2020/21 Part-time Postgraduate Short course and CPD
Ulster University Business School
Department of Hospitality and Tourism Management
3 March 2021
For full instructions on how to apply for postgraduate short courses, please contact the Centre for Flexible and Continuing Education - FlexEd@ulster.ac.uk
This course focuses on the importance of innovation and entrepreneurship in the wider context of business sustainability and the triple bottom line.
This course examines a range of theoretical and practical issues surrounding business sustainability and innovation. The use of case studies to apply business models develops an understanding of key business concepts including entrepreneurship, innovation, creativity, value creation and value capture. The development of business model use by student teams will immerse participants in key methods of innovation and value propositions, which are relevant for contemporary managers as well as aspiring entrepreneurs.
This course can be taken individually or combined over a period of time towards a Postgraduate Certificate of Professional Development.
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All sustainable organisations must be able to adapt and to react to environmental change. This is the case for the private and public sector as well as the third sector. Central to success successful business management is the capacity to interpret key performance indicators (KPIs) and financial data. Business modelling frameworks are important tools for organisations because they create a structure for intentionally articulating, designing or creating a business model. The Business Model Canvas (BMC) has become an important tool for both sustainable business start-ups and also established organisations seeking to strengthen their business models in an operating environment characterised disruption. The course has been designed to equip participants with the skills to examine sector relevant KPIs in the context of key resources, cost structure and revenue streams.
Theme 1 (Day 1) Setting the scene - Strategic Management, Innovation and Entrepreneurship
Theme 2 (Day 2) The Triple Bottom Line Framework
Theme 3 (Day 3) Business Sustainability and Management Accounting
(1) Report (75%)
A management report based on a case study in which learners will analyse the financial performance and health of a business (3000 words).
The report will typically include the following elements:
(2) Presentation (25%)
Group Presentation (30% of the presentation mark is based on individual contribution)
This will comprise of a twenty-minute group presentation (maximum of four per group) focusing on the application of Osterwalder's Business Model canvas to a business.
Each member of the group is expected to contribute fully to the development and delivery of the presentation. The team will pitch a new business model of their choice to the company CEO. The pitch will outline the reasons that support their choice of innovative business model. This business model will articulate the value proposition (value creation) and the strategy to exploit (value capture). Participants will utilise Osterwalder's Business Model canvas to guide the development of their business model.
The course requires attendance online on three individual consecutive days from 9.15am to 4.15pm on 3, 4 and 5 March 2021 plus three additional ‘Learning Set’ days from 10am to 1pm on 10, 24 March and 14 April 2021 to meet with the tutors and student groups to develop assessed work. Attendance is usually only required on one of the Learning Set dates.
Any undergraduate degree.
Applicants whose first language is not English must meet the minimum English entrance requirements of the University and will need to provide recent evidence of this (certified within the last two years).
Most of our courses require a minimum English level of IELTS 6.0 or equivalent, with no band score under 5.5. Trinity ISE: Pass at level III also meets this requirement.
International applicants will also require a short-term study visa. Further information is available at https://www.ulster.ac.uk/international/visa-immigration
The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.
Each course is approved by the University and meets the expectations of:
As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until close to the start date and may be subject to some change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days and periods of attendance will be included in the letter of offer. A course handbook is also made available.
Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10- or 20-credit modules (more usually 20) and postgraduate course typically 15- or 30-credit modules.
The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.
Postgraduate Master’s courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.
Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.
Assessment methods vary and are defined explicitly in each module. Assessment can be a combination of examination and coursework but may also be only one of these methods. Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessment. The precise assessment will depend on the module and may be subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification and the assessment timetable. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Normally, a module will have 4 learning outcomes, and no more than 2 items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised.
Calculation of the Final Award
The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6, (which correspond to the second and third year of full-time attendance).
Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Master’s degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.
All other qualifications have an overall grade determined by results in modules from the final level of study. In Master’s degrees of more than 200 credit points the final 120 points usually determine the overall grading.
The University employs over 1,000 suitably qualified and experienced academic staff - 59% have PhDs in their subject field and many have professional body recognition.
Courses are taught by staff who are Professors (25%), Readers, Senior Lecturers (18%) or Lecturers (57%).
We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic staff (81%) are accredited fellows of the Higher Education Academy (HEA) - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.
The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.
Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.
Figures correct for academic year 2019-2020.
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