Programme specification

(Notes on how to complete this template are provide in Annexe 2)

1. Overview/ factual information

Programme/award title(s) Master of Business Administration

Teaching Institution Amity Global Varsity

Awarding Institution The Open University -UK

Date of first OU validation 30-October-2017

Date of latest OU (re)validation

Next revalidation

Credit points for the award 180

UCAS Code

Programme start date 1-July-2019

The proposed MBA program follows Type-2 Subject
Benchmark Statement (3.2 of QAA 2015)

Master's graduates will have a broad knowledge and

understanding of organisations, the external context in
which they operate and how they are managed. They
Underpinning QAA subject will understand and be able to respond to change. They
benchmark(s) will have intellectual breadth and be able to make
integrative links across the various areas of
organisations. They will have strongly developed
interpersonal and team working skills. They will have an
additional range of skills beyond those general skills
expected of first degree holders.

Other external and internal

reference points used to OU-UK MBA Program Specifications
inform programme outcomes
Professional/statutory
recognition

Mode(s) of Study (PT, FT, DL,

DL
Mix of DL & Face-to-Face)

Duration of the programme

2 Years
for each mode of study

Dual accreditation (if

applicable)
Date of production/revision of
15-September-2017
this specification

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2.1 Educational aims and objectives

The MBA is a career development generalist programme for those who have significant post-
graduation and relevant work experience on which the learning process should build. The main
emphasis of the programme is on leadership through strategic management. While the
academic level is masters, there is a strong practical and professional orientation to the
curriculum.

As an MBA graduate student should be able to ground new knowledge within the base of
your professional experience. Student will be able to reflect on and learn from that prior
experience and thus be able to integrate new knowledge with past experience and apply it
to new situations. Student will be able to challenge preconceptions and to remove subject
and functional boundaries so as to handle complex situations holistically. Student should
also have particular strengths in analysing, synthesising and solving complex, unstructured
business problems. In addition to being able to communicate the findings, Student should
have developed the skills to implement agreed solutions effectively and efficiently. Student
should therefore have strongly developed interpersonal skills and be able to interact
effectively with a range of specialists.

2.2 Relationship to other programmes and awards

(Where the award is part of a hierarchy of awards/programmes, this section describes

the articulation between them, opportunities for progression upon completion of the
programme, and arrangements for bridging modules or induction)

Not Applicable

2.3 For Foundation Degrees, please list where the 60 credit work-related learning takes
place

Not Applicable

2.4 List of all exit awards

Master of Business Administration

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 3. Programme structure and learning outcomes

Programme Structure - LEVEL 7

Compulsory modules Credit Semester Optional modules Credit Is module Semester

points runs in points compensable? runs in
Management : Perspectives & Practice 60 Year-1 Managing financial risk 15 Year-2
The Dynamics of Strategy 30 Year-1 Marketing in the 21st century 15 Year-2
Strategic human resource
Corporate finance 15 Year-2 15 Year-2
management

Making a difference: the management initiative 30 Year-2 Supply chain management 15 Year-2

Intended learning outcomes at Level 7 are listed below:

Learning Outcomes – LEVEL 7

3A. Knowledge and understanding

Learning outcomes: Learning and teaching strategy/ assessment methods
A1 To know the main managerial issues associated with key business Module taught for intended learning outcomes:
functional areas of Managing People and Organisations; Finance; Management : Perspectives & Practice
Marketing; Operations Management; Change and Project
Management; and the leading and alternative theories, concepts and The Module, Managing: Perspectives and Practice forms the first stage of the
models in business and management. MBA programme providing students with a comprehensive grounding in key
management and business disciplines. The module includes an introduction to
To understand the complex and interrelated nature of organisations elements of creative thinking and problem solving, whilst active engagement and
and management practice; the critiques of and key debates within the critical reflection are central to the design and embedded in the way students will
study of business and management; and the global context in which learn. This approach will enable the student to develop right from the start of the
business and management is practised Masters programme habits of practical management based on rigorous analysis,

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 Learning Outcomes – LEVEL 7

3A. Knowledge and understanding

but which will automatically proceed to synthesis, decision making and
implemented activity.
Teaching and Learning Strategy
Module teaching and learning will be delivered through all the four integrated
channels: the module guide the online study guide, the assignments; and
interactive learning via the module moodle website and residential schools and
through online forums.
Module content will be supplemented through audio visual resources and through
the VLE. The main student learning experience will be moderated through the
online managing in action strand (study guide) running throughout the module.
On-line delivery (i.e. learning delivered via the internet) 75%
Off-line delivery (i.e. learning delivered by computer and other media, e.g. print)
25%
Assessment Methods
The functional subject blocks will link into an online course study guide,
‘Managing in Action’ where students will undertake management activities
designed around the subject being studied. These management activities will
lead into a subject TMA assessment. Students will also be asked to undertake
EBI (Evidence based initiative) activities throughout the module these will form
part of their final double weighted TMA 07 which together with a small change
initiative prepared during the final four weeks of the course.
The course will end with a three hour exam
TMA attached to each functional block
End of module exam
Activities in ‘Managing in Practice
A2 Strategic concepts and issues relating to the nature of strategy and its Module taught for intended learning outcomes:
implementation
The dynamics of strategy
The different levels at which strategies are made and implemented in
organisations. The module will support the role of both the general manager and of the senior

