Our Digital Business Management BSc (Hons) degree will equip you with the knowledge, understanding and practical skills desired by employers. The programme will contribute to your professional development and provide you with a solid foundation for a career in the contemporary business field within private, public or voluntary sector organisations.
On this course you’ll gain a comprehensive understanding of all stages in the business management process from conceptualisation to strategic evaluation. You’ll learn about the business management sector through the study of real-life business issues in the digital era.
The programme will equip you with the necessary business skills and abilities you'll need to fulfil your potential within the business sector. It will do so by providing a comprehensive grounding of digital business in subjects that are at the core of the contemporary business world such as strategy, innovation and organisational behaviour.
You’ll experience a professional training environment in which you'll advance your academic knowledge and develop an entrepreneurial mind-set. This environment will aid you in developing relevant transferable and practical skills that will enhance your career prospects, such as generating business ideas and setting up new ventures.
We'll assess your academic, professional and practical skills' development through individual coursework assignments, group work reflective statements, presentations and peer assessments.
Completion of the full degree will guarantee accreditation to the Chartered Management Institute (CMI) Level 5 Diploma.
In addition to the University's standard entry requirements, you should have one of the following:
To study a degree at London Met, you must be able to demonstrate proficiency in the English language. If you require a Tier 4 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 2019/20 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 1 modules include:
At present companies are employing various digital systems to support their business processes and gain competitive advantage, so equally are developments in Internet Technology affecting the social networks of individuals. In this rapidly changing and evolving environment of digital systems, it is vital that the students, as future managers, are equipped with the necessary knowledge and skills to exploit and manage digital business opportunities and initiatives.
This unit helps the understanding of principles of digital business management. It will focus on the applications of technology, exploring such important issues as the integration of the business environment, business models, and Internet marketing, requiring the understanding of theory, implementation and maintenance issues. Overall, the unit aims to develop a view of digital business in practice.
Data analysis is a top business priority. It drives the opportunity for performance improvement and, with advances in technology, data are generated at an ever increasing rate. As such, it is not surprising business data analysis and Excel skills are among the top graduate skills sought by employers today. MN4059, Fundamentals of Business Decision Making, responds to these market demands by providing the underpinning skills required to make effective use of the mathematical and statistical methods of data analysis 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 information. It further introduces students to forecasting and target setting, budgeting and project management. In other words, it provides students with an understanding of the fundamentals of statistical methods for business. In doing so, it provides the skills and knowledge required for levels 5 and 6 modules, including the dissertation, that develop and evaluate the quantitative and qualitative aspects of business management.
The module also introduces the principles of accounting and finance. Financial statements are interpreted and analysed to review the financial position and condition of a company. Activity-based costing and budgeting methods are introduced to facilitate planning and performance measurement.
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 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. These skills may include managing information, delegating tasks, setting goals, building teams, motivating others and, along with numerous other activities to 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 path 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:
• enable students to identify and explain major developments in the history of managerial thought;
• provide students with the knowledge and skills to deal with the variety and complexity of challenges facing the management of people and organisations in the 21st century;
• provide students with the opportunity to develop management, leadership and employability capability to enhance their individual potential;
• develop students appreciation of the different management approaches that can be used when managing in uncertain and complex environments;
• allow students to experience managerial competence through a variety of methods including field visits and case studies.
• enable students to develop their management and employability skills, such as interpersonal skills, self-management, communication, team-working, problem solving, and presentation skills, in order to maximise their competitive edge in the business world.
This level 4, 15 credit module forms part of the BSc (Hons) Digital Business Management degree. It will introduce the basics of project management, the role, the functions and the skills of the project manager, the project life cycle and models of project governance with consideration given to professional bodies (APM and PRINCE2).
It aims to equip the student for their programme of study and underpins later modules that will develop the ideas introduced here. Examples of modules would be Professional Practice, Operations and Value Chain Management, The practice of management and Managing Innovation and Change.
In today’s business world information as a resource is key to facilitate decision-making, create new business models and achieve competitive advantage. This unit develops students’ knowledge and understanding of the use of business systems and information systems for effective management in a variety of business settings. Crucially, the students will learn about the role of information systems in strategy, data analytics, and related areas. The unit follows an integrated approach to understand the relationship between information systems and how they can create a competitive advantage.
This module is designed to help students to develop their skills for a variety of situations: study skills at university; skills for the workplace; and personal development skills. It complements the study of business management, for example, students will need to know where to find relevant information for their assignments; how to write in an academic way; how to interpret numerical data, and how to present the findings of their research. Similar skills will be needed in the workplace (for instance, making presentations, writing work reports, analysing sales data and conducting market research). A degree is ideally a means of self-development, a time for personal growth and new experiences and a time for taking opportunities. The ability to reflect and critically analyse are central to this process. Therefore, this module serves a dual purpose because it provides students with the opportunities to develop the skills that are essential throughout your degree, and equally essential in the workplace. In other words, it provides you, the student, with an opportunity to learn how to learn, and as such it will help you to a “can do” attitude, so that you feel on top of things and in control.
