Chartered Manager Degree Apprenticeship | BA (Hons) Applied Management
Upcoming Changes to the Chartered Manager Degree Apprenticeship (CMDA)
The Level 6 Chartered Manager Degree Apprenticeship standard is currently under review by the Trailblazer Group. Updates are expected to reflect evolving priorities such as sustainability, equality, diversity and inclusion (EDI), and developments in artificial intelligence (AI).
To stay informed about these changes as they are confirmed, please complete our Expression of Interest form.
At a glance
- This apprenticeship standard was designed by employers across industry sectors in partnership with the Chartered Management Institute
- Suited to new and existing managers
- Advance your employees' management skills
- Develop employees' critical awareness of their organisation and its environment
- Subject area(s)
- Management, Leadership
- Qualification level
-
Level 6
- Attendance
- Part-time
- Fee
- £22,000 (can be funded by your organisation's apprenticeship service account)
- Course length
- 3 years including end-point assessment (EPA)
- Suitable for
- Employees who have, or are about to take on, management responsibilities. No prior degree is required.
Overview
The Chartered Manager Degree Apprenticeship | BA (Hons) in Applied Management is for progressing and existing managers. This Level 6 degree apprenticeship enables learners to develop their management skills and address strategic challenges.
Apprentices will investigate real-life organisational and managerial challenges, then evaluate options to address these challenges. This enables them to develop a creative and effective mindset to aid future decision-making. It also develops their understanding of the context in which your organisation operates.
Throughout this Level 6 programme, your managers will reflect on their personal effectiveness.
Next available dates (open cohort)
Start date |
Nominations due |
Autumn 2025 |
Closed |
Key benefits
Develop leaders who are equipped to meet business challenges and support change in your company
Empower managers to innovate, change cultures, implement new projects and improve workplace relationships
Improve recruitment and staff retention by investing in employees' development and future potential
Managers will learn critical and analytical thinking skills to inform their decision making
Help managers understand the value of community, networking and developing their peers
Apprenticeship programmes are taught using a blended learning method that combines face-to-face workshops with online and on-the-job learning.
Stage 1: Understanding the managerial context
During Stage 1, apprentices will develop their understanding of management concepts and principles. They will evaluate and interpret these within the context of their organisations. This enables them to practise making informed decisions based on their learning.
Those joining open cohorts will have a one-night residential as part of the starter workshop, which is included in the programme fees.
16 days plus blended learning component:
Organisations and environment (MQ1ORE)In this module learners will explore the organisation's environmental context. They will consider the influences on organisations including:
They will also consider key approaches to formulating strategy. By the end of the module learners will be able to:
Academic authors
Dr Andrew Hull
|
20 |
Organisations and resources (MQ1ORS)This module introduces the theory and practice of financial and management accounting. Learners will explore how organisations deploy financial resources to achieve objectives and create value. By the end of the module learners will be able to:
They should also be able to:
Academic authors
Sian Weatherburn
|
20 |
Organisations and people (MQ1ORP)This module is an introduction to Organisational Behaviour in the contemporary workplace. It explores the challenges, tensions and issues involved in the relationship between individuals, groups and organisations to better understand behaviour at work and managerial processes. By the end of the module, it is expected that students will be able to:
Academic authors
Dr Linghe Lei
|
20 |
Personal effectiveness: Understanding myself and others (MQ1UMO)Informed heavily by coaching practice and theory, this module enables learners to gain a better understanding of themselves and their interactions with others. This helps them develop their professional presence and management skills and explore ways of developing more effective working relationships. It explores the themes of:
Learners will engage with concepts around wellbeing and stress to increase resilience in the context of their studies. They will also develop time management skills to support better planning and scheduling. By the end of the module learners will be able to:
Academic authors
Professor Dorota Bourne
|
40 |
Work-based project: Assessing organisational effectiveness (MQ1AOE)As part of their apprenticeship programme, learners will need to appraise and understand the effectiveness of their workplace. Through this work-based assignment they will apply their learning to gain a better understanding of their organisation's project management capability, its context, and its ability to perform effectively within this context. This module prepares learners to:
By the end of the module they will:
Academic authors
Nigel Spinks
|
20 |
Stage 2: How do organisations operate?
In Stage 2, learners advance their knowledge and critical understanding of management. They can apply this knowledge by examining how their organisations work.
