Overview
In today's tech driven world, business and technology cannot be separated - understanding both will develop you as a future business leader.
Important notice – campus change
Students will complete the next academic year (2020/21) on the Jordanstown campus *
Thereafter, from 2021, they may transition campuses.
Precise timings will be communicated as we progress through the final stages of the build of the enhanced Belfast campus.
*subject to COVID-19 restrictions and on-line learning provision
Find out about the campus transition
The University regularly ‘refreshes’ courses to make sure they are as up-to-date as possible.
In addition it undertakes formal periodic review of courses in a process called 'revalidation’ to ensure that they continue to meet standards and are current and relevant.
This course will be revalidated in the near future and it is possible that there will be some changes to the course as described in this prospectus.
Summary
The professional services sector is experiencing significant growth and a key skill set demanded from graduates is a combined knowledge of business operations, processes and the application of technology in business decision-making.
Industry 4.0 technologies such as Artificial Intelligence (AI) and robotics are changing the business world. This innovation requires future business leaders who are creative and agile with the skills to use this technology effectively.
The BSc Hons Business Technology gives you the ability to analyse business data, identify and implement solutions to business problems and manage consultancy projects.
This innovative programme is available part-time and includes a diverse range of modules from across the Ulster University Business School and the Faculty of Computing, Engineering and the Built Environment.
This programme forms part of a Higher Level Apprenticeship Scheme (HLA) and recruitment is conducted by employers such as Deloitte (BrightStart scheme). As a Higher Level Apprentice you will have the benefit of 'earning as you learn' and will be able to apply the skills learned in the classroom to workplace projects and vice versa leading to a rich learning experience.
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About this course
Attendance
The programme is delivered over an academic year part-time, through; lectures, seminars, workshops, lab time and independent study. Typically classes are scheduled on Fridays.
Start dates
Teaching, Learning and Assessment
The main learning and teaching methods used on this programme are; lectures (including guest speakers), seminars, independent learning and research as well as practical lab-based workshops for technology related modules.
Each module adopts a unique assessment strategy and this may include: computer based exercises, class tests, essays, oral presentations (individual and group), case studies, debates, infographics, eportfolios, podcasts, Vlogs and written examinations. The final piece of assessment for the programme is an applied technology management project.
Content
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:
Attendance and Independent Study
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
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.
Academic profile
Over 80% of teaching staff hold Fellowship of Advance HE (formely the Higher Education Academy).
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.
Belfast campus
A globally recognised hub of creativity, innovation and entrepreneurship.
Important notice – campus change
Students will complete the next academic year (2020/21) on the Jordanstown campus *
Thereafter, from 2021, they may transition campuses.
Precise timings will be communicated as we progress through the final stages of the build of the enhanced Belfast campus.
*subject to COVID-19 restrictions and on-line learning provision
Find out about the campus transition
Accommodation
High quality apartment living in Belfast city centre adjacent to the university campus.
Find out more - information about accommodation
Student support
At Student Support we provide many services to help students through their time at Ulster University.
Find out more - information about student support
Address
Ulster University
York Street
Belfast
County Antrim
BT15 1ED
T: 028 7012 3456
Modules
Here is a guide to the subjects studied on this course.
Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.
Year one
Effective Communication
Year: 1
Status: C
Prepare for both academic and professional life through skills development and reflection through personal development planning. This module will develop skills in teamworking, resilience, academic writing, library and research skills as well as digital communication including email and social media.
Principles of Management
Year: 1
Status: C
This module introduces students to the study of management, and the role of the manager within the business organisation. The characteristics of organisations (the context for management work) are examined, and following on from this the module provides an introduction to the core functions of management. Topics studied include the functions of planning, organising, managing people and organisational control and culture.
