’t have a high school diploma, what are some other aspects of your background that will help you to succeed in your studies.
3 HELBUS Assessment Policy
The aim of the HELBUS Assessment policy is to:
ensure that assessment methodology is valid, reliable and does not disadvantage or advantage any group of learners or individuals.
ensure that the assessment procedure is open, fair and free from bias and to national standards.
ensure that there is accurate and detailed recording of assessment decisions.
In order to do this, HELBUS will:
ensure that learners are provided with assignments that are fit for purpose, to enable them to produce appropriate evidence for assessment.
assess learner’s evidence using only the published assessment and grading criteria.
ensure that assessment decisions are impartial, valid and reliable.
develop assessment procedures that will minimise the opportunity for malpractice.
maintain accurate and detailed records of assessment decisions.
maintain a robust and rigorous internal verification procedure.
provide samples for external verification, as required by the awarding body.
monitor standards verifier reports and undertake any remedial action required.
share good assessment practice between all BTEC programme teams.
ensure that BTEC assessment methodology and the role of the assessor are understood by all staff.
provide resources to ensure that assessment can be performed accurately and appropriately.
Principles of the Assessment policy
The HELBUS visiting professors teach similar courses at their home universities. They use a variety of
assessment methods outlined in their Assignment Briefs. A typical course unit will include individual
written reports, group work, presentations, and also role play, debates, panels, etc. In assessment and
grading the professors, aka assessors, follow the Edexcel grading policy described below.
Formative assessment
Formative assessment involves both the Assessor and the learner in a process of continual review about
progress and takes place prior to summative assessment. Learners are provided with formative
feedback on their draft evidence or performance and are encouraged to improve their performance.
This process could be used to enable learners to progress to higher grades through their course.
Summative assessment
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Summative assessment is carried out in order to make final judgments about the learner’s performance
in relation to the assessment and grading criteria of each unit. It is the definitive assessment and must
be made against the required standards of the unit.
Assessors should only award criteria when there is evidence, produced by the learner that supports the
assessment decision.
Learners will need to be familiar with the grading criteria to be able to understand the quality of what is
required. They should be informed of the differences between grading criteria so that higher skills can
be achieved.
At unit level, learners must demonstrate the following:
To achieve a Pass
Learners must achieve all Pass criteria from the assessment and grading grid. ( = All learning outcomes and associated assessment criteria must be met.)
To achieve a Merit
Learners must achieve all Pass and all Merit criteria from the assessment and grading grid.
Should a learner achieve some of the Merit criteria but not all, this would provide the opportunity for additional guidance to enable the learner to progress all work to the required standard to achieve all the Merit criteria.
Partial achievement of the Merit criteria cannot attract the Merit grade. ( = All pass requirements achieved and all merit grade descriptors need to be achieved.)
To achieve a Distinction
Learners must achieve all Pass, all Merit and all Distinction criteria from the assessment and grading grid.
Distinction criteria are qualitative extensions of the Merit criteria
Should a learner achieve some of the Distinction criteria but not all, this would provide the
opportunity for additional guidance to enable the learner to progress all work to the required
standard to achieve all the Distinction criteria.
Partial achievement of the Distinction criteria cannot attract the Distinction grade. (All merit grade descriptors and all distinction grade descriptors need to be achieved.)
If a student fails to pass certain learning outcomes, the assessor will ask for the student to resubmit the tasks concerning that particular learning outcome. Please see the Assessment Appeals Policy for further detail.
This policy will be reviewed every 24 months by the President. The next review is due June 2015.
4 Quality Assurance Policy
HELBUS relies on internal quality assessment (see Internal Verification Policy) that is verified externally
by Edexcel twice a year. To gain Edexcel approval, HELBUS staff has undergone quality assessment
training and the HELBUS programme and assessment meets stringent criteria on delivering learning
outcomes set by Edexcel and the UK government.
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5 HELBUS Internal Verification Policy
Aim:
To ensure that internal verification is valid, reliable and covers all assessors and programme activity.
To ensure that the internal verification procedure is open, fair and free from bias.
To ensure that there is accurate recording of internal verification decisions. In order to do this, HELBUS will:
ensure staff are briefed and trained in the requirements for the internal verification procedure
ensure effective internal verifier roles are defined, maintained and supported
ensure that all HELBUS assessment instruments are verified as fit for purpose.
internal verification is promoted as a developmental process
verify an appropriately structured sample of assessor work from all programmes, sites and
teams, to ensure centre programmes conform to the BTEC standards and external verification requirements.
plan an annual internal verification schedule, linked to assignment plans.
define, maintain, and support effective internal verification roles.
ensure that identified staff will maintain secure records of all internal verification activity.
provide standardised internal verification documentation
use the outcome of internal verification to enhance future assessment practice.
This policy will be reviewed every 24 months by the President. The next review is due June 2015.
HELBUS will have at least two staff members trained in internal verification.
6 HELBUS Appeals Policy
The aim of the HELBUS Appeals Policy is the following:
To enable the learner to enquire, question or appeal against an assessment decision.
To attempt to reach agreement between the learner and the assessor at the earliest opportunity.
Any one of the following substantiated circumstances will be considered as grounds for appeal:
Appeal against a decision that a student cannot progress to the next stage of a taught course
Appeal against a decision not to award the qualification for which a student is registered
Appeal against a significant procedural error on the part of the examiners or failure to apply the relevant academic regulations
Appeal against proven prejudice or biased assessment by one or more of the examiners. The student’s perception that his/her result unfairly reflects the merit of his work is not a ground for appeal. If a student wishes to have clarification about an assessment he should contact the assessor directly. The assessors have the right to exercise discretion and take into consideration extenuating circumstances, but an appeal may not be based on a claim that the assessor should have made more allowances for the student’s circumstances.
