Our Airline, Airport and Aviation Management (including foundation year) BSc (Hons) degree is a four-year course with a built-in foundation year (Year 0) that has been designed with input from senior aviation managers.
It is the ideal start to university if you’re interested in studying airline, airport and aviation management but don’t meet the entry requirements for the three-year undergraduate degree programme.
91% of students on this course were satisfied with the teaching according to the National Student Survey 2021.
The foundation year on our four-year airline, airport and aviation management degree has been designed to allow you to acquire vital business skills and build your confidence as you start your degree.
It will focus on the general principles of business and help you develop effective communication, research and data analysis skills. It is also designed to be an introduction to academic life, preparing you for your subsequent years of study and allowing you to get to grips with various learning styles.
In the following three years of your degree you will focus more heavily on aviation, studying the same course content and having the same choice of modules as those who study our Airline, Airport and Aviation Management BSc (Hons) degree. Our teaching staff are well connected within the aviation industry, allowing you to learn from experts in your field of interest.
This course shares its foundation year with a number of our other foundation year degrees, allowing you to share ideas across a wide range of business disciplines.
If, following your foundation year, you decide to specialise in a different business-related subject, there is flexibility to allow you to do this.
You will graduate with a full undergraduate degree with the same title and award as those who studied the traditional three-year course.
In Year 2 or 3 you’ll be required to complete a work-related learning module, as students graduating with work experience are more likely to get into a career they want. The University will advertise suitable opportunities and provide guidance on completing the application process, but we can’t guarantee you a work placement.
You will be assessed during your foundation year in a variety of ways including group work, coursework, presentations and portfolios. You will be assessed using similar methods in your subsequent three years of study but will also complete a research project of 8,000 words.
We are planning to return to our usual ways of teaching this autumn including on-campus activities for your course. However, it's still unclear what the government requirements on social distancing and other restrictions might be, so please keep an eye on our Covid-19 pages for further updates as we get closer to the start of the autumn term.
In addition to the University's standard entry requirements, you should have:
If you're a mature student with significant work experience, you can apply for this course based on the knowledge and skills you've developed through your professional career to date.
Any university-level qualifications or relevant experience you gain prior to starting university could count towards your course at London Met. Find out more about applying for Accreditation of Prior Learning (APL).
To study a degree at London Met, you must be able to demonstrate proficiency in the English language. If you require a Student visa you may need to provide the results of a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.
If you need (or wish) to improve your English before starting your degree, the University offers a Pre-sessional Academic English course to help you build your confidence and reach the level of English you require.
The modules listed below are for the academic year 2021/22 and represent the course modules at this time. Modules and module details (including, but not limited to, location and time) are subject to change over time.
Year 0 modules include:
This module focuses on the skills needed for success in business. It provides students with opportunities to become aware of the essential communication,
problem-solving, decision-making, commercial awareness, and the various other skills needed for succeeding in business. It is also designed to introduce and reinforce essential transferable skills with a focus on personal development, planning and reflective learning. The module aims to:
• enhance and develop students’ communication and study skills in preparation for an undergraduate degree in Business
• develop self-awareness, and reinforce the concept of reflective practice to allow students to develop into effective reflective practitioners
• introduce students to researching subject material from a wide variety of sources
• create in students a keen awareness of the business environment and to develop creative and dynamic approaches to contemporary business problems
The module aims include helping students to improve their:
• academic reading and Writing
• researching and report writing
• application of knowledge
• communicating and presenting orally and in writing
• problem solving and decision making
• self-assessment and reflection
This module introduces students to how universities work and how they can be successful in their studies. It provides an overview of the opportunities and challenges at university. The module is designed to provide students with the main elements of the learning process. An important distinction is that students enter university to learn, not to be taught, and this module is designed to provide students with guidance in the learning process. It introduces the concept of the learning cycle and learning styles. It provides students with an overview of how memory to store information as well as enabling recall of previously encountered information, so that students can build on it and re-store it as new information.
This module also introduces students to the different courses offered by the university
to prepare them for their decision regarding which course they wish to take following successful completion on this foundational course. In addition, students are introduced to, and will practice, a wide range of skills necessary for successful academic study, such as exam technique, academic literacy, creativity and critical thinking.
The module aims to:
provide students with a sound understanding of what is required to succeed when studying at university level;
provide a framework for the development of a range of academic, research, and attributes that will contribute to life-long learning and employability;
provide students with ‘tasters’ (that is introductions) to all Guildhall School of Business and Law’s programmes of study to enable them to make informed decisions regarding their future study.
