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Higher Education/APEC Postgraduate Diploma In Business Administration

1. Introduction

APEC is planning to be successful and best-loved applied learning brand,engaging students in practical, interpersonal and thinking skills. APECs are work-related qualifications for students taking their first steps into employment, or for those already in employment and seeking career development opportunities. APECs provide progression into the workplace either directly or via study at university and are also designed to meet employer’s needs.

Therefore, INSTITUTE OF ASIA EDUCATION MANAGEMENT’s APEC Level 7 Diploma qualifications are intended to be widely recognised by industry and higher education as the principal vocational qualification at Level 7 Diploma. When it is initially drafting the INSTITUTE OF ASIA EDUCATION MANAGEMENT’s APEC Level 7 Diploma qualifications in Business Administration, we collaborated with a wide range of students, employers, higher education providers, colleges and subject experts to ensure that the new qualifications meet their needs and expectations. We also worked closely with the relevant bodies, to ensure alignment with recognised standards.

This is intended to be a great emphasis on employer engagement and work readiness. The FTMS APEC Level 7 Diploma qualifications in Business are designed to reflect this increasing need for high quality professional and technical education pathways at intendedly UK’s RQF Levels 7, thereby providing students with a clear line of sight to employment and to progression to a degree at MBA or Professional Master .

1.1       The Student Voice

Students are at the heart of what we do. The result, we believe, is qualifications that will meet the needs and expectations of students worldwide.

1.2       Why choose INSTITUTE OF ASIA EDUCATION MANAGEMENT FTMS APEC Level 7 Diplomas?

INSTITUTE OF ASIA EDUCATION MANAGEMENT’s FTMS APEC Level 7 Diplomas are designed to help students secure the knowledge, skills and behaviours needed to succeed in the workplace. They represent the latest in professional standards and provide opportunities for students to develop behaviours for work, for example by undertaking a group project, or responding to a client brief. A student may even achieve exemption from professional or vendor qualifications, or student membership of selected professional bodies, to help them on their journey to professional competence.

At the same time the FTMS APEC Level 7 Diplomas are intended to keep doors open for future study should a student wish to progress further in their education after their FTMS APEC Level 7 Diploma study. They do this by allowing space for the development of higher education study skills, such as the ability to research. Clear alignment of level of demand with the Framework for Higher Education qualification descriptors in UK at Year One of MBA and  means that students wishing to progress to MBA or Professional Master Degree study should feel better prepared. The FTMS APEC Level 7 Diplomas address these various requirements by providing:

  1. A range of general and specialist units designed, each with a clear purpose, so there is something to suit each student’s future progression plans.
  2. Fully revised content that is closely aligned with the needs of employers, professional bodies and higher education for a skilled future workforce.
  3. Learning outcomes mapped against Professional Body standards, where appropriate.
  4. Assessments and projects chosen to help students progress to the next stage.
  5. An approach to demand at equivalent to UK’s MBA Year One studies .
  6. Support for student and tutors including Schemes of Work and Sample Assessment Materials (SAMs)

1.3       Key features

INSTITUTE OF ASIA EDUCATION MANAGEMENT’s FTMS APEC Level 7 Diploma qualifications in Business Administration offer:

  • A stimulating and challenging programme of study that will be both engaging and memorable for potential students.
  • The essential subject knowledge that students need to progress successfully into further study or the world of work.
  • A simplified structure: students undertake a substantial core of learning in the Level 7 Diploma.
  • Assessments that consider cognitive skills (what students know) along with effective and applied skills (respectively how they behave and what they can do)
  • A varied approach to assessment that supports progression to MBA or Professional Master Degree programmes and also allows lecturers to offer assessment relevant to the local economy, thereby accommodating and enhancing different learning styles.
  • Quality assurance measures of this Programme Specification – to ensure that all stakeholders (e.g. professional bodies, universities, businesses, colleges and students) can feel confident in the integrity and value of the qualifications.
  • A qualification designed to meet the needs and expectations of students aspiring to work in an international business environment.

 

2. Programme purpose and objectives

2.1       Purpose of the FTMS APEC Level 7 Diplomas in Business Administration

The purpose of FTMS APEC Level 7 Diplomas in Business Administration is to develop students as professional, self-reflecting individuals able to meet the demands of employers in the business sector and adapt to a constantly changing world. The qualifications aim to widen access to higher education and enhance the career prospects of those who undertake them.

