​This course is designed to present an understanding of accounting information systems and their role in the accounting environment. Particular attention is paid to transaction cycles and internal control structure. The three broad aims of the course are to provide students with:  

1. an understanding of the purpose and role of accounting information systems within contemporary organisations. 
2. an awareness of the way in which internal controls and technology interrelate with accounting information systems.

an understanding of the real-life problems of designing, implementing and using accounting information systems and its sub-cycles.

A. Knowledge and understanding

A1: Explain what an accounting information system is and describe the basic function it performs. 

A2: Demonstrate understanding of the role and importance of accounting information systems in the various types of business and other organisations.

A3. Identify information system documentation techniques and their use to understand, evaluate, and document an accounting information systems.

A4. Explain the difference between database and file-based systems.

A5: Discuss the relational database systems and informatively analyse and interpret accountant’s role of database systems development.

A6: Describe the basic business activities and related data processing operations performed in the accounting cycles. 

A7: Identify and explain control procedures. 

 ​

B. Cognitive skills

B1: Review and illustrate the purpose, context and functions of accounting information systems in business practices.

B2: Critically assess the impact and effective use of information systems in organisations for competitive advantage.

B3: Explain, analyse and apply the mechanism of system documentation techniques in the accounting cycle.

B4. Compare approaches to AIS including Enterprise Information, Enterprise Resource Planning, etc.

B5- Formulate a vision of the future and explain the evolving importance of AIS and Internal Controls due to the guidance and direction of Public Company Accounting Oversight Board (PCAOB) pronouncements.

C. Practical and professional skills

C1: Prepare system documentation, and use data flow diagrams and flowcharts to understand, evaluate, and document information systems.

C2: Design, implement, and effectively use relational database systems using MS-Access ​

D. Key transferable skills.

D1: Crucial participating in systems analysis and design.

​​This is an AOU based course. The goals of the providers of information may run somewhat counter to those of the users of information. Accordingly there is recognition of the social need for independent public accountants-individuals of professional competence and integrity who can tell us whether the information that we use constitutes a fair picture of what is really going on.
On successful completion of BS312 course, students should be able to: 1) Determine an understanding of Certified Public Accountants, Professional standards, and Fundamental audit concepts. 2) Apply a range of audit procedures. 3) Apply auditing standards. 4) Demonstrate an understanding of the legal context within which auditing occurs.​

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​Marketing and Sociology. It is a level three course of the B.A. (Hons) in Business Studies with marketing degree. ​

This course will develop student's ability to synthesise arguments and assumptions from a variety of sources and perspectives, critically evaluate them and apply relevant concepts in a range of contexts. In particular, student will learn concepts, theories and debates about the roles and responsibilities of marketing in society:

• Identification and critical analysis of relevant issues involved in responsible marketing
• Application of marketing thinking to health and social behaviour
• Application of responsible marketing to own professional context
• Sensitivity to the problems and challenges in both commercial and social marketing.
• Explore how marketing concepts and techniques can be applied to the marketing of social issues as opposed to the more traditional area of commercial marketing;
• Examine how social marketing approaches can change behaviour in order to achieve socially desirable goals;
• Illustrate, through case study examples, the application of concepts and techniques to 'real world' social marketing problems. 
  

​A. Knowledge and understanding

A1: To understand and apply concepts, theories and debates about the roles and responsibilities of marketing in society to real life situations

A2: Apply marketing thinking to the field of health and social behaviour

A3: Demonstrate an understanding about ethics and marketing

A4: Green and environmental marketing, sustainability, fair trade and ethical consumption

B. Cognitive skills

B1: Evaluate the relevance of course concepts to a variety of other contexts

B2 Synthesise and critical evaluate arguments and assumptions from a variety of sources and competing perspectives

B3. Recognise the limitations of knowledge in the area

C. Practical and professional skills

C1: Apply responsible marketing to their own professional context or one they are familiar with C2:Demonstrate a sensitivity to the problems and challenges in both commercial and social marketing

D. Key transferable skills.

D1: Identify and critically analyse relevant issues involved in responsible social and commercial marketing

D2: Effectively communicate ideas and arguments to relevant audiences

D3: Integrate and use information and/or data in complex contexts

​The academic aims of this module is to introduce you to the main functions and management of

a retail business and the key issues associated with understanding retail trading and retail

environments. After studying the course, you should be able to:

• Explain relevant theories and concepts of retailing
• Describe the key elements of a retail business and the retail trading environment
• Discuss issues associated with operating a business in a retail environment/context
• Outline the key course topics and explain why each topic is important to understanding the principles of retail management
• Explain linkages between components of the course
• Organise your studies, including paper-based and computer-based services

Continue to develop your awareness of how you learn and how different elements of the course applied to your individual learning style.

​A. Knowledge and understanding

A1: retail technology, which focuses on the virtual world of e-retailing;

A2: the diversity of retail products and sectors;

A3: retail ethics and the environmental impact;

A4: the implications of globalisation

B. Cognitive skills

B1: Reflection and critical engagement into both domestic retail technology and e-retailing

B2: Critical thinking, analysis, and synthesis

B3: Valuation and comparison of retail management.

C. Practical and professional skills

C1: Time management, skills appropriate to business, such as creativity, persuasion and attractiveness.

C2: Study skills, learning to learn and reflecting on students’ own development as learners.

C3: The ability to analyse work-related cases and situations to identify challenges for organisations in developing responses in relation to their environments.

C4: The application of course ideas to students’ own interactions with organisations and life experiences.

D Key transferable skills

D1: Decision making and problem solving making a viable approach to students to engage with data analysis, interpretation and extrapolation.

D2: Immerse in related information, arguments and ideas.

D3: Identify some of the key strengths and needs of their own learning and identify opportunities to address these.​ 

By the end of this course you’ll have developed a new, more theoretical understanding of how and why managers do what they do in organisations. You’ll build a toolkit of management concepts, theories and models that you can use to tackle workplace issues. You’ll also feel more confident in embarking on further undergraduate study.​

​A. Knowledge and understanding

A1. Demonstrated how learning they have undertaken previously in the workplace can be utilised to inform the development of their management practice

A2. Selected and used a range of management theories, concepts and ideas to help identify, analyse and address issues and situations in their current practice setting.

A3. Worked in collaboration with others in assessing the applicability of selected management theories, etc. to their own and others’ identified practice problems.

A4. Reflected on the impact of their learning on their practice of management, and their future development as a management practitioner.

B. Cognitive skills

B1. Identify and draw upon appropriate forms of prior learning relating to the development of their management practice.

B2. Apply relevant theoretical knowledge of management to a practical problem.

B3. Collaborate with peers’ practitioners to, and begin to, critically evaluate the applicability of selected management theories etc.

B4. Reflect productively on the development of their practice of management.

C. Practical and professional skills

C1. Communicate their understanding of management theory and its application to practice in writing.

C2. Work independently on identifying issues and situations in the workplace and apply academic theories and concepts to these to gain a deeper understanding of them.

D. Key transferable skills.

D1. Use of a range of tools and websites for finding and recording information online: internet browsers, search engines, copy/ paste, e-portfolios and download functions

​A. Knowledge and understanding

A1: Awareness and understanding of the role of accounting in business and other organisations and of its theory, principles, concepts, practices, techniques, ethics, limitations, and techniques central to bookkeeping and accounting.

A2: Demonstrate the ability to prepare financial statements based on application of accounting concepts, regulations and principles.

A3: Demonstrate understanding of the types of costs and how they behave in order to calculate cost-volume-profit relationships,

A4: Demonstrate understanding of management's decision-making process as it relates to product pricing, production, adding and dropping, etc.

A5: Demonstrate understanding of the types of budgets and be able to prepare operating budgets, financial budgets and capital budgets.

A6: Demonstrate understanding of the responsibility centers and balanced scorecard.

B. Cognitive skills

B1: Review and illustrate the purpose, context and environmental influences and constraints on financial accounting and business practices.

B2: Explain the balance sheet equation, the basic financial statements and the information conveyed in each of the statements.

B3: Explain the steps in the accounting cycle for service and merchandising companies.

B4: Explain the relevant factors in making different decisions.

B5: Explain methods that don't use present value versus those that do use present value

B6: Explain the features of responsibility reports and differentiate between cost centres, profit centres and investment centres.

C. Practical and professional skills​

C1: Record transactions and events, and maintain accounting records as required for bookkeeping and accounting.

C2: Prepare basic financial statements based upon Generally Accepted Accounting Principles.

C3: Develop the general practical and professional skills of management accounting that can be used for personal and career goals.

D Key transferable skills 

D1: Use simple mathematics for the purpose of calculations in bookkeeping, accounting and preparing/analysing financial statements, including basic ratio analysis.