This module introduces students to the contexts of business. Business functions including innovation, operations, marketing, human resource management, finance and accounting, all of which interact with one another, can only be fully understood when the environmental, organisational, and strategic contexts within which the business operates are also understood. The focus of this module is the development of students’ understanding of how business organisations work and operate in the wider environment. Students’ have opportunities to examine the various functions of businesses and their relevant environments. They will analyse a variety of business situations and cases. This module introduces students to the concept of globalisation in terms of its impact on socio-cultural, political, economic and technological factors. The main aim of the module is to introduce students to the impact of various contexts on business itself, and to provide them with opportunities to enhance a wide range of academic and business skills such as commercial awareness, and sensitivity in terms of people and cultures.
This module aims to provide students with a thorough overview of the numerical and Excel/spreadsheet skills needed to analyse data in the business context as well as dealing with the numerical aspects of business and management. The module encompasses aspects of mathematics, statistics and information technology relevant to not only the business management course but also to all other UG courses. The module focuses on numbers and data and their computational and analysis techniques that leads to the understanding of Accounting, Finance, Business, Aviation and Economics related information. Students will make use of a range of facilities on Excel to calculate, analyse and present numerical data efficiently.
Year 1 modules include:
This module will give an overview of the modern-day cargo industry and its operational challenges and opportunities. The module will focus on how the industry has evolved and who the key players are within it. It will examine trends in existing and emergent markets and the increasing role of technology within the sector. The module will also look at relevant key pricing aspects as they relate to both normal cargo and, abnormal outsize cargo. The Module will also look to study patterns in traffic flows and, a study of topical issues applicable to air cargo managers in today’s turbulent trading environment
The module aims to provide students with:
1. An understanding of the importance and relevance of cargo to the aviation industry in terms of traffic movements, key players and contribution to GDP.
2. Knowledge of how the cargo industry has evolved and, the operational and resource requirements of the sector as we move towards increased technological implementation and electronic documentation.
3. An ability to understand trends, specialist freight movement requirements and market characteristics of the industry
4. To comprehend how costs and prices work within the sector
The module also aims to develop students' skills, in particular: academic study skills; IT; literacy; applied analysis; entrepreneurship, critical thinking; interpersonal and team-working; communication, including oral presentation; and problem solving
This module will provide an overview of the important functions of airport management for the seamless operation of the aviation system. Airports have a vital role in processing of air passengers and air cargo to ensure that the aviation system functions safely and securely. Airports are complex businesses and have a range of attributes including being land-lords, providing infrastructure (terminals and runways), providing retailing environments, providing the operational environment for airlines. Of course, there are many different types of commercial airports, small (local) airports, regional airports, international airports and global hubs etc.
The focus of this module is management issues facing airport operators and these operators differ in their ownership structures, management structures and regulatory frameworks. It is therefore important to set the ‘management’ of airports in the context of global development of the aviation system and to distinguish airports operating in the ‘private’ sector and those in the ‘state’ sector and various positions in between. The United Kingdom has been particularly dynamic in developing the ‘privatisation sector’ of airports because of decisions made by the Thatcher government to ‘sell off’ state operations very early in the 20th century. As a result, the UK is ahead in many consequences of introducing the profit incentive to improve efficiency of airport operators.
The module aims to provide students with:
1. An understanding of the importance of airports to the economic well-being of regions and countries as vital growth poles and as a result the significance to the country involved.
2. Knowledge of the key features and interfaces for airport ‘management’
3. Understanding of the important performance benchmarks for airports
4. Comprehension of the issues of service quality and the airport passenger experience
5. The need for airports to provide commercial facilities such as retailing environments
6. Airport competition and the role of airport marketing and master planning for development
The module also aims to develop students' skills, in particular: academic study skills; IT; literacy; applied analysis; entrepreneurship, critical thinking; interpersonal and team-working; communication, including oral presentation; and problem solving.
The module introduces fundamentals of Arline Operations, current issues and its applications in the industry. Airline operations present a striking dichotomy. Each day, airlines safely transport millions of passengers around the world. Often, however, they fail to deliver on the ordinary e.g. ground crew turning up late to open doors, loss of bags, millions of pounds in chronically underutilised aircraft etc.
Airlines have not given their operations factory like industrial-engineering scrutiny. A high percentage of an airline’s cost structure consists of maintenance, ground handling, in-flight services, call centres and aircraft acquisitions. At stake, there is an opportunity to reduce overall costs dramatically by using labour, materials and assets more efficiently, to enhance the reliability of service.
This module looks into teaching students the extent of the problems and how airlines are able to solve the problems highlighted above within the regulatory and economic constraints of the industry. Its aim is for students to have a solid background on certification, rules of the air, cost structures, profitability issues and all the necessary complex activities which are required for an aircraft to fly from A to B. The interrelationship between different stakeholders is also explored in this module.
This Professional Practice module will enhance the students’ understanding of what it means to be an industry professional in their respective context. This module will support the preparation for their future career by encouraging them to develop, put into practice and evidence the skills and behaviours that employers want to see.
