Master of Science
Ulster University Business School
Department of Global Business and Enterprise
Combining international business knowledge with data analytics, this course will prepare you with the strategic focus to get ahead in your career.
The MSc International Business with Data Analytics (MScIB-DA) is an interdisciplinary programme bringing together the fundamentals of international business with an in-depth grounding in data analytics. The curriculum will provide students with the core knowledge of all aspects international business as well as how data is used to solve real business problem. You will develop a unique set of research skills allowing them to prepare, analyse and use data providing deeper and meaningful insights focusing on key international business issues.
The MScIB-DA and is designed for future leaders, managers, consultants and entrepreneurs and their role as global citizens. Our experienced teaching team at Ulster University Magee campus will encourage and support you to develop and experience a wide range of learning, research and personal development to develop you professionally. The programme will also provide you with the opportunity to conceive, design and implement satisfactorily a substantial research project within the broad subject area of international business.
The MScIB-DA is offered full-time and part-time basis at the Magee campus and Distance Learning, and as such it attracts a variety of students with different educational needs: graduates from all disciplines wishing to pursue a career in international business, professionals and business practitioners, wishing to upskill, improve career options and develop expertise in a rapidly developing and constantly evolving global business environment. We are proud that the MScIB-DA attracts international students keen to pursue careers in this field.
This course is offered across a number of delivery modes to suit your needs;
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This programme is designed to provide a coherent academic progression for students who will explore the overall environment in which international business takes place using data to form more focused and deeper level of understanding. Core management techniques are analysed using data from varying perspectives to understand their application on an international scale.
The unique selling point of this programme is the richness that evident from the diverse student base which progresses through this programme of study. Sharing experiences from varied cultural, economic and employment backgrounds is invaluable.
The course is structured as follows:
BMG705 Global Business in Context (15 credits*)
BMG704 International Finance (15*)
BMG880 Data Analytics for International Business (15*)
BMG936 International Entrepreneurship (15*)
MKT744 Global Marketing and Sales Development (15*)
BMG814 The Digital landscape (15*)
BMG827 International Business Research Skills (15*)
BMG815 Global Strategy Development and Implementation (15*)
BMG847 Dissertation 60 credits
BMG858 Applied Research Project 60 credits
All modules are delivered 'executive style' over a flexible six week block format and completed across two academic years.
Full-time participants can also exit with a PgCert after successful completion of one semester (four modules) or alternatively exit with a PgDip after successful completion of two semesters (eight modules).
Assessment will be 100% coursework assessed.
This Master's in International Business, offers various methods of teaching and learning to address the needs of industry and the economy in today's fast-changing world.
Studying and interacting with students and academic staff in an international setting, creates a network of contacts and links to local knowledge on an international stage. This masters degree offers directed tutor and peer learning, providing guidance and support throughout the entire programme, in addition to technical assistance.
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 near the start date and may be subject to 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 of attendance will often 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 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 Masters 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 via one method or a combination e.g. examination and coursework . 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 four learning outcomes, and no more than two 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.
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 Masters 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 Masters degrees of more than 200 credit points the final 120 points usually determine the overall grading.
Figures correct for academic year 2019-2020.
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 (20%) or Lecturers (55%).
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) by Advanced HE - 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 2021-2022.
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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.
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This module focuses primarily on the strategic management of SME's engaged in international business and marketing. Different perspectives, such as core competencies and country-based sources are analysed to assess competitive positions and then to formulate strategies. Key international theories are presented and applied through case study analysis and discussions.
In the competitive global economy, human resources are arguably an organisation's main source of competitive advantage. This module introduces students to the concept of managing global talent, regarded as an important strategic area of business activity. Learning will be by teaching, discussion and independent study. Assessment is by coursework only.
This module explores the complexity of forces that underpin international marketing decisions made by organisations. In particular, it aims to understand the impact of these forces on the marketing and sales activities of organisations, and the nature of the decisions that organisations must take if they are to survive and prosper in a dynamic international marketing environment. The module will focus on the regional, national and global contexts and provide students with practical and academic knowledge where they will have an opportunity to showcase their ability to interpret, synthesise, apply and evaluate knowledge and understanding on a developing and contemporary business phenomenon. In addition, this module will allow students to become critical thinkers in this contemporary and growing business discipline and better understand the complexities, challenges and opportunities that need to be addressed, embraced and capitalised upon to support successful international marketing choices, decisions and development.