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 Learning Outcomes – LEVEL 7

3A. Knowledge and understanding

The strategy process and of the interconnections between its various manager more directly involved in strategic choices, decision-making and
stages implementation.
How organisations respond to the impact of the macro environment on The Dynamics of Strategy is a core compulsory module in the MBA It is a stand-
organisations and the challenges of environmental change alone 30-point module which is the first of (now) four compulsory core modules
How organisations analyse their resources and capabilities in terms of on the MBA programme.
meeting their evolving strategic objectives For managers, strategy involves a great many activities, and understanding those
How organisations choose between potential strategic options, that make a difference to the success of an organisation is a key skill. Generally,
especially through an awareness of their stakeholders, culture, managers should pursue a chosen strategy with consistency and commitment.
structure and systems They need to understand the challenge posed by their organisation’s
How organisations overcome the challenges of implementing their environment, and to see how they can best identify and exploit their
strategies organisation’s potential sources of advantage. In turn, this means that they need
to understand their organisation: its resources and capabilities and the way it
How management practice affects organisations and both their choices
competes for scarce resources and customers for its products or services.
of, and their ability to implement, strategic decisions
Managers must be able to act on incomplete information and uncertain
How organisations are affected by international and cross-border predictions of an unknown future, and they must be able to seek out sources of
developments in the evaluation and realisation of their strategies innovation in the way their business operates and competes. Managers must
Decision making processes, including the consideration of rationality in also be able to implement effective change and to align collective objectives in
decision making, and the risks and ethical considerations involved in their organisation to allow the development of new capabilities and skills. BB835
organisational decision making also asks students to apply that knowledge to real-life examples and case study
situations, and to reflect on and challenge their understanding of strategy.
Learning and Teaching Strategy
Module teaching, support and learning will be delivered through Tutor Group
Forums (TGFs), f2f and online Day Schools, Residential School and the VLE.
Module content will be supplemented through podcasts and links offered on the
module website via the VLE. These can be updated and refreshed throughout the
life of the module, as and when required.
1. On-line delivery (i.e. learning delivered via the internet)
It is estimated that approximately 60% of materials will be delivered
electronically. These will include the Course File, TMAs, activities, podcasts, links

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 Learning Outcomes – LEVEL 7

3A. Knowledge and understanding

to other websites, links to articles.
2. Off-line delivery (i.e. learning delivered by computer and other media, e.g.
print)
The seven units will combine online and print delivery. The Residential School
activities will be delivered online and via a residential school website. The online
residential school will be delivered online.
Assessment Method:
The units will require students to undertake exercises and activities, both within the text
and online in the VLE, to help consolidate their learning. Some of these activities will link
into TMA assessments. Students will have to successfully participate in at least 80% of
the 4-day, 3-night embedded residential school activities.
There will be a three-hour exam at the end of the module.
A3 Module taught for intended learning outcomes:
Knowledge and understanding of the fundamentals of financial analysis Corporate Finance
and corporate finance theory. Specifically:
The aim of this course is to introduce students to finance problems with face
Corporate governance, agency theory and the related role of stakeholders organisations at board level and to enable them to feel at ease working with
Organisational performance in terms of return on investment, investment finance and accounting experts as and when necessary. By the end of this
risk and capital structure management course, students will have a grasp of the fundamentals of financial analysis and
corporate financial theory and will know how to tackle the main financial problems
Corporate finance theories underpinning the cost of capital, dividend policy they are likely to encounter in the work environment. The financial issues
and efficient markets discussed will be those relevant in the private and public sectors and will also be
The techniques and practical application of project appraisal and company relevant in a global context.
valuation methods Module will consider both public and private-sector finance issues. The boundary
between the public sector and the private sector is, in any case, increasingly
blurred as public sector organisations are forced to compete in the private sector
are privatised, and private-sector organisations are made to be accountable to
society as a whole, and not just shareholders.
Teaching – Learning Strategy
Course teaching, support and learning will be delivered through Tutor Group

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 Learning Outcomes – LEVEL 7

3A. Knowledge and understanding

Forums (TGFs), Elluminate, Tutorials, Residential School and the VLE.
Pedagogic use of media tools
Module content will be supplemented through podcasts and links offered on the
module website via the VLE. These can be updated and refreshed throughout
the life of the module, as and when required.
Assessment Strategy
- module text with activities and exercises
- on-line exposition
- readings
- assignments
- face to face teaching (including residential school)
- case-study exercises
A4 Module taught for intended learning outcomes:
Enhanced knowledge and understanding of the relationship between Making a difference: the management initiative
theory and practice, the process of making a difference in
organisational contexts, leadership, power, uncertainty, risk, decision This module provides students with an opportunity to:
making, ethical management and corporate responsibility, managing develop the capability to make a real difference to organisation performance as a
across boundaries, the management of innovation, evaluation and manager / leader
measurement and communication. develop and demonstrate a capability for critical and independent learning
develop and demonstrate the capability to apply MBA learning integratively to
real world problems.