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To standardise and record any appeal to ensure openness and fairness.
To facilitate a learner’s ultimate right of appeal to the awarding body, where appropriate.
To protect the interests of all learners and the integrity of the qualification. An appeal differs from a COMPLAINT in that they are considered under different Procedures. A
complaint is defined as a formal expression of dissatisfaction about the provision of their program or
any service provided by HELBUS. The Appeals Procedure cannot be used to bring complaints related to
teaching, supervision or services.
In order to do this, HELBUS will do the following:
inform the learner at induction of the Appeals Policy and procedure.
record, track and validate any appeal.
forward the appeal to the awarding body when a learner considers that a decision continues to disadvantage her/him after the internal appeals process has been exhausted.
keep appeals records for inspection by the awarding body for a minimum of 18 months.
have a staged appeals procedure.
take appropriate action to protect the interests of other learners and the integrity of the qualification, when the outcome of an appeal questions the validity of other results.
monitor appeals to inform quality improvement.
This policy will be reviewed every 24 months by the Academic Committee. The next review is due June 2015.
The HELBUS Internal Appeals Procedure:
The HELBUS Internal Appeals Policy and Procedure and the Appeals Form is published each year in
the Study Guide.
The Procedure is managed by the Program Coordinator. The student is advised to discuss the
matter first with a relevant staff member or the Program Coordinator to understand if there are
sufficient grounds for an appeal, or if the matter could be resolved through informal discussions.
Where the student has sufficient grounds for an appeal, he/she submits the Appeals Form to the
Program Coordinator, who reviews the submission. An appeal will only be accepted if submitted
within two weeks of the student receiving notification of the decision he/she wishes to appeal
against. Only written appeals will be considered.
If it is clear that the circumstances claimed by the student do not constitute sufficient grounds for
an appeal, the Program Coordinator will reject the appeal. This includes instances where the
student has not provided relevant evidence or substantive reasoning of a procedural irregularity.
The Program Coordinator will notify the student of the rejection and file the rejected appeal under
Year/Appeals/Decisions/Rejected.
If the Program Coordinator believes that there may be grounds, he/she will submit the appeal to
the Academic Affairs Committee. The Academic Affairs committee will prepare a written response
to the appeal. The Committee may arrange a hearing of the parties to clarify the situation. If the
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Committee believes that the case is insufficient, the appeal will be rejected, and convey the
decision to the appropriate parties in writing. The student has a right to submit a revised appeal to
the Program Coordinator within two weeks of being notified of the decision if there is new
evidence.
The Academic Affairs Committee consists of two members: the Academic Dean and the President
of HELBUS. For a revised appeal against the first decision of the Committee, or for an appeal against
any member of the Academic Affairs Committee, two additional members will be included in an
Appeals Panel: one visiting professor or another HELBUS staff member, and the chair of the student
union.
The Student Appeals Form is found in the HELBUS Briefcase or by asking the Program Coordinator.
All documentation will be filed in HELBUS drive under Year/Appeals/Decisions.
7 HELBUS Complaints Policy
What is a complaint?
For the purposes of this policy, a complaint is defined as an expression of significant and sustained
dissatisfaction about the provision of the program or services of HELBUS, where a student seeks to
address the issue through specific action. It differs from feedback, which HELBUS strongly encourages at
all levels, and which is very useful for monitoring and developing the program further. Feedback would
not by itself revoke this policy.
If the student wishes to challenge an academic decision made by the Academic Committee, he or she
should refer to the Appeals Policy. The complaints policy will not be used to challenging an assessment
decision. If a student wishes to clarify his assessment, he should contact the assessor directly.
The Complaints Procedure
HELBUS treats any complaints seriously and seeks to resolve them quickly. Anonymous complaints
will not be considered.
It is desirable that complaints are first and foremost resolved informally and quickly among the
parties involved.
Only if this informal process fails, a more formal process will be initiated. A written complaint
outlining the following will be submitted:
the events leading to the complaint
the time period
any adverse consequences of the situation
the results of an informal process
desirable outcome of the complaint
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any supporting evidence
contact details of the submitter
signature and date
The written complaint will be submitted to the Program Coordinator, or to another member of HELBUS
staff who will first screen the complaint to ensure that all required details are included. He or she will
then consider the complaint with another staff member and hear out the various parties taking notes of
the hearings, and proposing a resolution to the related parties.
All formal Complaints and their resolutions will be filed under Year/Complaints
This policy will be reviewed every 24 months by the Program Coordinator. The next review is due June
2015.
8 HELBUS Equal Opportunities Policy
HELBUS is committed to creating a stimulating and fair learning and working environment based on
mutual respect and trust. HELBUS seeks to enrich the experience of its student body and staff and
faculty through a diverse, international student and faculty body subscribing to the belief that diversity
and social inclusion will broaden the mind-set of all those involved and prepare its students for a
placement in a multicultural workforce.
HELBUS is therefore committed to the fair treatment of all people, be they staff, students, visitors,
applicants, regardless of disability, gender, sexual identity, marital status, family responsibilities,
nationality, ethnic origin, age, political or religious beliefs. HELBUS expects this commitment from its
whole community including students, staff, faculty and visitors.
The Equal Opportunities Policy Procedure
HELBUS will address any complaint that arises from a student, staff member or member of faculty
not observing the HELBUS Equal Opportunities Policy, swiftly and with determination.
Any complaints should be addressed directly to the President of HELBUS as soon as a concern
arises. HELBUS encourages written complaints under this policy. Any complaint under this policy
should include all of the following:
the events leading to the complaint including the people involved
the time period
any adverse consequences of the situation
the results of an informal process
desirable outcome of the complaint
any supporting evidence
contact details of the submitter
signature and date
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The HELBUS President will hear the various parties taking notes of the hearings; and then resolve
the situation first through warning and, if repeated, through other sanctions.