Being able to reflect on your development during the period of your degree will enable you to become more aware of the employability and professional skills you are developing. You will have an opportunity to record your development in a Personal Development Planner (PDP). You will be asked to monitor those times when you use specific skills and the context in which they are experienced: study, work or personal, and you will be asked to consider the transferability of the skills developed in one context to other situations, which is what reflection is all about.
The overall aim of this module is to help you to develop your general skills as a business management student, which feed in to all areas of your studies, and provide a solid base for your first managerial activities at work.
This Professional Practice module will enhance the students’ understanding of what it means to be a business professional. 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.
Year 2 modules include:
This module provides more fuel for this era of strategic and unified views of business analytics (BA) for value creation. Making decisions using huge, messy data requires business analytics. It is important to have a true appreciation of and support for the analytical perspective on the business analytics – on data (a strategic set), and on people (the diverse skills it takes to formulate and execute on a well-thought-through strategy) and on methods and processes. This module focuses on the alignment between organisation’s overall strategy and BA framework. As such, this helps to gain the understanding of what are the businesses going to do with the data and how are they prepared to make better decision using the data.
This module develops students’ knowledge, skills and understanding of leadership in the digital era.
The module begins with an introduction to the classical and traditional leadership theories for example Trait, Transactional, and then builds on this knowledge by developing an important perspective of more current theories e.g. transformational, ethical and authentic, this will provide a basis for an exploration of leadership in the digital era.
The module develops students’ knowledge of leadership theory and supports the development of their awareness of the importance and influence of leadership in business today. It will then discuss how leadership has developed over time and will bring students to an understanding of how conventional leadership has influenced businesses so far.
Students will then learn about the changing context and complexity of leading in the digital era. In this context they will analyse not only the types of businesses most usually associated with digitalisation e.g. Google/ Apple but also digital leadership in other sectors e.g retail, finance.
Students will demonstrate the understanding of the importance of using different digital tools e.g. platforms, in the new eco-system of digital leadership. Most students will be familiar with the platforms and tools that businesses use to engage their target audiences, employees, stakeholders and shareholders, in terms of social media, websites, digital marketing. As such this module aims to develop students’ knowledge further about business and leadership to enhance their understanding of the impact of the innovative, cutting-edge technologies that are driving business today e.g. virtual reality, artificial intelligence, analytics. They will learn that in order to lead effectively leaders must understand technology. As such they will be able to apply and integrate their knowledge from other modules on the BSc Digital Business Management at level 4 and level 5 modules e.g. Artificial Intelligence and Big Data in Business.
With this sound understanding and knowledge students will then start developing their knowledge of leading in the digital era and the types of skills and competencies it demands from leaders. It will focus on understanding what digital leadership is e.g. the strategies, approaches, capabilities and competencies it requires.
Furthermore, students will learn how leaders’ behaviour influences others. Importantly they will learn about leading and managing teams in the digital era.
Students on this module will have opportunity to develop their self-reflection skills by using diagnostic tools to establish their own skill levels in relation to leading in the digital era.
The overall objective is to introduce the student to some of the fundamentals of operation management including underpinning concepts, ideas, models, tools and techniques. The scheme of work follows the format of the set book: Essentials of Operations Management, Slack & Brandon-Jones, 2018. The scheme of work also includes the case studies presented in the set book.
A business adds value through its operations, which today are typically dependant on the use of technology to link together organisations within the value network, improve throughout and match demand and supply. The module aims to equip students with a broad understanding of operations management that will enable them to contribute effectively to performance improvement within a business organisation and its value network.
The potential for Artificial Intelligence and robotics to further increase the use of technology in the operational domain is already clear, whether using AI in legal process or robots to make burgers, an understanding of the links between technology and operations is important for anyone aspiring to be a business manager. The global nature of business, and the way in which technology is and may be used, raise considerable ethical and moral challenges that must also be considered. This module will focus on the role of technology in operations and any ethical and moral questions this raises.
Demonstrating understanding, for example process mapping and problem solving using both case studies and other active learning exercises will underpin the teaching of the module.
The University has a policy that all undergraduates must, at either Level 5 or 6, take a Work Related Learning (WRL) 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 (and “partner” modules, namely, Creating a Winning Business 2 (Level 6) and Creating a Successful Social Enterprise 1 and 2), are module options available to ALL University students to fulfil the University’s WRL requirement.
