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BA (Hons) in Applied Management - Chartered Manager Degree Apprenticeship

Suits new and existing employees within your organisation who have or are about to have significant management responsibilities but may not have a prior degree.

At a glance

  • This apprenticeship has been developed by a group of employers across the range of industry sectors, in partnership with the Chartered Management Institute (CMI).
  • Suitable for existing, new and developing managers
  • Designed to enhance your apprentices effectiveness as a manager
  • Develops your employees’ capacity for integrated and critical awareness of organisations and their environments
Subject area(s)
Business & Management
Attendance
Part-time
Fee
£22,000. Which can be fully funded by your organisations digital levy account.
Course length
3 year part-time
Suitable for
Those within your organisation who already have or who are about to take on management responsibilities but may not have a previous degree.

Programme Overview

The programme provides progressive opportunities for your organisation's employees to investigate organisational and managerial issues and to analyse and assess their findings. Using this academic learning, they can then evaluate options which could address these challenges, and enhance their own management practices.

Central to programme are:

  • Addressing real and current workplace challenges enabling your employees to develop a creative and effective mindset to aid future decision-making
  • The progressive development of personal effectiveness.

Key Benefits

How the employer supports the learner

You as the employer also need to provide support to your Apprentices as they go through their CMDA apprenticeship programme. Employers provide support to learners as part of the employers’ commitment to their employees. Organisations are contracted by the Education Skills Funding Agency (ESFA) to give a minimum of 20% off the job training time. Off-the job training is defined by the ESFA as: “training received by the apprentice, during the apprentice’s paid hours, for the purpose of achieving their apprenticeship” This 20% off the job training is not exclusive to class sessions although they do count. Some other examples may include:

  • Practical training: shadowing, mentoring and industry visits
  • Chairing or attending meetings (outside the learner’s normal job function)
  • Learning support and time spent writing assignments
  • Meeting with the Apprenticeship Tutor
  • Working on the evidence portfolio

How Henley supports the learner

Apprenticeship tutors

Each apprenticeship learner will be assigned an apprenticeship tutor to support the individual learner and their line manager through the apprenticeship journey. Tutors will communicate and meet regularly with the apprentice within their workplace or virtually to provide the learning support, and review and assess the evidence gathered for their evidence portfolios.

Personal development

This is woven into the fabric of the Henley’s programmes. We take a whole-person approach which acknowledges the complexity of balancing work, home, study and career. In addition to a high level of individual support while studying at Henley, services are available to assist their career ambitions, including coaching, networking, mentoring, and recruitment resources.

Assessments

Thought out the programme each module will be assessed. For all modules, assessment is course work based.

Gateway and End Point Assessment (EPA_

Once the final module of the BA (Hons) in Applied Management is completed learners enter ‘Gateway’. They will need to prepare for their Apprenticeship End Point Assessment. End Point Assessment (EPA) is the final assessment for an apprentice to ensure that they have met all CMDA standards. EPA is separate to any qualifications or other assessment that the learner will have undertaken so far.

The EPA takes place via a 1-1 meeting with the Independent Apprenticeship Assessor. Each Apprentice’s Portfolio of Evidence and work-based project will be reviewed in advance of the EPA against specific criteria, which will be applied on a sampling basis. The evidence portfolio will be assessed in relation to whether the CMDA standards have been sufficiently covered.

The EPA meeting will include a Professional Discussion based on the evidence portfolio, and the learner will ‘showcase’ (e.g. make a presentation) of the Work Based Project and participate in a Q&A session on this Work Based Project.

