DN Colleges Group
UCAS Code: N942 | Bachelor of Arts (with Honours) - BA (Hons)
Entry requirements
Sorry, no information to show
About this course
This course has alternative study modes. Contact the university to find out how the information below might vary.
The course focusses on creating high-performing managers, capable of engaging in the critical reflection and continuing personal and professional development required for successful professional practice.
WHO IS IT FOR?
The course is designed for both experienced and early career managers and supervisors.
KEY FEATURES
The course aligns with the knowledge skills and behaviours required to create competent managers to address the sector demand.
Learners are challenged to reflect on their position and practice in relation to considering key issues in the modern workplace. Contemporary issues such as the impact of artificial intelligence and robotics on the workforce, and those of corporate social responsibility and sustainability are explored within the modules. Through applied assignments, learners' application of business and management philosophies and practices are examined and their decision making brought to the forefront to aid in high-level critical self-evaluation. These practices serve to instil and embed an understanding of responsible leadership and management, forming graduates who create inclusive prosperity and promote freedom, justice, and peace in regenerative and resilient ecosystems.
The programme is unique in design, using the competency framework to ensure that the programme focuses on skills and application of knowledge through practical experiences. Learners develop high level competencies relating to the discipline of business and management and transferable skills including communication, strategic thinking, decision making, problem solving which significantly develop the skills profiles of learners for employment.
The course is delivered one day per week online, with the expectation that learners supplement their learning by applying theory to practice within their workplace and undertake reflective practice alongside independent study.
The teaching and learning approach utilises active learning strategies, role plays and leadership simulations to enable students to gain experience.
The assessment strategy supports the development of competencies through application of knowledge to practical assessment activities.
This course is also available as an apprenticeship. Please see the Chartered Manager Degree Apprenticeship for further details.
**Course and Career Progression**
This provision focuses on the holistic development of learners, with the competency based, work-integrated model providing a co-ordinated and interrelated approach to theoretical and practical learning, integrating knowledge and competence.
In line with Subject Benchmark Statement 1.7 (QAA,2023), graduates will be "effective, impactful and responsible employees, work colleagues, leaders and global citizens." (QAA,2023:1.8).
This equips graduates with the attributes required to be competent managers across sectors of the UK employment landscape.
Following completion of the course learners can progress (subject to successful application) to courses such as an MBA or Level 7 Senior Leader Apprenticeship.
Modules
The programme has developed three domains to support learners in gaining essential knowledge and skills linked to the competencies and subject benchmark expectations of this programme:
1. Leadership and Management of Self and Others
2. Digital Technologies, Data and Decision making
3. Business Management
The programme consists of the following level 6 modules:
1. Business Finance and Governance (20 credits)
2. Organisational Strategy and Innovation (20 credits)
3. Ethical Leadership and Business Practice (20 credits)
4. Research Methods (20 credits)
5. Workbased Project (40 credits)
Occasional changes to modules and course content may take place. Students will be notified when applicable.
Assessment methods
The programme adopts a work-integrated model where a co-ordinated and interrelated approach is taken to theoretical and practical learning, integrating knowledge and competence. This model aids in achieving professional competence, developing reflective professionals who are equipped to undertake life-long learning and professional development.
The programme pedagogies reflect an aligned approach to programme design in which all elements of the teaching, learning, and assessment experience contribute toward holistic learner development to enable graduates to meet the programme competencies. An inquiry-based approach encourages learners to connect with the individual topics explored in the programme and to personalise and understand the process that leads to their comprehension and skill acquisition. Experiential learning, learning through doing, is central within the programme design and incorporated through the work-based learning element of the programme, the activities guided in workshops, and the subsequent reflections upon these learning experiences.
The teaching method utilises an interactive workshop approach to delivery which enables new knowledge to be imparted and learning to be guided through application of the core concepts to the learner’s own experience. Short lectures are used for the introduction of topics and concepts. Learning is reinforced through a range of activities that take place including peer discussions and debates, guided group and individual workshop tasks, tutorials, workplace application, reflection on learning and application, and guided reading.
Formative assessment is an embedded process within the teaching strategy as steady self-reflection, engagement with workshops, collaborative work, and workplace application ensures a continual process of assessment and feedback from tutors, peers, and employers.
Students are assessed through a variety of methods which seek to develop and assess a range of transferable skills and key competencies with a view to producing a fully rounded DNCG Graduate. Through applied assignments, learners' application of business and management philosophies and practices are examined and their decision making brought to the forefront to aid in high-level critical self-evaluation. Therefore, each module has a reflective component to aid in developing the critical reflection of learners. These practices serve to "instil an understanding of responsible leadership" (QAA,2023:SBS1.4) and embed the Principles of Responsible Management Education (figure 1), creating graduates who create inclusive prosperity and promote freedom, justice, and peace in regenerative and resilient ecosystems.
Assessment methods include:
• Budget Report
• Portfolios
• Case studies
• Business Case
• Presentations
• Project Report
• Project pitch
What students say
Sorry, no information to show
This is usually because there were too few respondents in the data we receive to be able to provide results about the subject at this university.
After graduation
We don't have more detailed stats to show you in relation to this subject area at this university but read about typical employment outcomes and prospects for graduates of this subject below.
What about your long term prospects?
Looking further ahead, below is a rough guide for what graduates went on to earn.
Business and management
The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.
£21k
£31k
£18k
Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.
Explore these similar courses...
Higher entry requirements
Lower entry requirements
Nearby University
Same UniversityThis is what the university has told Ucas about the criteria they expect applicants to satisfy; some may be compulsory, others may be preferable.
Have a question about this info? Learn more here
This is the percentage of applicants to this course who received an offer last year, through Ucas.
Have a question about this info? Learn more here
This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.
Have a question about this info? Learn more here
Course location and department:
This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.
Have a question about this info? Learn more here
Teaching Excellence Framework (TEF):
We've received this information from the Department for Education, via Ucas. This is how the university as a whole has been rated for its quality of teaching: gold silver or bronze. Note, not all universities have taken part in the TEF.
Have a question about this info? Learn more here
This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).
This is the percentage of final-year students at this university who were "definitely" or "mostly" satisfied with their course. We've analysed this figure against other universities so you can see whether this is high, medium or low.
Have a question about this info? Learn more here
This information is from the Higher Education Statistics Agency (HESA), for undergraduate students only.
You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.
Have a question about this info? Learn more here
Post-six month graduation stats:
This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.
It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.
Have a question about this info? Learn more here
Graduate field commentary:
The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show
Have a question about this info? Learn more here
The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.
While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?
Have a question about this info? Learn more here
