​​​​The academic aims of this module is to introduce you to the main functions and management of

a retail business and the key issues associated with understanding retail trading and retail

environments. After studying the course, you should be able to:

• Explain relevant theories and concepts of retailing
• Describe the key elements of a retail business and the retail trading environment
• Discuss issues associated with operating a business in a retail environment/context
• Outline the key course topics and explain why each topic is important to understanding the principles of retail management
• Explain linkages between components of the course
• Organise your studies, including paper-based and computer-based services

Continue to develop your awareness of how you learn and how different elements of the course applied to your individual learning style.

​A. Knowledge and understanding

A1: retail technology, which focuses on the virtual world of e-retailing;

A2: the diversity of retail products and sectors;

A3: retail ethics and the environmental impact;

A4: the implications of globalisation

B. Cognitive skills

B1: Reflection and critical engagement into both domestic retail technology and e-retailing

B2: Critical thinking, analysis, and synthesis

B3: Valuation and comparison of retail management.

C. Practical and professional skills

C1: Time management, skills appropriate to business, such as creativity, persuasion and attractiveness.

C2: Study skills, learning to learn and reflecting on students’ own development as learners.

C3: The ability to analyse work-related cases and situations to identify challenges for organisations in developing responses in relation to their environments.

C4: The application of course ideas to students’ own interactions with organisations and life experiences.

D Key transferable skills

D1: Decision making and problem solving making a viable approach to students to engage with data analysis, interpretation and extrapolation.

D2: Immerse in related information, arguments and ideas.

D3: Identify some of the key strengths and needs of their own learning and identify opportunities to address these.​ 

By the end of this course you’ll have developed a new, more theoretical understanding of how and why managers do what they do in organisations. You’ll build a toolkit of management concepts, theories and models that you can use to tackle workplace issues. You’ll also feel more confident in embarking on further undergraduate study.​

​A. Knowledge and understanding

A1. Demonstrated how learning they have undertaken previously in the workplace can be utilised to inform the development of their management practice

A2. Selected and used a range of management theories, concepts and ideas to help identify, analyse and address issues and situations in their current practice setting.

A3. Worked in collaboration with others in assessing the applicability of selected management theories, etc. to their own and others’ identified practice problems.

A4. Reflected on the impact of their learning on their practice of management, and their future development as a management practitioner.

B. Cognitive skills

B1. Identify and draw upon appropriate forms of prior learning relating to the development of their management practice.

B2. Apply relevant theoretical knowledge of management to a practical problem.

B3. Collaborate with peers’ practitioners to, and begin to, critically evaluate the applicability of selected management theories etc.

B4. Reflect productively on the development of their practice of management.

C. Practical and professional skills

C1. Communicate their understanding of management theory and its application to practice in writing.

C2. Work independently on identifying issues and situations in the workplace and apply academic theories and concepts to these to gain a deeper understanding of them.

D. Key transferable skills.

D1. Use of a range of tools and websites for finding and recording information online: internet browsers, search engines, copy/ paste, e-portfolios and download functions

​A. Knowledge and understanding

A1: Awareness and understanding of the role of accounting in business and other organisations and of its theory, principles, concepts, practices, techniques, ethics, limitations, and techniques central to bookkeeping and accounting.

A2: Demonstrate the ability to prepare financial statements based on application of accounting concepts, regulations and principles.

A3: Demonstrate understanding of the types of costs and how they behave in order to calculate cost-volume-profit relationships,

A4: Demonstrate understanding of management's decision-making process as it relates to product pricing, production, adding and dropping, etc.

A5: Demonstrate understanding of the types of budgets and be able to prepare operating budgets, financial budgets and capital budgets.

A6: Demonstrate understanding of the responsibility centers and balanced scorecard.

B. Cognitive skills

B1: Review and illustrate the purpose, context and environmental influences and constraints on financial accounting and business practices.

B2: Explain the balance sheet equation, the basic financial statements and the information conveyed in each of the statements.

B3: Explain the steps in the accounting cycle for service and merchandising companies.

B4: Explain the relevant factors in making different decisions.

B5: Explain methods that don't use present value versus those that do use present value

B6: Explain the features of responsibility reports and differentiate between cost centres, profit centres and investment centres.

C. Practical and professional skills​

C1: Record transactions and events, and maintain accounting records as required for bookkeeping and accounting.

C2: Prepare basic financial statements based upon Generally Accepted Accounting Principles.

C3: Develop the general practical and professional skills of management accounting that can be used for personal and career goals.

D Key transferable skills 

D1: Use simple mathematics for the purpose of calculations in bookkeeping, accounting and preparing/analysing financial statements, including basic ratio analysis.

D2: Compare critically and use different approaches to issues and problems within management accounting.

D3: Communicate management accounting information effectively and appropriately.​

D4: Use fundamental business mathematics and other quantitative methods effectively and appropriately.