Introduction to Accounting for Business
Status: O
Year: 1
This module is optional
Introduction to Business Accounting provides an introduction to financial and management accounting. The background to the requirement to produce, and the purpose of preparing accounting statements is examined. The module introduces the student to the study of accounting as it impacts on business and economic activity. In particular it considers the preparation of basic financial statements for sole-traders and introduces the student to terminology used in cost determination and pricing.
Using Information for Business
Status: O
Year: 1
This module is optional
This module provides students with the skills to analyse and organise quantitative and qualitative data with an emphasis placed on applications within business.
Programming I
Status: O
Year: 1
This module is optional
Computer programming is a fundamental skill expected of computing graduates. This module will introduce students to the foundational concepts of programming that will be used as building blocks in future modules. Students will also develop and enhance their problem solving skills as an integral part of the module.
Programming II (Javascript)
Status: O
Year: 1
This module is optional
Computer programming is a fundamental skill expected of computing graduates. This module will introduce students to the object oriented concepts of programming that will be used as building blocks in future modules. Students will also develop and enhance their problem solving skills as an integral part of the module.
Year two
Business Process Management
Year: 2
Status: C
By taking this module students will be able to understand business processes and apply tools and analytical frameworks for analysing and redesigning business processes. The learning on the module will be facilitated through using a software package which will help demonstrate how standard ERP business processes work and provide the opportunity of practical experience software. Students will have the ability to setup, customize and perform end to end business scenarios using software which will enable them to map to business needs.
Managing and Developing People
Year: 2
Status: C
This module explores the changing nature of HRM and people management and development in organisation. The impact of changes within the economy, in demographics, in legislation and advances in technology will be considered. Taking a broadly employee life-cycle approach the module covers the core functional areas of HRM to include recruitment and selection; equality, diversity and inclusion; learning and development in organisations; performance management; pay and reward; the employment relationship and employee engagement; and employee health and well-being: the topics are presented via a HRM lens but the importance of their understanding for aspiring line managers is emphasised.
Digital Business Management
Year: 2
Status: C
This module aims to provide students with an understanding of business in a digital world, and the impact and application of technologies in different organisations. On successful completion of this module students will have an in-depth knowledge of digital business; understand and apply concepts and models underlying digital business; analyse how organisations apply business technologies to improve their operations and to create competitive advantage; critically evaluate the impact of digital technologies on individuals, companies, and wider society.
Introduction to Database Systems
Year: 2
Status: C
Database management is a fundamental skill expected of Computing and Business graduates. This module will introduce students to the fundamental concepts of database design, implementation, querying and management of relational database systems.
Year three
Enterprise Systems
Year: 3
Status: C
On successful completion of this module students should have achieved competence in the use of relevant integrated business processes with SAP and their application to specific areas of the enterprise.
Globalisation and the International Business Environment
Year: 3
Status: C
This module will provide students with an overview of the major issues which affect global business activities.
Behavioural Sciences
Year: 3
Status: C
This module is designed to enable students to acquire diagnostic knowledge and understanding of human behaviour in organisations. Additionally, students are required to become proficient in the practice of key management competencies.
Accounting for Business Decisions
Status: O
Year: 3
This module is optional
The module informs and equips students to effectively respond to a plethora of potential issues that can arise in business, particularly those pertaining to investment, financing and costing decisions. The module aims, through a variety of teaching and learning mechanisms, to equip students with a knowledge of the main techniques used in accounting and business to competently assess and to understand the main issues and ramifications of decision making in business.
Human Computer Interaction
Status: O
Year: 3
This module is optional
Human-Computer Interaction is an important topic given that there is a number of novel and emerging user interfaces being developed. More than ever, there are also user demands and expectations for intuitive and usable user interfaces. This module will provide a foundation for user experience researchers and analysts.
Year four
Digital Transformation and Innovation
Year: 4
Status: C
This module aims to provide students with an understanding of digital transformation and innovation in a range of organisational contexts. On successful completion of the module, students will be able to: assess how digital technologies disrupt industries by transforming business processes, products and business models; understand how digital technologies and frameworks can be applied in digital transformation and innovation; understand the organisational and people capabilities required to support digital innovation; and critically evaluate current practice and theory on digital transformation and innovation.