In order to complete the End Point Assessment, the Apprentice needs to meet the requirements of the gateway:

  • The Apprentice holds a Level 2 qualification in English and a Level 2 qualification in Maths (or an accepted equivalent)
  • The Employer and Provider are jointly in agreement that the Apprentice is competent in the role and ready for End Point Assessment
  • The Apprentice has been registered for a minimum of 12 months
  • The Apprentice has evidenced that they have successfully completed their BA (Hons) in Applied Management Degree
  • The Portfolio of Evidence and work-based project are complete. The Evidence Portfolio should demonstrate how learning has been applied in the workplace, and how knowledge, skills and behaviour have been developed, in line with meeting the CMDA standards,

The EPA takes place via a 1-1 meeting with the Independent Apprenticeship Assessor. At least two hours per Apprentice is allowed for the Apprentice’s showcase and interview, professional discussion and grading.

Course modules

The module descriptions set out on this page are correct for modules being taught in the current academic year.

Understanding the managerial context

Stage 1 of the programme aims to develop understanding of management concepts and principles and evaluate and interpret these within the context in which their business operate. Throughout the year, students will develop their ability to make informed decisions based on their learning.

16 days plus blended learning component

Optional modules Credits

Learners will explore the organisation’s environmental context. They will consider the influences on organisations including:

  • Its consumers and competitors
  • The role and function of marketing
  • An appraisal of stakeholders; in addition to consideration for its local, national and/or international context.

It will consider the key approaches to strategy formation.

By the end of the module learners will be able to:

  • Use tools to analyse the organisation's environment
  • Assess the effectiveness of its approach to marketing
  • Appraise their organisation's strategy and the methods by which strategy is formed.
Academic authors
A Hull DR 1 75n9b6sin
Dr Andrew Hull
20

This is an introduction to the theory and practice of financial accounting and management accounting. It explores the deployment of financial resources by an organisation to achieve its objectives and create value.

The aim is for learners to be able to:

  • Understand and interpret financial data and information
  • Understand and support key management accounting tasks of planning, controlling and decision making
  • Develop a level of confidence in their ability to communicate financial issues.

On completion they should also be able to:

  • Analyse and evaluate financial statements and other financial data and information
  • Explain the nature and importance of budgeting
  • Describe how their organisation deploys, reports, monitors and controls financial resources
  • Outline and evaluate the main capital investment appraisal techniques
Academic authors
Alison hennell 397 3 Alison Hennell 75e5pfi55
Alison Hennell
20

This module explores people as a resource that is available to organisations as they seek to achieve their objectives. It recognises and explores from a critical management perspective, the specific nature of individuals’ differences and their complex interactions with the organisation. It will also question issues of organisational effectiveness and performance.

  • Reflect on themselves and others as individuals and how differences can impact engagement and performance.
  • Reflect on key issues in the modern workplace and understand their impact on individuals.
  • Engage with the complex processes by which individuals can contribute to organisational outcomes.
  • Identify and act on learning and development needs.

Learners should also be able to demonstrate how they have:

  • Analysed their own performance and identified learning and development needs
  • Developed the capacity to apply a broad range of techniques for managing people
  • Analysed their interpersonal skills and taken responsibility to develop these, through engagement with all relevant stakeholders, in a professional and inclusive manner
  • Applied their thinking with adaptability and agility to changing organisational needs.
Academic authors
Adeyinka Adewale005 75e5pfilu
Dr Adeyinka Adewale
20

Informed heavily by coaching practice and theory, students gain a better understandingof themselves and their interactions with others to help develop theirprofessional presence and management skills and explore ways of developing more effective working relationships.

It explores the themes of:

  • Managing difficult conversations
  • Self-motivation and management
  • Active listening and open questioning (coaching conversations)
  • Managing up

Learners 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.

Learners will be prepared so they can:

  • Communicate clearly, effectively and regularly using oral, written and digital channels and platforms; and where appropriate to manage and chair meetings and apply influencing and persuading skills.
  • Use active listening and open questioning to structure conversations and discussions, and be able to challenge when appropriate.
  • Know how to maintain personal presence and present to large groups.
  • Develop an awareness of interpersonal skills of effective listening, influencing techniques, negotiating and persuasion.
  • Work effectively in teams and contribute to creation of effective teams.
Academic authors
Dorota Bourne005 Cropped 75im3cbgb
Dr Dorota Bourne
40

Learners will need to appraise and understand the effectiveness of their workplace. Through this work-based assignment they will apply the learning from this module to gain a better understanding of their organisation's project management capability, its context and its ability to perform effectively within its context. Learners will need to assess and element of organisational effectiveness.