14 days plus blended learning component:
Products and services (MQ2PRS)This module builds on the foundations laid in Organisations and the Environment to explore the principles of marketing and strategy in relation to the workplace more deeply. Topics covered by this module include:
Academic authors
Professor Nada Korac Kakabadse
|
20 |
Managing key resources (MQM2AM08)The module aims to develop deeper knowledge and critical understanding of the strategic management of human resources. The module focuses on aspects of recruitment and selection, learning and development, performance management, reward management, workforce planning and job design, and KPIs applied to the HR function. Human resources and HR practices are examined in the context of organisational strategy. Students are encouraged to apply these skills as they scrutinise the way their organisations operate. Module learning outcomes By the end of the module, it is expected that students will be able to:
Academic authors
Dr Melissa Carr
|
20 |
Operations and Infrastructure (MQ2OAI)This module introduces core concepts in the design, management and improvement of operations and supply chains in today’s organisational context. The module aims to develop deeper knowledge and critical understanding of the management of operations and supply chains. Students are supported to apply these skills as they scrutinise the way their organisations operate and develop evidence-based recommendations for improvement. By the end of the module learners will be able to:
Academic authors
Nigel Spinks
|
20 |
Personal effectiveness: Leadership (MQ2PEL)Collaborative relationships are crucial in business particularly when problems are hard to define, unpredictable, changing, and where experience and knowledge of particular problems may not lead to the solution. This module explores the attitudes and skills required to take leadership responsibilities in the workplace through reflection, co-coaching, dialogue, inclusive leadership, adaptability and to be cognisant of complexity. By the end of the module learners will be able to:
Academic authors
Professor Dorota Bourne
|
30 |
Work-Based Project: Exploring a Challenge (MQ2EXC)Aims: In the module, students will develop an in-depth, critical understanding of theories and techniques needed in the design execution and reporting of a research proposal. The module aims to prepare students to: 1. Develop the enquiry, research and presentation skills that students need when designing and conducting research projects. 2. Develop problem solving and decision-making techniques. 3. Reflect critically of characteristics of evidence required to address a problem and reflect on the sufficiency of evidence for decision making. 4. Prepare a project proposal for their final project in year 3. Academic authors
Dr Andrea Tresidder
|
30 |
Stage 3: Achieving sustainable value
In Stage 3, apprentices apply their management knowledge to delivering sustainable value for stakeholders. Learners build and justify arguments to achieve their organisation's goals. This stage informs their approach to contemporary issues such as digital strategies and responsible growth.
Organisational growth (MQ3ORG)This module explores themes of strategy, culture and change, and considers how they relate to and impact on each other in order to promote or hinder effective growth within an organisation. The module aims to develop a deeper understanding of how organisations can and should change in order to deliver sustainable value for their various stakeholders. By the end of the module, it is expected that the student will be able to: 1. Reflect on the challenges of achieving sustainable success in their organisations, and consider the role of strategy and innovation in its achievement 2. Critically analyse an organisation’s future growth prospects using appropriate models and techniques 3. Recommend appropriate changes to enhance organisational effectiveness and how these can be managed 4. Evaluate the effectiveness of different approaches to change management Academic authors
Dr Joe Lane
|
20 |
Contemporary Issues (MQ3COI)In this module a systematic knowledge of management will be deployed to allow students to consider on how their organisation can meet some of the challenges facing 21st century organisations. Students will be expected to develop and support arguments relating to the achievement of organisational goals. Throughout, students will be exposed to the complexity, ambiguity and uncertainty that underpin many management situations. The module aims to prepare students to: 1. Understand approaches to innovation and digital technologies and their impact on organisations. 2. Consider how their application can be used for organisational improvement and development. 3. Apply principles of sustainability and understand their impact on the workplace. 4. Manage within an ethical, value-driven context Academic authors
Dr Vaughan Michell
|
20 |
Negotiated Group Learning (MQ3NGL)This module prepares students for the final stages of the CMDA programme and the End Point Assessment (EPA). By reviewing the learning from previous years against the Levy standard and EPA portfolio requirements, students will be guided through the completion of their portfolio and prepared for its submission at the end of the programme. The module will also prepare students for the final EPA interview where the final project report is presented and discussed. This module builds on knowledge related to communication and decision-making skills introduced in previous years of the programme, most notably in Personal Effectiveness modules in years 1, 2 and 3. The context of this module is the innovation, improvement and organisational impact explored in the final project (submitted in the Work Based Module 3). Students will be exercising and finessing their communication skills in order to present their project and ideas to the wider audience including peers, employers and external stakeholders. Throughout, they will be expected to address the complexity, ambiguity and uncertainty that underpin their work and chosen topic. They will also be expected to demonstrate a systematic knowledge of their chosen topic and present it in a clear and convincing manner. Academic authors
Professor Dorota Bourne
|
20 |
Personal effectiveness: Personal growth and change (MQ3PGC)This module explores how to achieve personal and professional growth in a complex, ambiguous and uncertain work context. Students will evaluate themselves in relation to stakeholder, customer and supplier management. By understanding approaches to engagement, facilitating cross-functional working and negotiation, students will explore how they themselves can change as they deliver organisational growth. The module also considers challenges associated with the leadership of change as well as personal wellbeing and resilience. Academic authors
Professor Dorota Bourne
|
20 |
Work-based project: Organisational change (MQ3ORC)This final year capstone module requires students to prepare and/or undertake a change intervention that can make a difference within their organisation. Students will apply their learning from throughout the programme to gain a better understanding of their organisation. Working in groups, they will then assess an element of organisational effectiveness that requires change, considering the complexity, ambiguity and uncertainty that underpin many management challenges. Academic authors
Dr Andrea Tresidder
|
40 |
Modules or course content marked as optional are indicative and may be subject to change. Please note, constraints in timetable scheduling may mean you are unable to take some optional modules at the same time as others.