All complaints under this policy will be filed under Year/Equal Opportunities. This policy will be
reviewed every 24 months by the Director of International Affairs. The next review is due June 2015.
9 HELBUS Assessment Malpractice Policy
The aim of this policy is the following:
To identify and minimise the risk of malpractice by staff or learners.
To respond to any incident of alleged malpractice promptly and objectively.
To standardise and record any investigation of malpractice to ensure openness and
fairness.
To impose appropriate penalties and/or sanctions on learners or staff where incidents (or
attempted incidents) of malpractice are proven.
To achieve this, HELBUS will do the following:
seek to prevent malpractice by using the Orientation session and the
Study guide to inform learners of the school’s policy on malpractice and the penalties for
attempted and actual incidents of malpractice.
Ensure that academic staff observe the “Guidelines for Supervising Examinations” closely
Encourage academic staff to make use of anti-plagiarism software and notify students
about this in the Study guide
show learners the appropriate formats to record cited texts and other materials or
information sources.
ask learners to declare that their work is their own by their own signatures in the papers.
ask learners to provide evidence that they have interpreted and synthesised appropriate
information and acknowledged any sources used.
conduct an investigation in a form commensurate with the nature of the malpractice
allegation. Such an investigation will be supported by the President and all personnel
linked to the allegation. It will proceed through the following stages:
Stage 1: The person (supposedly) involved in malpractice will be made fully aware
at the earliest opportunity of the situation and of the possible consequences,
procedure of investigation and if the person has any right of appeal.
Stage 2: Relevant information will be gathered by the Investigating Officer
designated by the President. The Investigating Officer will use the Malpractice
Action Form found in HELBUS Briefcase.
Stage 3: The Investigating Officer will review the evidence/information obtained on
the issue and produce a report.
Stage 4: A meeting will take place between the Investigating Officer and the person
alleged of malpractice giving the individual the opportunity to respond to the
allegations made. The individual will be informed of the appeal mechanism against
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any judgement made. The outcome of this meeting will be documented and
deliberated to the president by e-mail.
Stage 5: Where malpractice is proven, HELBUS will apply any one of the
followingsanctions, which will be communicated to the individual in writing:
Oral or written warning
New submission of the concerned work
Loss of credit from the unit concerned
Disqualification from the course
Suspension from the course for a specific period
If the individual acquires supporting evidence, he/she may appeal the decision within two
weeks of being notified of the sanction. The appeal will be submitted to the Program
Coordinator who will first assess the grounds for the appeal and – if the grounds exist -
deliver it to the Appeals Panel for a decision.
All Malpractice cases will be documented and filed under Year/Malpractice.
This policy will be reviewed every 24 months by the President. The next review is due June 2015.
What is Malpractice?
Malpractice may occur in any area of learning, teaching or administration when a person/s get/s
advantage over the rest of the members of the community compromising the integrity of the
community and learning. Examples of malpractice include, but are not limited to, the following:
Learner Malpractice
Plagiarism of any nature
Destruction of another person’s work
Copying in examinations, cheating
Gaining access to unauthorized examination material
Accessing unauthorized material through mobile phones, small pieces of material on body, etc.
Collusion by working collaboratively with other students when they are not entitled to do so
Impersonating someone else
Fabrication or falsification of data, results or evidence
False declaration of authenticity in relation to the contents of coursework
Teaching Malpractice
Favouring a particular student over the rest of the class
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Offering more than stated support to a particular student
Releasing information related to examinations prior to examination
Inventing or changing marks for internally assessed work where evidence is insufficient to justify such decisions
Staff and Faculty Malpractice
Offering inappropriate support to a particular student, for example where the assistance actually produces the work for the learner
Altering transcripts
Fraudulent claims for certificates, that is claiming for a certificate prior to the learner completing all the requirements of assessment
Inappropriate retention of certificates
Leaking confidential information regarding examination papers to students
Not ensuring the authenticity of learner’s work submission
Failure to keep learner coursework secure
Producing falsified witness statements
Misusing the conditions for special learner requirements
Falsifying records or certificates by alteration, substitution or by fraud
10 Recognition of Prior Learning (RPL) policy
Recognition of Prior Learning (RPL) is a method of assessment leading to the award of credit that
considers whether learners can demonstrate that they can meet the assessment requirements for a unit
through knowledge, understanding or skills they already possess and do not need to develop through a
course of learning. Note: RPL should not be confused with exemption and unit equivalency.
Exemption - the facility for a learner to claim exemption from some of the achievement
requirements of a qualification, using evidence of certificated achievement deemed to be
of equivalent value.
Equivalent unit(s) - a unit/units from a different qualification or submitted by another
recognised organisation that is/are deemed to be of equivalent value and so can count
towards a qualification in place of designated mandatory or optional units from it.
RPL enables recognition of achievement from a range of activities using any appropriate assessment
methodology. Provided that the assessment requirements of a given unit or qualification have been
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met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of
learning must be valid and reliable.
The use and application of RPL is of particular value to learners without formal qualifications, who are
either in employment, preparing to enter, or returning to employment. It enables them to gain all or
part of a qualification without having to undertake a formal learning programme.
RPL can be used where a learner has not had their prior learning formally recognised. RPL focuses on
assessment and awarding for prior learning, which may count as evidence towards a course unit, several
units or full qualifications.
All evidence must be evaluated using the stipulated learning outcomes and assessment criteria from the
relevant qualification specification. In assessing a unit using RPL the assessor must be satisfied that the
evidence produced by the learner meets the assessment standard established by the learning outcome
and its related assessment criteria. HELBUS must have personnel with appropriate expertise and
knowledge to facilitate this.
Most often RPL will be used for units. It is acceptable to claim for an entire qualification through RPL
although this is not the normal practice because it would be unusual for a learner to be able to offer
prior achievement that completely matches every aspect of a qualification’s assessment requirements.