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. testing potential customers’ views. As a result of the feedback received and enquiries carried out, the idea will change and develop over the duration of the module. Throughout the module, students are required to not only apply the business development theory taught but also to continuously reflect on how they have applied the theory and the skills and knowledge gained from their work. This reflective dimension promotes the development of practical attributes for employment and career progression.
The QAA Benchmark on Business and Management (2015) 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 generating and developing new business ideas and so develops creative thinking. In addition, it requires students to examine market potential and prepare a “pitch” as if seeking investment. The module requires a high level of self-reliance to pursue their business idea. Students develop an understanding of the role of new ideas in business start-ups, business growth and development.
These skills and techniques are of practical relevance to anyone considering starting a new 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.
For those students keen to go beyond this module and start their own business, they can apply to the Accelerator for access to “seed” money and advice and support.
This 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 project led by an employer.
The work related learning activity must be for a minimum of 105 hours. These hours can be completed in a minimum of 15 working days (based on 7 hours per day) full-time during the summer, or over a semester in a part-time mode. The activity aims to: enable learners to build on previous experience and learning gained within academic studies and elsewhere; provide opportunity for personal skills and employability development and requires application of subject knowledge and relevant literature. Learners will be supported in developing improved understanding of themselves, and the work environment through reflective and reflexive learning in reference to the Quality Assurance Agency Subject Benchmark Statements for the appropriate degree programme.
Students will be contacted prior to the semester to ensure they understand requirements of securing work related activity in advance. Support is provided to find and apply for suitable opportunities through the Placements and Careers teams. The suitability of the opportunities will be assessed by the Module Team. Learners may be able to utilise existing employment, providing they can demonstrate that it is personally developmental and involves a certain level of responsibility. It is a student's responsibility to apply for opportunities and engage with the Placement and Careers team to assist them in finding a suitable role.
The module is open to all Business and Management undergraduate course programmes (for semesters/levels, see the appropriate course specification.)
Year 3 modules include:
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, performance indicators and methodologies relating to financial management frameworks. Managers use these tools when they are faced with making financial decisions in the business environment. This module provides students with knowledge about financial decision-making approaches and control systems businesses use to make managerial decisions.
The module also provides the knowledge and skills necessary to evaluate the impact of financial decisions. It enable 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 system are in place.
The module focuses on fundamentals of 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-volume-profit analysis and its use in managerial decisions and planning.
Since this module will be taught in the final year of a three-year degree, students will be required to build on previously gained knowledge and research skills. It requires students to pick up research threads introduced and developed in previous analytical modules, identify a topic of their interest and deepen their knowledge further through research, data collection, analysis and write up of a dissertation.
Their research will involve the review of a wide range of publications (secondary data sources) around the broad area of investigation and this will lead to the formulation of a research proposal for their dissertation. Students will pursue a robust enquiry into a theme emerging from their investigations in their chosen industry, and as the theme emerges, the research methodologies, appropriate methods of data collection, data processing and analysis are evaluated. Both the process and the knowledge and skills gained will inform their approach to their future career. For example, students will be required to identify whether secondary data sources alone will be sufficient to satisfactorily answer their research question. Their ability to critically analyse, synthesise and present data in a useable format will contribute to their management capability. This process will therefore inform their research, as well as potentially their future path. The undertaking of an investigation into a management topic, analysis of data, evaluation and synthesis will help them to prepare for the graduate job market or post graduate studies.
The aim of the module is to allow students to:
• Decide on a suitable research area
• Propose a feasible study investigating their field of interest
• Present their plan and defend it accordingly
• Conduct extensive literature research into their chosen topic
• Develop a suitable proposal including a literature review and methodology
• Conduct the study accordingly by analysis and interpreting data
• Report their investigation in the form of a professional dissertation
On completion of this degree you'll be able to make a significant and multi-faceted contribution within any business environment, both at an individual level and as a member of a team.
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.
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Apply to us for September 2019
Applying for a full-time undergraduate degree starting this September is quick and easy – simply call our Clearing hotline on or complete our online Clearing application form.
If you're a UK/EU applicant applying for full-time study you must apply via UCAS unless otherwise specified.
UK/EU applicants for part-time study should apply direct to the University.
Non-EU applicants for full-time study may choose to apply via UCAS or apply direct to the University. Non-EU applicants looking to study part-time should apply direct to the University. If you require a Tier 4 (General) student visa, please be aware that you will not be able to study as a part-time student at undergraduate level.
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.
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Congratulations to our 2017/18 Academic Excellence Award winners. We are proud of your achievements and wish you all the best for the future.
The University has been delivering a number of courses in conjunction with a partner in Spain.
Two London Metropolitan University student teams took part in the University Business Challenge and finished in 13th and 18th place.
Eight students from London Metropolitan University have reached the semi-finals of worldwide Universities Business Challenge.
Students reach third consecutive CIMA Business Challenge Final.