University home > Unit and programme catalogues in 2022/23 > Programme catalogue > Faculty of Social Sciences and Law > School of Management - Business School > International Business and Strategy: Global Challenges (MSc) > Specification
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Programme code | 9MGRC027T |
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Programme type | Postgraduate Taught Degree |
Programme director(s) |
Xiaolong Shui
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Faculty | Faculty of Social Sciences and Law |
School/department | School of Management - Business School |
Teaching institution | University of Bristol |
Awarding institution | University of Bristol |
Relevant QAA subject benchmark groups | Business and Management (2015) (benchmark statement) |
Mode of study | Full Time |
Programme length | 1 years (full time) |
This section sets out why studying this programme is important, both in terms of inspiring you as an individual and in considering the challenges we face. It describes how this degree programme contributes to:
The School of Management’s MSc – ‘International Business and Strategy: Global Challenges’ – is a specialist full time postgraduate master’s programme designed in response to emerging Global Challenges such as global warming, increasing migration flows, food insecurity, poverty, and greater competition for increasingly scarce resources; and the impact that these have on international business. The programme is a globally competitive, distinctive, and interdisciplinary programme. It is distinctive in that it is informed by an understanding of the significance of the Global Challenges facing international businesses and that it integrates learning across the two complementary fields of International Business and Strategy. This design will aid students to make sense of, and deal with, some of the Global Challenges facing international businesses and society, which are by their very nature ‘wicked problems’. They defy easy categorisation and straightforward analysis, and transcend national borders, making them key for students of International Business.
The programme will seek to understand the complexities of globalisation and international business in the turbulent world of the early 21st century. It will address issues such as globalisation and the dynamic business environment, varieties of capitalism, the rise of platforms and the relevance of International Business theories to explaining the why, how and mode of foreign market entry of ‘Western’ and non-Western multinational companies (MNCs) in the globalisation of economic activity. It will address the key question of what is international or global about strategic decisions and focus on the specific management issues that arise from institutional distance. Strategic approaches focused on emerging economies and on emerging economy MNCs will be discussed in conjunction with the history of International Business and its role in the colonial integration of the world economy in the 19th and 20th centuries. We will also critically assess the theory and research in contemporary Strategic Management and International Business in terms of contemporary organisational strategies and structures in the world economy.
The teaching will be intellectually challenging and will reflect the interdisciplinarity of the School of Management’s research in various fields (e.g., sociology, political economy, geography, history); it builds on the School of Management’s commitment to a social sciences approach to research and education, where a progressive understanding of management and organisations drives civic value in business, government and society.
We will draw on multiple perspectives, facilitating student’s awareness of the historical and contextual nature of knowledge, and enabling their engagement in the co-creation of knowledge. We aspire to create students who contribute and thrive in the present but who, as graduates, will also be able to contribute and thrive in the future; a future likely to be impacted by a range of emerging Global Challenges.
The learning outcome statements shown below for your programme have been developed with reference to relevant national subject benchmarks (where they exist), national qualification descriptors (see the Framework for Higher Education Qualifications) and professional body requirements.
Teaching, learning and assessment strategies are listed to show how you will be able to achieve and demonstrate the learning outcomes.
This programme provides opportunities for you to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas:
Programme Intended Learning Outcomes | Learning/teaching methods and strategies |
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A mixture of teaching methods is used, including lectures, tutorials, lectorials, group work, computer labs, and supervised research to achieve all the Programme Intended Learning Outcomes (PILOs) in the Knowledge and Understanding category (PILOs A1- A6). Where possible and appropriate, delivery of unit content will be supported by technology e.g., drawing on blended learning techniques (PILOs A1 - A6), as engagement with Grand Challenges and other contemporary issues in the area of International Business and Strategy benefits from collaboration and co-production. Students will be empowered to learn in a structured and facilitated learning environment, with problem-based learning employed where appropriate (PILOs A1- A6). In-class exercises or mini-case study projects can be used for students to engage in problem-solving, analytical capability building and active learning. For dissertation projects, students will be allocated a supervisor with whom they will hold regular supervision meetings for the duration of dissertation project (PILOs A1, A4 and A5). |
Methods of assessment (formative and summative) | |
