(BSc) Bachelor of Science
Business and Human Resource Management (including Year Abroad)
Current
University of Essex
University of Essex
Essex Business School
Colchester Campus
Honours Degree
Full-time
Business and Management
BSC N262
07/03/2024
Details
Professional accreditation
Accredited by the Chartered Institute of Personnel and Development (CIPD).
Admission criteria
GCSE: Mathematics C/4
A-levels: ABB
BTEC: DDD, depending on subject studied - advice on acceptability can be provided.
IB: 32 points or three Higher Level certificates with 655. Either must include Standard Level Mathematics grade 4, or a minimum of 3 in Higher Level Mathematics. We will accept grade 4 in either Standard Level Mathematics: Analysis and Approaches or Standard Level Mathematics: Applications and Interpretation.
Maths in the IB is not required if you have already achieved GCSE Maths at grade C/4 or above or 4 in IB Middle Years Maths.
We are also happy to consider a combination of separate IB Diploma Programme Courses (formerly certificates) at both Higher and Standard Level. Exact offer levels will vary depending on the range of subjects being taken at higher and standard level, and the course applied for.
We can also consider combinations with BTECs or other qualifications in the Career-related programme – the acceptability of BTECs and other qualifications depends on the subject studied, advice on acceptability can be provided. Please contact the Undergraduate Admissions Office for more information.
Access to HE Diploma: 15 level 3 credits at Distinction and 30 level 3 credits at Merit, depending on subject studied - advice on acceptability can be provided.
T-levels: Distinction, depending on subject studied -advice on acceptability can be provided.
What if I don’t achieve the grades I hoped?
If your final grades are not as high as you had hoped, the good news is you may still be able to secure a place with us on a course which includes a foundation year. Visit our undergraduate application information page for more details.
What if I have a non-traditional academic background?
Don’t worry. To gain a deeper knowledge of your course suitability, we will look at your educational and employment history, together with your personal statement and reference.
You may be considered for entry into Year 1 of your chosen course. Alternatively, some UK and EU applicants may be considered for Essex Pathways, an additional year of study (known as a foundation year/year 0) helping students gain the necessary skills and knowledge in order to succeed on their chosen course. You can find a list of Essex Pathways courses and entry requirements here
If you are a mature student, further information is here
IELTS (International English Language Testing System) code
English language requirements for applicants whose first language is not English: IELTS 6.0 overall. Different requirements apply for second year entry, and specified component grades are also required for applicants who require a visa to study in the UK.
Other English language qualifications may be acceptable so please contact us for further details. If we accept the English component of an international qualification then it will be included in the information given about the academic levels listed above. Please note that date restrictions may apply to some English language qualifications
If you are an international student requiring a visa to study in the UK please see our immigration webpages for the latest Home Office guidance on English language qualifications.
If you do not meet our IELTS requirements then you may be able to complete a pre-sessional English pathway that enables you to start your course without retaking IELTS.
Additional Notes
If you’re an international student, but do not meet the English language or academic requirements for direct admission to this degree, you could prepare and gain entry through a pathway course. Find out more about opportunities available to you at the University of Essex International College here.
Course qualifiers
A course qualifier is a bracketed addition to your course title to denote a specialisation or pathway that you have achieved via the completion of specific modules during your course. The
specific module requirements for each qualifier title are noted below. Eligibility for any selected qualifier will be determined by the department and confirmed by the final year Board of
Examiners. If the required modules are not successfully completed, your course title will remain as described above without any bracketed addition. Selection of a course qualifier is
optional and student can register preferences or opt-out via Online Module Enrolment (eNROL).
None
Rules of assessment
Rules of assessment are the rules, principles and frameworks which the University uses to calculate your course progression and final results.
Additional notes
None
External examiners
Dr MARGARITA NYFOUDI
Associate Professor of Human Resource Management & Organisational Behaviour
University of Birmingham
External Examiners provide an independent overview of our courses, offering their expertise and help towards our continual improvement of course content, teaching, learning, and assessment.
External Examiners are normally academics from other higher education institutions, but may be from the industry, business or the profession as appropriate for the course.
They comment on how well courses align with national standards, and on how well the teaching, learning and assessment methods allow students to develop and demonstrate the relevant knowledge and skills needed to achieve their awards.
External Examiners who are responsible for awards are key members of Boards of Examiners. These boards make decisions about student progression within their course and about whether students can receive their final award.
Programme aims
The aims of this course are:
- To equip students with the knowledge, skills, and understanding to be successful and progressive Human Resource Management (HRM) professionals.
- To provide students with the opportunity to study general management issues and topics, including business strategy, introduction to marketing, management accounting, and operations & supply chain management, combined with a specialist focus on subjects directly related to a career in HRM.
- To ensure that students possess the requisite academic knowledge, but to also nurture their communication, team-working and analytical skills that will be directly transferable to world of work and employment.
- To provide final year students with the opportunity to undertake an independent research project into a contemporary HRM topic of their choosing, putting their knowledge into practice and providing them with the chance to further develop vital employability skills in areas of data collection, time management and critical cognition.
Learning outcomes and learning, teaching and assessment methods
On successful completion of the programme a graduate should demonstrate knowledge and skills as follows:
A: Knowledge and understanding
A1: Knowledge and critical appreciation of concepts, frameworks and debates in the areas of management, organisational behaviour, leadership and business strategy.
A2: Knowledge and critical appreciation of concepts, frameworks and debates of the core notions pertaining the international business environment.
A3: Knowledge and critical appreciation of concepts, frameworks and debates of the core notions in operations and supply chain management.