D2: Compare critically and use different approaches to issues and problems within management accounting.

D3: Communicate management accounting information effectively and appropriately.​

D4: Use fundamental business mathematics and other quantitative methods effectively and appropriately.

​B205A academic aim is to introduce students to number of fundamental concepts and theories of entrepreneurial innovation. It also re-apply some generic business and management concepts in an entrepreneurial and innovation-related concept (e.g. entrepreneurial marketing and entrepreneurial finance. The coverage of innovation and entrepreneurship subjects will be wide-ranging and integrative, with the aim of providing the necessary foundations for interested students to progress to a more in-depth study of specialist topics within this subject area during their level 3 studies.

Progression is also addressed within B205A - with a gradual development of knowledge and skills from Block 1 and Block 2 (covered in Part A of the course) through Block 3, Block 4 and Block 5 (covered in Part B of the course, B207B). There will be a logical progression of subject matter, from an introduction to core concepts in innovation and entrepreneurship (Block 1), followed by a more skills-oriented examination of teams, networks and associated concepts (Block 2), a comparative study of innovation and entrepreneurship in different contexts (Block 3), a simulated experience of entrepreneurial team-working and innovation (Block 4) and an opportunity for reflection and integration (Block 5). Study and employment skills will be integrated into the learning activities, with a particular focus on digital literacy, creative thinking and problem solving, team-working, persuasive communication and more general personal development and enterprise-related skills.

A. Knowledge and understanding

A1: knowledge of different forms of innovative and entrepreneurial practice around the world and at different scales, including: technological and social innovation; commercial and social enterprise; independent and corporate entrepreneurship.

A2: understand different research perspectives on innovation and entrepreneurship, recognising that these subjects can be studied at multiple levels of analysis.

A3: familiarize with core theories, concepts and frameworks that have been applied to innovation and entrepreneurship, with a particular focus on their implications for practice.

A4: Know the relationship between innovation and entrepreneurship, both at a conceptual and a practical level.

B. Cognitive skills

B1: Distinguish the key components of innovative and entrepreneurial processes and practices kinds (i.e. in comparison with more routinised approaches)

B2: Select innovative and entrepreneurial approaches that are likely to be appropriate in particular organisational contexts.

C. Practical and professional skills​

 C1: Identify, search for and pursue entrepreneurial opportunities, with the aim of creating sustainable business models.

C2: Negotiate, influence, and gain legitimacy in an entrepreneurial setting.

C3: Engage in creative problem-solving.

C4: Apply design thinking approaches in order to develop practical solutions.

C5: Deploy effective networking and persuasive communication skills.

D. Key transferable skills.

D1: Work constructively and ethically in entrepreneurial settings, which may be characterised by ambiguity, complexity and open-ended challenges.

​B205A academic aim is to introduce students to number of fundamental concepts and theories of entrepreneurial innovation. It also re-apply some generic business and management concepts in an entrepreneurial and innovation-related concept (e.g. entrepreneurial marketing and entrepreneurial finance. The coverage of innovation and entrepreneurship subjects will be wide-ranging and integrative, with the aim of providing the necessary foundations for interested students to progress to a more in-depth study of specialist topics within this subject area during their level 3 studies.

Progression is also addressed within B205A - with a gradual development of knowledge and skills from Block 1 and Block 2 (covered in Part A of the course) through Block 3, Block 4 and Block 5 (covered in Part B of the course, B207B). There will be a logical progression of subject matter, from an introduction to core concepts in innovation and entrepreneurship (Block 1), followed by a more skills-oriented examination of teams, networks and associated concepts (Block 2), a comparative study of innovation and entrepreneurship in different contexts (Block 3), a simulated experience of entrepreneurial team-working and innovation (Block 4) and an opportunity for reflection and integration (Block 5). Study and employment skills will be integrated into the learning activities, with a particular focus on digital literacy, creative thinking and problem solving, team-working, persuasive communication and more general personal development and enterprise-related skills.

A. Knowledge and understanding

A1: knowledge of different forms of innovative and entrepreneurial practice around the world and at different scales, including: technological and social innovation; commercial and social enterprise; independent and corporate entrepreneurship.

A2: understand different research perspectives on innovation and entrepreneurship, recognising that these subjects can be studied at multiple levels of analysis.

A3: familiarize with core theories, concepts and frameworks that have been applied to innovation and entrepreneurship, with a particular focus on their implications for practice.

A4: Know the relationship between innovation and entrepreneurship, both at a conceptual and a practical level.

B. Cognitive skills

B1: Distinguish the key components of innovative and entrepreneurial processes and practices kinds (i.e. in comparison with more routinised approaches)

B2: Select innovative and entrepreneurial approaches that are likely to be appropriate in particular organisational contexts.

C. Practical and professional skills​

 C1: Identify, search for and pursue entrepreneurial opportunities, with the aim of creating sustainable business models.

C2: Negotiate, influence, and gain legitimacy in an entrepreneurial setting.

C3: Engage in creative problem-solving.

C4: Apply design thinking approaches in order to develop practical solutions.

C5: Deploy effective networking and persuasive communication skills. 

D. Key transferable skills.

D1: Work constructively and ethically in entrepreneurial settings, which may be characterised by ambiguity, complexity and open-ended challenges.

​​This module is designed to provide intermediate conceptual and practical learning to students in operations management, marketing and human resource management. The module comprises 16 study weeks (including final assessment).

​

​Operations Management: (4 weeks)

The following subjects will be covered:

• Introduction to operations management
• Operations strategy
• Product, service and process design
• International location of operations
• Global supply chain
• Operations: changing market conditions

• Marketing: purpose and mission
• Marketing (external environment, brand formulation, segmentation and targeting, market research)
• Analysing market growth potential
• International marketing and global branding
• Consumer behaviour
• Business-to-business marketing

• What does it mean to move from employee relations to HRM in a global context?
• Employment relations
• Change management​
  

​A. Knowledge and understanding

A1:  Develop a critical appreciation of the interactions between various business functions (operations management, marketing and human resource management) and the integrative complexity that shapes business innovation.

A2: Develop a critical understanding of why new products and services are imperative to contemporary business practice. Also to develop knowledge and understanding of external issues affecting the successful running of organizations, including how they compete in a global context.

A3: Develop knowledge and understanding of the elements required to build long-term success in organizations, and how students can contribute to the fostering of long-term value creation.

A4: develop knowledge and critical understanding of the theories, concepts and models of different business functions (operations management, marketing and human resource management).

B. Cognitive skills

B1: Select and critically analyse information relevant to a particular problem or issue related to business and management.

B2/B3: Evaluate and compare competing perspectives, theoretical models and concepts in the context of practical situations

B2/B4: Gather and synthesise material from a variety of sources in constructing arguments applied to business and management

C. Practical and professional skills

C3: Communicate in a professional manner in written work, face to face and online. Plan, monitor and review progress as independent learner, including a focus on personal skills development.

C4: Develop an awareness of ethical issues and professional standards relevant to business and management

D Key transferable skills 

D2: Search for and use relevant digital and non-digital information from sources other than the module materials.

D3: Compare critically and use different approaches to issues and problems within business management. Engage in critical reflection.

D4: Consolidate an understanding of academic language and literacy practices in order to effectively engage with the academic knowledge and skills of Level 5 study.

​This module is designed to provide intermediate conceptual and practical learning to students in management and accounting. The module comprises 16 study weeks (including final assessment). ​

​A. Knowledge and understanding

A1:  Develop a critical appreciation of the interactions between various business functions (management and accounting) and the integrative complexity that shapes business innovation.

A2: Develop knowledge and understanding of the elements required to build long-term success in organizations, and how students can contribute to the fostering of long-term value creation.

A3: develop knowledge and critical understanding of the theories, concepts and models of different business functions.

B. Cognitive skills

B1: Select and critically analyse information relevant to a particular problem or issue related to business and management.

B2: Evaluate and compare competing perspectives, theoretical models and concepts in the context of practical situations

B3: Gather and synthesise material from a variety of sources in constructing arguments applied to business and management

C. Practical and professional skills

C1: Communicate in a professional manner in written work, face to face and online. Plan, monitor and review progress as independent learner, including a focus on personal skills development.

C2: Develop an awareness of ethical issues and professional standards relevant to business and management

D Key transferable skills

D1: Search for and use relevant digital and non-digital information from sources other than the module materials.

D2: Compare critically and use different approaches to issues and problems within business management. Engage in critical reflection.​

D3: Consolidate an understanding of academic language and literacy practices in order to effectively engage with the academic knowledge and skills of Level 5 study.