The prior achievement that would provide evidence of current knowledge, understanding and skills will
vary from sector to sector. It will depend on the extent of the experience, technological changes and the
nature of the outcome claimed. If the currency of any evidence is in doubt, the assessor may use
questions to check understanding, and ask for the demonstration of skills to check competence. Note
that the assessment strategy for each qualification must be adhered to.
The RPL process is not concerned with allowing for exceptional entry to, or exemption from, a
programme of study.
The RPL process does not allow the recognition of any unit or qualification assessed by external
assessment only. This is because such units are subject to specific evidence requirements.
When wishing to carry out RPL, HELBUS must ensure that:
Learners are registered as soon as they formally start to gather evidence
Records of assessment against prior learning are maintained
Certification claims are made according to normal procedures
All relevant evidence is assessed before assessment decisions are confirmed
There are designated personnel with the appropriate expertise to support and assure the RPL process.
The RPL process
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There are two types of recognizing of prior learning in HELBUS. The prior learning can be
recognised by incorporation of the prior learning into candidates’ studies or by replacing the prior
learning with the HELBUS course at issue.
The recognition procedure goes as follows:
1) The learner requests an RPL information kit. The kit informs the learner about the HELBUS requirements and attachments needed. The learner must decide which type of recognition (incorporation / replacement) one applies.
2) HELBUS RPL Application kit is emailed to applicant.
3) The learner will decide if (s)he wishes to make an application.
4) The learner gathers suitable evidence (the attachments) to support the application.
5) The learner sends the evidence to the HELBUS Program Coordinator, including the completed application form and required attachments, who checks that all relevant documentation is included.
6) The application is sent to the Academic Dean for review.
7) The application is assessed by the assessor pointed above.
8) The results are forwarded back to the Program Coordinator.
9) The Program Coordinator advises the applicant of the outcome.
11 Student / Learner Support
Any student with a special need is entitled to support including equipment adaptation, proper seating
and access to resources. (Computer screen adaptation is the responsibility of each student since they
are required to have their own computers.)
If possible, special provisions will be made to students who need it because of dyslexia, sight
impediments, hearing difficulty and mobility issues.
The Program Coordinator will have the responsibility for this assistance.
Procedures
In HELBUS we understand that studying at a business school can present challenges in many forms. We
also see the business school studies as a transforming experience for the learner. To facilitate the
transition to business school and later to a work environment, we offer support in several ways.
The HELBUS Curriculum includes a course unit on Personal and Professional Development, which aims to help the learner become an effective and confident self-directed employee and achieve personal and career goals.
HELBUS Student Support Services supports students in various needs and emergencies.
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Student counselling services are available during the whole time studying in HELBUS. HELBUS has a Student Counselling Plan, which includes three personal counselling meetings with each HELBUS student during their studies, as follows:
Application interview: to identify any goals, future plans and expectations on studies and study pathways at HELBUS that the applicant may have
Tutor meeting: to complete the overall picture of students goals and future plans
Mentor meeting: to ensure that the student is on track in meeting the goals and targets set in previous meetings, and to discuss any changes.
Studying abroad is part of the HELBUS studies for many students. HELBUS offers distance support so
that students abroad can consult HELBUS staff while conducting their studies in a partner university.
12 Staff Resources Policy
HELBUS will hire teaching staff / assessors whose knowledge is up to date. They have teaching
experience from recognised universities. Some teachers will have a professor status in their home
universities. Others may be senior lecturers and lecturers. In addition, we may hire doctoral students
with teaching experience. Occasionally, we may hire consultants with teaching experience from the
industry.
Annex 1: Excerpt from the Edexcel Study Skills Guide
Study Skills
Guide Excerpt from the Edexcel Study Skills Guide
Annex 1: Excerpt from the Edexcel Study Skills Guide
1
1 Completing Your Assignments
(The following 12 pages are from Edexcel Study Skills Guide)
You will be presented with an assignment brief by your professor, which lays out the requirements of the coursework that you must complete. Being able to interpret these documents will be crucial to your success.
1.1 Interpreting an assignment brief
In order to interpret an assignment, you need to identify a number of key points. You need to:
find the command words in each question or task
determine what content is being assessed
establish the context of the assignment.
1 Command words. Each task in your assignment will contain a verb that indicates to you the level of the response that you are expected to give. It is important that you interpret these verbs correctly so that you fully recognise the level of demand in each task. The interpretation of command words is addressed on the following page.
2 Content It is important to establish which theories and concepts must be covered in your assignment. Your professor might provide you with a copy of the specification for the unit or you can check it from this study guide. It is important to check that you have covered all of the required material to avoid needlessly resubmitting your tasks.
3 Context Your assignments will relate to a particular scenario. This might be something relevant to your workplace or it might be a situation relating to a case study selected by your professor. You should normally ensure that your assignment relates closely to this context. This is because of the nature of the qualification you are studying for: you are expected to demonstrate academic knowledge in a workplace setting.
There are some additional considerations that you must take account of. The word count on your assignment should inform how much you write and help you to structure your response. A good way to do this is to start on a blank page and divide your overall assignment into subheadings. These should usually relate to the main themes or theories you need to cover. Once you have done this, allocate a number of words to each subheading, remembering that you will need to include a brief introduction and a longer conclusion to sum up your arguments overall. Budgeting words in this way will help you to keep within your word count. It will also help you break the assignment down into more manageable pieces that you can approach step by step over a period of days or weeks.
Your assignment will have a submission deadline, set by your professor. Finishing well before this is important. You should ensure that you plan for enough time to read through your assignment and check you have covered all of the required content. You might find what you originally thought was well written and eloquent actually lacks a degree of coherence, so you might want to make some improvements to make your arguments more sophisticated or to add a point that you had accidentally omitted.
