Curriculum Information

Document Version

QAA Benchmarks

Educational Aim

Learning Outcomes

Course Structure

Level 7 Modules

Teaching and Assessment

Learning and Teaching Methods

Employer Engagement

Employer and Industry Feedback: Building on strong employer engagement through placements and the Business Clinic, the revised curriculum incorporates systematic employer input across all modules, including in assessment briefs and feedback on student work. Employers will be invited to co-design challenge-based projects, contributing to ongoing enhancement and aligning student learning with labour market needs. 

PSRB Engagement: The MBA will continue to be accredited by the Chartered Management Institute (CMI), which provides additional value in professional recognition. The curriculum will remain mapped to CMI standards, ensuring alignment with sector-wide expectations and enabling student access to CMI resources and membership. We have liaised with CMI in developing the curriculum presented and a formal mapping of the new curriculum to relevant CMI units will be undertaken after the validation of the course.

Means of Assessment

Assessment across the MBA Global is designed to align closely with the principles of the challenge-based curriculum and the intended course learning outcomes. In practice, students will be working towards the assessment from the outset of their modules, and developing, iteratively, their ideas and materials over the module duration. All modules are centred on live challenges provided in collaboration with industry partners, ensuring that assessment tasks are applied and professionally relevant. A key feature of the assessment strategy is the integration of GenAI and wider emerging technologies. In this respect, the assessments match the ethos and pedagogy of MBA Global. Students are encouraged to use GenAI tools to accelerate idea generation, scenario modelling, and draft strategy development. Feedback from industry stakeholders, which stressed the need to develop graduates who could use GenAI responsibly as well as effectively, underpins this approach. Thus, assessments explicitly require students to critically evaluate these AI-assisted outputs, interrogating their accuracy, ethical implications, and strategic feasibility. This dual use of GenAI, first as a creative enabler, then as an object of critical reflection, develops both digital fluency and ethical judgement. 

In the design of the assessment strategy, we have, too, carefully considered balance – between individual and group performance, and between challenge and load. Assessment methods balance group and individual tasks to reflect professional practice. Group consultancy projects simulate real-world strategy work, requiring collaborative problem-solving, stakeholder engagement, and presentation skills. Group work within the course is supported through a scaffolded approach that structures collaboration across the delivery period. Students receive early guidance on roles, expectations, assessment criteria, and effective team-working practices, alongside formative checkpoints such as proposal reviews, facilitated workshops, and peer/tutor feedback on emerging work. This staged support enables students to develop confidence, manage group dynamics, and progressively refine their outputs before final submission, ensuring both equitable contribution and academic rigour. At the same time, we have been mindful, too, of feedback from current students and alumni, concerned about too much resting on group dynamics. Our assessment strategy is informed by stakeholder insight, but, ultimately, it is designed to scaffold the knowledge and competencies we want and MBA Global to hold. Individual assessments, then, such as reflective reports and applied briefings, foster independent critical analysis, leadership self-awareness, and ethical reasoning. Together, they ensure students demonstrate both applied competence and personal development. Formative assessment is embedded throughout the block-delivery model, with workshops, peer review, and tutor feedback providing continuous opportunities to test ideas, receive critique, and refine work before submission. Summative assessments build on this process, rewarding iteration, critical engagement, and the ability to synthesise theory and practice. The strategy also supports academic integrity by requiring transparent use of GenAI tools, correct attribution of sources, and critical evaluation of outputs. This ensures students graduate with the skills to responsibly harness AI and other emerging technologies in their professional practice, while meeting the highest academic standards. 

Learning Support

Induction 

Students can expect to enjoy a comprehensive induction programme at the start of their course. The course team will also devise an online pre-induction familiarisation programme, which is designed to allow students to familiarise themselves with key University systems. This element is bespoke to this course. The formal induction week programme will be held at the University of South Wales’s Newport City campus but will also include online and blended content. Induction content will introduce all aspects of student life such as VLE training, pastoral care, and wider University services, alongside events to build course identity. The induction will also be utilised to lay down and make clear expectations of students, familiarising them with the pedagogic approach employed by the course, student support services, and international students' obligation to comply with UKVI requirements.  As part of the induction, the CMI will also be asked to introduce the opportunity for a dual award, as well as introduce the students to the UK market and particularise what a professional identity means in this context. 

Learner Analytics 

Following enrolment, several learner analytic platforms will be utilized to monitor students' level of engagement and attendance whilst on the course. 

Attendance data will be drawn from Jisc learner analytics to ensure that international students are compliant with the requirements of their visas. Whilst the use of the virtual learning environment Blackboard can be utilized to track student engagement with materials, forums, and assessments. 