This module prepares learners to:

  • Develop a knowledge and awareness of how a project moves through key stages of planning, design, development, deployment and evaluation.
  • Evidence-based assessment of organisational context and effectiveness.
  • Develop the enquiry and reporting skills that students need when conducting enquiries.

By the end of the module they will:

  • Have an awareness of academic theory and current techniques relating to project management practice.
  • Be able to identify and select sources of data and information about their organisation and its context.
  • Be able to collect, analyse and present information to support decision making and conclusions.
  • Be able to create a robust argument supporting conclusions.
  • Be able to communicate information developed through a workplace investigation.
Academic authors
Dr stephen simister 75edwqchg
Dr Stephen Simister
20

How do Organisations Operate?

In year 2, students develop their knowledge and critical understanding of management and are encouraged to apply these by examining the way their organisations operate. They acquire a deeper understanding of strategy, marketing, financial management and reporting, and the management of human resources, operations and processes, projects, and
underpinning infrastructure.

14 days plus blended learning component

Optional modules Credits

This builds on from the Organisations and the Environment module studied in Stage 1. Learners explore the principles of marketing and strategy in relation to the workplace more deeply. It aims to develop deeper knowledge and critical understanding of strategy and marketing. The learne should be supported to apply these skills as they scrutinise the way the organisation operates.

Themes include:

  • Stakeholder analysis
  • Strategic resources and competencies
  • Opportunities and competition (external market evaluation)
  • Markets and marketing research
  • Market segmentation
  • Marketing mix and planning
  • Sales strategy
  • Innovation and product development.
Academic authors
Maggie Cooper005 75ipdsq6y
Dr Maggie Cooper
20

The module aims to develop deeper knowledge and critical understanding of the strategic management of human resources. The learnes are encouraged to apply these skills as they scrutinise the way their organisations operate.

It builds on from the Organisations and Resources module in Stage 1 to explore the management of human resources for sustainable organisational success. It focuses on aspects of:

  • Recruitment and selection
  • Training and development
  • Performance management
  • Compensation and benefits
  • Talent and diversity management
  • Workforce planning and employee voice and participation.

HR practices and their impact on employee behaviour are examined in the context of organisational strategy.

Academic authors
Ritafontinha 397 3 Rita Fontinha 75e5pfi7t
Dr Rita Fontinha
20

A key component of an organizations strategic performance is the efficient and effective delivery of goods and services to both external and internal customers . Success in this requires effective and efficient operations and supply chain management which are, in turn, based upon effective delivery systems and processes. 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 currently organisations operate and to develop evidence-based recommendations for improvement.

By the end of the module the student will be able to:

  • Analyse the contribution of operations and supply chain management to organisational performance
  • Select and apply appropriate theories, concepts and tools to design appropriate delivery systems and processes aligned to organisational requirements
  • Select and apply appropriate theories, concepts and tools to support the ongoing management of operations and supply chains, including capacity management, inventory management and resource planning and control
  • Evaluate and improve quality and performance of delivery systems and processes
  • Analyse and manage operational risk and sustainability
Academic authors
Phil D Pic 75j13cvoa
Dr Phil Davies
20

This module explores the attitudes and skills required to take leadership responsibilities in the workplace through reflection, co-coaching, dialogue, shared leadership, adaptability and to be cognisant of complexity.

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.

The module aims to prepare students to:

  • Demonstrate awareness of the application of coaching, mentoring and conflict resolution principles
  • Show critical engagement with models for examining collaborative relationships
  • Work collaboratively with colleagues on a complex task
  • Demonstrate an awareness of current leadership debates in a world of complexity
  • To determine how effective leadership skills contribute to personal development planning
Academic authors
Dorota Bourne005 Cropped 75im3cbgb
Dr Dorota Bourne
30

This year’s capstone module requires students to plan and develop a work-based project, which will apply learning from the year. The project will require students (as individuals or groups) to assess a viable challenge for the organisation which has the capacity to make a difference.

