Skip to main content

Study information

Programme Specification for the 2023/4 academic year

BSc (Hons) Responsible Business Management (Mary Seacole) (Non-Integrated Degree Apprenticeship)

1. Programme Details

Programme nameBSc (Hons) Responsible Business Management (Mary Seacole) (Non-Integrated Degree Apprenticeship) Programme codeUDS2SBESBE02
Study mode(s)Part Time
Academic year2023/4
Campus(es)Streatham (Exeter)
NQF Level of the Final Award6 (Honours)

2. Description of the Programme

This programme is based on the Chartered Manager Degree Apprenticeship Level 6 Standard.

“An apprenticeship is a job with training to recognised industry standards. It should be about entry or progression to a recognised occupation, involve a substantial programme of on-the-job and off-the-job training and learning and the apprentice's occupational competence should be tested through formative and summative assessment, which might be continuous or end point assessment (EPA)”

This comprehensive degree program, meticulously crafted for adept professional managers within the health care sector, primarily the National Health Service (NHS), epitomizes an integrative approach in both its design and delivery. Aimed at individuals entrusted with pivotal roles encompassing people, projects, operations, and services, the program stands as a beacon guiding them towards enduring organizational triumph. In strict adherence to the Chartered Management Institute (CMI) guidelines, it seamlessly accommodates professional managers spanning diverse sectors - be it private, public, or the third sector - and across organizations of varied sizes.

Key Features:

Duration: The program entails a rigorous two-year commitment, serving as a robust foundation that amalgamates professional practice, academic acumen, and organizational context, ensuring a holistic learning experience.
Holistic Learning: Rooted in the nexus of theory and practice, this degree serves as the cornerstone of an apprenticeship program meticulously designed to provide expansive developmental opportunities. It caters to a broad spectrum of individuals, including aspiring professionals at the threshold of their careers as managers and seasoned practitioners aspiring to fortify their theoretical grasp of managerial skills.
This programme is aimed at:

Strategic Experts: Individuals adept at managing complexity and delivering strategic and operational impacts. They bear the mantle of leadership, steering organizational objectives across multifarious functions with sagacity and finesse.
Skill Development Enthusiasts: Managers driven by an appetite for knowledge and skill enhancement. They aspire to refine all facets of their managerial expertise, ranging from strategic decision-making and team leadership to effective communication, change management, financial acumen, and stakeholder relationship development.

Pedagogical Approach:

At every stage, you partake in a meticulously structured journey comprising masterclasses, online learning modules, academic coaching, and workplace mentoring. Continuous assessment, deeply rooted in the context of managerial responsibilities, evaluates higher-order thinking skills demonstrated through multifaceted problem-based assignments. It is this amalgamation of knowledge, skills, and behaviour that culminates in elevated managerial effectiveness, making a tangible difference in the workplace.

In essence, this integrative degree program not only moulds exemplary professional managers but also fosters an environment where knowledge meets application, and excellence is not just a goal but a norm. It stands as a testament to our commitment to shaping the future leaders of the healthcare sector and beyond, ushering in an era of unparalleled organizational triumph and managerial finesse.


3. Educational Aims of the Programme

The programme has been designed to ensure comprehensive adherence to the Chartered Manager Degree Apprenticeship standard. Its primary objective is to meet and exceed employer expectations, emphasizing continuous employer engagement right from the inception of the degree. The achievement of these goals will be facilitated through a diverse array of delivery methods, including day release, distance learning, online modules, and integrated assessments, all conducted in close collaboration with the apprentice's employing organization.

Aligned with the fundamental principles of the degree apprenticeship, our aim is to enhance accessibility and broaden participation in higher education. To achieve this, the program employs a blended learning approach coupled with blended assessment methods. We recognize that you are employed professionals who have deliberately chosen to pursue education while working ("earn while you learn," QAA, 2004). Consequently, this program is tailored to acknowledge and validate the knowledge, skills, and understanding that you have already acquired within your current professional roles.