Annex 1: Excerpt from the Edexcel Study Skills Guide
2
1.2 Types of assessment
There are two different types of assessment that you are likely to experience during your higher National course.
Formative assessment refers to activities that are designed to give you feedback and allow your improve your work. Your professor might sit down with you and discuss your work and progress, helping you to prepare an action plan to improve your work.
Summative assessment refers to the final, formal assessment of your work that assigns you a grade. This is likely to happen at least once during each term or semester on your course. While you might get feedback from your professor on the strengths and weaknesses of your work it is not always the case that you will be able to make further improvements to your work after these assessments.
1.3 Understanding command words
When you read a question in your assignment brief, you should look for the verb in the sentence. This is called a command word. It tells you how you should approach the task. Identifying and understanding the command word in a question is a vital step towards producing a good response to a task.
Commonly use command words include the following.
Analyse These tasks require you to explore the different aspects of an issue, considering the relative significance of each. You would normally need to explore causal relationships, examining how
an action will lead to a particular reaction. This type of task would not normally require you to make judgements, but rather to drill down into an issue, exploring relationships in depth.
Assess This requires you to weigh up the positive and negative aspects of something. Alternatively it
might require you to explore the important and unimportant aspects of an argument. You
should build these strands into a balanced argument before reaching a final balanced conclusion.
Critically
analyse
This is when you have to explore the strengths and weaknesses of the ideas of a theorist or
claims made by a professional body before reaching a final, balanced conclusion. You would normally begin by presenting the initial idea and arguments in favour of it, before introducing
contradictory arguments. When you present the arguments, you should present their relative merits (e.g. their strengths and weaknesses) before summarising your arguments and
reaching a final conclusion.
Demonstrate Explain a broad range of ideas persuasively and with originality using a variety of examples
Describe Provide a thorough description of the characteristics of a subject
Explain Give details about how and why something is as it is and what relevance it has (implications)
Evaluate This type of question will require you to give an opinion on an issue, which you should support with relevant evidence. You should ensure that your response provides a balanced view of the
issue, exploring points for and against your argument. This should lead to an overall conclusion where you summarise your main arguments and explain how you have come to your final
decision.
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Justify This requires you to provide arguments in support of a particular interpretation of or
perspective on something. This should be based on the use of theoretical justifications applied
to normal business practice.
Identify Name the main point or points and explain why you chose those
1.4 Accessing higher grades
You will naturally be concerned with making the most of your studies and accessing the highest grades possible. There are specific qualities that a professor will be looking for in your assignments, such as an ability to critique theories and ideas. You should make sure you are familiar with these requirements before you start writing your assignments. There are a number of practical steps you can take to maximise your opportunities to achieve higher grades.
1.4.1 Independent reading is vital
You will not be able to get the best grades by simply relying on the notes that you are given in class. You will be given a reading list for different modules that you study. This is the minimum that is expected of you in terms of independent study. You should aim to read and make notes on the relevant sections of each book on your reading list as well as following up on references highlighted by professors during lectures, seminars and professorials. Another way of finding further texts to study is to look at the references at the end of chapters in your course texts. This will allow you to explore the material that informed the books you have read and explore the concepts in them in greater depth. This can help you develop your understanding of key points.
1.4.2 Understand the demands of your assignment brief
One of the easiest ways to lose marks is to provide a response that does not fully answer the questions set. You should take great care to read your assignment thoroughly and to clarify any points of uncertainty with your professor. You need to make sure that your answer is well focused on answering questions. Detailed recitals of material from course textbooks might show that you have a superficial understanding of a topic but will get you, at best, a passing grade or worse. You need to demonstrate your ability to think critically and to apply theory to a range of different scenarios.
1.4.3 Demonstrate originality
To achieve the very highest grades, you should demonstrate some evidence of the ability to construct original thoughts and ideas. This does not meant that you are constructing your own theories, but it might be that you find a novel application of existing ideas or offer a unique criticism of established ideas. A good way to approach this is often by using your own experiences and insights to inform your work. Basing your assignments on workplace experience or primary research can provide a source of unique insights. However, be careful to avoid long descriptions of scenarios in this case. You should ensure that your insights are relevant to the questions that you are answering and that you are not simply going off on a tangent.
1.4.4 Make the most of class sessions
It might sound obvious, but regular attendance at lectures, professorials and seminars will help you to perform better. Your professor will regularly offer advice on assignments and you should take note of this. You are also likely to hear explanations of a range of theories and concepts that go beyond those in
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the material on your reading list. This will give you clues as to what to look for in the library to read around the topics studied more effectively.
1.4.5 Be critical
This does not mean that you have to tear apart every concept that you write about, but it does mean that you should not simply accept ideas at face value. Just because a concept has weaknesses does not invalidate it, but if you fail to acknowledge and address these weaknesses, then it will make your arguments far less convincing and constrain you to lower grades.
1.5 Choosing citations and sources of information
A common question that many learners ask is how many references they should include in their tasks and how do they know when to cite an author’s work.
The question of when to cite work is simple to answer: whenever you write something that is based on someone else’s ideas, you should acknowledge this connection. This is the simplest way of avoiding the risk of being accused of plagiarism (see page 35). It also helps you later on if you want to develop a piece of work further, because you are better able to see how you found ideas and arrived at conclusions.
In terms of the number of references you should include, there is no definite answer. The number of references cited will depend on the topic being addressed. Some areas of theory will have large, well-developed bodies of literature with which you will be expected to familiarise yourself. Others might not have such a body of relevant literature and so there will be a lower expectation in terms of the number of authorities that you cite. The reading lists distributed by your professors at the start of a module (often included with assignment briefs or in course handbooks) should give you a good idea. If the reading list for your module lists five books and five journal articles, it is reasonable to assume that this is the minimum expected of you in terms of your engagement with literature. Of course, it is possible to find further sources of material through searches of Google Scholar™ (see page 16) or through examining the references cited in these texts. This might help you to find further sources of information.
