(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
08/05/2024
Details
Professional accreditation
None
Admission criteria
- GCSE: Mathematics C/4.
- A-levels: BBB - BBC or 120 - 112 UCAS tariff points from a minimum of 2 full A-levels.
- BTEC: DDM - DMM or 120 - 112 UCAS tariff points from a minimum of the equivalent of 2 full A-levels. The acceptability of BTECs is dependent on subject studied and optional units taken - email ugquery@essex.ac.uk for advice.
- Combined qualifications on the UCAS tariff: 120 - 112 UCAS tariff points from a minimum of 2 full A levels or equivalent. Tariff point offers may be made if you are taking a qualification, or mixture of qualifications, from the list on our undergraduate application information page.
- IB: 30 - 29 points or three Higher Level certificates with 555-554. Our Maths requirement can be met with either: 4 in Standard level Maths; 3 in Higher level Maths; or 4 in IB Middle Years Maths.
- IB Career-related Programme: We consider combinations of IB Diploma Programme courses with BTECs or other qualifications. Advice on acceptability can be provided, email Undergraduate Admissions.
- QAA-approved Access to HE Diploma: 6 level 3 credits at Distinction and 39 level 3 credits at Merit, depending on subject studied - advice on acceptability can be provided, email Undergraduate Admissions.
- T-levels: We consider T-levels on a case-by-case basis, depending on subject studied. The offer for most courses is Distinction overall. Depending on the course applied for there may be additional requirements, which may include a specific grade in the Core.
Contextual Offers:
We are committed to ensuring that all students with the merit and potential to benefit from an Essex education are supported to do so. For October 2024 entry, if you are a home fee paying student residing in the UK you may be eligible for a Contextual Offer of up to two A-level grades, or equivalent, below our standard conditional offer.
Factors we consider:
- Applicants from underrepresented groups
- Applicants progressing from University of Essex Schools Membership schools/colleges
- Applicants who attend a compulsory admissions interview
- Applicants who attend an Offer Holder Day at our Colchester or Southend campus
Our contextual offers policy outlines additional circumstances and eligibility criteria.
For further information about what a contextual offer may look like for your specific qualification profile, email ugquery@essex.ac.uk.
If you haven't got the grades you hoped for, have a non-traditional academic background, are a mature student, or have any questions about eligibility for your course, more information can be found on our undergraduate application information page or get in touch with our Undergraduate Admissions Team.
IELTS (International English Language Testing System) code
English language requirements for applicants whose first language is not English: IELTS 6.0 overall, or specified score in another equivalent test that we accept.
Details of English language requirements, including component scores, and the tests we accept for applicants who require a Student visa (excluding Nationals of Majority English Speaking Countries) can be found here
If we accept the English component of an international qualification it will be included in the academic levels listed above for the relevant countries.
English language shelf-life
Most English language qualifications have a validity period of 5 years. The validity period of Pearson Test of English, TOEFL and CBSE or CISCE English is 2 years.
If you require a Student visa to study in the UK please see our immigration webpages for the latest Home Office guidance on English language qualifications.
Pre-sessional English courses
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.
Pending English language qualifications
You don’t need to achieve the required level before making your application, but it will be one of the conditions of your offer.
If you cannot find the qualification that you have achieved or are pending, then please email ugquery@essex.ac.uk
.
Requirements for second and final year entry
Different requirements apply for second and final year entry, and specified component grades are also required for applicants who require a visa to study in the UK. Details of English language requirements, including UK Visas and Immigration minimum component scores, and the tests we accept for applicants who require a Student visa (excluding Nationals of Majority English Speaking Countries) can be found here
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
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.