Upon successful completion of the program and passing the end-point assessment (EPA), you will have the opportunity to apply for professional recognition. The program's foundational design is rooted in the belief that the most effective and meaningful pedagogy centres around addressing immediate challenges within the learners' professional spheres. Thus, our approach integrates learning directly with the realities of managerial work. We firmly assert that this educational philosophy aligns seamlessly with the requisites outlined in the Chartered Manager Degree Apprenticeship standard, benefiting both you and the employing organization.

In line with the QAA Subject Benchmark Statement for Business and Management, this degree is:


Awarded to learners who have demonstrated:

  • Knowledge and critical understanding of the well-established principles of their area(s) of study, and of the way in which those principles have developed.
  • The ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context.
  • Knowledge of the main methods of inquiry in the subject(s) relevant to the named award, and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study.
  • An understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge.

Typically holders of the qualification will be able to:

  • Use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis.
  • Effectively communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively.
  • Undertake further training, develop existing skills and acquire new competences that will enable them to assume significant responsibility within organisations.

And holders will have:

  • The well rounded professional qualities and transferable skills necessary for employment requiring the exercise of responsibility, decision-making and problem solving.
  • The qualities and transferable skills necessary for employment requiring the exercise of responsibility, decision-making and problem solving.
  • The ability to apply up to date knowledge.

4. Programme Structure

The BSc (Hons) Responsible Business Management (Mary Seacole) is part of the Chartered Manager Degree Apprenticeship and is a 18 month part-time programme of study at National Qualification Framework (NQF) level (6) (as confirmed against the FHEQ). This programme is divided into (3) stages. Stage 1 (level 4) is 120 credit accreditation of prior experiential learning (APEL) and recognises the acquisition of skills and knowledge required for entry onto this programme of learning.  Stage 2 (level 4) 120 credits across 4 modules and stage 5 is also 120 across 4 modules.  The philosophy of the Level 6 Chartered Manager Degree Apprenticeship is integration across modules, linking assignments based on the programme learning outcomes.

5. Programme Modules

The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme.

Stage 1

Compulsory Modules

120 credits Accreditation of Prior Experiential Learning (APEL)

Stage 2

120 credits of compulsory modules.

Compulsory Modules

CodeModule Credits Non-condonable?
BEM2014DA Leading and Managing People 30Yes
BEM2011DA Operational and Organisational Strategy 30Yes
BEM2012DA Project management and Decision Making 30Yes
BEM2013DA Sales, Marketing and Communication 30No

Stage 3

120 credits of compulsory modules

Compulsory Modules

CodeModule Credits Non-condonable?
BEM3015DA Business Finance 30Yes
BEM3016DA Digital Business & New Technology 30Yes
BEM3079DA Mary Seacole 30Yes
BEM3018DA Organisational Research Project 30Yes

6. Programme Outcomes Linked to Teaching, Learning and Assessment Methods

Intended Learning Outcomes
A: Specialised Subject Skills and Knowledge

Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

1. Critically evaluate how to develop and implement organisational strategy and plans, including approaches to resource and supply chain management, workforce development, sustainability, taking and managing risk, monitoring and evaluation, and quality assurance. Discuss how to manage change in the Organisation.
2. Critically analyse how a project moves through planning, design, development, deployment and evaluation. Evaluate risk management models and reporting, risk benefit analysis and H&S implications
3. Evaluate financial strategies, including budgets, financial management and accounting, and how to provide financial reports. Discuss approaches to procurement and contracting, and legal requirements. Appraise commercial context in an organisational setting and how this changes over time.
4. Discuss marketing and sales strategies. Evaluate how to segment and target relevant markets and customers (global and local), analysis of opportunities and ways to market. Appraise the need for innovation in product and service design
5. Critically engage into approaches to innovation and digital technologies and their impact on organisations, and how their application can be used for organisational improvement and development. Evaluate the level of innovation and digital technology’s impact on data and knowledge management for analysing business decision-making

As previously outlined, teaching is centred on problem-based and inquiry-led learning. There are three main components to the teaching methods:

1. Seminars

These sessions contain three elements:

  • Peer-led enquiry groups & Webinars
  • Taught Masterclasses
  • Academic study skills

2. Online learning platform

All modules are delivered in a blended format; Online masterclass and webinars are supported by significant online resources. Each apprentice has the benefit of both an academic tutor plus a workplace mentor, with whom they can develop their study skills, critical thinking skills, application of new knowledge, evaluate own progress and plan own development. 

