How you’ll be taught
Through a variety of teaching methods – from lectures and seminars to case study analysis, business simulations and projects – we encourage active, experiential and reflective learning. You will demonstrate independent learning, critical evaluation, reflection, discussion and debate, as well as the opportunity through the project to research, in significant depth, a relevant business issue.
The emphasis in the classroom is on problem-based learning, blending theory and practice, problem diagnosis and the selection of managerial tools to provide the best fit with the situation. Gaining real-life experience of actual business problems is key. In the past, students have created and marketed their own confectionary products, worked with companies on the redesign and repositioning of products such as organic fruit juices and protein supplements, and worked with companies on specific marketing and branding problems.
You will develop practical knowledge, expertise and valuable insights from visiting professionals from a wide range of industries. For example, students recently heard about sustainability and the challenges of ‘green’ marketing from the founder and owner of Alara Wholefoods, one of the world’s most sustainable suppliers of breakfast cereals, the first cereal company to be certified organic and the first to be licensed by Coeliac UK.
In the following graph you'll find examples of how study time has been distributed in the past (data from the academic year 2022/23). Changes to division of study time may be made in response to feedback and in accordance with our terms and conditions. Learning typically falls into three broad categories:
- Scheduled hours: examples include lectures, seminars, practical classes, workshops, supervised time in a studio
- Placement: placement hours normally include placement opportunities, but may also include live projects or virtual activity involving employers
- Independent study: non-scheduled time in which students are expected to study independently. This may include preparation for scheduled sessions, follow-up work, wider reading or practice, completion of assessment tasks, or revision