2020/21 Part-time Postgraduate Short course and CPD
Ulster University Business School
Department of Management, Leadership and Marketing
16 November 2020
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 strategy and particularly on innovation and business development using innovative business modelling techniques.
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Strategy and innovation consists of the analysis and decisions an organisation undertakes in order to create and sustain competitive advantage. Understanding these interrelated processes is crucial for creating and developing organisations. This course explores these decision areas from a range of contemporary perspectives and contexts.
This course can be taken individually or combined over a period of time towards a Postgraduate Certificate of Professional Development.
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The purpose of this course is to provide an in-depth understanding of the processes of strategy development and how this creates and sustains competitive advantage. It aims to provide participants with the opportunity to develop extensive understanding of organisational context and competitive environment and from this explore alternative approaches to create and sustain advantage.
The content is summarised in three core themes:
Theme 1: Strategy
Strategy & Innovation - setting the scene
Theme 2: Innovation
Innovation & Entrepreneurship
Innovation & Business Models
Innovation & Change
Theme 3: Entrepreneurship
Entrepreneurship & New Ventures
Developing the Entrepreneurial Firm
Managing the Entrepreneurial Firm
Growing the Entrepreneurial Firm
100% Coursework - Group project to develop a new disruptive business idea. Facilitated workshops will provide a framework for how students should approach the project. These
workshops will be facilitated by local business startups and entrepreneurs. The project will consist of 3 separate parts:
Group Project Proposal (20%)
The group will develop a business model canvas that will outline an idea for a new business development, which will include a plan of how the project will be completed (1500 words).
Group Pitch (50%)
The group will develop a 15 minute 'pitch' presentation that will include the presentation of a 'minimum viable product\service'. This pitch should make use of digital technology to enhance the delivery, for example digital animation tools could be used to demonstrate the minimum viable product\service. A one page marketing communication document should be produced to complement the pitch. There will be a 'pitch' event where local business angels will be invited along to form a judging panel to question viability and give constructive feedback.
Individual Reflection (30%)
Participants will produce an individual reflection using whatever method they select from video production, digital story or a written paper. Participants must reflect on the entrepreneurial processes that they experienced in generating, developing and presenting their business idea.
This course requires attendance on three days from 9.15am to 4.15pm on 16, 18 and 20 November 2020 and one further follow-up day on 30 November 2020. All classes will take place online.
Any undergraduate degree (second class honours or above).
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
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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