A4: Knowledge and critical appreciation of concepts, frameworks and debates of the core notions in accounting and finance.
A5: Knowledge and critical appreciation of concepts, frameworks and debates of the core notions in ethical business management.
A6: Knowledge and critical appreciation of concepts, frameworks and debates of the targeted sub-functions and practices within the field of human resource management.
Learning methods
A combination of different learning methods and resources will be used, with a view to retain audience attention, facilitate delivery, and increase retention of core knowledge across the programme. The delivery of lectures will be supported by relevant readings, video clips, and interactive class activities, such as class discussions, case studies, visits to web pages, group work and role-plays.
The plurality of approaches will allow for different learning styles and lecturers will be made aware of students’ specific learning needs, when relevant.
Assessment methods
A variety of assessment methods will be used across the programme, including more traditional summative assessment methods such as multiple choice tests, written exams and narrative/essay type coursework, along with formative activities such as class discussions, case study analysis, web-based research into academic and non-academic sources, group reports and presentations.
The plurality of assessment approaches will support learning, and allow for different learning styles and preferences. Lecturers will be made aware of students’ specific learning needs, when relevant.
B: Intellectual and cognitive skills
B1: Critical thinking, through the thorough evaluation of multiple sources of evidence and rival conceptual ideas and interests.
B2: Synthesising and bringing together concepts and ideas in an argument.
B3: Creative problem solving.
B4: Identifying suitable frameworks in support of decision-making and research efforts.
B5: Adapting best-practice people management models to specific contexts and contingencies.
B6: Filtering best practice models in people management through personal values and wider ethical stances.
Learning methods
Learning and assessment methods will be used creatively throughout the programme, with a view to allow for the development of meta-cognitive skills which can then be transferred to students’ professional lives. For instance, discussion of case-studies and reports which require the independent collection of information and evidence-based decision making/recommendations, along with exercises which foster a critical approach to argument building and group discussion, as well as situational analyses contrasting business-case scenarios with justice-orientation stances, will be productive not only for students’ performance at the university, but also in preparing them for their professional careers.
Assessment methods
As per learning methods.
C: Practical skills
C1: Soft skills, such as: critical thinking, team-work and leadership, showing initiative, adaptability and motivation to succeed.
C2: Communication skills, such as: expressing ideas in written format and orally, writing for specific genres (e.g. business reports or essays), being able to deliver convincing and professional presentations, understanding how to use evidence in support of own arguments, understanding how to present data effectively.
C3: Data analysis skills, such as: making sense of qualitative and quantitative data, including academic sources, financial data, business reports, legal sources and government reports and statistics.
C4: Technology skills, such as using core IT applications, working with data interactively, using and understanding HRM-specific software.
Learning methods
A combination of different learning methods will be used, with a view to embed career-supporting skills across the programme. A variety of skills will be developed through class activities, as well as formative and summative assessment, including: class discussions, case study analysis, web-based research into academic and non-academic sources, group work, organisation and delivery of reports and formal presentations, hands on exposure to different software.
The plurality of approaches will allow for different learning styles and lecturers will be made aware of students’ specific learning needs, when relevant.
Beyond that, this course will take advantage of the recently introduced Professional and Academic Development (PAD) year 1 module, which is designed to help support student development and the generation of life-long reflection and independent learning competencies. Those will not only serve them during their studies but also in their future professional career.
Assessment methods
A variety of assessment methods will be used across the programme, also considering the need to develop different types of skills. Alongside more traditional summative assessment methods such as multiple choice tests, written exams and narrative/essay type coursework, further formative activities will be incorporated - such as class discussions, case study analysis, web-based research into academic and non-academic sources, group reports and presentations.
The plurality of assessment approaches will allow for different learning styles, existing competencies and preferences. Lecturers will be made aware of students’ specific learning needs, when relevant.
D: Key skills
D1: Identify and analyse problems and apply appropriate knowledge and skills to develop effective solutions;
D2: Use appropriate Information Technology to locate, acquire and analyse data.
D3: Manipulate and analyse numerical (including financial) data and appreciate the nature and limitations of basic statistical concepts.
D4: Identify relevant guiding frameworks, use multiple sources of reliable evidence, and engage creatively towards achieving effective problem-solving.
D5: Demonstrate conflict-handling, leadership, adaptability and all-round interpersonal competencies towards effective approaches to working with others.
D6: Demonstrate a reflective approach to practice and engage with independent learning towards continuous personal learning and improvement.
Learning methods
A combination of different learning methods will be used, with a view to embed career-supporting skills across the programme. A variety of skills will be developed through class activities, as well as formative and summative assessment, including: class discussions, case study analysis, web-based research into academic and non-academic sources, group work, organisation and delivery of reports and formal presentations, hands on exposure to different software.
The plurality of approaches will allow for different learning styles and lecturers will be made aware of students’ specific learning needs, when relevant.
Beyond that, this course will take advantage of the recently introduced Professional and Academic Development (PAD) year 1 module, which is designed to help support student development and the generation of life-long reflection and independent learning competencies. Those will not only serve them during their studies but also in their future professional career.
Assessment methods
A variety of assessment methods will be used across the programme, also considering the need to develop different types of skills. Alongside more traditional summative assessment methods such as multiple choice tests, written exams and narrative/essay type coursework, further formative activities will be incorporated - such as class discussions, case study analysis, web-based research into academic and non-academic sources, group reports and presentations.
The plurality of assessment approaches will allow for different learning styles, existing competencies and preferences. Lecturers will be made aware of students’ specific learning needs, when relevant.