2.2       Objectives of the FTMS APEC Level 7 Diplomas in Business Administration

The objectives of the FTMS APEC Level 7 Diplomas in Business are as follows:

  • To equip students with business skills, knowledge and the understanding necessary to achieve high performance in the global business environment.
  • To provide education and training for a range of careers in business, including management, administration, human resources, marketing, entrepreneurship, accounting and finance.
  • To provide insight and understanding into international business operations and the opportunities and challenges presented by a globalised market place.
  • To equip students with knowledge and understanding of culturally diverse organisations, cross-cultural issues, diversity and values.
  • To provide opportunities for students to enter or progress in employment in business, or progress to higher education qualifications such as a Bachelor degree in business or a related area.
  • To provide opportunities for students to develop the skills, techniques and personal attributes essential for successful working lives.
  • To provide opportunities for those students with a global outlook to aspire to international career pathways.
  • To provide opportunities for students to achieve a nationally-recognised professional qualification.
  • To offer students the chance of career progression .
  • To allow flexibility of study and to meet local or specialist needs.
  • To offer a balance between employability skills and the knowledge essential for students with entrepreneurial, employment or academic aspirations.
  • We meet these objectives by:
  • Providing a thorough grounding in business principles at Post Gradute Programme that leads the student to a progression pathways towards MBA or Professional Master Degree and relating to individual within the business sector.
  • Equipping individuals with commercial acumen, understanding and business skills for success in a range of administrative and management roles in business.
  • Enabling progression to a university master degree by supporting the development of appropriate academic study skills.
  • Enabling progression to further professional qualifications in specific business areas by mapping to units in a range of professional business qualifications.

Who is this qualification for?

The FTMS APEC Level 7 Diploma qualifications in Business Administration are aimed at students wanting to continue their education through applied learning. The APEC Level 7 Diplomas provide a wide-ranging study of the business sector and are designed for students who wish to pursue or advance their career in business.

In addition to the knowledge, understanding and skills that underpin the study of the business sector, our FTMS APEC Level 7 Diplomas in Business give students experience of the breadth and depth of the sector that will prepare them for further study or training.

2.3       What could these qualifications lead to?

The Level 7 Diploma provides a solid grounding in business, which students can build on should they decide to continue their studies beyond the professional stage. The Level 7 Diploma allows students to specialize by committing to required academic progression route to master degree-level programme.

On successful completion of the Level 7 Diploma programme, students can develop their careers in the business sector through:

  • Entering employment
  • Continuing existing employment
  • Linking with the appropriate Professional Body
  • Committing to Continuing Professional Development (CPD)
  • Progressing to university.

The Level 7 Diploma programme is usually recognised by many Higher Education providers as meeting admission requirements to many relevant business-related courses, for example:

  • MBA in Business and Management
  • MBA in Business Studies
  • MBA in International Management.
  • Master of Management
  • Master of Business

Students should always check the entry requirements for degree programmes at specific Higher Education providers. After completing our APEC Level 7 Diploma programme, students can also progress directly into employment. The skills offered as part of the APEC Level 7 Diploma programme can provide graduates with the opportunity to work in many different areas of the business sector.

2.4       How Level 7 Diplomas in Business Administration provide both transferable employability skills and academic study skills

Students need both relevant qualifications and employability skills to enhance their career prospects and contribute to their personal development. Our , the Institute of Asian Education Management , IADM Level 7 Diploma in Business Administration programme embed throughout the programme the development of key skills, attributes and strengths required by 21st century employers.

Where employability skills are referred to in this specification, this generally refers to skills in three main categories:

  • Cognitive and problem-solving skills: critical thinking, approaching nonroutine problems by applying expert and creative solutions, use of systems and digital technology, generating and communicating ideas creatively.
  • Intra-personal skills: self-management, adaptability and resilience, self-monitoring and self-development, self-analysis and reflection, planning and prioritising.
  • Interpersonal skills: effective communication and articulation of information, working collaboratively, negotiating and influencing, self-presentation.

IADM’s Sample Assessment Materials (SAMs) make recommendations for a range of real or simulated assessment activities, for example, group work where appropriate, to encourage development of collaborative and interpersonal skills or a solution focused case study to provide the opportunity to develop cognitive skills.