The ‘Professional Practice’ approach ensures that as a developing professional the students understand how to learn effectively and efficiently either in the workplace or in a simulated context. They also learn how to use all the resources available to reflect on their progress. This module involves planning, conducting and reflecting on their own ‘performance episodes*’ and a more general reflection on their overall professional development to date. The written reports and reflections become part of their growth and productivity E-portfolio** which they will maintain throughout their programme.
In addition, they will have the opportunity to test, review and evidence their skills development via the on-line resources provided throughout the programme, which support the general skills required by employers. As such this module aims to,
1. Build understanding of the expected workplace knowledge, skills, competencies and attitudes so that they become intrinsic performance and growth motivators.
2. Ensure the adoption of skills, attitudes and behaviours that improve self-awareness to aid reflective practice.
*A performance episode is defined as an initiative that the students take, made up of tasks, which develops their skills, and which involves both selecting knowledge from the programme and interacting with others. It must be measurable so that they are able to reflect on their professional skills development.
** The growth and productivity E-portfolio is a digital internet-based tool within which they can store all evidence of their work, feedback from stakeholders, their reflections and their Individual Development Plan (IDP). It allows them to share their journey with others and to organise elements of it to help them progress further.
The focus of this module is management and the development of students as managers. Managers are crucial to getting things done, for example, they plan, organise, lead and coordinate the work of others in order to meet organisational goals efficiently and effectively. The challenges of managing in today’s ever-changing, increasingly uncertain, complex economic environment requires managers to have the knowledge, ability and skills to take action, such as managing information, delegating tasks, setting goals, building teams, motivating others and, along with numerous other activities, achieve organisational success.
The traditional view of the purpose and role of management in the world of work was to seek stability and efficiency in a top-down hierarchy aimed at achieving bottom-line results. In contrast, the contemporary management approach expects managers to engage in motivating people and harnessing their creativity, sharing information and power, leading change, and finding shared vision and values in an increasingly diverse and complex workplace.
Today’s managers require the knowledge and ability to draw on both traditional and contemporary approaches to management when formulating workplace decisions. They also need the skills, tools, and techniques to manage their own career trajectory based on the acquisition of sound employability skills and accompanying behaviours.
In addition to knowledge, the module focuses on developing students as managers
which involves the ability to interact with, and motivate, a diverse range of people.
The module aims are to:
The module aims to provide an understanding of the marketing management process in contemporary organisations and in the context of tangible goods and services industries. The service sector accounts for a significant proportion of GDP and employment in most developed economies and therefore it becomes essential for students to gain insight within the area. In this module, students are introduced to a range of marketing theories such as the marketing concept, consumer behaviour, business environmental analysis, marketing research and consumer insights applicable to tangible goods and services marketing.
The module aims to:
· Provide an understanding of the theoretical foundations and practical application of marketing in services, private and public sectors.
· Provide an understanding of contemporary issues in marketing.
· Develop students’ academic writing, application of knowledge and interpreting data skills.
· Develop students’ researching and analyzing skills.
Data analysis is a top business priority. It drives the opportunity for performance improvement and, with advances in technology and software, data are generated at an ever increasing rate. As such, it is not surprising business data analysis and software skills are among the top graduate skills sought by employers today. Understanding and Managing Data, responds to these market demands by providing the underpinning skills required to make effective use of quantitative and statistical analyses and develops students’ interpretation and reporting skills.
The module introduces data-based decision making and performance measurement and provides students with the practical experience of using Excel to transform data into meaningful information. It further introduces students to forecasting, target setting and project management. As such, it provides students with an understanding of the fundamentals of statistical methods for business decision making. In doing so, it provides the skills and knowledge required for levels 5 and 6 modules, including the dissertation and consultancy project, that develop and evaluate the quantitative aspects of business management.
Overall, this module develops the analytical and communication skills relevant to understanding business information, with an emphasis on problem-solving techniques in the context of business management, decision making and performance measurement.
The focus of this module is to equip students to understand organisations in contexts past, present and future, and enable them to analyse the macro, micro, internal and external business and economic environments in which they operate. An understanding of the environments will facilitate the interpretation of situations and enable decisions that add value for businesses. The focus of the module is on the external and internal influences on organizations and the effect these have on business practices.
The module is designed to be used by Level 4 undergraduate students on a range of programmes. Examples, illustrations and case studies will be drawn from chosen industry sectors such as aviation, finance, transport, tourism, and applied to reinforce basic concepts. This will enhance the ability of students to understand particular business problems and aspects of the business and economic environment. Topics and case studies will cover business issues that are contemporary and relevant to the real world.