​This is the course for students if they want a route into the accountancy profession or need to gain fundamental accounting skills for a management or other role. Students will gain an understanding of how financial statements are prepared and develop the skills to prepare financial statements. Students will explore differences in financial accounting for different businesses, building an understanding of the frameworks underpinning accounting and audit practice.​

​A. Knowledge and understanding

A1: Demonstrate understanding of the role and importance of accounting in the various types of business and other organisations.

A2: Demonstrate understanding of the accounting regulatory framework in the UK and EU as well as within the context of international financial and capital markets.

A3: Demonstrate understanding of the qualitative characteristics of financial accounting information, accounting concepts and principles.

A4: Demonstrate the ability to prepare financial statements based on application of accounting concepts, regulations and principles.

B. Cognitive skills

B1: Review and illustrate the purpose, context and environmental influences and constraints on financial accounting and business practices (Unit 1). B2: Explain, analyse and apply the mechanism of double-entry bookkeeping and the accounting cycle (Unit 2). B3: Identify, classify, measure and summarise the elements of financial statements applying accounting principles and concepts (Units 3 and 4). B4: Explain and interpret the purpose, form and content of the three main financial statements; income statement, balance sheet and cash flow statement (Unit 5). B5: Explain and evaluate the need for ethics in the behaviour of accountants and the need for independent auditing in the reporting process of public and large enterprises (Unit 6). B6: Explain and review the relations between corporate governance, auditing and financing (Unit 7).

C. Practical and professional skills

C1: Record transactions and events, and maintain accounting records manually and gain some familiarity with computerised accounting software (Units 3 and 4).

C2: Prepare periodic financial statements for sole traders, partnerships, non-profit organisations and single-entity private and public limited companies (Unit 5)

D. Key transferable skills.

B292 academic aim is to introduce students to number of fundamental concepts and theories of Management Accounting in order to guide managerial decision making by individuals and business units. It also develops the students’ knowledge of Management Accounting as well as skills in problem-solving, decision making relating to aspects of planning, costing, budgeting, evaluating. B292 also prepares students for advanced Management Accounting concepts. After studying the course, the students should be able to:

• Demonstrate understanding of the nature of management and the role of management accounting in the management process.
• Demonstrate understanding of the different types of costs and the role of costs in decision making.
• Demonstrate understanding of how inventory is accounted for and managed within the organization, and the methods for calculating the cost of different types of products, processes and services.
• Demonstrate the ability to prepare budgets.
• Demonstrate understanding of the management and the influence of economic factors and economic analysis on management decision making.

A. Knowledge and understanding

A1 : Demonstrate Understanding of the nature of management and the role of management accounting in the management process.

A2: Demonstrate the understanding of the different types of costs and the role of costs in decision making.

A3: Demonstrate understanding of how inventory is accounted for and managed within the organization and the methods for calculating the costs of different types of products , processes and services..

A4: Demonstrate the ability to prepare budgets.

B. Cognitive skills

B1. Understand the nature of organizations, the process of management and the role of information (including accounting information) in managing organizations. (Unit 1).

B2. Understand the nature of cost analysis for planning and decision making and be able to apply and explain the techniques covered. (Unit 2).

B3. Understand and explain the costing and accounting methods and    systems which provide the management of an organization with relevant and reliable information on which to base decisions. (Unit 3).

B4. Explain the budgetary process and illustrate in detail a method of preparing budgets for planning and control purposes. (Unit 4).

C. Practical and professional skills

C1: Understand the use of marginal costs , cost volume –profit Analysis and contribution analysis in costing and price decisions.
C2:Calculate costs using the job , process and contract costing
      Methods , calculate the cost of a product or service from basic
      Information using batch and process costing.

C3:Prepare budgets and calculate the main variances used in
     Variance analysis.

C4:Be able to prepare accounting statements for planning and
      Control.

C5: Be able to prepare periodic reports

D. Key transferable skills.

D1:Demonstrate understanding of the nature & types of costs

D2: Calculate Break-even points in units and in turnover.

D3: The use of Activity based costing as a more exact method

In indirect cost allocation.

D4:Demonstrate ability to prepare different types of budgets​

D5: Work with qualitative & quantitative data drawing appropriate conclusions based on findings.​​

The aim of the course is fairly to provide students with ways if understanding and analysing different organisational, inter- organisational and international context and the ways in which such different contexts influence individuals’ experience of work. Secondly, the course aims to provide students with knowledge and understanding of themes and challenges pertaining to organising and managing across this different context; managing aims, power, politics, trust, cultural diversity and the darker side of organising. The course embassies the relationships between theory and practice; putting emphasis on the theoretical underpinnings and debates surrounding the themes whilst at the same time requiring students to draw on their own experience. Achieving the intended learning outcomes (covering both knowledge and skills) fully supports this dual aim.​​

​A. Knowledge and understanding

A1: Inter-organisational collaboration, organisational behaviour, and international management theories and concepts relevant to managing across organisational and cultural boundaries. 

A2: Themes and challenges pertaining to organizing and managing across intra, inter-organisational and international contexts including the management of aims, power, politics, trust, cultural diversity and the darker side of organising.

B. Cognitive skills

B1: Use conceptual frameworks to describe functions of organising and managing in and across organisational and international contexts.

B2: Identify and critically assess different perspectives on managing and organising.

B3: Synthesise, critically evaluate and challenge course relevant theories of inter-organisational collaboration, organisational behaviour, and international management.

B4: Critically evaluate theories in relation to personal experiences, organisational, inter-organisational and international setting with which you are familiar and the relative standpoints of others within different contexts.

C. Practical and professional skills

C1: Use and adopt relevant concepts and theories to practically engage with a range of problems and issues in the work place.

C2: Use specific inter-organisational collaboration, organisational behaviour, and international management knowledge, cognitive and key skills developed during the course to enhance individual work / practice.

D. Key transferable skills.​

 D1: Read and interpret information presented in a variety of forms including academic journals, books and on-line text.

D2: Articulate ideas and communicate effectively using appropriate interorganisational collaboration, organisational behaviour, and international management theories and concepts. D3: Identify and ask questions appropriate to the exploration and complex concepts. 

D4: Engage in reflective, experiential and collaborative learning in face to face and virtual context.​​

​​​​The areas of coverage in this course include issues concerning the operation of business combinations and consolidated financial statements, and international accounting issues. Students are expected to develop both an understanding of the concepts underlying these topics and the technical and analytical skills needed to apply the concepts in practice. The case method will be used to supplement problems.​​

A. Knowledge and understanding

A1: Demonstrate an understanding of current GAAP related to business combinations and its relationship to present reporting practices. 

A2: Demonstrate an understanding of contemporary accounting theory and practice pertaining to business combinations and corporate consolidations.

A3: Demonstrate an understanding of the various methods of accounting for an investment in equity shares of another company. 

A4: Understand concepts related to foreign currency, exchange rates, and foreign exchange risk.  A5: Understand how foreign currency forward contracts and foreign currency options can be used to hedge foreign exchange risk. 

A6: Describe guidelines as to when foreign currency financial statements are to be translated using the current rate method and when they are to be translated using the temporal method. 

B. Cognitive skills

B1: Explain how acquisition expenses are reported.

B2: Explain the complexities of revenue recognition.

B3: the valuation of assets, including goodwill, and liabilities acquired in a business combination accounted for by the acquisition method.

B4: Analyse and interpret the relevant International Financial Reporting Standard (IFRS).

B5: Prepare and analyse accounts for importing and exporting transactions denominated in foreign currencies, as well as accounting for forward exchange contracts. 

C. Practical and professional skills

C1: Properly prepare consolidated financial statements as of the date of acquisition and for periods subsequent to the date of acquisition.

C2: Prepare a worksheet to consolidate the accounts of two companies that form a business combination.

C3: Adjust for foreign currency transactions and financial statements.

D. Key transferable skills.​

​​​The academic purpose of this module is to enable learners to develop independent research and online collaborative skills necessary to engage in enterprise and innovation practices in new and existing organisations. The module encourages students to do so by articulating how entrepreneurship and innovation can be used to satisfy individual goals/objectives while contributing to solving societal problems in an ethical and sustainable manner. The module also explores the theoretical and practical connections between the distinct yet closely-interrelated fields of study.​​

A. Knowledge and understanding

A1: Create and manage sustainable forms of innovative and entrepreneurial ventures within a range of specialist areas, such as Engineering, science and information technology; Creative, leisure and cultural industries; Health and social care. 

A2: Research entrepreneurship and innovations within a specialist real world setting, recognising that specialist areas have to be explored at multiple levels of analysis. 