Integrated learning approach
- Combines on-the-job learning with formal and informal off-the-job training.
- Includes taught sessions, workshops, one-to-one mentoring, and self-study.
Off-the-job training
- Minimum 6 hours per week (equivalent to working hours).
- Delivered through activities both at Henley and work like attending workshops or meetings, taking on new responsibilities, shadowing, or attending conferences.
Workplace application
- Apprentices continue their day job, applying their new knowledge, skills and behaviours in real-time.
Line manager support
- Line managers play a vital role in the apprentice’s success.
- Engage with Henley tutors to facilitate training opportunities and work-based projects.
Read more on how to support an apprentice with the Henley Essential Apprenticeship Guides
Dr Linghe Lei is a Lecturer in Leadership at Henley. Her expertise centres on the relationship between individual differences and leadership, with a particular focus on self-monitoring and authenticity. Linghe’s current research explores how these factors influence leadership effectiveness. Her broad global perspective, shaped by her extensive experience in human resources, training, teaching, and coaching across China, the US, and the UK, enriches both her research and teaching.
Assessment takes place throughout the programme and is based on coursework. To complete the apprenticeship there are two further points of assessment needed.
Gateway
Learners enter Gateway after completing the final module of the Chartered Manager Degree Apprenticeship | BA (Hons) in Applied Management.
To pass through this they need to:
- receive joint agreement from the employer and provider that they are competent in the role and ready for EPA
- be registered for a minimum of 12 months
- evidence that they have successfully completed their BA (Hons) in Applied Management degree
- show that the Portfolio of Evidence and work-based project are complete.
End-point assessment (EPA)
EPA is the final assessment to ensure that the apprentice has met all Chartered Manager Degree Apprenticeship (CMDA) standards. EPA is separate from any qualifications or assessments that the learner will have completed so far.
EPA takes place via a one-to-one meeting with an independent apprenticeship assessor and includes:
- a Portfolio of Evidence, which is reviewed against the criteria for the CMDA standards
- submission of a work-based project
- a presentation and Q&A session focusing on the outcomes of the work-based project
- a competency-based interview.
At least two hours are allowed for the apprentice’s showcase and interview, professional discussion and grading.
On successful completion of the programme, apprentices will be awarded:
- a BA (Hons) in Applied Management
- the Level 6 Chartered Management Degree Apprenticeship
For employers that choose the CMI as the end-point assessment organisation, apprentices may also achieve:
- a CMI Level 5 Diploma in Management and Leadership
- Chartered Manager status (on successful EPA)
- CMI student membership (programme duration plus three months, with the option for individuals to pay full membership thereafter).
Learners on this programme typically have a minimum of three years' work experience and are currently in, or ready to move into, a management role.
As the employer, you need to formally nominate learners before they can apply to our apprenticeship programmes. You must also enter a three-way agreement with the apprentice and Henley Business School / the University of Reading. Find out more about the application process
Entry requirements for the individual
ESFA Apprenticeship eligibility criteria
The government funds the apprenticeship through the employer's apprenticeship levy. Applicants should first check they are eligible to receive apprenticeship funding
Required professional experience
Applicants should have a minimum of three years of good professional experience.
Apprentices on this programme must be in a role which allows for the applications of the Chartered Manager Degree Apprenticeship criteria to be demonstrated and in which substantial new learning can be gained.
Applicants should:
- be at a level where you consider them ready for a management role
- have access to current management challenges within your organisation
- have at least three years professional work experience (each year does not need to be at a management level)
Existing qualifications
Applicants can have an Honours degree in a subject other than Business and Management.
The Chartered Manager Degree Apprenticeship’s fee is £22,000. You can fund this with your organisation’s apprenticeship service account. All employers must have an account to access the apprenticeship service.
The next intake starts in February 2024. Please contact our apprenticeships team for further information.
Location
For clients wishing to run a closed cohort, we have the flexibility to deliver the programme at locations nationwide. If you do not wish to use your organisation's facilities, we are happy to arrange an alternative teaching venue that may be more convenient for your staff.
Open cohorts are also delivered at venues across the country. The first and last workshops are typically taught at our Greenlands campus near Henley-on-Thames. Set in sweeping parkland on the banks of the River Thames, this beautiful campus provides an inspiring and reflective environment for focused work and study.
Facilities
Through the Henley Business School Library and the virtual learning environment, learners can access a multitude of resources including books, journals, market research reports, dissertations, working papers and company information.
Why choose Henley?
For 75 years, Henley Business School has developed confident and resilient business leaders. Find out more about our approach to working with you
Our Apprenticeship programmes are rated Good by Ofsted across all areas - quality of education, behaviour and attitudes, personal development, and leadership and management.
To ensure that apprentices’ work and training are well co-ordinated and effective, Henley’s tutors and line managers collaborate fully with employers and apprentices.
At Henley, we offer a full portfolio of programmes from early career all the way up to board level, and it’s this broad experience that enables us to have a clear and complete vision for our apprenticeship provision.
Contact us
If you have any questions or would like to learn more about our apprenticeship programmes, please contact:
Telephone: 0118 378 4030