Year 2 modules include:
The module introduces the key themes and understanding for the development of new routes. The importance of route development cannot be underestimated for commercial airlines and is a combination of issues such as the markets available and the ability of the airline to launch operations into the market successfully by understanding the critical factors such as aircraft selection and performance and finance.
All successful airlines need to master their market position and technical competencies to ensure success and the management of ‘fares’ is central to this. Pricing and revenue management are at the heart of every airline’s competency and thus of paramount importance. Strategic positions require airlines to understand the competitive environment and the ‘price’ points for both leisure and business travel segments. Pricing and revenue management are therefore critical to survival in the global air travel market.
The module aims to provide students with:
The module also aims to develop students' skills, in particular: academic study skills; IT; literacy; applied analysis; entrepreneurship, critical thinking; interpersonal and team-working; communication, including oral presentation; and problem solving.
Human factors (HF) and our understanding of its effects on safety performance continues to evolve and develop. The human element is vital to the safe and efficient operations of all aspects of the aviation industry. Recently, a better understanding of human behaviour has resulted in significant safety benefits with human factors discipline forming a cornerstone of every aviation safety management programme. This module looks into how an understanding of operational personnel attitudes, behaviours and mental wellbeing can help reduce HF risks to aviation safety.
Another interesting area which explains some of the reasons why operational personnel make errors is Aviation Psychology. Aviation psychology involves the study of human behaviours, actions, cognitive and emotional processes in the aviation field and also investigates the psychological problems encountered in the work place. In this module psychological principles will also be applied to the aviation industry to look into the effects of sleep patterns, central nervous systems, mental functioning etc. on the behaviour and performance of operational personnel.
The module aims to provide students with:
an understanding of elements of aviation psychology and human factors and their application in the aviation industry
knowledge on some of the issues facing crew interaction within the commercial aviation industry
Knowledge to apply models to identify enabling factors which might lead to aviation incidents and accidents
An understanding of factors which affect the mental stability of operational personnel
The module also aims to develop students' skills, in particular: academic study skills; literacy; applied analysis; critical thinking; interpersonal and team-working; communication, including oral presentation; and problem solving.
The aviation and travel industry has a huge number of interdependent factions within it and this leads to vast operational complexities. This together with a highly regulated industry, a competitive and dynamic external environment and a substantial level of Government involvement has the potential expose this sector and, airlines and airports alike, to a vast array of risks and uncertainties, both internally and externally. Because of the very nature of those risks, there are many uncertainties and disruptive events and this module seeks to understand how to put in place a co-ordinated, effective response that mitigates the effect of such events and minimises harm to an organisation’s stakeholders.
This module will explore the types of risk that the aviation and travel sector are exposed to and, what possible solutions might be put forward to mitigate against these. The module also seeks to understand what crisis management is and how to effectively apply it to the aviation industry.
More specifically the module will help develop the students understanding of how to assess, evaluate, mitigate and monitor risks as they pertain to the sector.
The module aims are as follows;
The aviation industry has a huge number of interdependent factions within it and this leads to vast operational complexities. This together with a highly regulated industry, a competitive and dynamic external environment and a substantial level of Government involvement has the potential to expose airlines and airports alike, to a vast array of risks and uncertainties, both internally and externally.
This module examines the key aspects of safety and security issues as they pertain to the aviation accidents and incidents including regulations and processes currently employed in the sector. It examines the role of regulators and relevant Government agencies and international organisations in promoting effective safety and security management through the use of Safety Management Systems (SMS) and Security Management Systems (SeMS).
The module aims to provide students with:
an understanding of current best practice that is being promoted by competent regulators and international aviation organisations in enhancing safety and security of the industry.
knowledge and understanding of the systems and procedures used to make commercial flying an exceptionally safe form of transport via an understanding of SMS.
tools that can be used to select and implement techniques for the identification, quantification and management of hazards, threats and risks.
to comprehend how SeMS procedures can be integrated into airport and airline operations.
The module also aims to develop students' skills, in particular: academic study skills; literacy; applied analysis; critical thinking; interpersonal and team-working; communication, including oral presentation and problem solving.
This module will address the critical issue of how current thinking on climate change and sustainability will impact on businesses and organisation. The need to create more sustainable organisations and businesses is fundamental to current and future organisational development strategies. It is necessary for students to understand the growing influence of the sustainability agenda on industry. This influence takes on many forms, from government policies and international agreements to the measuring the impacts of organisational practices on the ecology and communities. In the future, organisations, businesses, communities and individuals will be expected to understand and take responsibility for their economic, environmental and social impacts. This module will examine the current and future challenges. It will equip students to deal with the challenge of creating sustainable forms of business that operate within ecological and socio-economic limits.
It will explore the sustainability context, and how business practices will need to evolve to reflect the realities of operating within a globalised trading system that is striving to apply sustainability principles.