3. Professional Practice Log

This portfolio is built up over the course of the programme and submitted at the end. It contains elements which capture the student’s engagement with learning and reflections upon skills and behavioural development.

Learning is enhanced through a teaching/ learning philosophy which partners with employer to blend academic and professional practise. 


There will be a range of regular formative assessment which seeks to build the skills and confidence of learners whilst keeping them engaged with the programme. Summative assessment will include, but is not limited to: presentations, portfolios, reflective essays, position papers, business improvement projects, proposals, problem-based essays, book and article reviews, visual images, videos, infographics, academic essays, reports and peer assessment. Where elements of the integrated modules have not been completed or passed successfully, learners will be asked to complete a modified assignment tailored to specifically measure the relevant ILO/s

Intended Learning Outcomes
B: Academic Discipline Core Skills and Knowledge

Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

1. Illustrate arguments using reflections upon own practice and drawing from own reading of assigned academic texts
2. Apply proven management models when analysing simple problems.
3. Recognise where learning originates and translate new knowledge into suggestions for practice
4. Use of a range of established techniques to initiate and undertake critical analysis of information
5. Propose solutions to organisational problems and reflect upon the impact of those solutions through a process of critical thinking and reflection
6. Explore and create business improvement ideas using range of creative thinking techniques
7. Translate theoretical ideas into suggestions for application to practice
8. Determine the suitability of proven management models within own managerial environment
9. Evidence critical thinking in the construction of written proposals.
10. With support, scope and plan own research project

See details in Section A Learning and Teaching Activities.

See details in Section A Assessment Methods

Intended Learning Outcomes
C: Personal/Transferable/Employment Skills and Knowledge

Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

1. Engage in different forms of communication (written, verbal non-verbal, digital) and how to apply them. Create an inclusive environment and maintain personal presence and present to large groups. Encourage diversity and difference using your interpersonal skills of effective listening, influencing techniques, negotiating and persuasion.
2. ads and influence others building constructive working relationships across diverse teams and cultures.
3. Exercise ma judgement in how to recruit, manage and develop people, using inclusive talent management approaches. Demonstrate use of HR systems and processes to ensure legal requirements, H&S, and well-being needs. Evidence how to set goals and manage performance
4. Leads beyond area of control and apply different approaches to stakeholder, customer and supplier management, developing engagement, facilitating cross functional working and negotiation. Engages into shaping common purpose, as well as leads by example in approaches to conflict management and dispute resolution.
5. Leads by example by having high levels of self–awareness and recognises different learning styles. Works collaboratively and uses emotional and social intelligence, and active listening and open questioning to work effectively with others.
6. Ensures the work force is skilled and know how to manage time, set goals, prioritise activities and undertake forward planning in a Business environment with a focus on outcomes.
7. Demonstrate an ability to undertake research, data analysis, problem solving and decision-making techniques, and understand the values, ethics and governance of students’ organisation.

See details in Section A Assessment Methods

7. Programme Regulations

Achievement of the apprenticeship will depend on apprentices successfully completing a number of assessment activities. The methods used will ensure that the apprentice is assessed across the whole of the published Chartered Manager Degree Apprenticeship Standard.

BSc(Hons) Responsible Business Management (Mary Seacole):

Open for only NHS employees, the programme consists of 360 credits with 120 credits in each stage. In total, students must complete an APEL assessment, 120 credits at NQF level 4, followed by 120 credits at NQF level 5, and 120 credits at NQF level 6. The pass mark for award of credit in an individual module is 40%.