A3: Apply core theories, concepts and frameworks of innovation and entrepreneurship to understand the strategy, process and operations of enterprises at different stages of their life cycle. A4: Discuss the impact of innovation and entrepreneurship on society, both at a conceptual and a practical level, including ethics and sustainability, economic and social benefits to you, the economy and local communities.  

B. Cognitive skills

B1: Differentiate the distinctive roles played by start-ups and established enterprises in the process of developing and commercializing various forms of innovations.

B2: Distinguish the responsibilities of founders, managers, employees and directors within particular types of sustainable enterprises and innovations, including roles and rewards.

B3: Use concepts from enterprise and innovation to critically analyse and evaluate solutions to a variety of societal challenges.

C. Practical and professional skills

C1: Work independently and as part of a collaborative virtual team to develop attributes and capabilities for entrepreneurial success in a complex and changing environment.

C2: Undertake independent research to inform practice within your area of specialism.

C3: Critically evaluate and reflect on your own career development objectives.

 D. Key transferable skills.

D1: Select and apply conceptual thinking for the process of enterprise development.

D2: Critically analyse and design competitive and sustainable strategies for developing and introducing innovations into particular markets.

D3: Negotiating, influencing, and agreeing roles and rewards within founder teams in entrepreneurial settings, doing so in a legitimate ethical manner.

D4: Appropriately plan and solve problems in entrepreneurial and innovative settings.

​​

A1 : Understand the role of strategic management accounting and apply a strategic analysis framework in simple complex settings.

A2 :Critically select , apply and evaluate management accounting techniques in strategic costing and pricing including value chain analysis , activity based costing and business process optimization approaches. 

A3: Understand, describe and evaluate the sources , costs and risks associated with the financing of investments.

A4: Apply and critically evaluate advanced techniques for investment appraisal.

A5: Explain, apply and evaluate methods of accounting control and performance evaluation for the purpose of improving strategic and operational performance of organizations.

B. Cognitive skills

B1: Develop the ability to integrate information and use reasoned approaches to select relevant information and analytical techniques in simple and complex settings.

B2: Compare critically and use different approaches to issues and problems within management accounting.

B3: Communicate management accounting information effectively and appropriately.

B4: Use information and communication technologies appropriately and effectively.

B5: Use fundamental business mathematics and other quantitative methods effectively and appropriately

C. Practical and professional skills

C1: Apply digital technologies to analyse data using strategic management techniques, e.g spread sheets. 

C2: Frame problems in ambiguous settings independently .Identify and critically select appropriate information both from digital and print sources to address these. 

C3: Use a combination of electronic applications to communicate analysis and findings.

C4: Use tools and techniques of management accounting to  improve managerial decision making.

D. Key transferable skills.

D1: Provide students with knowledge and understanding of management accounting techniques that play an important role in in the formulation and implementation of business strategy.

D2: Examine two key areas of financial management of organizations and link them to the management accounting and strategic activities of organizations.

D3: Build on the material already studied by students on investment appraisal, adding theoretical depth and a critical evaluation of the techniques. 

​By the end of the course students will be enabled to critically reflect on and analyse workplace situations and their own ways of managing. It is ‘solution oriented’ to help students to not only understand work situations from a manager’s perspective, but also to help them to work out what to do, given that they may not be in charge of the organisation they work for. As they work through activities, problems and solutions, they will question the idea that there are single solutions or issues or that there is ‘one best way’. they will come to understand the constraints, choices and demands that operate and learn when to work within them and when and how they may be able to bring about change.​​

Module 1 : Managing

A1: the role and context of managerial work with particular reference to the development of own practice. 

A2: managerial skills ( including problem solving , decision making, information gathering treatment and presentation)

Module 2: 

A3: Key processes of people management, incorporating the recruitment and development of staff and the management and leadership of individuals, teams and change.

A4: Behavioural aspects of the management of leadership of individuals, teams and change.

 B. Cognitive skills

 B1:apply management concepts to work context.

B2: analyse and critically reflect on work practice and professional self knowledge.

B3: solve management problems through the use of the analytical skills including problem identification, analysis, logic, thinking and judgement to the advantage of one's own organization.

C. Practical and professional skills

C1: Setting objectives for developing and implementing   Operational plans for the area of responsibility.

C2: Reviewing and evaluating performance and practice. 

C3: reflecting and questioning. 

C4: presenting and reporting information.

C5: problem solving, innovation and decision-making. 

C6: Managing business  processes.  

D. Key transferable skills.

D1: Use interpersonal skills including those involved in team working and collaborating.

D2: communicate effectively , using management vocabulary, both orally and in writing  and listen actively .

D3: Gather, handle , present and use information effectively; analyse and evaluate numerical data and information for specific purposes; use information technologies. 

D4: Demonstrate numeracy and literacy 

​​​B629- Managing 2: Marketing and Finance will cover core topics in Marketing and Finance.  Topics include; assessing the external environment, consumer relationship, market research, product/service analysis, price, promotion and delivery, quality, consumer expectations and satisfaction, financial planning and monitoring through budgets, cash flow, profit and loss.  All these topics will focus primarily on student’s own work situations and practices. The teaching and learning strategy of this module is problem-based. Through this approach, the module aims to develop the skills an effective manager needs: such as analysis, constructing sound arguments, critical and reflective thinking, problem identification and solving, active listening and communication, sourcing and presenting information, and report writing. The course is a management development vehicle that aims to help student perform more effectively as managers.  It does so by:

• Increasing student’s foundation management knowledge and competencies
• Providing a repertoire of theories, concepts, and techniques to apply in different management setting -Helping students understand their individual management role, its context and nature of their interventions in their organizations
• Encouraging student to be reflective practitioners, applying independent and inquisitive learning in the workplace
• Enabling students to understand the discourse of specialist and senior managers better, so that they can hold more confident and informed conversations with them, work more effectively with and where appropriate challenge them.

A. Knowledge and understanding

A1: Client communications, relationships, the role of marketing information and the development of value.

A2: Marketing planning, service quality with particular reference to own practice.

A3: Understand how financial information can be used to support managerial decision making (i.e. the relevance of the generation and reporting of financial information)

A4: Understand the importance of costs costing and budgeting processes in managerial decisions A5: Have a good understanding of how business concepts relate to real life businesses, organizations

A6: Importance of performance management for organisations

 B. Cognitive skills

B1. Apply management concepts to work contexts

B2. Analyse and critically reflect on work practice and professional self-knowledge

B3. Solve management problems through the use of analytical skills including problem-identification, analysis, logic, critical thinking and judgment to the advantage of one’s own organization

B4. Communicate effectively, using management vocabulary, both orally and in writing and listen actively. Use interpersonal skills including those involved in team working and collaborating    

B5. Gather, handle, present and use information effectively; analyse and evaluate numerical data and information for specific purposes; use information technologies B6. Demonstrate numeracy and literacy and Learn how to learn with an emphasis on self-monitoring and progress towards independent learning B7. Critical thinking, analysis and synthesis.

C. Practical and professional skills

C1. Setting objectives for, developing and implementing operational plans for  area of responsibility 

C2. Reviewing and evaluating performance & practice

C3. Reflecting and questioning C4. Presenting and reporting information

C5. Problem-solving, innovation and decision-making by using tools and techniques and models C6. Apply key concepts  to managerial decision making the  Managing of  business processes​

D. Key transferable skills.

D1. Use interpersonal skills including those involved in team working and collaborating     

D2. Communicate effectively, using management vocabulary, both orally and in writing and listen actively

D3. Gather, handle, present and use information effectively; analyse and evaluate numerical data and information for specific purposes; use information technologies

D4. Demonstrate numeracy and literacy 

​​​The primary aims of this course are:

• To understand the role of the HR professional, the nature of professionalism and approaches to  addressing ethical dilemmas
• To review recent research and to assess its relevance for practice in a range of contexts
• To assess the relevance of theory for practice and apply it where appropriate to improve practice
• To review theoretical approaches to leadership and team-working and to develop the skills needed to be effective as a leader and as a team member
• To critically assess the range of concepts and issues that are associated with managing performance in the workplace, and the interrelationships between these factors 
• To develop the skills and understanding needed to address change management issues and to work at a strategic level in the organization

​A. Knowledge and understanding

A1. Gain an understanding the theoretical and practical aspects of human resource management to formulate strategies that will enable organizations to achieve both operational and strategic goals related to the organization's human capital.

A2. Define, explain, illustrate and reason with the key role of the HR professional and approaches to addressing ethical dilemmas.