The overarching aim of the module is to ensure that students develop a full understanding of what is meant by sustainability, who decides what constitutes sustainability principles and how these principles are applied. It will explore the varied tools and techniques used to apply sustainability principles, by governments, business and communities, and the challenges and conflicts these present. Such appreciation will be developed progressively via more specific aims which are:
The module also aims to assist students in the acquisition of the following skills:
1. Academic reading
3. Problem-solving and decision making
4. Critical thinking and writing
5. Application of knowledge and presenting data
6. Academic writing
The University has a policy that undergraduate students must, take a Work Based Learning (WBL) module i.e. a module which requires them to directly experience and operate in the real world of work and to reflect on that episode in order to identify skill and knowledge areas that they need to develop for their career.
This module challenges students to be creative in identifying a new business opportunity and in examining the viability of all aspects of the idea in the real-world context e.g.
As a result of client brief and feedback, business concepts and/or ideas will develop over the duration of the module.
The QAA Benchmark on Business and Management (2019) emphasises the attribute of “entrepreneurship” and of “the value of real-world learning”. In terms of promoting work related skills, the module specifically focuses on practical techniques for responding to client briefs in evaluating and developing business ideas and so develops creative yet practical thinking.
In addition, it requires students to examine market potential and prepare a presentation of their findings assuming the role of a business consultant. The module requires a high level of self-reliance to explore the business idea based on a client brief. Students develop an understanding of the role of business start-ups, business growth and development.
These skills and techniques are of practical relevance to anyone considering developing a business, working for a Small or Medium sized Enterprise (SME) or taking on an intrapreneurial role within a larger organisation where the business environment is constantly evolving and producing new challenges and opportunities.
This Work Based Learning module enables students to undertake a short period of professional activity either: part-time/vacation employment; work placement; not-for-profit sector volunteering or a professional/employer led project.
Work Based Learning modules are designed to enhance students’ personal and professional development and assist in preparing students for their future careers. The module aims to facilitate application and progression of knowledge and skills gained via the learner’s studies and wider life experience. Students will be introduced to a range of professional skills and techniques, including: reflective self-assessment; preparation for employment; being a critical employee and developing approaches for co-operative and collaborative working.
The module aims to enable students to:
This module aims to develop students’ ability to understand and apply problem solving methods and analysis in relation to issues that may arise in business and management subject areas.
The module offers an opportunity for students to collect, present, analyse and interpret qualitative and quantitative data from a variety of data sources such as ONS and other sources. It seeks to enhance students’ knowledge and understanding of the business environment and develop their data management and data analysis skills using IT packages as appropriate.
The module provides the quantitative and qualitative data analysis skills that underpin the success of an empirical research project. This module helps to build the sound foundation required to undertake a final year project / dissertation module.
Consultancy is big business and the sector continues to experience strong growth. The UK consultancy industry alone employs more than 80,000 professionals and is worth an estimated £12 billion per annum; making it the second largest consultancy base in the world.
Management consulting involves engaging with stakeholders to provide objective, specialist advice. It is concerned with diagnosing issues and inefficiencies, solving problems, improving performance and implementing solutions to deliver complex change, maximise growth and to create value for organisations.
The Practice of Consultancy develops the practical research and consultancy skills required for a career in Business Analyses and Management Consultancy and prepares students for the final year Consultancy Project. Specifically, the module introduces research methods for consultancy and aims to develop a practical understanding of the tools and techniques of problem analysis and issue clarification. A range of business frameworks are applied to structure diagnostic analyses and thinking, whilst data, metrics and analytics are evaluated to inform the process and to provide the client with evidence-based solutions. Finally, this module aims to develop students’ communication skills through the preparation of a report to present the outcome of the consultation to their client.
Management consulting covers a broad range of activities and, to be effective, a consultant needs to be client-oriented and solution-focused. Expertise, resourcefulness, an analytical mind, creative thinking, an ability to manage relationships, empathy and excellent communication skills are essential to building trust and ensuring recommendations are implemented. By taking an applied, problem-solving approach, this module encourages students to enhance their competencies in these areas.
Student will develop a range of key skills and knowledge, including:
International tourist arrivals reached 1.5bn in 2019 and the proportion of these said to be cultural tourists is 40% and rising. Many more are incidental cultural tourists, engaging with culture on a more casual level. Most governments have specific cultural tourism strategies and are looking to develop their cultural tourism offer and find new ways of communicating that to potential visitors. Cultural Tourism Management explores the growth and increasing diversity of this cultural tourism market, and the governance of cultural tourism at different spatial levels from the global to the local. It examines critical issues related to the cultural tourism product including tangible and intangible cultural heritage, contemporary culture, contested meanings, authenticity, identity and the commodification of culture. It identifies the current trends in creative and experiential tourism and how this impacts communities. It considers the ways in which many cities have reinvented themselves as centres of leisure and recreation consumption using cultural infrastructure investment, heritage commodification, events and festivals to boost cultural and creative industry investment and the potential for cultural tourism.