This module is optional
This module provides students with the knowledge and practical skills for applying business intelligence and data analytics principles to support management decision making in an international business context. The module also help develop students' quantitative analysis and data visualisation skills to derive valuable insights from the data in a business context. The module will help students to design, develop and deploy a performance dashboard as part of their performance management system case organisation.
This module is optional
Good managers are not only effective in their use of economic and technical resources, but also in their management of people. This module aims to enable students to acquire knowledge and an understanding of the core areas of Human Resource Management (HRM) and the factors which influence behaviour within organisations. This knowledge and understanding is essential for effective and efficient management practice, in particular, effectively managing, leading and developing people. Learning will be by teaching, discussion and independent study.
This module aims to provide students with an understanding of e-business and its practical application in a range of different contexts. On successful completion of this module students will have an in-depth knowledge of e-business; will be able to evaluate current practice on creating and managing an e-business; understand the implications of e-business for international business and analyse how an organisation can apply e-business technologies to support its competitive strategy in an international business context.
This module provides students with an adequate knowledge of international business research skills. It will equip students with an in depth understanding and ability to critique and appreciate the qualitative and quantitative techniques that are relevant for international business research projects.
This module provides students with an appreciation of the growing importance of international entrepreneurship, and rapid internationalisation by small firms. It develops appropriate enterprise knowledge and skills among students to foster international entrepreneurial attitudes and behaviour. A variety of teaching methods are used including, formal lectures/tutorials, group and individual work, guest lectures, and so on. This module will assist students to develop their personal international entrepreneurial effectiveness and to think creatively with regard to problem solving and possible future scenarios, as well as assist them on their global citizenship journey.
The module aims to provide students with an overview of financial theory and techniques required within the context of entrepreneurship and managerial decision-making in the international business environment.
Businesses now operate in a globalised, highly connected multi-layered business environment that presents many challenges, and is typified by volatility, uncertainty, complexity and ambiguity to the firm. As the leaders/managers and decision makers of the future, this module will help students understand key concepts and current trends in Global Business, prepare for work in multi-layered environments, and to understand the need for flexibility and adaptability, both in the domestic and regional and global contexts.
This module is optional
The Master's Dissertation enables students to carry out research on a chosen topic within the domain of international business. Academic supervisors are allocated who provide advice and guidance to students throughout this process. On successful completion of their 12,000 word Dissertation students will be awarded their MSc in International Business.
This module is optional
The Applied Research Project enables students to apply the theoretical concepts encountered on the MSc International Business programme to a real-life management issue. In doing so, they choose and justify appropriate research methodologies, gather data and make conclusions and recommendations to an
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.
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(a) have gained
(i) a second class honours degree or better from a university of the United Kingdom or the Republic of Ireland, or from a recognised national awarding body or from an institution or another country which has been recognised as being of an equivalent standard, or
an equivalent standard (normally 50%) in a Graduate Diploma, Graduate Certificate, Postgraduate Certificate or Postgraduate Diploma or an approved alternative qualification;
(b) provide evidence of competence in written and spoken English (GCSE grade C or equivalent); the minimum English language requirements for non-native English speakers, are IELTS 6.0 (with no contributing band at less than 5.5).
or, as an alternative to (a) (i) or (a) (ii) and/or (b):
(c) in exceptional circumstances, where an individual has substantial and significant experiential learning, a portfolio of written evidence demonstrating the meeting of graduate qualities (including subject-specific outcomes, as determined by the Course Committee) may be considered as an alternative entrance route. Evidence used to demonstrate graduate qualities may not be used for exemption against modules within the programme.
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.
Studies pursued and examinations passed in respect of other qualifications awarded by Ulster University or by another university or other educational institution, or evidence from the accreditation of prior experiential learning, may be accepted as exempting candidates from part of the programme provided that :
they shall register as students of the University for modules amounting to at least the final third of the credit value of the award at the highest level. If students are exiting with the PgDip or PgCert, they need to have registered as students of the University for modules amounting to at least the final 50% of the credit value of the award at the highest level. exemption is not permitted from the International Management or International Business Environment modules, as these are core modules within the programme. Nor will the Dissertation module be exempted, due to the need to complete at least 50% of the credit value at the MSc level.