There are specific requirements for the assessment of these skills, as relevant, within the assessment grids for each unit. SAMs are for guidance and support only and can be customised and amended according to localised needs and requirements. All assignments must still be moderated as per the internal verification process.

Students can also benefit from opportunities for deeper learning, where they are able to make connections between units and select areas of interest for detailed study. In this way APEC Level 7 Diplomas provide a vocational context in which students can develop the knowledge and academic study skills required for progression to university degree courses, including:

  • Active research skills
  • Effective writing skills
  • Analytical skills
  • Critical thinking
  • Creative problem-solving
  • Decision-making
  • Team building
  • Exam preparation skills
  • Digital literacy
  • Competence in assessment methods used in higher education.

To support in developing these skills in your students, we have developed a map of Higher Education relevant transferable and academic study skills,.

3. Planning your programme

3.1       Entry requirements and admissions

For students who have recently been in education, the entry profile is likely to

include one of the following:

  • a UK RQF / NQF ;  or HKQF Level 6 qualification                                      or
  • a recognized degree                                                                 or
  • a recognized professional destination                                                    or
  • an Access to Higher Education Certificate awarded by an approved further education institution     or
  • Age above 21 plus 2-years or more related work experience                                  or
  • an international equivalent of the above  is accepted by APEC                           and/or
  • Recognition of Prior Learning is accepted by APEC

English language requirements

APEC's mission is to help people make more of their lives through learning. In order for students to be successful on APEC Level 7 Diploma qualifications which are both taught and assessed in English, it is critical that they have an appropriate level of English language skills.

The following clarifies the requirements for all distance learning centres when recruiting applicants on to new APEC Level 7 Diploma qualifications. All centres delivering the new APEC Level 7 Diploma qualifications must ensure that all students who are non-native English speakers and who have not undertaken their final two years of schooling in English, can demonstrate capability in English at a standard equivalent to the levels identified below, before being recruited to the programme where the programme is both taught and assessed in English:

  1. Common European Framework of Reference (CEFR) level B2  or
  2. PTE 51                                              or
  3. IELTS 5.5; Reading and Writing must be at 5.5
  4. or other equivalent approved by APEC

It is up to the distance learning centre to decide what proof will be necessary to evidence individual student proficiency.

The following clarifies the requirements for all distance learning centres when recruiting applicants on to new APEC Level 7 Diploma qualifications which are taught in a language other than English, but are assessed in English. All centres delivering the new FTMS APEC Level 7 Diploma qualifications wholly or partially in a language other than English, but who are assessed in English, must ensure that all students can demonstrate capability in English at a standard equivalent to the levels identified below, on completion of the programme:

  1. Common European Framework of Reference (CEFR) level B2   or
  2.  PTE 51                                              or
  3.  IELTS 5.5; Reading and Writing must be at 5.5
  4.  or  other equivalent approved by APEC

It is up to the centre to decide what proof will be necessary to evidence individual student proficiency.

Distance Learning Centre approval

To ensure that centres are ready to assess students and that we can provide the support that is needed all centres must be approved before they can offer these qualifications. For more information about becoming a centre and seeking approval to run our qualifications .

Level of sector knowledge required

We do not set any requirements for tutors, but we do recommend that centres assess the overall skills and knowledge of the teaching team, which should be relevant, up to date and at the appropriate level.

Resources required

As part of your centre approval, you will need to show that the necessary material resources and work spaces are available to deliver APEC Level 7 Diplomas. For some units, specific resources are required, this is clearly indicated in the unit descriptors.

Modes of delivery

Subject to approval by APEC, centres are free to deliver APEC Level 7 Diplomas using modes of delivery that meet the needs of their students. We recommend making use of a wide variety of modes, including:

  • Full-time
  • Part-time
  • Distance Learning
  • E-Learning
  • Blended learning.

Student employability

All FTMS APEC Level 7 Diplomas have been designed and developed with consideration of UK’s National Occupational Standards, where relevant, and have been mapped to relevant Professional Body standards .

Employability skills such as team working and entrepreneurialism as well as practical hands-on skills have been built into the design of the learning aims and content. This gives you the opportunity to use relevant contexts, scenarios and materials to enable students to develop a portfolio of evidence demonstrating the breadth of their skills and knowledge in a way that equips them for employment.