Teaching and Learning Strategy

Tuition, support and learning will be delivered via Tutor Group Forums (TGFs),
Elluminate, Day Schools, Residential School and the VLE.
Module content will be supplemented through podcasts and links offered on the
module website via the VLE. These can be updated and refreshed throughout the
life of the module, as and when required.

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 Learning Outcomes – LEVEL 7

3A. Knowledge and understanding

Assessment Method:
Module assessment will be achieved by two (cumulative) Assignments, and an
EMA. The TMAs are designed to provide both formative and summative
assessment. TMAs 1 and 2 will provide cumulative milestones building towards
the final module assessment – TMA 2 and the EMA. Tutor feedback to TMAs will
be a vital input.
A5
Module taught for intended learning outcomes:
Sources of finance Managing Financial Risks
Features of financing instruments
The module is designed for those who want their MBA to have a major finance
Financial risks and ‘risk-mapping’
Financial instruments (including derivatives) used to manage risks element within it and who want to have high level competence in understanding
financial instruments, financial markets and the methodology of risk
management. As such, BB841 will not only provide an end in itself in terms of
meeting student demand for such rigorous financial knowledge but will also
provide a high level financial took kit for those employing detailed financial
analysis in module: Making a difference the management initiative.

Teaching and Learning Strategy

Via the VLE the intention is to provide 4 or 5 podcasts (with accompanying
transcripts) which are constantly available and used to provide management
information about difficult concepts. Additionally, the intention is also to create a
new podcast for each presentation where appropriate which deals with relevant
current affairs in order to maintain currency and freshness. Online tools such as
podcasts, mini tutorials, spreadsheets and case studies will be used to illustrate
to students that B841 does not just consist of maths and theories detached from
the real world but to demonstrate how they are actually used (sometimes
imperfectly) in the real world as well as to provide more guidance on technical
matters. Existing, tried and tested B821 Audio Visual material will be used as an
informative way of giving students a grasp on the technical aspects and these
resources have proved popular with B821 students. New mini tutorials will be
created to achieve the same end in line with B831 A/V use, thereby creating a

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3A. Knowledge and understanding

consistency of method within the finance-based modules. The course team chair
will build small spreadsheets posted to the website for students to practice on.
Some cells within the spreadsheet will be fixed while others can be manipulated.
They will used for Foreign Exchange Analysis, Gap Analysis, Duration Analysis
and Credit scoring. They will replicate the types of activities that managers are
required to engage in, or oversee, if employed in a risk management function.
They are a practice-based tool which a manager or practitioner would be
expected to use.

Assessment Methods:
This module is a 150 hour and 15 credit six month finance elective with a TMA
and an EMA.
 On-line spine
 Module text (units)
 Activities and exercises (including A/V tools and spreadsheets)
 Readings
 Assignments
 Tutorials
 Case studies
The online spine structures and directs the student learning. The module text
provides core content and context which is exemplified within the online activities
which consist of readings, case studies, podcasts, mini tutorials and
spreadsheets. The spreadsheets enable self-testing. Case studies and A/V
material support the core content and link the theory to practical reality and
provide a work-based context to the theory. Tutorials and TGFs reinforce the
theory and enable students to test their understanding. Knowledge is
summatively tested through the tutor marked assignments.

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 Learning Outcomes – LEVEL 7

3A. Knowledge and understanding

A6 Articulate and evaluate the ideas, principles and issues that underpin
Module taught for intended learning outcomes:
and determine an organisation’s marketing strategy.
Marketing in the 21st Century
Draw appropriately on theories, models, frameworks and concepts in
the area of Marketing in general and in such key areas as
environmental complexity and how organisations can respond Teaching and Learning Method:
effectively to these.
15 hours of on line tuition. This has been carefully allocated to include a mix of
Elluminate and tutor-led TGF activities.
Pedagogic use of media tools
Online tools such as blogs, podcasts, online tutorials using Elluminate, video
clips and case studies will be used to demonstrate and apply theories and ideas
about Marketing. The majority of VLE material will need to be developed or
sourced for this module. Audio Visual and written text material which will be used
as an informative way of giving students an opportunity to see concepts in
practice and to raise questions about their use in different contexts. We aim to
provoke thought, collaborative discussion (via TGF and on-line tutorials) and
reflection by use of relevant media tools, as well as provide a varied and
stimulating mode of delivery.
Assessment Methods
The study sessions will require students to undertake exercises and activities
online to help consolidate their learning. Some of these activities will link into
TMA/ EMA assessment.
Assessment will be carried out via the TMA and EMA which are part of each
elective module.
Activities and exercises (including A/V tools)
- Assignments
- Tutorials & TGF activities