A3. Identify the linkages between HRM functions and operations and performances in the workplace and leadership

B. Cognitive skills

B1. Skills to manage communication initiatives to create and implement human resources initiatives and programs that achieve organizational goals

B2. Critical thinking and problem-solving skills by assessing and interpreting source materials, evaluating arguments, examining and applying both case-based and real-world business, as consulting teams in the development of business and human resource management solutions

B3. Collaboration skills with all functional areas of an organization (accounting, human resources, operations, production, marketing, information technology, etc.)
C. Practical and professional skills 

C1. Appraise and apply techniques in talent management that human resource professionals may use to facilitate effective position planning, talent selection, placement, compensation and rewards, as well as retention.

C2. Reflect and comment in a way that demonstrates awareness of the different contexts that impact on the operation of HRM

C3.  Practice behaviour and performance that demonstrates enhanced competence in HR Skills, leadership, oral and written communication, critical thinking, problem-solving.

C4. Recognise the significance of ethical issues in HR practices and the management of people in the workplace.

D Key transferable skills 

D1. Gain skills necessary to work effectively in teams, assuming roles of leader and follower

D2. Learn through reflection on practice and experience.

D3. Demonstrate people management skills essential for HR work such as: selection interviewing; appraisal interviewing; disciplinary interviewing; delivering training; making presentations; project management; managing performance

D4.  Gain proficiency in communication skills, independent action and team working.

D5. Manage and communicate information using IT applications and software packages in accordance with the requirements of the Digital Information Literacy Levels Framework.  ​

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​The overall goal of the course is to make the students familiar with the concepts like career ​planning and development and with the job search methods.  Students also get to know the art of developing curriculum vitae and cover letter to apply for jobs.

The  main  objective  of  this  course  is  to  develop  the  skills  of  students  in  the  areas  like developing effective curriculum vitae, facing interviews, planning for further moves in their career.

Students need to plan their career in their life to progress. Progression in career needs careful planning. This course will teach on developing career plans and implementing them. It teaches certain techniques that can be used by the students to win over the competition in the job market as well to excel in their career​

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The following are the learning outcomes of the course:
1.   Developing curriculum vitae and a cover letter for a job on their own.
2.   Acquiring the necessary skills of creating and sustaining network and relationship with people and organizations.
3.   Making career plans and learning the ways and means of implementing the career
plans.
4.   Learn and understand various job search methods available with its pros and cons.

5.   (e) Improving the oral and written communication skills.​

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​​The overall aims of this course are to introduce entry knowledge of finance and to provide the computational skills needed for evaluating financial decisions. Thus providing learners a footstep into the world of Business Mathematics. This introductory module introduces learners to the mathematical concepts, vocabulary, and terminology employed nowadays in the business world in Finance, Banking, and Accounting to name a few.

More specifically, the students will gain practical experience into aspects such as percentages, discounts, markups and markdowns, payroll, interest calculations, installment buying, and annuities.

A. Knowledge and understanding

A1: Knowledge and understanding of the depth of relation between math and business (particularly finance)

A2: Knowledge and understanding of a range of ideas concerning basic business mathematics and its applications.

A3: Knowledge and understanding of relevant ideas, tools, and techniques that are widely used in everyday business practice.

B. Cognitive skills

​​The course covers basic statistical concepts and introduces some advanced topics and tools that are very useful for decision-makers in different business disciplines. The topics include descriptive statistics, probability distributions, sampling, and estimations for small and large samples of data (statistical inference). An emphasis will be given to the understanding, applicability of statistical analysis and interpretation of output using MS Excel spreadsheets and/ or any available open source analytical tools.
 

Attitudinal aims

In addition to specific learning outcomes, the course aims to shape the attitudes of learners regarding the field of Statistics. Specifically, the course aims to

1. Motivate in students an intrinsic interest in statistical thinking.

2. Instil the belief that Statistics is important for scientific research.

3. Provide a foundation and motivation for exposure to statistical ideas subsequent to the course​

A. Knowledge and understanding

A1: knowledge of how to formulate data analysis problems in a statistical framework.

A2: knowledge of how to assemble relevant information and construct appropriate arguments.

A3: knowledge of how to exercise judgment in selection and application of a wide range of statistical tools and techniques.

B. Cognitive skills

B1: the ability to approach statistical problems and tasks in a flexible way.

B2: the ability to choose appropriate models for situations involving uncertainty, and understand their key elements and properties.

B3: the ability to comment critically on choices of model and analyses resulting from them.​

B4: the ability to evaluate statistical evidence and to interpret the results of a statistical analysis

B5: the ability to create statistical models and draw justifiable inferences

C. Practical and professional skills

C1: practically deal with numbers and manipulate them confidently.

C2: easily use a calculator and its functions.

D. Key transferable skills 

D1: Work with others effectively, participate as a member of a team and thus contribute to group effort.

D2: Work hard to satisfy others expectations.

D3: Exercise Leadership and communicate ideas clearly to convince others and responsibly challenge his classmates having other ideas, opinions, or methods of solving.

D4: Collaborate with classmates to solve a problem and teach others new skills.

D5: Apply technologies to task (exercises, problems, situations) and work with a variety of technologies and solve problems using calculators, and computers.

​​The main objective of the module is to help business students understand the legal aspect of common business activities and the formation and functioning of commercial companies along with the related ethical principles. 

This engaging module teaches students about the workings of business law by examining real case studies and examples. The material explores core issues in both national and international business law in depth while remaining brief and concise.

Topics covered include: The basic elements of contract laws, negligence and product liability, property laws such as mortgages, landlord and tenant and personal property, Intellectual Property, Labour law, Environmental Law. 

After studying the module students should be able to:

1. Recognize legal and ethical issues when making business decisions.
2. Gain an enhanced understanding of legal rules and ethical constraints.
3. Improve analytical problem solving and ethical decision-making skills. 
4. Apply knowledge and skills to address and manage potential problems before they become actual, expensive problems. 
5. Evaluate expert advice and determine the extent to which it should be incorporated into business decisions.
6. Total understanding of the The Law of Contracts and Sales.

Understanding and respect of the intellectual property rights and environmental laws.

A. Knowledge and understanding

A1:  The Legal Environment of Business.

A2:  Constitutional Principles.

A3:  Ethics, Social Responsibility, and the Business Manager.

A4: The International Legal Environment of Business.

 B. Cognitive skills

B1: Recognize, compare and contrast different ways of analyzing business case studies and other material about contemporary business law practice.

B2: Apply their knowledge in the analysis of practical business law problems and issues.

B3: Recognize, compare and contrast different interpretations of and approaches to practical business law problems and issues.

C. Practical and professional skills

C1: Analyze work-related cases and situations to identify problems with an exploration of ethics that takes business law education a step further by teaching students how to practice justly                                 

C2: Identify and communicate potential solutions based on knowledge of theory and applying it to their own work situation as Business Law uses tangible examples that students will be able to reference in their future careers to introduce students to this important topic.

 D. Key transferable skills.

D1: Read and précis written text materials for key salient points.

D2: Communicate effectively in writing, showing recognition of audience and purpose.

D3: Select data, information and ideas from different sources and present in an appropriate fashion to support an argument.

Learning Objectives: Upon completion of the course students will have a firm understanding of the following business topics:

• The relationship between business and society in a free market economy
• Common forms of business ownership
• Business ethics and social responsibility
• International business and the global economy
• Fundamentals of business management
• Business organization and structure
• Human resources, motivation and productivity
• Marketing, accounting, finance, operations management and other business specialties
  

​A. Knowledge and understanding

A1: Identify business functions

A2: Recognize different business models and forms

A3: Acquire knowledge of business ethics and social responsibility

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B. Cognitive skills

B1: Differentiate between business structures and business forms.​

B2: Examine different models and theories and its effect in business life.

B3: analysing and evaluating different perspectives, identifying biases and hidden assumptions in different models and forms of businesses.

C. Practical and professional skills

C1: Analyse different business-related situations and forms. 

C2: Deduce problems and solutions and its pathways

D Key transferable skills 

D1: Read financial and business related reports

D2: Communicate knowledge and understanding of business issues to different stakeholders.​

D3: Analyse situations in an academic manner.

​The course develops the student's understanding of entrepreneurship and the needed competencies of the entrepreneur.  The following topics will be emphasized: entrepreneur's success factors, developing business plans, understanding financial statements, completing market assessment, marketing and market research, and how to obtain financing for the new business venture. After studying the course, you should be able to:

• To possess a well-grounded understanding of essential entrepreneurial business principals. 
• To develop an understanding of important business issues as they relate to new ventures.
• To identify, appreciate, and assess the knowledge, attitudes, and skills of an entrepreneur.
• To study and observe entrepreneurial settings and entrepreneurial role models through exposure to actual business settings and experiences.
• To have an expanded awareness of the resources available for creating a business plan. 