Other than selecting published resources, you may need to use your own research in your assignments. When this is the case, your professor will normally make this clear in their explanations of your tasks. It is also likely to be stated in your assignment brief. Do not assume that writing higher-level assignments will be onerous and that you will have to spend vast amounts of time collecting hundreds of responses to surveys or carrying out interviews. That might be the case on postgraduate-level courses, but at the first two years of a university you are likely to need less complex evidence. If you are in any doubt as the quantity, nature and scope of the evidence that you need to include in your assignments, you should discuss this with your professor.
1.6 Exemplar work
While it is an appropriate strategy to benchmark your own work against that of your fellow learners, you should always make sure that you avoid directly copying their work. It is important that you do not plagiarise existing assignments, as this will result in your assignment not being accepted, or more serious consequences.
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1.7 Critical reflection
Critical reflection refers to the ability of an individual to look back at experiences such as workplace activities or discussions in a lesson and think about them in a carefully considered way, questioning the main points that you have identified in your experience. This is often seen as a means to construct knowledge through gaining experience.
As a higher-level learner, you should be developing your ability to reflect critically on your experience by using the theories that you learn in your two years with HELBUS. This will allow you to explore the effectiveness of your own practice and that of others. It also allows you to question the validity of theory – are the ideas that you learn in class practical? Can they be applied to every workplace or situation, or are they more meaningful to some than others?
When you are undertaking a period of critical reflection, it helps to structure it using a series of generic questions. These could include the following:
● What am I reflecting on? What was my learning experience? What did I see/ hear/do?
You should ensure you are clear about exactly what you are reflecting on and write a simple statement or short paragraph to define the experience. This might be a description of a specific event in your workplace or of a discussion you had with your professor. This will allow you to constrain your reflection so it is clearly focused.
● What was the context of the event on which I am reflecting?
You should think about what you saw and where you saw it. Was it a routine activity? Was it a normal day? It might be that you are thinking of an event that ran badly, for instance. Considering environmental factors can often explain events. For instance, if you are reflecting on your experience of chairing a meeting that went badly, you might consider the participants – if two of the attendees had an argument during their lunch break, then this might explain a reluctance to contribute to a team meeting afterwards.
● What alternatives might exist?
This requires a mixture of imagination and application. You should use your creative thinking skills to suggest alternatives and your knowledge of theory to think about what kind of solutions would be recommended by noted authorities.
● How true/correct/appropriate were the events on which I am reflecting?
Be sceptical! You might be able to suggest that something went wrong because it was badly planned or aimed at the wrong target customers.
This process does not have to be applied to an experience in the sense of something you have ‘done’. You could apply it to your reading of a key text or range of sources such as journals. They key thing to remember is that you should ask searching questions about the nature of the issue you are considering and provide answers to those questions.
A useful way to undertake critical reflection regularly is through the use of a reflective journal or learning log. This is a document that you maintain either as a physical, handwritten journal or electronically, in a private blog or just a typed document. A useful aspect of such journals is that they can be cited as evidence in assignment writing.
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Being reflective is not always easy and does not come naturally to everyone. It is something you have to learn and practice over time. A key point to remember is that you are not merely recording a narrative version of events, you are questioning their nature and purpose so that you can learn from them. That is the key differentiator of critical reflection from simple storytelling.
1.8 Thinking skills
In order to complete your assignments, you will need to employ a range of different approaches to solving problems. There are a number of approaches to solving problems which are useful in different situations. They will be of differing value to different people and while it is useful to explore these techniques, and read about them in more depth if they seem useful to you, it might be that another approach is more useful to you personally.
1.8.1 Divergent and convergent thinking
These approaches are based on developing a central theme, question or idea.
Convergent thinking involves focusing on a particular problem and thinking of all of the theories and concepts that might provide an answer to the problem. The idea is how existing knowledge can be applied to provide an answer. This is built on the assumption that a particular ‘correct’ answer is possible. This might be useful if you were producing an assignment on improving staff motivation. You might explain how theorists such as Maslow, Herzberg and Vroom would approach the problem, and select the most appropriate answer for a given context.
Divergent thinking involves focusing on a specific problem and looking for a unique or novel solution. For example, you might take as your focus a specific object and try to imagine as many uses for it as possible. The idea is to find new ideas and creative solutions – to ‘think outside the box’. This might be useful if you were asked to complete an assignment relating to marketing, for example, producing a promotional campaign for a product – you might think of a novel approach to attract the attention of potential customers.
These techniques can be used together. A brainstorming session for a new product idea might use divergent thinking to develop a range of ideas. You could then use convergent thinking to evaluate these ideas in terms of a specific theoretical model.
Lateral thinking
This is an approach to problem-solving that requires you to put aside your preconceptions and use your imagination to generate original ideas. This approach is widely credited to the author Edward De Bono. The technique requires you to ignore existing structures and frameworks, and start again from scratch. Rather than thinking about the structure of a business in terms of reorganising existing job roles and activities, you would begin from a blank page, questioning the need for each role and activity, and how they are organised.
A good starting point for these skills is to complete lateral thinking exercises; you can find many of these online. This will allow you to understand how the skills can be applied in a number of situations and will help you to practise thinking in this way.
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You could try solving some lateral thinking puzzles by visiting www.folj.com/lateral or www.allpuzzles.net/wordpuzzles/lateralthinking/index.htm.
1.8.2 Developing creative thinking
Other than divergent and lateral thinking, there are a number of other approaches that you can use to practise and develop your creative thinking skills. Producing mind maps as a means of brainstorming is one useful approach. Getting into the habit (individually or in a group) of writing down as many answers to a question as possible helps to stimulate creative ideas. The key is not to worry about how good the ideas are until the end of the exercise. At that point you can select points with potential for further development.