In the modules, students will apply methods of enquiry to help that address an extant challenge in their organisation. They will be supported to reflect on the sufficiency of evidence for decision making.

Students are expected to apply their project management skills and use their knowledge and awareness of how a project moves through key stages.

30

Achieving Sustainable Value

In year 3, students deploy a systematic knowledge of management to consider how their organisation can deliver sustainable value for its stakeholders. Students will be expected to develop and support arguments that lead to the achievement of organisational goals. They will explore how an organisation grows as well as contemporary issues such as the digital challenge and the growth of responsible businesses.

Optional modules Credits

Students explore themes of strategy, finance, culture and change; and considers how they impact on each other in order to promote effective growth within the organisation. It enables students to determine how an organisations’ vision and mission can be informed by strategic options, organisational culture and financial decision making.

Students consider on how their organisation should and can change to deliver sustainable value for its various stakeholders. They will explore how organisational growth and development occurs whilst being exposed to the complexity, ambiguity and uncertainty that underpin change in organisations.

Academic authors
Irina Surdu 75e5pfilu
Dr Irina Surdu
20

Management in today’s contemporary context presents new challenges for organisational effectiveness. For a business to manage responsibly in today’s context, a range of issues and themes will be explored including sustainability; reputation management; values, ethics and governance. The challenges of the digital age including continuous technological development and its impact on process and people, are considered in the context of mechanisms for change.

Students will be expected to develop and support arguments relating to the achievement of organisational goals.

20

Students will work as a group, to agree a topic of concern to their organisation for further independent study. They will then investigate academic thinking associated with this concern. Students work in a planned, flexible and collaborative way, engaging in a professional inquiry in a rigorous and critical manner to further their engagement with their employer, their development as reflective practitioners, and to advance their ability to deploy academic thinking to genuine organisational concerns.

Academic authors
Dorota Bourne005 Cropped 75im3cbgb
Dr Dorota Bourne
20

This module explores achieving personal and professional growth in a complex, ambiguous and uncertain work context through an evaluation of self in relation to stakeholder, customer and supplier management. By developing an understanding of approaches to engagement, facilitating cross functional working and negotiation, students will explore how they themselves can change as they seek to deliver organisational growth. The module also considers the particular issues associated with the leadership of change as well as personal wellbeing and resilience.

Academic authors
Dorota Bourne005 Cropped 75im3cbgb
Dr Dorota Bourne
20

This final year capstone module requires students to prepare and/or undertake a change intervention in the workplace that can make a difference to the organisation. Through a work-based project, students will apply learning from the year and from previous years, to gain a better understanding of their organisation. The project will require students (as groups) to assess an element of organisational effectiveness that requires change.

A systematic knowledge of management will be deployed to allow students to consider organisational change. Throughout, they will be exposed to the complexity, ambiguity and uncertainty that underpin many management situations.

Academic authors
Dr stephen simister 75edwqchg
Dr Stephen Simister
40

The module or course content descriptions set out on this page are correct for those being taught in the current academic year. Modules or course content marked as optional are indicative and may be subject to change.

This three year part-time Apprenticeship Degree is £22,000.

The programme fee can be fully funded by your organisations digital Levy account. Those joining the Open cohort, will have a one nights residential as part of the starter workshop, which is included in the programme fees.

Course fee: £22,000. Which can be fully funded by your organisations digital levy account.
Duration: 3 year part-time
Suitable for: Those within your organisation who already have or who are about to take on management responsibilities but may not have a previous degree.

No start dates currently listed

Please check back soon, or contact us for more information.

Current teaching arrangements

Due to social distancing guidelines and the size of all our apprenticeship cohorts, the face-to-face scheduled workshops are currently taught live online, through interactive sessions with academics. Our Greenlands campus provides a great learning environment that we know our students are keen to return to. However, the welfare of our students, staff and wider community remains a top priority and we need to ensure we follow relevant guidelines.