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3A. Knowledge and understanding

A7 Module taught for intended learning outcomes:
Articulate and evaluate the ideas, principles and issues which are central to Strategic Human Resource Management
human resource management (HRM)
By the end of this module students should be able to:
Draw appropriately on theories, models, frameworks and concepts in the
area of HRM in general and in such key areas as employee Ability to apply ideas about SHRM to complex and change situations
engagement and performance management Ability to understand aspects of SHRM and evaluate its effectiveness
Ability to be proactive and manage change in the people management (SHRM)
arena

Teaching and Learning Strategy:

15 hours of on line tuition. This has been carefully allocated to include a mix of
Elluminate and tutor-led TGF activities.
Online tools such as podcasts (audio and one visual), online tutorials using
Elluminate, video news clips and case studies will be sued to demonstrate and
apply theories and ideas about SHRM.
Assessment Method
This module is a 15 credit, 150 hour six month elective with one e-TMA and one
EMA.
The study sessions will require students to undertake exercises and activities
online to help consolidate their learning. Some of these activities will link into
TMA assessment.
Assessment will be carried out via the 1 TMA and 1 EMA which are part of each
elective module.

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3A. Knowledge and understanding

A8 Module taught for intended learning outcomes:
Supply Chain Management
To develop an understanding of the role of the supply chain manager, the
nature of the profession and the approaches to addressing business
decisions This module is designed for those who want a sound knowledge of and insight
To develop increased critical understanding Supply chain management into Supply Chain management. The objective of the module is to make students
theories, including supply chain dynamics, supply chain risk familiar with the most important concepts and practices in the management and
management and supplier relationship management improvement of supply chain operations for the benefit of the overall business
To develop increased critical understanding of the impact of the external performance of the firm.
context on supply chain decision making, including internationalisation This module provides students with an in-depth insight into the theory, problems,
and globalisation, social and technological change, government solutions and best practice in the area of Supply Chain Management. They will
policies and regulation be asked to participate in a practical simulation of managing a typical, but
To develop and understanding of the challenges of implementing supply simplified, supply chain and learn from their (inevitable) failure to completely
chain solutions in context address the problems generated by supply chain dynamics. This work will be
assessed through a reflective TMA that will encourage the students to relate their
experience to theory and identify the challenges of implementing best practice.
Other aspects of the in-depth theory covered by the module will be developed
through forum discussion during the module and then assessed by the end-of-
session EMA.

Teaching and Learning Strategy

It is a 15 credit module taught over 20 weeks. The module will be assessed by
one Tutor-Marked Assignment (TMA) and one End-of Module assignment (EMA).
Each of the module assessments will be presented in report format. Formative
assessment will be provided through a series of self-assessment activities in the
module materials, feedback in on-line tutorials and asynchronous on-line
discussions in Tutor Group Forums. Feedback will be provided for the TMA to
assist students in improving their research, reflective and critical thinking skills
needed to complete the EMA.

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 Learning Outcomes – LEVEL 7

3A. Knowledge and understanding

Assessment
o Tutor marked assignment (TMA)
o The Bullwhip effect is specifically assessed in TMA
o The other theories are covered in the End of Module Assessment (EMA).

3B. Cognitive skills

Learning outcomes: Learning and teaching strategy/ assessment methods
B1
Module taught for intended learning outcomes:
To achieve this knowledge and understanding, you will need to develop Management: perspectives and practice
key cognitive skills at Masters level:

analysing and synthesising key concepts and frameworks with clarity and Assessment Methods
critical reflection TMA attached to each functional block
End of course exam
drawing appropriately as a manager on both academic and practitioner
knowledge Activities in ‘Managing in Practice’ strand cumulative to TMAs

evaluate and compare possible courses of action and make appropriate

decisions in the light of the context in which you are managing

appraise and accommodate constraints, opportunities and threats present

in your management contexts

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 3B. Cognitive skills
Module taught for intended learning outcomes:
B2 To develop skills in the processes of thinking strategically through
applied work on case material, including effective problem solving and The dynamics of strategy
decision making
Think critically and creatively, initiate and manage creative processes
in themselves and others, and demonstrate analysis, synthesis and Assessment Methods
critical appraisal. This includes the capability to identify relevant
factors in a situation, identify assumptions in themselves and others, Through unit-based activities, and TMAs
evaluate statements in terms of evidence, detect false logic or
reasoning, identify implicit values, define terms adequately and
generalise appropriately
To build capabilities in the critical appraisal of a range of materials
drawn from a variety of sources and creation of salient arguments and
perspectives
Diagnose problem situations and propose appropriate ways forward,
using appropriate information and decision criteria; implement and
evaluate actions