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Student and employer needs are reflected in the development of this programme and evidenced in the career destinations and further development of our graduates. The nature of the provision is such that it equips individuals for employment in a wide range of international roles within the public and private sectors and a significant number of graduates are successful in gaining promotion in their chosen fields or alter their career paths following completion of their programme of study.
A sample of graduate employers includes:
A number of graduates from these programmes have also undertaken their doctoral studies, both within Ulster University and beyond.
Accredited by the Institute of Export and International Trade (IOE) for the purposes of exemptions from some professional examinations
Fees illustrated are based on academic year 22/23 entry and are subject to an annual increase.
If your study continues into future academic years your fees are subject to an annual increase. Please take this into consideration when you estimate your total fees for a degree.
Additional mandatory costs are highlighted where they are known in advance. There are other costs associated with university study.
Correct at the time of publishing. Terms and conditions apply.
The price of your overall programme will be determined by the number of credit points that you initiate in the relevant academic year.
For modules commenced in the academic year 2022/23, the following fees apply:
|Credit Points||NI/ROI/GB Cost||International Cost|
NB: A standard full-time PGCert is equivalent to 60 credit points per year. A standard full-time PGDip is equivalent to 120 credit points per year.
Bradley & McLaughlin Perpetual Globe - Awarded annually to the student with the Highest overall average.
It is important to remember that costs associated with accommodation, travel (including car parking charges) and normal living will need to be covered in addition to tuition fees.
Where a course has additional mandatory expenses (in addition to tuition fees) we make every effort to highlight them above. We aim to provide students with the learning materials needed to support their studies. Our libraries are a valuable resource with an extensive collection of books and journals, as well as first-class facilities and IT equipment. Computer suites and free Wi-Fi are also available on each of the campuses.
There are additional fees for graduation ceremonies, examination resits and library fines.
Students choosing a period of paid work placement or study abroad as a part of their course should be aware that there may be additional travel and living costs, as well as tuition fees. See www.ulster.ac.uk/student/fees-and-funding/tuition-fees/tuition-fees-202223/ni-roi-students for most up to date costs.
We know that choosing to study at university is a big decision, and you may not always be able to find the information you need online.
Please contact Ulster University with any queries or questions you might have about:
For any queries regarding getting help with your application, please select Admissions in the drop down below.
For queries related to course content, including modules and placements, please select Course specific information.
We look forward to hearing from you.
Graduate of MSc International Business : Ursula Henderson
Multi Property Director of Human Resources, for Marriott International (which has 3500 hotels in 65+ countries)
Why this programme of study?
I wanted career advancement and knew I needed a different perspective. I looked at many courses and this one ticked all the boxes - flexible, working remotely, challenging and covered both international businesses and international human resources. Working for Marriott International across three continents in some very diverse environments, I needed to develop my strategic outlook and hoped to obtain an even better understanding of how changes in one country can affect business in another. I wanted to be able to make better business decisions and believed that this masters offered the appropriate level of education to build upon my achievements and further enhance my career.
I wanted the security of a quality-assured qualification from a renowned university but also wanted to be comfortable that the distance learning delivery mode would offer similar content to a classroom-based course. Both of these requirements were fulfilled in this MSc International Business programme.
Diverse student base and ongoing support
I found the online discussions boards where I could contact others students and tutors, to ask questions and read their comments, immensely supportive, interesting and inclusive. The diverse range of people on the programme was definitely positive.
Career Benefits since Graduation
I have already utilised this qualification in my job, as the company is expanding in the UK and Europe, with a significant on recruitment and diversity policies. This programme has helped me to devise suitable strategies to develop talent moving into international management positions and to work with individual hotels to ensure international transfers are seamless. Additionally, it has also raised my profile within the company and enabled me to take on additional projects
Overall experience with the Ulster Business School
It has been very good. I have enjoyed working with the lecturers, some were more challenging than others and occasionally it was difficult to see why we needed to complete some tasks, such as a group assignment, when we were all working in different time zones, but ultimately I would recommend Ulster University.