Curriculum DesignAmanda RelphHead of Business Analysis and Statistics Group,Hertfordshire Business School

MSc Business Analysis and Consultancy

Students will gain experience of applying analytical knowledge and skills to real consultancy, working with a local organisation in the complex context in which organisations operate.

The main modules that involve employers are Running a Consultancy Project and the Individual Consultancy Project

The Individual Consultancy Project provides an opportunity for a longer, more in depth study. Students can choose (with guidance) to undertake a practical or desk based study.

The work based project will be discussed between the student, supervisor and host organisation.

Running a Consultancy Project Groups of up to 4 students investigate a

work based project. Each group will have an academic

supervisor. The nature of the project, the choice of

supervisor and the organisation will depend on the students’ performance and the organisation’s need..

Running a Consultancy ProjectIntroduction

Problem Recognition

Problem Investigation

Propose Solution

Implementation and

Evaluation

Active and Experiential Learning on the module The activity undertaken provides a link

links between the institution and an external organisation.

You will have the opportunity to participate in a consultancy project.

What are the advantages of this approach?

Open exercise to get students to think about what they will / could achieve.

Business Field Trips Another initiative for involving

employers

Introduced by the Operations Management teaching team

The objectives of the BFTs are to provide opportunities to:

• Enhance students' understanding of business operations • Allow students to see the application of theory in practice• Enhance classroom learning and discussion through a live case study • Engage in work related assessment • Undertake primary research through direct observation and discussions with the operations managers

 1. Identify and contact suitable organisations:  

Most challenging element Start early and contact as many as possible Dates may change and visits can fall through Contacts: placement organisations, family

members, university staff, students, friends, contacts made at conferences and exhibitions and local knowledge / organisations

Contact via email, telephone or face to face Before you contact any organisation it is useful to

reconsider your learning objectives, number of students, location and dates

2. Pre-visit reconnaissance:

helps develop a closer, more personal, relationship with the organisation

provides an opportunity for the tutor to discuss learning objectives and assessment possibilities

provides an opportunity to assess possible health and safety issues and complete a risk assessment

provides an opportunity for the tutor to learn about the organisation and ask questions before the trip

3. Devise assessment:

Learning activities and assessment need to be carefully designed linking academic theory and knowledge to the experience gained from the BFT, in order to ensure the maximum effectiveness with regards to meeting learning objectives and enhancing the student experience.

4. Visit preparation: 4.1 Logistical / operational aspects:

Suitable transport options and related instructions need to be organised.

  4.2 Pedagogical aspects: The authors prepare students for the visits via

discussion during class time and assignment work related to the visit. These discussions are continued on-line via the VLE discussion board. Students are given or produce task sheets to complete during the trip as well as suggested areas to look out for and possible questions to ask operations managers.

5. Implementation:

Staff always accompany students on visits. This allows tutors to meet with and

strengthen relationships with organisations, direct discussions and questions and supervise students.

Registers are taken at the meeting point and students are reminded to adhere to the security and health and safety policies of the organisation being visited.

6. Follow up and feedback: After the visit discussion group activities are

undertaken in class and on-line requiring students to share what they have learnt as a result of the visit.

In some cases, to support assignment work, the operations managers visit the university for a Q and A session after the visit.

Follow up contact with the organisation is also required – sending a thank you email, asking for feedback on the visit and establishing the possibility of future visits is all important.

7. Assessment: Students are required to submit

assessment after the BFT ensuring sufficient time is given for the necessary reflection to have occurred and further student research to be undertaken as required.

Feedback from this assessment needs to be timely especially for those students who undertake an examination. Where possible operations managers are involved in reviewing work and providing feedback, although they take no part in grading work.

8. Evaluation:

Evaluation should consider whether the BFT worked overall as an effective learning activity for the students by considering attendance, assessment performance, including comments made by internal moderators and external examiners and feedback received from the students and the organisations visited.

Questions?

Discussion: How do you enhance employability in

your PG programmes?