The following methods of assessment are related to all the Programme Intended Learning Outcomes (PILOs A1- A6) in the Knowledge and Understanding category. Students will be subject to a range of formative and summative assessments across the programme. Formative assessment may be formally or informally delivered according to what is appropriate to the learning outcomes of the individual units. The form/method of formative assessment and associated learning outcomes should reflect those in the summative assessment to allow students to gauge the progress of their learning. Students will be notified of the mode the formative assessment will take, its purpose and method at the outset of the unit and details will be included in unit handbooks and on Blackboard. The summative assessment strategy for each unit will be clearly outlined in the unit handbook, together with the learning outcomes to be assessed and the assessment criteria. A unit’s summative assessment strategy will be determined by what Unit Directors believe to be pedagogically appropriate given the required learning outcomes. They may take a variety of forms; Individual written reports (PILOs A1-A6), essays (PILOs A1- A5), individual or group presentations (PILOs A1- A6), research proposals (PILOs A1, A2) and reflective diaries (PILOs A1, A2, A4, A5). Problem-based assessment, inclusive assessment and technology-enhanced assessment for individual units will be used as is appropriate. |
Programme Intended Learning Outcomes | Learning/teaching methods and strategies |
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The development of intellectual skills is embedded in the delivery of unit content/knowledge; the teaching methods would be similar to those used under section A, Knowledge and Understanding, of the Programme Intended Learning Outcomes. These are lectures, tutorials, lectorials, group work, computer labs, and supervised research to achieve all the Programme Intended Learning Outcomes (PILOs) in the Intellectual Skills and Attributes category (PILOs B1- B4). |
Methods of assessment (formative and summative) | |
The assessment of intellectual skills will be embedded in the assessments for all the units to be delivered. A holistic approach to assessment will be taken by the Programme Director to ensure this. Students are expected to proactively engage with unit content and participate actively to develop intellectual skills. Chosen methods of both formative and summative assessment of Programme Intended Learning Outcomes (PILOs) will be determined by what individual Unit Directors believe to be pedagogically appropriate given their unit’s intended learning outcomes. Each unit’s assessment strategy is mapped against the PILOs to make sure all programme-level ILOs are addressed by the unit-level ILOs. Formative assessment may take a range of forms but should reflect the nature of learning outcomes and thereby allow the student to gauge levels of personal progress. Types of formative assessment may include (but are not limited to) individual presentations (PILOs B1-B4), group presentations (PILOs B2-B4) and reflective diaries (PILOs B2-B4). Summative assessment of intellectual skills can take a range of forms and may include (but is not limited to) individual written reports (PILOs B1-B4), essays (PILOs B2-B4), individual or group presentations (PILOs B2-B4), research proposals (PILOs B1-B4) and reflective diaries (PILOs B2-B4). |
Programme Intended Learning Outcomes | Learning/teaching methods and strategies |
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The teaching method and strategy for practical, professional and transferable skills is not standalone but integrated in the teaching or delivery of the units. Individual units have ILOs which apply to practical, professional and transferable skills, which will be aggregated to contribute to the development of employability and transferable skills at the overall programme level. The teaching methods are similar to those used in developing Knowledge and Understanding namely lectures, tutorials, lectorials, group work, computer labs, and supervised research to achieve all the Programme Intended Learning Outcomes (PILOs) in the Practical, Professional and Transferable Skills category (PILO C1- C3). |
Methods of assessment (formative and summative) | |
The assessment of practical, professional and transferable skills will be embedded in all the units to be delivered. Students are expected to proactively engage with unit content and participate actively to develop practical, professional and transferable skills, alongside their intellectual skills and knowledge and understanding. Chosen methods of both formative and summative assessment will be determined by what individual Unit Directors believe to be pedagogically appropriate given their unit’s intended learning outcomes. Each unit’s assessment strategy is mapped against the PILOs to ensure all programme-level ILOs are addressed by unit-level ILOs. The assessment of practical, professional and transferable skills is mostly conducted in tutorials, in-class group discussion, essays/assignments and group assessments. Summative assessment of practical, professional and transferable skills related to how students engage with the theoretical and applied content of the unit can take a range of forms including individual presentations (PILO C1 - C3), group presentations (PILO C1 - C3), individual projects (PILO C1 - C3), and group projects (PILO C1 - C3) through engaging with contemporary and future issues in organisations and using appropriate theoretical frameworks to understand and address these issues. Formative assessment may include (but is not limited to) individual presentations (PILO C1 - C3), group presentations (PILO C1 - C3) and reflective diaries (PILO C1 - C3). Summative assessment will be set to enable students to demonstrate transferable skills and is not limited to personal and group presentations. |
This section describes what is expected from you at each level of your programme. This illustrates increasing intellectual standards as you progress through the programme. These levels are mapped against the national level descriptors published by the Quality Assurance Agency.