The apprenticeship team are to answer any queries you may have.

Closed cohorts

For clients wishing to run a closed cohort we have the flexibility to deliver the programme at a nationwide set of locations. We are happy to arrange an alternative teaching venue that maybe more convenient for your staff, if you do not wish to use your organisations facilities.

Open cohorts

For those on the open cohort options, the BA (Hons.) in Applied Management - Chartered Manager Degree Apprenticeship (CMDA) is currently taught at our Greenlands campus. This beautiful campus is set on 30 acres of beautiful conservation parkland on the banks of the River Thames in Oxfordshire . We are less than an hour’s drive from Heathrow Airport, within easy reach of London and close to many major motorway links. It is perfect for quiet reflection as well as stimulating debate with other leading business minds and provides an ideal learning environment for busy executives: they have the space and surroundings required to stretch their mind and think away from the pressures of the office.

Classes are delivered in board-room style seminar rooms to facilitate group work and discussion.

Resources include the Library that holds books, journals, market research reports, dissertations, working papers and company information. The modern new space provides the perfect place for study, including a 24-hour Quiet Study Space. Although these materials are also available online through the virtual learning environment.

Leisure facilities include a fully equipped and professionally staffed fitness centre, outdoor sporting facilities, on-site accommodation and restaurant.

Learners on this programme will typically have a minimum of 3 years work experience and ready to move into a management role, or already be in a management role.

Before a learner can apply, to join any of Henley’s Apprenticeship Levy Degree programmes they need to be formally nominated by you their employer. In addition a three-way agreement needs to be put in place, this triangular agreement includes: Henley Business School, University of Reading, you the employers and the employees (individual learners).

The contractual process

Employer framework agreement (EFA):

This is the contract between the University of Reading and your organisation. NB: The organisaton that you work for maybe different to the one that signed the contract with the Education Skills Funding Agency (ESFA) as you may work for a subsidiary of a larger company.

Cohort form:

Once the EFA is signed you are able to submit your cohort form. This is where you the employer, formally nominate the individuals you wish to send onto the CMDA (and other programmes). Key questions are asked that allow us to check that individuals are eligible to be funded by the Levy.

Once the cohort is completed, the nominated learners will be sent a base line assessment to establish the knowledge, skills and behaviours they need to develop as part of their apprenticeship. They will then receive their online application link. Typically there is a two week gap when their application needs to be completed.

Entry requirements for the individual

Baseline assessment

Once the cohort is completed, the nominated learners will be sent a base line assessment to establish the knowledge, skills and behaviours they need to develop as part of their apprenticeship. They will then receive their online application link.

Online application

The application links will be sent over a set period and typically need to be completed within 2 weeks. On the application the nominees will need to demonstrate they have the right level of qualifications and work experience.

Students must have at least 3-years work experience and be at a level where their organisation considers them ready for a management role, i.e. to be on a ‘management track’. Whilst we would not consider that all 3 years be at this level, casual work requiring no skills will be excluded.

  • Potential students must be employed as designated apprentices working towards the CMDA. To do the programme, students must be able to consider management problems and will therefore need to be in a management role or on an overt development path toward one. By management, we mean having decision authority over the acquisition and deployment of key organisational resources such as people, money or infrastructure.
  • Alternatively, students may be in a project management role where they have authority over the progress of project and resource deployment.

Qualifications

To complete an Apprenticeship programme, it is mandatory that individuals have obtained Level 2 (Grade C or above G.C.S.E or equivalent) qualifications in English and Maths. Employers will be asked to ensure that applicants can provide evidence of Level 2 before including them on a cohort form to start the University application process. The Government has provided a useful link for those who may have mislaid their certificates.