1.8.3 Evaluation
Evaluation refers to your ability to make a reasoned judgement. If you are evaluating something, you have to present arguments for and against something before explaining which arguments are strongest and making a final judgment.
1.8.4 Justification
Justification is when you have to present the arguments for and against something before reaching a final decision. To write a well-justified argument, you have to show clear arguments for it and also demonstrate the flaws in the arguments against it.
1.8.5 Choosing an appropriate format for a written assignment
You will normally find that the format in which you present your assignment is laid out in your assignment brief. If you are uncertain of how to lay out your work after you have read your assignment brief, you should consult your professor.
You should also ensure that pages are numbered. This will let you cross-reference the material in the assignment and help your professor to provide you with feedback. It also makes it easier to spot if, for example, a page falls out of your assignment.
The most common format in which assignments are requested is a word-processed essay or report. This is quite a practical format to use. It is easier for the professor to read, can be backed up onto portable storage media or cloud storage platforms to avoid work being lost, and it also makes it easier to make any amendments required after you receive feedback on your work.
You should aim to ensure that your work includes a contents page at the beginning and that you include a section listing your references at the end. These pages would not normally count towards the word count for your assignment.
1.8.6 Other forms of evidence for assignments
Your assignment may state other acceptable forms of evidence for the assignment. These will vary according to the subject studied and the context in which you are studying, i.e. work-based learning or
in the classroom. Examples include logbooks, diaries, A4 print outs of PowerPoint®
slides, video clips, blogs, websites, annotated photos or drawings and audio recordings of professional discussions. It is important to note that the forms of evidence used must be labelled with the student's name and the learning outcomes and assessment criteria that they relate to.
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1.8.7 Special requirements for specific assignment types
Some assignments might require a different format. Any requirements of those assignments would usually be listed in your assignment brief, but it is worth bearing in mind a few guidelines.
If you are asked to submit a presentation, you should ensure that any visual aids you use are provided for your professor. You will also need to include a copy of any notes you use when completing your presentation. Alongside this, you will normally need to submit a recording of your work. This is so that the grading decisions made by your professor can be confirmed by internal and external verifiers. You should take steps to ensure that an appropriate recording is made of your presentation. This might be a digital video recording. In some cases this could be achieved using a smartphone, as these devices often have good-quality video cameras, although you should check that the sound quality is good enough to make what you say intelligible.
Another format you might be asked to use is be a podcast. This is when you deliver an aural presentation in the style of a radio program and record it as an MP3 file.
Regardless of the format in which you present your work, you will still need to reference your material
appropriately. In a PowerPoint®
presentation, you can add references on each slide and then add a list of sources at the end of your presentation. If you submit your work in another format, such as a podcast, you might need to add supporting notes that highlight the sources you have used.
1.9 Structuring an assignment
Organising the different strands of an assignment into a coherent structure is important. Organising your thoughts coherently makes your arguments clearer. This makes it easier for you to proofread and also for you to check that you have covered all of the required content. As previously mentioned, it also helps to structure your assignments logically so that you can ‘budget’ the words available to you into sections to avoid exceeding your word count.
1.9.1 Breaking an assignment brief into sections
Breaking an assignment into separate sections has a number of purposes. It helps you to plan your use of your word count and it also helps you to plan your reading. If you are aiming to cover a particular theory or concept this week, then you know what you need to look for when you visit the library. Similarly it helps you to plan your use of interlibrary loans or reservations at your local library. This will help to make your workload more manageable overall.
The exact type of sections that you divide your assignment into will depend on the nature of the task. You might structure it around a series of case studies, for example. Alternatively, you might organise it by positive and negative arguments. Another possibility is to structure the work into the work of key theorist or thinkers in the field you are covering.
Taking a logical approach to your assignments should help to make your overall argument more coherent. The key decision is to find a structure that complements the question that you intend to answer. There is no one right or wrong way to do this, but it is a good idea to discuss the structure of your assignment with your professor before you begin writing it so that you can confirm that you have taken an appropriate approach.
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1.9.2 Building an argument
You must always remember that you are responding to a question and not simply repeating it or providing a set of theory notes. All of the material that you present must somehow address the tasks set in your assignment brief.
You would normally start your argument with a proposition (sometimes known as a claim) – this is a statement about something. You might, for example, comment on the importance of strategic planning for achieving competitive advantage. Once you have made a claim, you should then provide some supporting evidence. This should normally combine a theoretical argument with an example that can illustrate the point. This chain of logic should support your claim and have some relevance to the question you are answering. You should conclude your argument by referring back to the question you are answering – how has your logic addressed the question?
1.9.3 Supporting evidence and counter-arguments
You should always include evidence from an appropriate range of sources to support your arguments and counter arguments. This might be in the form of work from a particular theorist or a case study example that shows how principles work in practice. Alternatively, you might have conducted an interview with a business manager that articulates a specific principle you want to illustrate.
It is important, as a higher-level learner, that you acknowledge and explore arguments opposed to those that you present. These points should be developed in as much detail as those that you support. This will then allow you to develop a well-reasoned conclusion.
1.10 Structure
There are a number of key sections that you would normally be expected to include in a piece of work at higher national level.
Executive summary – This is a short overview of the main points in your assignment. This would be 100 to 200 words. You should highlight briefly the main points that you cover and give a short summary of your conclusions.
Body of arguments – The majority of your assignment will be your arguments for and against different propositions. This is where you should demonstrate how your knowledge of relevant theory relates to current practice in a range of businesses.
Conclusion – The final section of your assignment should summarise your main arguments and explain how they have led you to an overall judgement. You should balance points for and against a proposition, and explain why you feel that one side has a greater claim to being correct.