The Mary Seacole element of the programme is assessed by the NHS Leadership Academy via the formative assessment in the Mary Seacole module.  Failure to pass the formative assessment will not result in failure of the module, but it will result in failure of the Mary Seacole element. Please see the Module handbook for more information.

You can progress to the next stage (or in the final year, proceed to the award of an honours degree) once you have passed or been condoned in 120 credits, provided that an average of at least 40% has been achieved over the assessment for that stage including the marks for any failed and condoned modules. There are eight modules that have been designated as non-condonable for this programme.

The marking of modules and the classification of awards broadly corresponds to the following percentage marks:

Class I 70% +

Class II Division I 60-69%

Class II Division II 50-59%

Class III 40-49%

Full details of assessment regulations for UG programmes can be found in the Teaching Quality Assurance Manual (TQA) on the University of Exeter website here. Generic marking criteria are also published here.

End Point Assessment and Grading:

The final CMDA assessment and grading will be undertaken by the Panel, with the final decision made by the independent assessor. Marks will be allocated across the areas being assessed, with a maximum possible mark of 100. The panel will award marks based on their assessment of the portfolio, work-based project, presentation and the panel interview.


End Point Assessment Evidence

Maximum Mark





Presentation & Interview



The marks will then be combined to give the final grading:


Total Mark








Less than 50


Degree apprenticeship standards:

Further details can be found in appendix 1.

The on-programme assessment methods will include an appropriate mix of assignments consisting of essays, reports, practical exercises, projects, and feedback on behaviours via 360 degree feedback or equivalent mechanisms.

In addition the apprentice will create an e-portfolio of evidence from across their degree which will demonstrate how learning has been applied, evidencing skills and behaviours. It is a collection of evidence which demonstrates the skills, knowledge and behaviours that an apprentice has acquired against the standard, and supports application for professional recognition on achievement of the apprenticeship once the apprentice has passed their end-point assessment.

There will be quarterly reviews between the employer and the academic tutor with a formal annual assessment of progress. Towards the end of the programme, the apprentice will undertake a synoptic work-based project, which will bring together elements of their learning from different parts of the programme and evidence their accumulated knowledge and understanding of management and its application in their organisation.

End Point Assessment (EPA) must be conducted by an approved independent assessor. For the purposes of the CMDA, this will be executed by the CMI.




Full details of assessment regulations for all taught programmes can be found in the TQA Manual, specifically in the Credit and Qualifications Framework, and the Assessment, Progression and Awarding: Taught Programmes Handbook. Additional information, including Generic Marking Criteria, can be found in the Learning and Teaching Support Handbook.

8. College Support for Students and Students' Learning

Please refer to the University Academic Policy and Standards guidelines regarding support for students and students’ learning.

The University Library underpins education and research by providing extensive digital and physical academic information resources including more than 1.2 million e-books and 1.2 million physical library resources.  With subscriptions to over 53,500 journal titles, library users access more than 2 million journal articles online every year.

IT Services provide a wide range of services throughout the Exeter campuses including open access computer rooms, some of which are available 24 hours, 7 days a week. Helpdesks are maintained on the Streatham and St Luke's campuses, while most study bedrooms in halls and flats are linked to the University's campus network.