To establish a level of confidence in creating a business plan as a tool to assess, create and communicate a business concept. ​

​A. Knowledge and understanding

A1: Entrepreneurship and the role of the entrepreneur in the economic development of nations  A2: Entrepreneurial competencies

A2: Understanding and writing the business plan

A3:  Understanding financial statements and completing sales forecasts and projections  

B. Cognitive skills

B1: Reflection and critical engagement into the differences between franchising versus building your own business concept 

B2: Critical thinking, analysis, and synthesis

B3: Valuation and comparison of small business management.

C. Practical and professional skills

C1: Time management, skills appropriate to business, such as creativity, persuasion and attractiveness.

C2: Study skills, learning to learn and reflecting on students’ own development as learners.

C3: The ability to analyse work-related cases and situations to identify challenges for organisations in developing responses in relation to their environments.

C4: The application of course ideas to students’ own interactions with organisations and life experiences.  

D. Key transferable skills.

D1: Decision making and problem solving making a viable approach to students to engage with data analysis, interpretation and extrapolation.

D2: Market assessment: consumers, competitors, etc…. 

D3: Identify some of the key strengths and needs of their own learning and identify opportunities to address these.

​As mentioned before this module is an extension of BUS102. The module covers a higher level of statistical concepts and introduces advanced topics and tools that are very useful for decisionmakers in different business disciplines. The topics include hypothesis testing, regression analysis, analysis of categorical data and time series.  

An emphasis will be given to the understanding, applicability of statistical analysis and interpretation of output using MS Excel spreadsheets and/ or any available open source statistical software.

Attitudinal aims In addition to specific learning outcomes, the module aims to shape the attitudes of learners regarding the field of Statistics. Specifically, the module aims to 

1. Motivate in students an intrinsic interest in statistical thinking. 
2. Instil the belief that Statistics is important for scientific research. 

3. Provide a foundation and motivation for exposure to statistical ideas subsequent to the module.

​A. Knowledge and understanding

A1: Knowledge of how to formulate data analysis problems in a statistical framework.

A2: Knowledge of how to assemble relevant information and construct appropriate arguments.

A3: Knowledge of how to exercise judgment in selection and application of a wide range of statistical tools and techniques.

B. Cognitive skills

B1: the ability to approach statistical problems and tasks in a flexible way.  

B2: the ability to choose appropriate models for situations involving uncertainty, and understand their key elements and properties

B3: the ability to comment critically on choices of model and analyses resulting from them.

B4: the ability to evaluate statistical evidence and to interpret the results of a statistical analysis

B5: the ability to create statistical models and draw justifiable inferences

C. Practical and professional skills

C1: confidently use a variety of hypothesis testing techniques to test for different types of parameters.

C2: easily find/use different types of models including simple regression, multiple regression, time series generated models (Moving Average “MA”, Auto-Regressive “AR”)

D. Key transferable skills.

D1: work with others effectively and to participate as a member of a team and thus contribute to group effort.

D2: collaborate with classmates to solve a problem and teach others new skills.

D3: work hard to satisfy others expectations.

D4: exercise Leadership and communicate ideas clearly to convince others and responsibly challenge his classmates having other ideas, opinions, or methods of solving. 

D5: communicate in writing relevant information accurately and effectively, using a form, structure and style that suits the purpose.

D6: apply technologies to task (exercises, problems, situations) and use information technology with confidence to develop statistical insight, acquire statistical knowledge, present data to model, and solve problems.

​The aims of this course are to:

Provide students with concepts and tangible strategic skills that can readily be put into practice in often   changing business environments. 
-Present the 21st century competitive/business landscape from a strategic management perspective and to assess how global and technological influences shape it

-Provide students with a critical overview of the main tools of contemporary strategic practice in organizations in a way which is relevant to their professional needs

Achieving the intended learning outcomes (covering both knowledge and skills) fully supports this aim.​

​A. Knowledge and understanding

A1. The structure and dynamics of business environments; how businesses seek to track and analyse their environments;

A2. Markets, market economies and how they function; how consumers, firms and governments behave as economic agents; why and how markets fail and how this failure is managed;

A3. Business processes and how they operate; the nature, structure and functioning of organisations; how and why organisations are changing;​

A4. Key business functions such as Marketing, Human Resources, Information Management, Accounting & Finance, Operations – their nature and contribution to organisational success, their historic origins and their interactions;

A5. How businesses develop strategies; the different forms and theories of strategy;

A6. How organisations make decisions and organise decision-making processes; the various sources of decision-making irrationality; the nature, role and implications of governmental, regional and supranational business policy on businesses;

B. Cognitive skills

B1. Read material questioningly, identifying and recording key ideas and concepts in business studies;

B2. Synthesise material from a variety of sources, analysing and evaluating different perspectives, identifying biases and hidden assumptions;

B3. Classify, recognise and organise material in distinct and relevant categories;

C. Practical and professional skills

C1. Transfer and use relevant key skills in the workplace context;

C2. Use the more specific knowledge, analytic skills and methods, rooted in the different disciplines as a strong basis for work in many professions;

Students will have become better informed, more active and questioning members of an organisation by:

C3. The ability to engage critically with the underlying challenges and problems facing a business;

D Key transferable skills

D1. Interpersonal skills of effective listening, negotiating, persuasion and presentation;

D2. Ability to conduct research into business and management issues, either individually or as part of a team for projects/dissertations/presentations. This requires familiarity with and an evaluative approach to a range of business data, sources of information and appropriate methodologies, and for such to inform the overall learning process; including the development of personal and team attributes and capabilities for entrepreneurial success;

D3. Self reflection and criticality including self awareness, openness and sensitivity to diversity in terms of people, cultures, business and management issues;​

D4. Skills of learning to learn and developing a continuing appetite for learning; reflective, adaptive and collaborative learning.

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​​The academic purpose of this course is designed to introduce learners to the internal and external elements of Macroeconomics. The module will have a student-cantered approach in developing and applying economic theories and debates to serious worldwide economic problems, and the critical assessment of proposed solutions. Transferable and vocational skills students will acquire include:

1. The interpretation, manipulation and critique of economic evidence, including numerical data and basic statistical skills
2. Compare and contrast the most prominent economic traditions and theories of the last two centuries, widely used in public debate
3. Ability to build and support an argument in a discussion
4. Use and present modelling and simulation as methods of analysis of economic problems; simulate the macro economy under different policy scenarios 

5. Ability to engage in debates with other students, substantiating views with economic theory and evidence (coming from data, simulator or case studies)​

​A. Knowledge and understanding

A1.  Modelling and its importance in economic thinking; Be able to engage in the economic debate on the role of demand stimulus vs. fiscal constraint in recovery; monetary policy; and the scope for supply side restructuring and growth;

A2. The use of abstraction in developing economic theories and models; Recognise the implications of global imbalances in balance of payments (deficits and surpluses), credit and debt, rising inequality, and the need for ‘rebalancing’ economies.

A3. How specific economic models are constructed; 

A4. Competing theoretical perspectives and the assumptions underlying economic theories; Understand how macroeconomics feeds into economic arguments for policy in areas such as privatisation/nationalisation; trade restriction and promotion; welfare state policies including health and education.

A5. How to apply appropriate theories, models and concepts to economic problems, events and processes.

B. Cognitive skills

B1. Construct and combine economic arguments and recognise the differences between economic and other forms of argument; 

B2. Manipulate economic models to analyse the impact of changes in variables; Interpret, manipulate and criticise different types of data.

B3. Evaluate economic theories and use them to explain and analyse policy questions;

B4. Integrate diagrammatic and verbal analysis of economic issues;

B5. Interpret economic data presented in a variety of forms including

basic regression results and undertake data analysis using economic data and appropriate analytical tools;

B6. Search library catalogues and bibliographic databases and select a range of academic literature focusing on a particular theoretical proposition or economic issue and conduct fieldwork research.

C. Practical and professional skills

C1. Demonstrate an awareness of skills and abilities in relation to the requirements of own work role; 

C2. Identify and evaluate the range of resources related to working effectively;

C3. Choosing appropriate methods and apply a model of a national economy as constructed and used to analyse the roles of consumer spending, investment, government taxes and spending and imports and exports; 

C4. Analyse the macroeconomic problems rather than a matter for national governments; gain familiarity with a computer-based statistical package and search and manipulate and present different sources of data.

C5. Seek for convenient policy to stabilise the economy and keep unemployment and inflation low; 

C6. Communication of complex information, arguments and ideas in ways appropriate to a business context and audience;

D. Key transferable skills.

D1. Read and synthesise information from a variety of sources for a specified purpose and apply economic theory to real-life situations.