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 3B. Cognitive skills
B3 Module taught for intended learning outcomes:
Critically assess alternative methods for valuing companies Corporate finance
Apply corporate finance techniques for example, the cost of capital Assessment Methods
calculation in a business profit and not for profit context
Select and analyse information for financial business decision- - module text with activities and exercises
making - on-line exposition
Evaluate capital structures that may be applied by companies and - readings
the implications of these structures - assignments
- face to face teaching (including residential school)
Prepare and evaluate finance appraisals of projects - case-study exercises
Understand how to assess the performance of an organisation

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 3B. Cognitive skills
B4 Module taught for intended learning outcomes:
Achievement of the module learning outcomes implies the Making a difference: the management initiative
development of a number of cognitive skills. Students should
demonstrate the ability to:
o Make sense of new knowledge and information. Assessment Methods
o Think analytically and synthetically.
o Evaluate critically The assessment components described above and the Residential School will
o Use logical and coherent argument. require students to demonstrate the critical and reflective cognitive skills
o Integrate MBA study with practical issues encountered in developed through engagement with module activities.
their working life.
o Link theory and practice.
o Be a reflective practitioner.

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 3B. Cognitive skills
B5 Module taught for intended learning outcomes:
Critically evaluate financing structures adopted by companies and Managing Financial Risk
organisations
Identify the most appropriate financing structure for companies and
organisations Assessment Methods
Undertake a ‘risk-mapping’ of a company or organisation o On-line spine
Demonstrate how risks can be measured o Module text (units)
Use financial instruments (and other methods) to demonstrate how o Activities and exercises (including A/V tools and spreadsheets)
risks can be managed o Readings
o Assignments
o Tutorials
o Case studies

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 3B. Cognitive skills
B6 Module taught for intended learning outcomes:
Critically appraise ethical implications of marketing activities.
Think analytically, creatively and in an integrated manner about different Marketing in the 21st Century
dimensions of Marketing.
Keep up-to-date with current and developing thinking in the field of
Marketing. Assessment Methods
Solve problems and make decisions: establish criteria, using appropriate - Activities and exercises
decision techniques including identifying, formulating and solving business
problems, create and evaluate options; implement and review decisions. - TGF activities
- Completion of Reflection in a blog
- Assignments
- Elluminate tutorial case study

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 3B. Cognitive skills
B7 Module taught for intended learning outcomes:
Strategic Human Resource Management
Critically appraise ‘solutions’ and prescriptions for people management
Think analytically, creatively and in an integrated manner about different
dimensions of HRM
Assessment Methods
Keep up-to-date with current and developing thinking in the field of HRM
- Activities and exercises (including A/V tools)
- TGF activities
- Completion of Reflective Reports
- Assignments

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 3B. Cognitive skills
B8: Module taught for intended learning outcomes:
Access and understand relevant published research and Supply Chain Management
information across a range of areas relevant to Supply Chain
Management
Develop the skills to assess the relevance of theory for practice and Assessment Methods
apply it where appropriate to improve practice
TMA and EMA

3C. Practical and professional skills

Learning outcomes: Learning and teaching strategy/ assessment methods
C1 identifying learning needs and design development plans to address Module taught for intended learning outcomes:
them
Management: perspectives and practice
the ability to communicate effectively as a manager with staff and
colleagues at all levels and areas of an organisation
work effectively with others with openness and sensitivity to diversity Assessment Methods
plan and manage your work and study time
TMA attached to each functional block
develop an awareness of the impact of your own thinking and
behaviour and a use this as the basis for developing your professional End of course exam
and personal competences during this module. Activities in ‘Managing in Practice’ strand cumulative to TMAs

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 3C. Practical and professional skills
C2 Module taught for intended learning outcomes:
Contribute to the development and implementation of strategic
The dynamics of strategy
management within their organisation
Show leadership in a professional context, selecting appropriate style
for the situation and contributing relevant expertise, liaising with
professional colleagues, and managing a supporting team
Assessment Methods
Effective communication of information, concepts, arguments and
TMAs, exam and Ongoing in the workplace and throughout the MBA
ideas using language and styles appropriate for a business context
and audience
Conduct internal research on strategic issues at work, and
communicate results effectively to colleagues
Problem-solving and decision-making using appropriate quantitative
and qualitative skills including data analysis, interpretation and
extrapolation

C3 Module taught for intended learning outcomes:

The preparation of capital investment proposals
Corporate Finance
The ability to complete reports on the valuation of companies and other
organisations Assessment Methods
The selection and justification of corporate finance techniques to support
business decisions - module text with activities and exercises
- on-line exposition
- readings
- assignments
- face to face teaching (including residential school)
- case-study exercises

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 3C. Practical and professional skills
C4 Module taught for intended learning outcomes:
This module is designed to fulfil QAA and accrediting bodies’ requirements
Making a difference: the management initiative
for MBA students to reflect upon their own professional development.
They will make an evaluation of their own learning and development
as a manager, as a result of their work on B839 in particular and their
Assessment Methods
MBA studies as a whole. The module will enhance students’ ability to
evaluate their own professional development and skills requirements, The professional development component of the module will be assessed in
in relation to their current work context, as well as their post-MBA both TMAs, the EMA and the Residential School.
development.