​​​This module is designed to provide intermediate conceptual and practical learning to students in operations management, marketing and human resource management. ​

A. Knowledge and understanding

B. Cognitive skills

C. Practical and professional skills

D. Key transferable skills 

​​​​​This module is designed to provide intermediate conceptual and practical learning to students in operations management, marketing and human resource management. ​

A. Knowledge and understanding

B. Cognitive skills

C. Practical and professional skills

D. Key transferable skills 

The aim of the course is fairly to provide students with ways if understanding and analysing different organisational, inter- organisational and international context and the ways in which such different contexts influence individuals’ experience of work. Secondly, the course aims to provide students with knowledge and understanding of themes and challenges pertaining to organising and managing across this different context; managing aims, power, politics, trust, cultural diversity and the darker side of organising. The course embassies the relationships between theory and practice; putting emphasis on the theoretical underpinnings and debates surrounding the themes whilst at the same time requiring students to draw on their own experience. Achieving the intended learning outcomes (covering both knowledge and skills) fully supports this dual aim.​​

​A. Knowledge and understanding

A1: Inter-organisational collaboration, organisational behaviour, and international management theories and concepts relevant to managing across organisational and cultural boundaries. 

A2: Themes and challenges pertaining to organizing and managing across intra, inter-organisational and international contexts including the management of aims, power, politics, trust, cultural diversity and the darker side of organising.

B. Cognitive skills

B1: Use conceptual frameworks to describe functions of organising and managing in and across organisational and international contexts.

B2: Identify and critically assess different perspectives on managing and organising.

B3: Synthesise, critically evaluate and challenge course relevant theories of inter-organisational collaboration, organisational behaviour, and international management.

B4: Critically evaluate theories in relation to personal experiences, organisational, inter-organisational and international setting with which you are familiar and the relative standpoints of others within different contexts.

C. Practical and professional skills

C1: Use and adopt relevant concepts and theories to practically engage with a range of problems and issues in the work place.

C2: Use specific inter-organisational collaboration, organisational behaviour, and international management knowledge, cognitive and key skills developed during the course to enhance individual work / practice.

D. Key transferable skills.​

 D1: Read and interpret information presented in a variety of forms including academic journals, books and on-line text.

D2: Articulate ideas and communicate effectively using appropriate interorganisational collaboration, organisational behaviour, and international management theories and concepts. D3: Identify and ask questions appropriate to the exploration and complex concepts. 

D4: Engage in reflective, experiential and collaborative learning in face to face and virtual context.​​

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A. Knowledge and understanding

C. Practical and professional skills

D. Key transferable skills 

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A. Knowledge and understanding

At the end of the module, learners will be expected to:

A1:  Understand performing various calculations that are relevant and mostly used in finance and accounting function of a business.

A2: Identify keys of financing and investment concepts like Annuity, Annual Percentage Yield, Rate of Return etc.

A3: Understand tools and techniques that are widely used in investment field by general investors and their relevance in making crucial financing and investment decisions.

A4: Describe the relevance of core financing and investment concepts that help corporates in making short-term and long-term business decisions. 

B. Cognitive skills

At the end of the module, learners will be expected to know:

C1: Reflect on skills needed to deal with numbers and interpret them according to the scenario given.

C2: Knowledge and techniques to use calculator to perform various calculations

.C3: Knowledge and skills to analyse given scenarios and recommend actions accordingly

​D Key transferable skills 

At the end of the module, learners will be expected to:

D1: Gain knowledge and skills to work independently as well as in a team meeting the expectations
D2: Acquire skills and knowledge on mathematical concepts and business calculations that have practical relevance in the business environment.

D3: Recognise variety of calculations and interpret those calculated values better that goes hand in hand with the scenario provided. 

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A. Knowledge and understanding

At the end of the module, learners will be expected to:

A1: Understand data collection methods, presenting data in tables and graphs, perform simple statistical analysis manually.

A2: Understand calculating statistical variables that are relevant for making certain decisions within an organization and interpreting those variables appropriately.  

A3: Explain how to make judgments in selecting and using the right technique for analysing the given data set/scenario and making inferences on the calculated values, so better conclusions on the given problems can be made.

A4: Identify specific problems faced by an organization and using appropriate techniques to analyse that problem well and establishing conclusions on the problems being studied. ​

B. Cognitive skills

C. Practical and professional skills

At the end of the module, learners will be expected to:

C1: Manage to use various statistical techniques for exploring, summarising, presenting, analysing, and interpreting data.

C2: Reflect on quantitative concepts and models on the unstructured scenario given and analyse the scenario and suggest recommendations for solving an issue through statistical inferences

 D. Key transferable skills 

Upon completion of this module, learners will be expected to:

D1: Gain skills to effective performance in a team-based assignment with other team members with good inputs like data analysis and inferences.
D2: Acquire skills to deal with numbers and estimate appropriate solutions for a given problem based on statistical analysis performed.

D3: Effective communications, of information, arguments and ideas using language and styles appropriate for a business context and audience. 

​​​​The primary objective is to give the student an understanding of basic business principles. Global business, entrepreneurship, management, marketing, information technology, and financial management. Another purpose of this course is to build a foundation of knowledge on the different theoretical approaches to management and decision making • develop analytical skills to identify the links between the functional areas in management, organisations, management practices and the business environment.