  • University Wellbeing Service - available free of charge, to provide confidential help and support.
  • Student Health Centre - We are a Primary Health Care Centre, primarily funded by the National Health Service, providing care for all acute and long-term health problems for students on the Streatham Campus.
  • Student Services Centre - in the Forum is your first port of call for free, impartial and confidential advice on a range of 12 student services from Accommodation to Finance, Wellbeing to International Student Support, IT to AccessAbility. You can access the SID team 12 hours per day during term time between 8am – 8pm plus 10am – 3pm on Saturdays. Out of term time we are open 9am – 6pm Monday – Friday.
  • The Student Engagement and Skills - team offer support for all students who wish to improve their personal, professional and academic skills, through lectures, workshops, individual appointments and peer support programmes in colleges and interactive online resources on Exeter’s Learning Environment (ELE).
  • Family Centre (Streatham campus) provides high quality care and education for early-years children of students and staff. 
  • Student Advice Centre (the Forum) is your first port of call for free, impartial and confidential advice on a range of issues: housing, finance, and academic matters.
  • The Students’ Guild is the students’ union of the University of Exeter providing representation, advice, activities, social events, dining outlets and more.  
  • Chaplaincy offers confidential support, advice and pastoral listening for all students.
  • The International Student Support Office supports non UK students across all University of Exeter campuses.
  • INTO University of Exeter partnership provides English Language and other preparatory courses for international students.
  • AccessAbility offers advice and support to students with specific learning disabilities (eg. dyslexia) and physical disabilities/health conditions. Support includes helping students access learning and teaching opportunities and make the most of university life.
  • Employability and Graduate Development the Career Zone has over 40 staff working to help you improve your chances of getting a great job after you graduate. They provide expert advice to enable you to plan your future through: guidance interviews, psychometric testing, employer presentations, skills events, practice job interviews and CV preparation.


Students on this programme who declare a disability, specific learning difficulty, long-term health condition or mental health difficulty are entitled to have their specific needs considered and appropriate support put in place. Depending on students need information may be shared with the following services as appropriate to provide dedicated support/resource to support their studies: 

- Wellbeing Services

- College

- Exams Team

- Online Student Support Team.

The University will support a student who declares a disability with an individual learning plan (ILP where reasonable adjustments can be made for this programme including assessments.

The Degree Apprenticeship programme is partly delivered online and on-site at the student’s employer.  The University ensures that the student’s employer also has a complimentary accessibility practice.

The distance learning component of the programme will be developed with the needs of students with disabilities in mind, ensuring accessibility for all types of disabilities. All accessibility issues have been considered at the early stage within programme development to ensure that content and the delivery of the programme is compliant and that our learning materials and interactions with our students are suitable.   The programme website and video tutorials aim to be designed to be equality act compliant with scripted material and using guidance from the Web Accessibility Initiative (WAI) when developing content. 

All students on the programme will be able to access University support provisions through AccessAbility and their mentor.

Residential on-campus masterclasses and workshops that take place on site will be fully accessible to students with disabilities. As highlighted above, adjustments will be made at all times for students who declare a disability to the University and their employer.   

The programme does not involve any field trips

9. University Support for Students and Students' Learning

Please refer to the University Academic Policy and Standards guidelines regarding support for students and students' learning.

10. Admissions Criteria

Undergraduate applicants must satisfy the Undergraduate Admissions Policy of the University of Exeter.

Postgraduate applicants must satisfy the Postgraduate Admissions Policy of the University of Exeter.

Specific requirements required to enrol on this programme are available at the respective Undergraduate or Postgraduate Study Site webpages.

11. Regulation of Assessment and Academic Standards

Each academic programme in the University is subject to an agreed College assessment and marking strategy, underpinned by institution-wide assessment procedures.

The security of assessment and academic standards is further supported through the appointment of External Examiners for each programme. External Examiners have access to draft papers, course work and examination scripts. They are required to attend the Board of Examiners and to provide an annual report. Annual External Examiner reports are monitored at both College and University level. Their responsibilities are described in the University's code of practice. See the University's TQA Manual for details.

(Quality Review Framework.

14. Awarding Institution

University of Exeter

15. Lead College / Teaching Institution

Faculty of Environment, Science and Economy (ESE)

16. Partner College / Institution

Partner College(s)

Not applicable to this programme

Partner Institution

Not applicable to this programme.

17. Programme Accredited / Validated by

Not applicable to this programme.

18. Final Award

BSc (Hons) Responsible Business Management (Mary Seacole) (Non-Integrated Degree Apprenticeship)

19. UCAS Code

Not applicable to this programme.

20. NQF Level of Final Award

6 (Honours)

21. Credit

CATS credits


ECTS credits


22. QAA Subject Benchmarking Group

23. Dates

Origin Date


Date of last revision