3.2       Access to study

This section focuses on the administrative requirements for delivering a FTMS APEC Level 7 Diploma qualification. It will be of value to Quality Nominees, Programme Leaders and Examinations Officers. Our policy regarding access to our qualifications is that:

  • They should be available to everyone who is capable of reaching the required standards.
  • They should be free from any barriers that restrict access and progression.

There should be equal opportunities for all those wishing to access the qualifications.

Our Distance Learning Centres are required to recruit students to Level 7 Diploma programmes with integrity. They will need to make sure that applicants have relevant information and advice about the qualification, to make sure it meets their needs. Centres should review the applicant’s prior qualifications and/or experience to consider whether this profile shows that they have the potential to achieve the qualification. For students with disabilities and specific needs, this review will need to take account of the support available to the student during the teaching and assessment of the qualification.

3.3       Student registration and entry

All students should be registered for the qualification, and appropriate arrangements made for internal and external verification. Students can be formally assessed only for a qualification on which they are registered.

3.4       Access to assessments

Assessments need to be administered carefully, to ensure that all students are treated fairly, and that results and certification are issued on time, allowing students to move on to chosen progression opportunities. Our equality policy requires that all students should have equal opportunity to access our qualifications and assessments, and that our qualifications are awarded in a way that is fair to every student. We are committed to making sure that:

  1. Students with a protected characteristic (as defined in legislation) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to students who do not share that characteristic.
  2. All students achieve the recognition they deserve for undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.

4. Programme structure

4.1       Units, credits and Total Qualification Time (TQT)

The Level 7 Diploma is a One-years qualification made up of 120 credits. It is usually studied full-time over one year, or part-time over two years.

Total Qualification Time (TQT). TQT is an estimate of the total amount of time that could reasonably be expected to be required for a student to achieve and demonstrate the achievement of the level of attainment necessary for the award of a qualification. TQT includes undertaking each of the activities of Guided Learning, Directed Learning and Invigilated Assessment. Each 12-credit unit approximates to a TQT of 120 hours and 30 hours of Guided Learning.

Total Qualification Time (TQT) Level 7 Diploma = 960 hours

Examples of activities which can contribute to Total Qualification Time include:

  • Guided Learning
  • Independent and unsupervised research/learning
  • Unsupervised compilation of a portfolio of work experience
  • Unsupervised e-learning
  • Unsupervised e-assessment
  • Unsupervised coursework
  • Watching a pre-recorded podcast or webinar
  • Unsupervised work-based learning.

Guided Learning Hours (GLH) are defined as the time when a tutor is present to give specific guidance towards the learning aim being studied on a programme. This definition includes lectures, tutorials and supervised study in, for example, open learning centres and learning workshops. Guided Learning includes any supervised assessment activity; this includes invigilated examination and observed assessment and observed work-based practice.

Total Guided Learning (GL) Level 7 Diploma (Year One ) = 240 hours

Some examples of activities which can contribute to Guided Learning include:

  • Classroom-based learning supervised by a tutor
  • Work-based learning supervised by a tutor
  • Live webinar or telephone tutorial with a tutor in real time
  • E-learning supervised by a tutor in real time
  • All forms of assessment which take place under the immediate guidance or supervision of a tutor or other appropriate provider of education or training, including where the assessment is competence-based and may be turned into a learning opportunity.

4.2 Programme structures

 

 

 

Programme Units of Achievements

 

1

Financial Management

 

2

Operation Management

 

3

Strategic Management

 

4

Contemporary Management Issues

 

5

Leaders & Leadership Process

 

6

Investment Management

 

7

Developing your Management Skills

 

8

Integrity & Social Responsibilities 

 

 

 

 

 

 

The Honor Code

Personal integrity and professionalism are fundamental values of the APEC community. This course will be conducted in strict conformity with the Academic Honor Code. The Code and related procedures can be found at Our APEC Values Statement . The Value Statement also contains comprehensive information on how to be sure that you have not plagiarized the work of others.

Claimed ignorance of the Code and related information appearing on the site will be viewed as irrelevant should a violation take place. Non-APEC members taking the course should also familiarize themselves with the Code as they will be subject to the Code while in this course.

Students with Disabilities

If you need an accommodation for a disability, please let me know at your earliest convenience. Some aspects of the course, the assignments, and the in-class activities may be modified to facilitate your participation and progress. As soon as you make us aware of your needs, we can work with the Office of APEC for Students with Disabilities to help us determine appropriate procedures. We will treat information you provide as private and confidential.

 

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