References – You should list all of the source material that you have used alphabetically by the surnames of authors. This should follow the Harvard referencing convention outlined on page 9. You should take care to check that the citations in your main body of arguments match this list.
1.11 Critical writing skills
At this level of study, your assignments should not be merely describing theories and concepts but should be demonstrating some critical insight into them. This is partly achieved through the
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presentation of balanced arguments, as we have already discussed, but there are a number of other points you should take into account when writing your assignments:
Identify any aspects of theories that you need to treat with concern or caution. You might find some theories have been criticised by other authors or you might find they are based on a study of a different industry to the one on which your assignment is focused. Alternatively, you might find that the theories you are considering are a number of years old – this might be a reason to question whether they are still applicable. In each case you should acknowledge these criticisms and should comment in your conclusion about how they affect your argument overall.
Criticise theories and concepts. Do not accept an author’s work without in some way evaluating it or commenting on its relevance and accuracy. You might critique their arguments or you might critique the evidence that they use.
You should show recognition of any limitations of your own arguments and evidence base. You are only carrying out work on a small scale. You might note that your literature review is not exhaustive, or that you have only examined one case study of one industry. There is nothing wrong with acknowledging that your work has some limitations and it does not undermine your arguments to do so. There is no point pretending that your work is comprehensive. Such acknowledgements are often included in a section of suggestions for further research/study.
1.12 Avoiding plagiarism
Plagiarism is one of the most common forms of academic malpractice and can have severe consequences for learners. In some cases, it is easy to commit an act of plagiarism accidentally. Unfortunately, while this might count as mitigating circumstances in your defence, it does not excuse the act – a sin of omission is dealt with in the same way as a sin of commission. As such it is important to understand what is meant by plagiarism and how you can avoid it.
1.12.1 Definition and consequences of plagiarism
Plagiarism is when you represent another author’s work as your own. This applies not just to directly copying pieces of text but also to using ideas and concepts without acknowledging their source.
This might include anything from deliberately copying a section of another learner’s essay to copying a section from a book or a website. Furthermore, if you paraphrase an argument made in a journal article or indeed any other source, you must cite the source of the argument. Simply making small adjustments to the order of sentences or to the words used to describe an idea does not make it your own.
Most colleges and universities dealing with work by higher-level learners now routinely use anti-plagiarism software. This scans documents and compares them to a large database of both published and unpublished work, including assignments from previous cohorts of learners. This software can be extremely sensitive and will detect any similarities between pieces of work, so it is a good idea to get into the habit of citing your sources as you go along. Forgetting to add a reference at the end is not a good defence.
The consequences of being caught plagiarising work can be severe. You might find that your assignment is given a failing grade and that you have to resubmit it. In a serious case where it is proven that someone has deliberately committed an act of plagiarism, they might be suspended or even removed from a course of study. For an apprentice this is particularly serious – failing to get your professional qualifications might lead to your dismissal from your job or at the very least expose you to disciplinary procedures at work.
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Before you start writing your first assignment, you should make sure that you are familiar with your institution’s policy on plagiarism. This is likely to set out details of how academic malpractice is defined, how it is detected, likely penalties and rights of appeal. This might help you to clear up any uncertainties before you submit your work.
1.12.2 Attributing direct quotes, ideas and arguments
Whenever you directly use someone else’s work in your assignments, you should reference this as discussed on page 9. Normally, direct quotes are placed inside inverted commas. If you are giving a short quote, this can be contained in a paragraph. If you are giving a longer quote, you should present this as a separate paragraph. When you give a direct quote, you should include the page number after your citation.
While an indirect use of a source such as paraphrasing an argument does not need to be included in speech marks, you should include a citation in brackets immediately before or afterwards.
1.12.3 Adding commentary and counter-argument to citations
When you add a quote, it is good practice to comment on it. You should note how the quote is relevant to the question you are answering. Alternatively, you might present a counter-argument to an author’s suggestions. Try to keep quotes as short as possible. The main point of an assignment is to demonstrate your own understanding.
1.12.4 Keeping tabs on sources for citations, figures, etc.
You will find it useful to keep track of the sources of information that you use. A notebook might be a handy way to quickly jot down page references and web addresses. Alternatively, a spread sheet with columns for details such as author and year might be helpful if you are more confident with computers.
1.12.5 Avoiding plagiarism
There are a few simple steps that you can take to make sure that your work does not contain any plagiarised material:
1) Give yourself plenty of time. An easy way to plagiarise material accidentally is to rush a task because you have started it the day before the deadline. The more time you take to complete an assignment, the less risk you face of not realising that an argument is very similar to someone else’s work.
2) Start as you mean to go on. Do not directly cut and paste any material that you find on websites or in journals/eBooks into your assignments. Make sure that you keep any collections of notes or sources material separate from your main assignment, just in case you get confused at a later date.
3) Be selective in your choice of source material. Make sure you are carefully only to select source material that is relevant to your assignments. Be particularly careful of sources that you do not fully understand, as these can leave you more susceptible to paraphrasing or quoting material without the right attribution.
4) Reference as you go. Make sure that you add any references and citations to your work as you go along, rather than waiting until you are ready to submit your work before starting. Recording your sources as you go along helps you avoid a last-minute rush to complete this task and reduces the chance of you making a mistake.
5) Check your sourcing carefully. Go through your assignment and ensure that you have included a reference for any direct quotes or any material you have paraphrased. You should ensure any material
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that you are not confident is your own is either provided with an appropriate citation or removed from your assignment. Remember: when in doubt, cite!
6) Make use of the advice that is available to you. Make sure you speak to your professor and read the guidance that is available for your course in this handbook.
HELBUS Helsinki School of Business Oy
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www.helbus.fi
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info@helbus.fi