C5 Module taught for intended learning outcomes:

o Awareness and understanding of financial instruments
Managing Financial Risk
o Ability to conduct risk-mapping
o Ability to undertake effective risk management
o Understanding the role of treasury divisions in companies and Assessment Methods
organisations
o On-line spine
o Module text (units)
o Activities and exercises (including A/V tools and spreadsheets)
o Readings
o Assignments
o Tutorials
o Case-studies

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 3C. Practical and professional skills
C6 Module taught for intended learning outcomes:
Find, review and evaluate a variety of information relevant to key aspects
of Marketing in a professional context. Marketing in the 21st Century
Develop work based solutions that are both theoretically robust and offer
practical managements solutions.
Work collaboratively with others on specific issues and problems within Assessment Methods
Marketing - Module text
Conduct research into business and management issues.
- Activities and exercises
- Assignments
- Tutorials and TGF activities
- Case studies

C7 Module taught for intended learning outcomes:

Find, review and evaluate a variety of information relevant to key aspects
Strategic Human Resource Management
of HRM in a professional context;

Compile reports that are intellectually robust and relevant to management Assessment Methods
practice
Make appropriate use of ICT - Module text (study sessions)
- Activities and exercises (including A/V tools)
Work collaboratively with others on specific issues and problems within - Readings
HRM
- Assignments
- Tutorials and TGF activities
- Case studies

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 3C. Practical and professional skills
C8 Module taught for intended learning outcomes:
Learn through reflection on practice and experience
Recognise issues of ethics, corporate social responsibility and Supply Chain Management
sustainability in a supply chain context
Develop the foundation skills for key competencies in a supply chain
management role. Assessment Methods
Manage and communicate information using IT applications and software
packages in accordance with the requirements of the Digital Students will use software as part of their Unit 2 study of supply dynamics and
Information Literacy Levels Framework will be assessed on this in their TMA

3D. Key/transferable skills

Learning outcomes: Learning and teaching strategy/ assessment methods
D1 confidence in applying business and management numeracy skills Module taught for intended learning outcomes:
and quantitative analysis
Management: perspectives and practice
skills of finding, recording and using information, data and evidence
effectively – drawing competently on relevant professional and
academic literatures
Assessment Methods
skills of independent inquiry, investigation and on-going reflection on
your own learning in context
using a variety of communication media effectively TMA attached to each functional block
the ability to work both independently and as a member of a team End of course exam
Activities in ‘Managing in Practice’ strand cumulative to TMAs

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 3D. Key/transferable skills
D2 Effective communication of information, arguments and ideas using Module taught for intended learning outcomes:
language and styles appropriate for a business context and audience
The dynamics of strategy
In terms of information and knowledge, scan, store and organise data,
abstracting meaning from information, and sharing and developing
knowledge through group work on problems
Assessment Methods
Problem-solving and decision-making using appropriate quantitative
and qualitative skills including data analysis, interpretation and
extrapolation TMAs, collaborative work, and exam
Communicate effectively: listen, negotiate, persuade and influence,
orally, in writing and electronically
Develop personal effectiveness continuously, improving self-
awareness and self-management, becoming more aware of diversity
in people and situations, and reflecting on practice to develop work
skills on an ongoing basis
Perform effectively as a team member and leader, encouraging and
utilising others’ contributions, and build teams through appropriate
selection, development and management; this includes effective
performance in a virtual team environment

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 3D. Key/transferable skills
D3 Module taught for intended Learning Outcome:
The completion of financial calculations for use in corporate finance
Corporate Finance
decisions (for example, investment analysis), including the use of
computer spreadsheets
Sourcing key financial data to support calculations and analysis Assessment Method
Solving complex business finance problems using appropriate corporate - module text with activities and exercises
finance techniques - on-line exposition
- readings
- assignments
- face to face teaching (including residential school)
- case-study exercises

D4 Module taught for Intended Learning Outcome

Module will develop students’ capabilities in the following areas:
Making a difference: the management initiative
independent learning, sense making, consultation, evidence selection
and data collection, application and use of theory in relation to
practice, formulation of implementation plans, decision-making, Assessment Method
communication, and the capacity to reflect upon their own learning
and professional development. The key skills will be assessed in the TMAs and the EMA. Independent learning
will be essential for fulfilment of TMAs 1 and 2, the EMA and the Residential
School. Other key skills are central to the achievement of module tasks.
Reflection on students’ own learning is addressed in the EMA.