The analytics drawn from these platforms will act as an early-warning system to identify students at risk and offer timely interventions. 

Office hours 

The course team's office hours will be made known to students during the induction event and will be posted on the course Blackboard page. In addition, students will be advised about where they can find help outside of normal working hours in case of an emergency, such as well-being help. 

Tutorials 

Students can expect to receive tutorial support in a variety of ways, from one-to-one tutorials, which could be held in person, to reviewing student progress and providing academic support.  Or small group tutorials will be offered for reflective discussion on professional practice. 

Seminars 

As can be seen in the learning and teaching section, seminars will be used as a pedagogical device. This will allow contextualisation and application of theoretical concepts explored throughout the module. 

Formative Assessment 

All taught modules will incorporate an element of formative assessments, which will be seamlessly integrated into the curriculum and assessment design. These assessments will take various forms, including group work, in-class presentations, debates, professional discussions, and reflections on the leadership journey. These avenues will provide students with a less formal way to demonstrate their knowledge and understanding, while formal assessments will offer written feedback or feedforward to aid in their continuous improvement. Module specifications will contain further details on these assessment methods. 

Progress meetings 

Progress meetings serve as a mentoring opportunity to support the student’s personal, academic, and professional development. These sessions provide a space to discuss achievements, challenges, and aspirations, helping the student set goals and identify strategies to reach them. Typical discussion points include academic progress, skill development, career planning, and personal or welfare concerns. Action plans are agreed upon collaboratively, and follow-up meetings are scheduled to review progress and provide ongoing guidance. Meetings are usually attended by the student and their assigned mentor, with additional staff joining as necessary. 

Research Supervision 

Students will be supervised through their Capstone Project. More specifically, students will be allocated in groups and allocated a supervisor whom they will work under their guidance. During this time, the supervisor will monitor student engagement, contribution, and progress, provide bespoke advice, and facilitate the group’s work. 

Online Resources and Digital Support 

All module content will be made available on UniLearn (VLE Blackboard). All modules make use of Unilearn for web-enhanced delivery to at least the USW minimum standard and for communications with students. Additional support is provided through the Student Development and Study Skills Service who have self-directed online materials and tutorials. 

Library Services 

Module resources and texts will be where possible available electronically, and any core texts for the course will be stocked at the Newport Campus library. There is a dedicated Business School Librarian who can provide additional customised support and guidance sessions, and appropriate training to students at Newport Campus. This training includes demonstrations and workshops, for example, on how to use USW FindIt, identifying sources of quality information, etc. The Librarian will also offer students one-to-one or small group bespoke support. 

Student Development and Study Skills (SDSS) 

To further support students' academic journey, workshops can be provided on academic writing, critical analysis, and business communication, provided Specialist support tutors for a variety of skills, such as quantitative skills, such as statistics, finance, and data analysis.  Further coaching sessions can also be offered to develop leadership, teamwork, and presentation skills. 

Advice Zone 

The Advice Zone serves as the primary point of contact for students seeking advice and information regarding university life. Staffed by knowledgeable Advice Assistants, where they are providing confidential and impartial guidance on a wide range of issues, including extenuating circumstances. Moreover, Advice Assistants are equipped to address and advise on queries, questions, or concerns related to booking appointments with specialist teams such as Counselling, Disability and Dyslexia Support, Money Advice, and Progression Advice. Students are directed to the Advice Zones for assistance and support. 

Disability Advice Team 

The Disability Service provides information, advice, and guidance to and co-ordinates support for students who have disabilities, including physical, sensory, mental health or unseen disabilities, specific learning difficulties (e.g., dyslexia) and autism. A confidential service where students can discuss their individual requirements. DDS can advise on what support is available and help students apply for it.  

The Disability Service also has a key role in ensuring the University meets its commitment to providing an inclusive environment for disabled students.  

Mental Wellbeing 

Students will have access to on-campus counselling and wellbeing services, and further Information about the University’s Wellbeing Service, including self-help resources, is available at https://wellbeing.southwales.ac.uk/ 

Progression Advice Team 

The Progression Advice Team will guide students on progression rules, reassessment opportunities, and exit awards. 

Students facing challenges in balancing MBA study with personal or professional commitments will be supported through tailored advice. 

Careers Service 

The Careers Service will deliver career development workshops and one-to-one coaching tailored to students. On-campus careers fairs, employer networking events, and alumni panels will be organised to support employability. Support will also be provided on CV reviews, mock interviews, and LinkedIn profile development. 

Course Exit Points

Progression Route

Entry Requirements

Admission to the course is typically through the following qualifications:

Inclusive Curriculum Statement

The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/

Addendum for Delivery at a Partner Institution

N/A