This module is a core for BA Tourism and Travel Management students and an option for BA Events Management, and BA Events and Marketing students. As such it provides an understanding of the key role that tourism plays in the cultural and creative industries, how culture is turned into tourism products and how destinations attempt to package those products for the growing cultural tourism market.
This module aims to:
We live in a more diverse society than ever before. Structural changes in labour markets have led to increasing numbers of women, older workers and disabled people in employment, with fewer younger people in many industrialised economies. Globalisation and migration has also lead to greater ethnic diversity. We are also clear about the business for diverse workforces, and the benefits this can bring to society.
However, there is a question as to whether a diverse workforce always equals inclusion. There is evidence that many of these groups are marginalised and face employment disadvantages in practice. The aim of this module is to illuminate some of the inequalities experienced by these groups, and then to examine theoretical perspectives helping explain these and provide insights into how these can be better remedied in practice.
Whilst arguably the principles of inclusion transcend the protected characteristics (Equality Act, 2010), it is clear that these groups tend to suffer more inequalities in the workplace than others (despite law that protects against this). This module will therefore look at the meaning of inclusion and how it differs from concepts of equality and diversity – what it adds and where it might be lacking. We will examine closely the different dimensions of diversity (gender, age, race/ethnicity and so forth) in order to understand the specific barriers these groups experience, and what methods organisations can develop to ensure more inclusive workplaces – so that everyone feels valued regardless of identity or background.
A broader aim of the module is to provide students with an opportunity to ‘step into the shoes’ of diverse marginalised groups and the specific barriers they face, so they are better prepared to identify and promote inclusive workplaces, as social justice champions of our future. This is something our society needs and London Metropolitan University is passionate about developing – values driven graduates who make a positive contribution to the world (see Strategic Plan).
Projects come in many shapes and forms, from small to large, familiar to unfamiliar, simple to complex, urgent to non-urgent and widely supported to strongly resisted. Anyone undertaking the sponsorship, governance or management of a project needs to recognise that there are risks to its completion on time, to budget and to the customer’s satisfaction. They should therefore know that it may be unsuccessful in some way, or even fail completely.
It is easy to find examples of such failures; the current Crossrail project, the delayed opening of the Berlin International Airport, the chaos when Heathrow Terminal 5 opened, the government’s failure to meet its targets for Corona Virus testing, and the countless software development projects that have been late, failed to meet user needs or been riddled with bugs.
There are various bodies of knowledge specific to managing Programmes, Projects and Portfolios of Projects that seek to provide the methods and tools to manage projects successfully. These are necessary but not sufficient; they do however go a long way towards improving project success rates. Organisations like the Association for Project Management and the Project Management Institute continue to work to improve the status and competency of project managers, as well as the competency of organisations.
This module introduces students to the role of the project manager, the nature of projects and how to manage them successfully, focusing on the linear project in which the project output is clearly defined at the commencement of the project. Such projects are typical in the construction industry but can be found widely in business organisations. You will also look at the way Agile projects change the approach to project delivery to deal with uncertainty in the product to be delivered and to accept changes in requirements or circumstances.
The module aims to enable students to:
Selling is an essential function of business. This module provides students with the opportunity to gain and develop essential selling and negotiation knowledges and skills. It will particularly consider the international perspective in selling to prepare the students for the importance of taking into account the richness of our current global context. The module supports the BABM&M course as it supports a marketing management perspective which includes understanding the selling function and learning from it to improve the overall marketing management function. There has been regular research confirming employers’ need for employees with selling skills as they argue that ‘selling is a life-blood of businesses’ since businesses cannot survive without effective results from this important function. Accordingly, the understanding of this business function should give students the edge over other students without such knowledge when seeking employment opportunities. Past students of this module have confirmed the importance of undertaking this module in helping them find a job. Additionally, selling has a broader perspective as it enables students to learn how to be more persuasive while remaining ethical in their business transactions.
Year 3 modules include:
The role of this module is to introduce the role of strategic analysis and planning for airlines and airports to determine a sustainable future for these partners. The module will explore the vital nature of understanding the external environment and the opportunities for growth and development depending on internal capabilities and the external environment.
The module aims to provide students with an:
The module introduces the key themes and understanding for airport planning and development which is a complex agenda that requires strategic over-sight. Airports are unique businesses that have many stakeholders and uniquely require local support as well as government support to succeed. They also have a unique relationship with airlines as they are symbiotic operators with airlines. The module aims to provide students with:
This module provides a comprehensive and up-to-date understanding on brands, brand equity and strategic brand management. It outlines the concepts and framework of branding, which are crucial in designing, implementing marketing campaigns as well as activities to build, measure and manage brand equity. It provides students with the tools and techniques to improve long-term profitability via creating effective brand strategies.