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 3D. Key/transferable skills
D5 Module taught for intended learning outcomes:
o Ability to derive financing information and features from financial
statements Managing Financial Risk
o Ability to construct a financing portfolio
o Ability to measure risks using mathematical and other techniques Assessment Methods
o Ability to apply risk management techniques and use
mathematical skills to determine their effectiveness o On-line spine
o Module text (units)
o Activities and exercises (including A/V tools and spreadsheets)
o Readings
o Assignments
o Tutorials
o Case-studies

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 3D. Key/transferable skills
D6 Module taught for intended learning outcomes:
Marketing in the 21st century
In terms of information and knowledge, scan and organise data,
abstracting meaning from information and sharing knowledge.
Developing practical strategies/ solutions to work based marketing issues.
Assessment Methods
Deal with complex issues both systematically and creatively, make sound
judgements in the absence of complete data, and communicate - Activities and exercises
conclusions clearly to a range of audiences. - Reflection in a blog
- Assignments
Be adaptable, and show originality, insight, and critical and reflective
- Tutorials
abilities which can all be brought to bear upon problem situations.
- Case studies and related activities
Develop capacity for future learning.

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 3D. Key/transferable skills
D7 Module taught for intended learning outcomes:
Deal with complex issues and communicate conclusions clearly to a
range of audiences Strategic human resource management
Develop the ability to manage change
Develop skills which can all be brought to bear upon problem situations
Develop capacity for future learning Assessment Method
- Activities and exercises (including A/V tools)
- Reflective Reports
- Assignments
- Tutorials
- Case studies and related activities

D8 Module Taught for Intended Learning Outcome

Communicate effectively, orally and in writing, using a range of Supply Chain Management
media and including writing assignments and business reports
Assessment Methods
Forum discussion will be used as part of the development process

TMA & EMA

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[Please insert here title(s) of exit award(s) at Level 6, if applicable]: Master of Business Administration

Template programme specification and curriculum map Page 28 of 37

4. Distinctive features of the programme structure
Where applicable, this section provides details on distinctive featurs such as:
where in the structure above a professional/placement year fits in and how it may
affect progression
any restrictions regarding the availability of elective modules
where in the programme structure students must make a choice of pathway/route

To Deliver International Curriculum programs, Amity will follow the same program
structure and modules as Open University.

5. Support for students and their learning

Web based Support and Services

A dedicated team of Academic Counsellors and Teaching Associates will provide
students support.

6. Criteria for admission

 Applicant must be under-graduate in any discipline, from a recognised institution.

 If applicant does not meet the direct entry requirements for admission to this
programme, may be eligible for exceptional entry where applicant should have
undertaken a minimum of two years’ relevant work experience in an organisation.
 Applicant may be required to attend a formal interview with the Admissions Panel.
 For those applicants whose mother tongue is not English, we require a recent pass
in any of the recognised English aptitude test.

7. Language of study

English

8. Information about non-OU standard assessment regulations (including PSRB

requirements)

Template programme specification and curriculum map Page 29 of 37

Not Applicable

9. Methods for evaluating and improving the quality and standards of teaching and
learning.

Students learn through two inter-related methods. First, using a range of specially-written
study materials, case studies, original texts, study guides and assignments and through a
range of multi-media material and activities. Secondly, learning is supported through an
allocated tutor. This tutor is first and main point of contact. The tutor answers queries on the
materials, grades and comments on studnets work and arranges and runs tutorials, face to
face or online.

Samples of tutors’ marking and comments are monitored by members of the central module
team or experienced tutors who provide feedback to generate comments intended to
support and develop tutors’ assessment and grading of assignments.

In some cases the assignments may be formative (for example at the beginning of a
module to enable you to develop your confidence), but usually they are summative, i.e. they
count towards your module result. Modules may also include computer-marked assignments
or examination papers.

Formative assessment in the form of informal self-assessed questions allows Students

progressively to assess their own progress and understanding. Formal assessment of
knowledge and understanding components of the programme is achieved by a series of
tutor-marked assignments (TMAs). These assignments are marked and assessed by the
module tutor. They are central to the teaching of the module since they allow an opportunity
to display studdents knowledge and understanding – and in consequence any issues
concerning either – and so enable tutors to identify and comment on knowledge and
understanding. Tutors receive detailed marking guidance from the module team.

Online forums
Students are also encouraged to participate in online forums at both national and local
levels. This gives you a chance to share and resolve issues with fellow students as well as
tutors and the module team.

Examinations
Most modules also include a three-hour written examination but may involve an end-of-
module assessment which could include an investigation-based report.

Skills development and assessment

Cognitive skills in the programme are developed through a range of activities within the
programme’s modules. Case studies and residential school activities allow students to
engage with the issues around management and develop appropriate analysis, evaluation
and problem-solving skills.