A. Knowledge and understanding

B. Cognitive skills

C. Practical and professional skills​

D. Key transferable skills 

​​​​​The aim, of this module is to provide students with a well-grounded understanding of essential entrepreneurial business principals, and to develop an understanding of important business opportunities and issues as they relate to new ventures. The objectives of this course are to identify, appreciate, and assess the knowledge, attitudes, and skills of an entrepreneur and to study and observe entrepreneurial settings and entrepreneurial role models through exposure to actual business settings and experiences. Students will be encouraged to establish a level of confidence in creating a business plan as a tool to assess, create and communicate a business concept, and to have an expanded awareness of the resources available for creating a business plan.

A. Knowledge and understanding

B. Cognitive skills

C. Practical and professional skills

D. Key transferable skills 

​​​​​​​The aim of this course is to introduce learners to the internal and external elements of Microeconomics. The objectives of this module are to educate students to understand the domain of economics as a social theory and the main analytical tools which are used in economic analysis. Students will be encouraged to apply the principles and techniques for economic analysis and to develop their understanding of the organisational and policy implications and to participate in debates on economic matters.​

​A. Knowledge and understanding

B. Cognitive skills

C. Practical and professional skills

​D. Key transferable skills 

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LB170’s design will be relevant for students from OUBS Openings to Level 2 courses.  Students’ confidence, performance and progression potentials will be enhanced and ultimately academic standards will be positively influenced as well as widening participation, retention and completion rates.   The emphasis in the course is on processes and practices (the ‘skills’) of communication rather than on content in a ‘traditional’ academic sense. As such the course reverses the balance present in other OUBS courses where communication skills are fore grounded but are always at the service of the course content and consequently occupy a less significant position in the learning outcomes.    The model of communication skill development outlined above is a positive rather than a deficit model. It draws on current thinking about literacy development in which a more traditional skills development model which treats communication as an all-purpose set of skills with universal application is overlain, firstly, with a model that places literacy in context and sees literacy practices as situated within particular spheres of activity (in this case, business, broadly, and business studies more specifically). Secondly it draws on a model that highlights the ideological and personal investment that come into play when individuals and organisations engage in communicative acts.​​

A. Knowledge and understanding

A1: Can understand and use familiar everyday expressions and Phrases aimed at the satisfaction of needs of a concrete type.The internal and external factors affecting business organisations and their stakeholders.

A2: understand sentences and frequently used expressions related to areas of most immediate relevance in one’s major such as the operation and management of the HR function of a business organisation.

A3: Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. 

A4: Can understand a wide range of demanding, longer texts, and recognize implicit meaning. Such as the operation and management of the marketing function of a business organisation.

B. Cognitive skills

B1 After studying the course, the student will have developed the language they need to exercise the following thinking and communication skills and have developed a critical perspective on this language in the light of a range of alternative, available language and communication practices:

B2: recognize, compare and contrast different ways of analysing business case studies and other material about contemporary business practice.

B3: apply their knowledge in the analysis of practical business problems and issues.

B4: recognize, compare and contrast different interpretations of and approaches to practical business problems and issues.

C. Practical and professional skills

C1: analyse work-related cases and situations to identify problems in the organization and management of a functional area.

C2: identify and communicate potential solutions based on knowledge of theory and apply it to their own work situation. 

C3: related the communication skills needed for academic study to those needed in the workplace.

D. Key transferable skills.

D1: Read and précis written text materials for key salient points.

D2:  communicate effectively in writing, showing recognition of audience and purpose.

D3: select data, information and ideas from different sources and present in an appropriate fashion to support an argument.

​​​The aim of this module is to familiarize students with an integrative approach to the management of technology and innovation.  It introduces the concept of MTI and examines internal innovation planning, implementation and evaluation and control. It also introduces building the capabilities necessary for MTI success. The course provides students as well with a clear understanding and appreciation of innovation dynamics both within and across firm’s boundaries. By drawing from state-of-the-art innovation literatures as well as the extensive use of in-depth case study materials, the course analyses opportunities and challenges related to creating, sustaining, managing innovation and most of all integrating strategy and technology, with a specific focus on technology-based organizations.​

A. Knowledge and understanding

B. Cognitive skills

C. Practical and professional skills

D. Key transferable skills 

​​​This course introduces students to system dynamics modelling for the analysis of business policy and strategy.  Students will learn to visualize a business organization in terms of the structures and policies that create dynamics and regulate performance. The principal purpose of this module is to improve students understanding of the ways in which an organization's performance is related to its internal structure and operating policies as well as those of customers, competitors, and suppliers.  Students will learn to recognize and deal with situations where policy interventions are likely to be delayed, diluted, or defeated by unanticipated reactions and side effects.  They will have a chance to use state of the art software for computer simulation and gaming.  Assignments give hands-on experience in developing and testing computer simulation models in diverse settings. 

A. Knowledge and understanding

B. Cognitive skills

C. Practical and professional skills

D. Key transferable skills 

​​This course aims to achieve varied, multiple, and wide range objectives, which include:

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​A. Knowledge and understanding

B. Cognitive skills

C. Practical and professional skills

D. Key transferable skills