Aims of the module:
Financial decision-making is important for any and every business. This natural mental process needs to be informed to select a course of action from several alternative options. One of the most essential elements that help to facilitate the implementation of the business strategy in an organisation is Finance. The financial manager of an organisation plays a central role in making decisions on optimum utilisation of financial resources and assess the implications for shareholders and other stakeholders, and the need for effective corporate governance. Therefore, managers require critical understanding of key financial management issues, aviation performance indicators and methodologies relating to financial management frameworks. Managers use these tools when they are faced with making financial decisions in the aviation business environment. This module provides students with knowledge about financial decision-making approaches and control systems aviation businesses use to make managerial decisions.
The module also provides the knowledge and skills necessary to evaluate the impact of financial decisions. It enables learners of today, who are managers of tomorrow, to participate in decision making processes concerning the utilisation of finances in investment, financial and risk management, and the delivery of value for money in achieving the objectives of the business. Although managers are not always required to perform detailed financial analysis, they need to have a clear understanding of how the process of financial management and decision-making work to ascertain that decisions are properly made and implemented and that apposite risk management systems are in place.
The module focuses on fundamentals of aviation financial management, the need for accounting and finance, financial governance, making capital investment decisions, balancing risk and return, tools of financial analysis, interpretations and planning, reading financial reports, cost challenges in decision making, working capital management, sources of finance, cost- passenger volume-profit analysis and its use in managerial decisions and planning.
This final-year core module “Leading Innovation in the Aviation Industry” aims to enable students to study and apply in practice:
The Module will be based around two themes:
(i) Theme 1: Leadership, where they will study, reflect on, and use leadership theories and techniques to assess and develop their own personal leadership style. By doing this, students will be closely engaging with and evaluating classic and contemporary theories, and directly applying the ideas from these theories to their own experience and ambitions in general and the Aviation industry in particular.
(ii) Theme 2: Innovation, where they will study, analyse, and evaluate the innovation processes of selected organisations and industries (by critiquing, for example, Case Studies), and how innovation is achieved and operates within the contemporary economy (by critiquing, for example, classic and contemporary examples). In addition, students will study the synergies between leadership and innovation, an emerging area in academic research and in practice. By doing this, students will be closely engaging with and evaluating innovation practice and performance, informed by the leadership theories and techniques covered in Theme 1.
Each theme will conclude with an assignment: Theme 1 will conclude with a team-based formative assignment, and Theme 2 will conclude with a pairs-based summative assignment. Once complete, this Module aims to enable students to understand a long-term time line. Firstly, students will ‘look back’ and be exposed to classic and contemporary leadership texts, so they can critically evaluate and develop their own personal leadership style. Secondly, they will ‘look forward’ and critically evaluate how innovation can further emerge in the economy and society, and how contemporary and future organisations and industries can ensure sustainability through enhanced innovation, blended with enhanced organisational leadership.
This module aims to enable students to complete a research focused dissertation on a chosen topic or issue appropriate to their undergraduate degree. Students are required to reflect on relevant research questions, theoretical concepts/hypotheses, prior literature, ethical approaches, research methodologies and data analyses in an independent and disciplined manner. Students are expected to develop an in-depth understanding of their chosen research topics, research methods/approaches and the ability to appropriately seek out data samples required for research in a selected topic. The module aims to develop analytical, critical thinking, referencing and time management skills in independently undertaking and reporting on a research project.
This module has been nationally promoted by the UK financial regulator the Financial Services Authority (FSA), [now Financial Conduct Authority (FCA)], as a ‘unique idea’ in their ‘National Strategy for Financial Capability in Higher Education’ (2009), and disseminated to all universities as an exemplar for raising student interest, expertise and enthusiasm in personal finance. FSA refers to London Metropolitan University as one of only four universities awarded the FSA Curriculum Development Grant for “unique ideas” put forward for the creation of a financial capability module, the unique idea for this University being the innovative Competency Based Action Learning (CoBAL) curriculum which is the outcome of doctoral level research conducted in collaboration with real-world organisations such as the National Institute of Adult Continuing Education (NIACE), the FSA, and the National Research and Development Centre for adult literacy and numeracy (NRDC).
The module underlines the role personal judgement plays in personal finance, and the many perspectives that inform personal judgement, enabling the student to formulate and employ Action Learning strategies for the development of knowledge, skill and attitudinal competencies in personal finance, and for increased ability and confidence in dealing with the complexities of making financial decisions in the five domains of financial capability identified by the FSA.