D2. Read and construct scale drawings, graphs, charts and diagrams from numerical data; read and interpret large and complex numerical data sets;

D3. Carry out multistage calculations with numbers of any size incorporating the use of powers and roots;

D4. Calculate measures of average distribution; apply standard formulae, equations and expressions in calculating economic measures and indicators;

D5. Select and use appropriate methods to illustrate findings, show trends and make comparisons; numerical and verbal analysis of economic issues.

​The academic purpose of this course is designed to introduce learners to the most important elements of Microeconomics. The module will have a student-centered approach in developing and applying economic theories and debates to serious worldwide economic problems, and the critical assessment of proposed solutions. Transferable and vocational skills students will acquire include: 

1. Exploring the decision-making processes within firms that drive the growth of an economy. 
2. Compare and contrast the most prominent economic traditions and theories of the last two centuries, widely used in public debate
3. Developing an understanding of the theory of the firm and the working of markets. Ability to build and support an argument in a discussion

Analysing how global trade and the pursuit of growth creates imbalances that may have caused a macroeconomic crisis. ​

A. Knowledge and understanding

A1. Modelling and its importance in economic thinking; Be able to engage in the economic debate on the role of demand stimulus vs. fiscal constraint in recovery; and the scope for supply side restructuring and growth;

A2. The use of abstraction in developing economic theories and models; Recognise the implications of global imbalances in balance of payments (deficits and surpluses), credit and debt, rising inequality, and the need for ‘rebalancing’ economies. A3. How specific economic models are constructed; 

A4. Competing theoretical perspectives and the assumptions underlying economic theories; Understand how microeconomics feeds into economic arguments for policy in areas such as trade restriction and promotion; welfare state policies including health and education.

A5. How to apply appropriate theories, models and concepts to economic problems, events and processes.

B. Cognitive skills

B1. Construct and combine economic arguments and recognise the differences between economic and other forms of argument; 

B2. Manipulate economic models to analyse the impact of changes in variables; Interpret, manipulate and criticise different types of data.

B3. Evaluate economic theories and use them to explain and analyse policy questions;

B4. Integrate diagrammatic and verbal analysis of economic issues;

B5. Interpret economic data presented in a variety of forms including basic regression results and undertake data analysis using economic data and appropriate analytical tools;

B6. Search library catalogues and bibliographic databases and select a range of academic literature focusing on a particular theoretical proposition or economic issue and conduct fieldwork research.

C. Practical and professional skills

C1. Demonstrate an awareness of skills and abilities in relation to the requirements of own work role; 

C2. Identify and evaluate the range of resources related to working effectively;  

C3. Choosing appropriate methods and apply a model of a national economy as constructed and used to analyse the roles of consumer spending, investment, government taxes and spending and imports and exports; 

C4. Analyse the microeconomic problems, gain familiarity with a computer-based statistical package and search and manipulate and present different sources of data.

C5. Communication of complex information, arguments and ideas in ways appropriate to a business context and audience;

C6. Problem-solving and decision-making using appropriate quantitative and qualitative skills including data analysis, interpretation and extrapolation

D. Key transferable skills.

D1. Read and synthesise information from a variety of sources for a specified purpose and apply economic theory to real-life situations.

D2. Read and construct scale drawings, graphs, charts and diagrams from numerical data; read and interpret large and complex numerical data sets;

D3. Carry out multistage calculations with numbers of any size incorporating the use of powers and roots;

D4. Calculate measures of average distribution; apply standard formulae, equations and expressions in calculating economic measures and indicators; ​

D5. Select and use appropriate methods to illustrate findings, show trends and make comparisons; numerical and verbal analysis of economic issues. ​

A. Knowledge and understanding

A1 : How decisions taken in various contexts, such as consumption, labour market participation, savings, investment in education and training. And how households, as well as individuals, can make decisions.

A2: Key theories underpinning the efficiency and productivity in the production of goods and services. Although the issues about choice of technology, entrepreneurship, innovation, employment relations, outsourcing and competition policy

A3: The overall organisation of the economy. The strengths and weaknesses of markets and governments in the organisation of economic activities, explores issues concerning the environment and ethics, and looks at economic theory that underpins government behaviour.

A4: Economic theories and their applications to various areas. Three available theoretical strands: environmental economics, business and finance or economics and society.

A5; Research Methods, how to carry out a literature review and then choose which research methods to be applied in A6. The qualitative methods – which include interviewing and case studies – and quantitative methods, which involve analysis of economic data.

A6: Project work, choosing and completing a project.

B. Cognitive skills

B1: Thinking strategically in the context of a case study

B2: Critical thinking, analysis and synthesis: including identifying and questioning assumptions, weighing evidence appropriately, identifying and challenging false logic or reasoning, and generalising in a way which recognises the limits of knowledge in firm.

B3: Evaluation and comparison of competing perspectives from a variety of sources, including some informed by current issues or research developments.

B4: The ability to argue relevantly and to justify a point of view

C. Practical and professional skills

C1 : Communication of complex information, arguments and ideas in ways appropriate to a business context and audience.

C2: Problem-solving and decision-making using appropriate quantitative and qualitative skills including data analysis, interpretation and extrapolation.

C3: Effective performance in a team environment in a virtual context.

C4. The application of course ideas to students' own interactions with organisations and life experiences.

C5: Selecting and using information and communication technologies for business purposes.

D Key transferable skills

D1 : Engagement, as appropriate, with practical and professional business strategy skills and ethical issues.​

​​​The aim of the course is to provide students with a critical overview of the main tools of doing economies focusing on people, markets and policy. It thus places emphasis on the theoretical underpinnings of the economic theories, and the debates which surround it, as well as developing practical skills relevant to work in a range of organisations. Achieving the intended learning outcomes (covering both knowledge and skills) fully supports this aim. This is a Level 3 course. Level 3 courses build on study skills and subject knowledge acquired from studies at Levels 1 and 2. The students should take Economics and economic change (DD209) course before studying DD309.​

A1 :  Modeling and its importance in economic thinking;

A2 : The use of abstraction in developing economic theories and models;

A3 : How specific economic models are constructed; A4:  Competing theoretical perspectives and the assumptions underlying economic theories;  

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B. Cognitive skills

B1 : Construct economic arguments and recognise the differences between economic and other forms of argument;

B2: Manipulate economic models to analyse the impact of changes in variables;

B3 : Evaluate economic theories and use them to explain and analyse social issues and policy questions;

B4 : Integrate diagrammatic and verbal analysis of economic issues;

C. Practical and professional skills

C1:  Transfer and use relevant key skills in the workplace context;

C2: Use the more specific knowledge, analytic skills and methods, rooted in the different disciplines as a strong basis for work in many professions. Students will have become better informed, more active and … questioning members of an organisation.

C3 :The ability to engage critically with the underlying challenges and problems facing a business; 

C4: The ability to identify and evaluate conflicting arguments, including recognising the significance of different value positions in these arguments.

D. Key transferable skills.

D1: Read and synthesise information from a variety of sources for a specified purpose.

D2: Read and construct scale drawings, graphs, charts and diagrams from numerical data; read and interpret large and complex numerical data sets;

D3 : Calculate measures of average and distribution; apply standard formulae, equations and expressions in calculating economic measures and indicators;

​​The academic purpose of this course is designed to introduce learners to the internal and external elements of Microeconomics. Students are not expected to have taken any courses in economics, or to have any knowledge or experience of ICT. Nevertheless, this is a Level 2 course and students need the general study techniques appropriate to Level 2 study in the social sciences. After studying the module students should be able to:

• understand the domain of economics as a social theory
• understand the main analytical tools which are used in economic analysis
• learn the main conclusions derived from economic analysis and to develop their understanding of the organisational and policy implications

to participate in debates on economic matters.​

​A. Knowledge and understanding

A1: A strong set of introductory chapters. 

A2: Early coverage of policy issues. 

A3: Complete coverage of monopolistic competition.

B. Cognitive skills

B1: Recognise, compare, and contrast different ways of analysing business case studies within the Arabian region and other material about contemporary business practice.

B2: Apply their knowledge in the analysis of practical business problems and issues.

B3: Recognise, compare and contrast different interpretations of and approaches to practical business problems and issues

C. Practical and professional skills

C1: The ability to understand the labour market and other factors of production.

