BA (Hons) Leadership and Management (Top-Up)

The programme has developed three domains to support learners in gaining essential knowledge and skills linked to the competencies and subject benchmark expectations of this programme:

1. Leadership and Management of Self and Others
2. Digital Technologies, Data and Decision making
3. Business Management

Leadership and Management of Self and Others

• Theories and concepts of leadership and management
• Professionalisation in management
• individual, group and organisational behaviour
• Personal and professional development
• Learning Styles and application to self and others
• developing the skills, knowledge and capabilities of others within their organisation.
• Emotional Intelligence models and their use in the workplace
• Social intelligence and its use in the workplace
• Techniques for managing time, implementing strategies to improve, setting goals for self-improvement and monitoring process
• Stress management techniques in the workplace and personal wellbeing
• Identifying core values and drivers
• Setting goals and managing performance
• Effective delegation
• organisational culture.
• Building teams
• concepts of Influence, Power, and Politics and the Dark side of leadership and teamwork.
• Interpersonal skills
• Communication
• Active listening and open questioning
• The leadership practice of storytelling
• Managing and chairing meetings
• Principles of, and approaches to, stakeholder, customer and supplier management
• collaborative networks
• inter-organisational relationships
• Developing engagement, networks and relationships
• Cross functional working
• Shaping common purpose, conflict management and dispute resolution
• Negotiation skills
• human resource management
• Recruitment strategies within organisations
• Inclusive talent management approaches
• HR systems and processes to ensure legal requirements, Health and Safety and well-being

Digital Technologies, Data and Decision making

• impact of innovation and digital technologies
• business decision making
• Problem solving techniques and models
• Ethics in decision making
• Values, ethics and governance
• Research methods
• Research Communication strategies
• service/organisational improvements
• Benchmarking
• data and knowledge management
• Primary and secondary data
• Types of data and statistical tests
• Construction and applications of Indices
• Application of computer packages for data acquisition, representation and analysis
• Tabular and graphical methods of data representation.
• Numeracy and mathematical issues
• analytical frameworks and techniques
• horizon scanning and conceptualisation

Business Management

• Business Management
• Project Management
• management of resources
• Financial Management
• Interpretation and communication of financial information
• Approaches to procurement and contracting
• Governance, legal requirements and compliance
• Risk management models including finance, mitigation plans and reporting of alternative outcomes
• Risk benefit analysis
• Health and safety
• Effective management of resources to achieve organisational goals
• marketing strategies
• market planning
• brands and branding
• internationalised and globalised business environments
• strategic marketing communications
• corporate social responsibility and the ethical, environmental and social issues involved in corporate action
• Stakeholder Models
• corporate reputation and reporting
• Strategic management
• internal and external forces
• entrepreneurial thinking, innovation and intrapreneurship

Occasional changes to modules and course content may take place. Students will be notified when applicable.

The programme adopts a work-integrated model where a co-ordinated and interrelated approach is taken to theoretical and practical learning, integrating knowledge and competence. This model aids in achieving professional competence, developing reflective professionals who are equipped to undertake life-long learning and professional development.

The programme pedagogies reflect an aligned approach to programme design in which all elements of the teaching, learning, and assessment experience contribute toward holistic learner development to enable graduates to meet the programme competencies. An inquiry-based approach encourages learners to connect with the individual topics explored in the programme and to personalise and understand the process that leads to their comprehension and skill acquisition. Experiential learning, learning through doing, is central within the programme design and incorporated through the work-based learning element of the programme, the activities guided in workshops, and the subsequent reflections upon these learning experiences.

The teaching method utilises an interactive workshop approach to delivery which enables new knowledge to be imparted and learning to be guided through application of the core concepts to the learner’s own experience. Short lectures are used for the introduction of topics and concepts. Learning is reinforced through a range of activities that take place including peer discussions and debates, guided group and individual workshop tasks, tutorials, workplace application, reflection on learning and application, and guided reading.

Formative assessment is an embedded process within the teaching strategy as steady self-reflection, engagement with workshops, collaborative work, and workplace application ensures a continual process of assessment and feedback from tutors, peers, and employers.

Students are assessed through a variety of methods which seek to develop and assess a range of transferable skills and key competencies with a view to producing a fully rounded DNCG Graduate. Through applied assignments, learners’ application of business and management philosophies and practices are examined and their decision making brought to the forefront to aid in high-level critical self-evaluation. Therefore, each module has a reflective component to aid in developing the critical reflection of learners. These practices serve to “instil an understanding of responsible leadership” (QAA,2023:SBS1.4) and embed the Principles of Responsible Management Education (figure 1), creating graduates who create inclusive prosperity and promote freedom, justice, and peace in regenerative and resilient ecosystems.

Assessment methods include:

• Written discussions
• Reports
• Portfolios
• Case studies
• Project management plans
• Business Cases
• Reflections
• Skills analysis and personal development plans
• Presentations
• Role plays
• Project pitches

Top Up:

A foundation degree or HND, or equivalent in a relevant discipline

CMI Level 5 (subject to units completed mapping through RPL)

CIPD Level 5 (subject to units completed mapping through RPL)

Level 5 apprenticeship in a related occupation (subject to mapping through RPL)

Applicants may be asked to complete a portfolio to aid RPL.

Candidates who do not meet the specified entry criteria may be eligible for an alternate offer such as our full CMDA or BA (Hons) programmes.

This provision focuses on the holistic development of learners, with the competency based, work-integrated model providing a co-ordinated and interrelated approach to theoretical and practical learning, integrating knowledge and competence.

In line with Subject Benchmark Statement 1.7 (QAA,2023), graduates will be “effective, impactful and responsible employees, work colleagues, leaders and global citizens.” (QAA,2023:1.8).

This equips graduates with the attributes required to be competent managers across sectors of the UK employment landscape.

Following completion of the course learners can progress (subject to successful application) to courses such as an MBA or Level 7 Senior Leader Apprenticeship.