  • A student may have an Honours degree in a subject other than business and management
  • Students must have at least three A-level at grade A,A,B or higher (or equivalent) and G.C.S.E's in Maths and English (or equivalent)

OR

  • Students must have significant work experience of which at least 2 years would be at a management level and they must be able to demonstrate (though their CV and application statement) a proven track record showing quantitative skills, sound judgement, critical reasoning skills and decision-making skills.

If an employee fails to meet any of the above qualifications, applicants must successful complete an assessment as set by the programme team. We will follow University policy on recognition of prior learning and prior experiential learning.

““From the first day of the Henley programme I found the course content extremely relevant and enjoyable, with modules well-structured and easy to follow. ​ ​ For me as an Apprentice it was important to see whether the learning was applicable in the workplace. Henley’s outstanding teaching and learning resources helps translate the theory into practice. This was no more apparent than in the finance module. It created lively group discussions and clearly highlighted the differences and similarities between finance in the public and private sector. ​ I now have a greater understanding of ​ financial issues and feel more confident when attending finance meetings and I am able to engage in discussion held at the granular level.”​”
Daniel Croft, Royal Berkshire NHS Foundation Trust

Why choose Henley?

By working in long-term partnerships with our clients, we can help to maximise the value of Levy contributions. We aim to utilise the fund to meet our clients’ strategic objectives and achieve their ambitions for their employees and organisations. At Henley we empower the individual learners to become great professionals and outstanding business leaders, who think with clarity and act with confidence and conviction. Working with their Apprenticeship Tutors they will be encouraged to utilise the new learning to benefit both the teams within which they work and the wider organisation.

The alumni network

Individual learners will meet with others both on their cohort and likely those on other cohorts from previous years. Together they form an invaluable network. From day one, they join Henley’s alumni association, a group of over 80,000 spread across 150 countries. There are regional and international alumni groups and Special Interest Groups providing a priceless series of events, mentoring programmes, career advice, and industry contacts and information.

Organisational support

Each client is assigned an Account Director or Manager to support them with the on-boarding of new learners onto this Apprenticeship programme and will work together throughout the application and enrolment process.

Current teaching arrangements

Due to social distancing guidelines and the size of all our apprenticeship cohorts, the face-to-face scheduled workshops are currently taught live online, through interactive sessions with academics. Our Greenlands campus provides a great learning environment that we know our students are keen to return to. However, the welfare of our students, staff and wider community remains a top priority and we need to ensure we follow relevant guidelines.

The environment

For those on the open cohort options, the BA (Hons.) in Applied Management - Chartered Manager Degree Apprenticeship programme is taught at our Greenlands campus. This beautiful campus is set on 30 acres of beautiful conservation parkland on the banks of the River Thames in Oxfordshire . We are less than an hour’s drive from Heathrow Airport, within easy reach of London and close to many major motorway links. It is perfect for quiet reflection as well as stimulating debate with other leading business minds and provides an ideal learning environment for busy executives: you have the space and surroundings required to stretch your mind and think away from the pressures of the office.*

Classes are delivered in board-room style seminar rooms to facilitate group work and discussion.

Resources include the Library that holds books, journals, market research reports, dissertations, working papers and company information. The modern new space provides the perfect place for study, including a 24-hour Quiet Study Space. Although these materials are also available online through the virtual learning environment.

Leisure facilities include a fully equipped and professionally staffed fitness centre, outdoor sporting facilities, on-site accommodation and restaurant.

*Greenlands may not exclusively be used for programme delivery. We have the flexibility to deliver the programme at a nationwide set of locations including your own offices if required.

Contact us

Henley Apprenticeship Levy Team

Contact the team for more information about Henley's apprenticeship levy programmes and service.

Email: apprenticeships@henley.ac.uk
Telephone: 01491418733

It was immediately clear that Henley’s approach was going to be radically different from anyone else we were considering.

From the first day of the Henley programme I found the course content extremely relevant and enjoyable.
Daniel Croft Royal Berkshire NHS Foundation Trust BA (Hons) in Applied Management - Chartered Manager Degree Apprenticeship