2020/21 Part-time Postgraduate Short course and CPD
Ulster University Business School
Department of Management, Leadership and Marketing
1 June 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 applied course focuses on the role of the strategic management process to create competitiveness within a global environment.
This applied course focuses on the importance of understanding and analysing the key determinants for international competitiveness. Viewed from the strategic management process, the course will provide a holistic view of the topic with applied experiential learning opportunities focusing on the importance of key stakeholder collaborations to drive and sustain competitiveness at a firm, industry, regional and national level.
This course can be taken individually or combined over a period of time towards a Postgraduate Certificate of Professional Development.
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This applied course focuses on the role of the strategic management process to create competitiveness within a global environment. Combining both the strategic and tactical aspects of managing multi-national organisations, this course also requires participants to explore research and assess the factors that drive regional and national competitiveness. This course is concerned not only with government policy but also with the roles that firms, industry associations, universities, and other institutions play in competitiveness. In modern international competition, each of these institutions has an important role that is constantly shifting as a result of the dynamic business environment. Moreover, the process of creating and sustaining an economic strategy for a nation or region is a daunting challenge. The course explores not only theory and policy, but also the organisational structures, institutional structures, and change processes required for sustained improvements in competitiveness.
This course focuses on the wider topic of competitiveness and explores it from a range of current business perspectives. The course explores the determinants of national and regional competitiveness from a "bottom-up", microeconomic perspective, and also considers the "top-down" approach. It probes the ultimate determinants of a nation's or region's productivity, rooted in the strategies and operating practices of locally-based firms, the vitality of clusters, and the quality of the business environment in which competition takes place.
This course has been developed in association with Harvard Business School and is closely based on the Harvard Business School "Microeconomics of Competitiveness" (MOC) module. The Ulster University Business School is the only UK University to be a member of this Affiliate Network with the Harvard Business School and this helps in terms of the internationalisation of the curriculum and towards the Global Vision and Academic Excellence. Elements of the MOC module developed by Harvard form the basis of this one, but additionally, a strong regional perspective has been incorporated using a range of experienced and expert guest speakers to show clearly how the theoretical concepts can underpin and inform the practical application.
100% coursework - (1) Report - addressing competitiveness issues detailed in a case study or an applied management issue from a 'live' case company or industry (e.g. the Dairy Industry in Northern Ireland) (3000 words) (90%) and (2) Written assignment - individual reflective written piece on your overall learnings from, and experiences of, the course and specifically what you have learnt about the topic of competitiveness (500 words) (10%).
This course requires attendance onthree consecutive days from 9.30am to 5pm on 1, 2 and 3 June 2021. All classes to take place online.
Any undergraduate degree and 3 years + middle management/leadership experience.
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.
Please see details of the English language qualifications and certificates we can accept - https://www.ulster.ac.uk/__data/assets/pdf_file/0005/177404/Other-english-language-tests-and-qualifications-2017.pdf
International applicants will also require a short-term study visa. Further information is available at https://www.ulster.ac.uk/international/visa-immigration
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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.
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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.
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Courses are taught by staff who are Professors (25%), Readers, Senior Lecturers (18%) or Lecturers (57%).
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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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