C2: Pricing strategy

D. Key transferable skills.

D1: Students develop many transferable skills that are highly valued by employers such as time management, self-reliance, problem-solving, the ability to understand and evaluate new concepts, and prioritising effectively. Skills required include: 

i) effective communication skills – both written and oral (These are extremely important, as is the ability to work well as part of a team.)  

ii)taking the initiative in the classroom but also allowing the students enough freedom to further develop their own personality and abilities 

iii) working closely with other teachers, parents and other education professionals 

iv) creativity in presenting ideas

v) time management both inside and outside the classroom

​The academic purpose of this course is designed to introduce learners to the internal and external elements of Microeconomics. Students are not expected to have taken any courses in economics, or to have any knowledge or experience of ICT. Nevertheless, this is a Level 2 course and students need the general study techniques appropriate to Level 2 study in the social sciences. After studying the module students should be able to:

• understand the domain of economics as a social theory
• understand the main analytical tools which are used in economic analysis
• learn the main conclusions derived from economic analysis and to develop their understanding of the organisational and policy implications to participate in debates on economic matters.​
  

​A. Knowledge and understanding

A1: A strong set of introductory chapters. 

A2: Early coverage of policy issues. 

A3: Complete coverage of monopolistic competition.

B. Cognitive skills

B1: Recognise, compare, and contrast different ways of analysing business case studies within the Arabian region and other material about contemporary business practice.

B2: Apply their knowledge in the analysis of practical business problems and issues.

B3: Recognise, compare and contrast different interpretations of and approaches to practical business problems and issues

C. Practical and professional skills

C1: The ability to understand the labour market and other factors of production.

C2: Pricing strategy

D. Key transferable skills.

D1: Students develop many transferable skills that are highly valued by employers such as time management, self-reliance, problem-solving, the ability to understand and evaluate new concepts, and prioritising effectively. Skills required include: 

i) effective communication skills – both written and oral (These are extremely important, as is the ability to work well as part of a team.)  

ii)taking the initiative in the classroom but also allowing the students enough freedom to further develop their own personality and abilities 

iii) working closely with other teachers, parents and other education professionals 

iv) creativity in presenting ideas

v) time management both inside and outside the classroom

It also develops the students' knowledge of economics as well as skills in problem-solving, decision making, and written and oral communication. ECO340 also aims to prepares students for business-economics concepts and making sense of the business-world. Thus, after studying the course, the students should be able to: 

1. Understand and apply a toolbox of fundamental concepts and theories of economics to guide managerial decision-making by individuals and business units.
2. Explain the nature and role of models and theories in economic analysis.
3. Explain the concepts of supply/demand/market equilibrium and their determinants.
4. Identify the main characteristics of different market types (perfect competition, monopoly and oligopoly) and predict price and output outcomes.
5. Apply economic models to for production and cost estimation. 
6. Identify and explain the challenges and opportunities for today's managers.​​
   

​A. Knowledge and understanding

A1 : Understand the economic environment that affect business strategies, business behaviour and managerial decisions in order to realize firms’ goals and objectives.

A2 : Identify the determinants and variation of supply and demand and their impact in the context of local economy.

A3: Understand the importance of production functions in managerial decisions.

A4: Understand the importance of cost in managerial decisions.

B. Cognitive skills

B1: Identify economic factors determining the firms’ decisions.

B2: Evaluate and interpret economic ideas, views and evidence.

B3: Analyse demand estimation and forecasting

B4: Identify the relation between production and cost

B5: Identify and explain issues related to pricing and output decisions

C. Practical and professional skills

C1: apply the economic way of thinking in order to identify microeconomic problems (market resources allocation, prices rise and fall, budgets allocation, production decisions...)

C2: Implement managerial decisions in high-risks environment and turbulent economies

C3: Apply key concepts and theories of economics to managerial decision making

C4: Implement appropriate pricing strategies and output decisions in different market types

C5: Use tools and techniques of economics to improve managerial decision making

D. Key transferable skills.

D1: Develop a broad and inclusive understanding of how the economic environment affects business strategies and decision making in domestic and global economy.

D2: Develop effective communication, both in speaking and writing to convey solid arguments while adapting the language approach to the relevant business situation and audience.

D3: Identify some of the key strengths and needs of their own learning and recognize opportunities to address these.

D4:  Effectively use information and communication technologies when analysing economic situations and using appropriate tools for managers’ decision-making. 

​The aim of this course is to introduce students to

1. the theoretical foundations of development economics and also to recent advances in the use of empirical methods in the study of developing countries.

2. apply the tools of economic analysis to problems of growth, poverty, and environmental sustainability in developing countries.

3. analyze the economic, social, and environmental impacts of specific initiatives and promote development through policies and investment projects

4. use economic data to conduct development analyses such as growth diagnostics, poverty assessments, impact analysis of development projects, and environmental impact assessments

​A. Knowledge and Understanding 

A1. Gain knowledge and understanding of the theories, 

       principles, historical trends, current issues and practices

       relevant to economic development.

A2.  Understand measurement of economic growth, poverty and inequality, agriculture and industrialization,

        population, education and human capital, health and

        nutrition, savings and credits; and trade and

        development.

A3. Understand what affects  economic growth, inequality and poverty. ​             

A4. Understand why do some countries achieve high levels of economic development and others do not.

A5. Understand the policies that government can implement to change the growth path of their countries

​B. Cognitive skills 

B1. Learn how to think systematically and strategically about aspects of economic development 

B2. Reflect on and begin to critically evaluate the aspects that affect economic development.

B3. Use conceptual frameworks to describe economic development and economic development policies and what needs to be done to implement these policies and to achieve development; particularly for developing countries. 

B4. Critically evaluate theories in relation to economic development and international setting with which they are familiar and the relative standpoints of others within different contexts;​

C. Practical and professional skills

C1. Evaluate the impact of economic development on the 

      country prosperity and international stand. 

C2. Demonstrate advanced professional and educational

      capabilities using appropriate interpersonal, written

       communication and critical thinking skills that are required 

      for economic development policies

.C3.  Apply theories and concepts relevant to economic

      development in all its dimension within local, regional and

       international contexts.  

C4. Develop knowledge, skills, attitudes and values

      necessary for economic development policies 

      implementation  particularly in developing struggling

      countries. 

D. Key/transferable skills

D1.Be creative and assertive in presenting ideas related to economic development and economic development policies.

D2.Articulate ideas and communicate effectively using appropriate theories pertinent to the concept of economic development in general and in particular economic development in developing countries.

D3.Communicate effectively, using economic vocabulary, both orally and in writing  and listen actively;

D4.Conduct research into economic development issues related to the course topics, either individually or as part of a team for projects/dissertations/presentations. This requires familiarity with and an evaluative approach to a range of economic data, sources of information and appropriate methodologies, and for such to inform the overall learning process.

​D5.Self-reflection and criticality including self-awareness, openness and sensitivity to diversity in terms of various aspects related to and affecting economic development; particularly in developing countries

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The module aims to provide the learners with necessary skills trough:

1. Providing the students with opportunities to draw upon life experience in their mastery of a wide variety of reading strategies and skills that include previewing, scanning, using contextual clues to get the meaning, finding the main idea, summarizing and making inferences.

2. Improving the students' language proficiency and the students' ability to decode and process meaning.

3. Helping the students become independent learners by taking the responsibility of building their own vocabulary repertoire

4. Guiding the students to notice and effectively practice new vocabulary items as they encounter them.

5. Enhancing students' academic proficiency by highlighting the reciprocal relationship between reading comprehension and reflection writing.

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A.   Knowledge and understanding

At the end of the module, learners will be expected to:

A1. demonstrate understanding of any given reading passages by responding correctly to its tasks and activities individually or in groups.

A2. show knowledge and understanding of the learned reading strategies.

A3. show recognition of the various “meanings" of words to reach a better understanding of the context and the written word.

A4. reveal awareness of appropriate language structures and vocabulary items suitable for different contexts and situations.

B.   Cognitive skills

At the end of the module, learners will be expected to:

B1. search for and collect specific data related to the topics under discussion.

B2. draw conclusions for the discussed topics based on the collected data and analyzed information.

B3. incorporate in writing the words learned in real life scenarios.

B4. improve the analytical and critical thinking skills through the identification of possible “meanings".

B5. analyze language functions used and identify useful language expressions.

C.   Practical and professional skills

At the end of the module, learners will be expected to:

C1. communicate in English orally and in writing on diverse occasions.

C2. identify problems in the given topics and provide creative solutions.

C3. give oral presentations using power points, flipcharts, pictures, role plays, etc. to discuss what has been read orally.

C4. assess the work done using self/peer-assessment.

D.    Key transferable skills

 

At the end of the module, learners will be expected to:          

D1. enrich vocabulary repertoire through exploring new assigned topics and writing on those topics

D2. develop communicative confidence (as reader and writer)

D3. discuss all posed topics, problems, provided solutions and drawn conclusions.

D4. develop effective presentation skills that would enhance self-confidence.

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