Skills associated with working with others in a group are developed at the residential

Template programme specification and curriculum map Page 39 of 37

schools, which are compulsory components of the compulsory modules within the MBA.

The programme materials and support from tutors helps develop your skills in managing y
student’s our own learning. In particular, many of the modules expect student to work
largely under their own direction and initiative. Students are expected to reflect on their own
performance, identify own learning needs and develop appropriate learning strategies.

Key skills will also be assessed in each end-of-module examination.

Students are expected to have work experience in management. As such, they should
already have gained some of these skills. The programme will however allow them to
demonstrate and develop them further.

Evidence of practical and professional skills will be apparent in all TMAs and tutors will
comment on the evidence of skills as well as on demonstrated levels of knowledge and
understanding.

10. Changes made to the programme since last (re)validation

Not Applicable

Annexe 1: Curriculum map

Annexe 2: Notes on completing the OU programme specification template

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Annexe 1 - Curriculum map
This table indicates which study units assume responsibility for delivering (shaded) and assessing () particular programme learning outcomes.
Programme outcomes
Level Study module/unit

A1

A2
A3
A4
A5
A6
A7
A8
B1
B2
B3
B4
B5
B6
B7
B8
C1
C2
C3
C4
C5
C6
C7
C8
D1
D2
D3
D4
D5
D6
D7
D8
7 Management : Perspectives &    
 The Dynamics of Strategy    
Corporate Finance    
Making a Difference: The Management    
Initiative     
 Managing Financial Risk    
Marketing in the 21st century    
Strategic Human Resource    
Management     
Supply Chain Management    

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


Annexe 2: Notes on completing programme specification templates

1 - This programme specification should be mapped against the learning outcomes detailed in module specifications.

2 – The expectations regarding student achievement and attributes described by the learning outcome in section 3 must be appropriate to the level of
the award within the QAA frameworks for HE qualifications: http://www.qaa.ac.uk/AssuringStandardsAndQuality/Pages/default.aspx

3 – Learning outcomes must also reflect the detailed statements of graduate attributes set out in QAA subject benchmark statements that are
relevant to the programme/award: http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx

4 – In section 3, the learning and teaching methods deployed should enable the achievement of the full range of intended learning outcomes.
Similarly, the choice of assessment methods in section 3 should enable students to demonstrate the achievement of related learning outcomes.
Overall, assessment should cover the full range of learning outcomes.

5 - Where the programme contains validated exit awards (e.g. CertHE, DipHE, PGDip), learning outcomes must be clearly specified for each award.

6 - For programmes with distinctive study routes or pathways the specific rationale and learning outcomes for each route must be provided.

7 – Validated programmes delivered in languages other then English must have programme specifications both in English and the language of
delivery.

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Underpinning QAA Subject Benchmark Standards:

Master's degrees in the business and management field are awarded to students
who have demonstrated during their programme:
i. a systematic understanding of relevant knowledge about organisations, their external context and how they are managed
ii. application of relevant knowledge to a range of complex situations taking account of its relationship and interaction with other areas of the business or
organisation
iii. a critical awareness of current issues in business and management which is informed by leading edge research and practice in the field
iv. an understanding of appropriate techniques sufficient to allow detailed investigation into relevant business and management issues
v. creativity in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to
develop and interpret knowledge in business and management
vi. ability to acquire and analyse data and information, to evaluate their relevance and validity, and to synthesise a range of information in the context of
new situations
vii. conceptual understanding that enables the student to:
a. evaluate the rigour and validity of published research and assess its relevance to new situations
b. use existing research and scholarship to identify new or revised approaches to practice
viii. ability to conduct research into business and management issues that requires familiarity with a range of business data, research sources and
appropriate methodologies, and for such to inform the overall learning process
ix. ability to communicate effectively using a range of media (for example, orally, in writing, and through digital media)
x. ability to operate effectively in a variety of team roles and take leadership roles, where appropriate ability to take an international perspective including
understanding the impact of globalisation on businesses, societies and the environment and the ethical implications.

Once they are in professional practice, master's graduates should be able to:
i. apply consistently their knowledge and subject-specific and wider intellectual skills
ii. deal with complex issues both systematically and creatively, make sound judgments in the absence of complete data, and communicate their
conclusions clearly to a range of audiences
iii. be proactive in recognising the need for change and have the ability to manage change
iv. be adaptable, and show originality, insight, and critical and reflective abilities which can all be brought to bear upon problem situations
v. make decisions in complex and unpredictable situations
vi. behave ethically and with integrity and manage with a strong sense of social responsibility
vii. evaluate and integrate theory and practice in a wide range of situations
viii. be self-directed and able to act autonomously in planning and implementing projects at professional levels
ix. take responsibility for continuing to develop their own knowledge and skills.

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