This is an Extension of Knowledge (EoK) module which any student on any course in the University is able to take as an option module subject to their course incorporating a relevant slot in their course structure. The module’s EOK status recognises the need for students of all subjects to have a good grasp of Personal Finance.
‘Service Excellence for Creative Industries and Aviation’ investigates practices and strategies used in managing exceptional relationships between customers and service providers. Consistent delivery of high-quality service increases customer loyalty, businesses reputation and competitive advantage, hence the module focus lies in the exploration of all aspects of excellent service delivery.
The aim of the module is to provide students with understanding of the importance of service excellence, including reflection on their own professional conduct practices, and equip them with analytical ability to assess and improve service delivery.
“The course has helped me develop an understanding of the complexity of the aviation sector and allowed me to start work as a consultant for airport development internationally.”
Graduate, now working for a major civil engineering company
"I think that there is a need to understand that airlines and airports are complex businesses and that they are people-driven and require great management. This course helped me start a career in airport management.”
Graduate, now working at a major UK airport
Aviation is a global industry so you’ll have a wide range of opportunities available to you on graduation. Well-equipped to become a leader or manager within the aviation industry, you could go on to work in areas such as operations, strategy, planning or regulations within the sector.
Many of our graduates have gone on to work for major airlines and airports such as British Airways, easyJet, London City Airport, London Gatwick and London Heathrow. There are also career opportunities in National Air Traffic Control and the Civil Aviation Authority.
This is a four-year degree course with a built-in foundation year (Year 0). It's the perfect route into university if you don't meet the necessary entry requirements for the standard undergraduate degree. You'll graduate with a full undergraduate degree with the same title and award as those who studied the three-year course.
Please note, in addition to the tuition fee there may be additional costs for things like equipment, materials, printing, textbooks, trips or professional body fees.
Additionally, there may be other activities that are not formally part of your course and not required to complete your course, but which you may find helpful (for example, optional field trips). The costs of these are additional to your tuition fee and the fees set out above and will be notified when the activity is being arranged.
Discover Uni is an official source of information about university and college courses across the UK. The widget below draws data from the corresponding course on the Discover Uni website, which is compiled from national surveys and data collected from universities and colleges. If a course is taught both full-time and part-time, information for each mode of study will be displayed here.
If you're a UK applicant wanting to study full-time starting in September, you must apply via UCAS unless otherwise specified. If you're an international applicant wanting to study full-time, you can choose to apply via UCAS or directly to the University.
If you're applying for part-time study, you should apply directly to the University. If you require a Student visa, please be aware that you will not be able to study as a part-time student at undergraduate level.
If you're applying for a degree starting in January/February, you can apply directly to the University.
The University and Colleges Admissions Service (UCAS) accepts applications for full-time courses starting in September from one year before the start of the course. Our UCAS institution code is L68.
If you will be applying direct to the University you are advised to apply as early as possible as we will only be able to consider your application if there are places available on the course.To find out when teaching for this degree will begin, as well as welcome week and any induction activities, view our academic term dates.
Please select when you would like to start:
Max Von Der Hagen graduated six years ago. Experience of living abroad encouraged Max to study in London and he is now embarking on a fulfilling career at IAG Cargo.
Ben Harrison, an Airline, Airport and Aviation Management BSc graduate, has recently been promoted to Head of Airside Planning and Development at London City airport.
London Met aviation graduate, Layla Cardoso, is currently working at one of London’s busiest and most dynamic airports, 18 months after graduating.
Josh Walker-Savings has gone on to successful career in aviation after graduating from London Met.
Yosef Taylor, an Airline, Airport and Aviation Management student at London Met, writes about witnessing wheelchair users attempt to create a world record for pulling a plane.
Congratulations to our 2017/18 Academic Excellence Award winners. We are proud of your achievements and wish you all the best for the future.
Sahil moved to London from Mumbai to pursue his dream of an aviation career.
Henry Heming, a Radio Licensing Specialist, recently visited his alma mater to offer an insight into his career to Aviation Management students.
A London Met graduate has recently gained a position on a graduate scheme with Signature Flight Support, a BBA Aviation company.
A group of aviation students flew out to America, some for the first time, to experience aviation in the real world.
The University will be hosting the 13th annual conference in collaboration with the Chartered Institute of Logistics and Transport and the theme for this year will focus on Brexit.
Do we want an app for everything we do?
London Met course leader was invited to appear on Insight, a current affairs television programme, to give his expert commentary on the Aviation Industry.
Nick Coleman, Airline, Airport and Aviation Management Course Leader, speaks on how Virgin Atlantic went from the brink of collapse to being the most powerful airline in just four years
Runway debate gets heated
Laurie Berryman, Emirates Vice president, United Kingdom and Ireland visits the University.