Technology Management Project
Year: 4
Status: C
This Technology Management Project module serves as an integrating mechanism for all other modules on BSc Hons Business Technology, as well as developing powers of analysis and evaluation and project management skills. Through this module, students will also develop knowledge and skills in research methods, and consultancy tools and techniques in preparation for completion of their applied technology management project which will add real value to their host organisation.
Reflective Practice in Management Consulting
Year: 4
Status: C
Organisations within the private and public sectors face ever-increasing pressures to achieve enhanced levels of performance and this module will aid students to understand current thinking, concepts and theories concerning how the role of a consultant can add value and where changes can be made to their personal practice. Students will have the opportunity to reflect on their experience so far as a consultant and plan their professional development going forward.
Strategic Business Planning
Status: O
Year: 4
This module is optional
The module introduces the concept of strategic business planning. With the dynamic business environment and the requirement for enterprise development to be linked to strategic management architecture, there is a need to enhance the level of understanding and competency in business planning.
Supply Chain Management
Status: O
Year: 4
This module is optional
This module should assist students in the analysis of contemporary developments affecting the role of supply chain management and should enable them to develop and manage supply chain strategies to meet corporate objectives. Topics to be covered include the evolution of purchasing and supply management; supply chain strategies and achieving strategic fit; supply chain drivers; e-commerce and the supply chain; outsourcing; supply chain relationships and supply chain dynamics.
Strategic Human Resource Management
Status: O
Year: 4
This module is optional
This module draws on the disciplines of business management and strategic understanding and is designed to equip students to understand an organisation's need to manage its people within a rapidly changing environment. In particular, the module aims to analyse how human resource practitioners assist an organisation maintain its competitive sustainability within a rapidly changing and challenging trading environment.
Big Data and Distributed Computing
Status: O
Year: 4
This module is optional
Within this module a variety of database and data storage paradigms will be explored, ranging from more traditional relational systems to NoSql and object stores, time series databases and graph stores.
Consideration will be given to big data and the problem with storing and querying high volumes of highly variable data which is stored and processed at a high speed. The cloud computing paradigm will also be introduced and how to avail of its power and resources.
The core concepts of distributed computing will be examined in the context of Hadoop. Students will be taught, practically and theoretically, about the components of Hadoop, workflows, MapReduce, Spark, Pig and Hive.
Data Analytics
Status: O
Year: 4
This module is optional
In the era of cloud computing and big data, this module will provide students with the theory and practical foundations for undertaking real world data analytics.
Standard entry conditions
We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.
A level
A level grades BCC or equivalent.
Applicants must also have GCSE grade B/C* 6/5 in Mathematics and GCSE English Language grade C/4 or equivalent.
This programme forms part of a Higher Level Apprenticeship Scheme and recruitment is conducted by employers such as Deloitte (BrightStart programme).
Applied General Qualifications
Overall BTEC Level 3 QCF Extended Diploma with profile DDM.
OR
BTEC Level 3 RQF National Extended Diploma with profile DMM.
You may also meet the course entry requirements with combinations of different qualifications to the same standard (provided subject requirements are met). Examples of combinations include:
A levels with BTEC Level 3 QCF Subsidiary Diploma or BTEC RQF National Extended Certificate
A level with BTEC Level 3 QCF Diploma or BTEC Level 3 RQF National Diploma.
For further information on the entry requirements for this course please contact the administrator as listed in Contact details.
Irish Leaving Certificate
104 UCAS tariff points to include a minimum of four subjects at Higher level and one subject at Ordinary level. The overall profile must also include English at minimum H6 at Higher Level or Grade O4 at Ordinary level plus Maths at minimum H5 at Higher level or Grade O3 at Ordinary Level.