Level M/7 - Postgraduate Certificate |
For a Postgraduate Certificate, students are required to complete the first teaching block. The structure of the degree programme has been designed to engage the student in a cumulative process of developing skills and knowledge through a sequence of complementary stages. In the first term, all Certificate, Diploma and Master’s students develop foundational knowledge and understanding of the areas of International Business and Strategy, and of the Grand Challenges impacting on these areas, and their theoretical and conceptual frameworks; they develop general intellectual skills and attributes necessary for that knowledge and understanding; and develop practical skills. |
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Level M/7 - Postgraduate Diploma |
For a Postgraduate Diploma, students are required to complete all the taught units in the programme. In the second teaching block, all Diploma and Master’s students acquire specialist knowledge and understanding of a number of specialist domains related to the main areas of International Business and Strategy and their theoretical and conceptual frameworks. These units explore more specialised topics that nevertheless build on the material learned in the first teaching block. The intellectual and practical skills learned in the first teaching block are also developed, applied and extended |
Level M/7 - Postgraduate Masters |
The dissertation acts as the culmination of the student's progress through the degree programme, as she/he/they applies the appropriate technical, methodological and intellectual skills that have been developed to an extended research project devised in consultation with and supervised by an academic advisor and located clearly within the field of International Business and Strategy. If students do not complete the programme, they may be able to exit with a lower qualification:
All the core units and elective units listed are at NQF Level 7. Individual unit fails will be handled as prescribed by the Regulations and Code of Practice for Taught Programmes (see particularly section 38. Student Progression and Completion (taught postgraduate). |
For information on the admissions requirements for this programme please see details in the postgraduate prospectus at http://www.bristol.ac.uk/prospectus/postgraduate/ or contact the relevant academic department.
The MSc in International Business and Strategy: Global Challenges programme is a globally competitive, distinctive and interdisciplinary programme. It is grounded in the University of Bristol School of Management’s critically driven, theoretically ambitious, empirically embedded and analytically reflective learning approach. The MSc International Business and Strategy: Global Challenges programme will provide the academic rigor and key skills for students to address the new ‘mega-forces’ of globalisation driven by technological advancement, the rise of the BRICS and MINTs economies, particularly China and India, a new geopolitical world order and climate change, and in a world riven by Covid-19. The programme builds on the School of Management’s commitment to a social sciences approach to research and education, where a progressive understanding of management and organisations drives civic value in business, government and society.
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Unit Name | Unit Code | Credit Points | Status | |
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Global Strategy Not available in this year | MGRCM0011 | 20 | Mandatory | |
International Business Perspectives in a Turbulent World | MGRCM0012 | 20 | Mandatory | TB-1 |
Global Challenges Not available in this year | MGRCM0013 | 20 | Mandatory | |
Research Skills for International Business and Strategy | MGRCM0014 | 20 | Mandatory | TB-2 |
Entrepreneurship and Society | MGRCM0018 | 20 | Mandatory | TB-2 |
Dissertation in International Business and Strategy | MGRCM0016 | 60 | Mandatory | AYEAR |
Students choose one of the following options: | ||||
Select from: | ||||
Sustainability and Ethics in Global Supply Chains | EFIMM0076 | 20 | Optional | TB-2 |
Sustainability and Social Impact in Marketing | EFIMM0056 | 20 | Optional | TB-2 |
Sustainable Work Futures in the Digital Economy | EFIMM0136 | 20 | Optional | TB-2 |
180 |
The pass mark set by the University for any level 7(M) unit is 50 out of 100.
For detailed rules on progression please see the Regulations and Code of Practice for Taught Programmes and the relevant faculty handbook.
All taught masters programmes, unless exempted by Senate, must allow the opportunity for students to exit from the programme with a postgraduate diploma or certificate.
To be awarded a postgraduate diploma, students must have successfully completed 120 credit points, of which 90 must be at level M/7.
To be awarded a postgraduate certificate, students must have successfully completed 60 credit points, of which 40 must be at level M/7.
An award with Merit or Distinction is permitted for postgraduate taught masters, diplomas and certificates, where these are specifically named entry-level qualifications. An award with Merit or Distinction is not permitted for exit awards where students are required to exit the programme on academic grounds but is permitted in designated programmes (as set out in the programme specification) where students choose to withdraw from the intended programme but otherwise achieve the necessary credit points for the exit award.
The classification of the award in relation to the final programme mark is as follows:
Award with Distinction*: at least 65 out of 100 for the taught component overall and, for masters awards, at least 70 out of 100 for the dissertation. **Faculties retain discretion to increase these thresholds.
Award with Merit*: at least 60 out of 100 for the taught component overall and, for masters awards, at least 60 out of 100 for the dissertation. Faculties retain discretion to increase these thresholds.
* The MA in Law has separate regulations for awarding distinction and merit.
** For the award of Distinction, the Faculty of Engineering requires at least 70 out of 100 for the taught component overall and, for masters awards, at least 70 out of 100 for the dissertation.
All taught masters programmes, unless exempted by Senate, must allow the opportunity for students to choose, or be required, to leave at the postgraduate diploma or certificate stage.
To be awarded a postgraduate diploma, students must have successfully completed 120 credit points, of which 90 must be at level M/7.
To be awarded a postgraduate certificate, students must have successfully completed 60 credit points, of which 40 must be at level M/7.
Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.
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