Irish Leaving Certificate UCAS Equivalency
Tariff point chart
International Baccalaureate
Overall International Baccalaureate profile minimum 24 points (12 at higher level).
Access to Higher Education (HE)
Overall Access profile of 60% to include 60% in NICATs Maths or GCSE Maths grade B/C* or 6/5.
GCSE
GCSE Profile to include Mathematics with a minimum grade B/C* 6/5.
GCSE Profile to include English Language with a minimum grade C/4
English Language Requirements
English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 6.0 with no band score less than 5.5. Trinity ISE: Pass at level III also meets this requirement for Tier 4 visa purposes.
Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.
Additional Entry Requirements
This programme forms part of a Higher Level Apprenticeship Scheme and recruitment is conducted by employers such as Deloitte (BrightStart programme).
Careers & opportunities
Graduate employers
Graduates from this course are now working for:
- Deloitte
- Professional Services Firms
Job roles
With this degree you could become:
- Consulting
- Management
- Analyst
Career options
There is a significant demand for graduates with knowledge of both business processes and the application of technology. As a graduate of the BSc Hons Business Technology, you will have the skills to move into a range of business areas such as consultancy and transformation management roles, as well as engaging in business research and analytics. The integration of commercially relevant assessment and applied research projects will equip you with a range of problem solving and leadership skills.
Disclaimer
- The University endeavours to deliver courses and programmes of study in accordance with the description set out in this prospectus. The University’s prospectus is produced at the earliest possible date in order to provide maximum assistance to individuals considering applying for a course of study offered by the University. The University makes every effort to ensure that the information contained in the prospectus is accurate but it is possible that some changes will occur between the date of printing and the start of the academic year to which it relates. Please note that the University’s website is the most up-to-date source of information regarding courses and facilities and we strongly recommend that you always visit the website before making any commitments.
- Although reasonable steps are taken to provide the programmes and services described, the University cannot guarantee the provision of any course or facility and the University may make variations to the contents or methods of delivery of courses, discontinue, merge or combine courses and introduce new courses if such action is reasonably considered to be necessary by the University. Such circumstances include (but are not limited to) industrial action, lack of demand, departure of key staff, changes in legislation or government policy including changes, if any, resulting from the UK departing the European Union, withdrawal or reduction of funding or other circumstances beyond the University’s reasonable control.
- If the University discontinues any courses, it will use its best endeavours to provide a suitable alternative course. In addition, courses may change during the course of study and in such circumstances the University will normally undertake a consultation process prior to any such changes being introduced and seek to ensure that no student is unreasonably prejudiced as a consequence of any such change.
- The University does not accept responsibility (other than through the negligence of the University, its staff or agents), for the consequences of any modification or cancellation of any course, or part of a course, offered by the University but will take into consideration the effects on individual students and seek to minimise the impact of such effects where reasonably practicable.
- The University cannot accept any liability for disruption to its provision of educational or other services caused by circumstances beyond its control, but the University will take all reasonable steps to minimise the resultant disruption to such services.
Testimonials
“I have been very fortunate to be a part of the Deloitte BrightStart Scheme which has given me invaluable experience so far in the workplace. Since joining out of school I have learnt how to maintain a good work life balance, along with meeting new people and being part of a team on projects. There is also the degree aspect which is amazing as it means I have no student debt, and the degree greatly compliments my role in the workplace and vice versa. Overall it is a great scheme and I would definitely recommend it” Victoria Whiteside, Year 4, BSc Hons Business Technology
"I have developed my professional skills more than I could have anticipated in such a short time. I have met and been influenced by a growing network of clients and colleagues throughout the UK and by doing this in tandem with BSc Hons Business Technology at Ulster University, my experience as been enriched. At times, this bilateral approach has been challenging, but I do feel that I receive strong support from both the company and from the Ulster University Business School" Zara Buckely, Year 4, BSc Hons Business Technology
Additional information for students from United Kingdom