The qualification in Business and Administrative Management at Level 4 has been developed to conform to the requirements of the RQF, to meet the requirements of employers, the needs of learners and our centres. This qualification is not tied to any specific industry, but delivers the knowledge, understanding and skills that meet the needs of learners aspiring to roles in Business and Administrative Management in different sectors on a domestic and international platform.
The Diploma allows learners to acquire a range of knowledge and understanding and to develop some of the key skills required to work as an administrative manager. This is done through learning in a number of mandatory units together with a choice of optional units. Learners can select optional units in particular specialisms that are directly related to their current responsibilities or that meet a particular interest and support career development.
The QAN number for this qualification is as follows:
ATHE Level 4 Diploma in Business and Administrative Management 601/2373/4
Learners must complete 120 credits. This includes all eight mandatory units, worth 100 credits. They must then select at least two optional units with a minimum credit value of 20.
|Fundamentals of Administrative Management||4||15||60|
|Managing People in Organisations||4||15||60|
|Managing Information and Knowledge||4||15||60|
|Finance for Administrative Managers||4||10||40|
|Administration for Executive Assistants||4||10||40|
|Introduction to Islamic Finance||4||10||40|
|Managing Business Facilities||4||10||40|
|Management Accounting: Costing and Budgeting||4||15||60|
|The Internet and E-business||4||15||60|
|Business Events Management||4||15||60|
The total qualification time is 1200 hours.
The total guided learning hours is 480 hours.
On successful completion of a Level 4 qualification in Business and Administrative Management there are a number of progression opportunities.
Learners may progress to:
- a Level 5 Diploma in Business and Administrative Management or to other ATHE Certificates and Diplomas in Management at a higher level with the opportunity to specialise in Healthcare or Travel and Tourism
- a degree programme in a higher education institution and claim exemptions for someof the units completed
You must be aged 18 or over to take this qualification.
There are no formal requirements for specific prior qualifications or levels of attainment but if you have recently been in education or training you will normally be expected to have either 2 or more GCE A levels and 5 or more GCSEs at grades C and above, other level 3 qualifications in relevant subjects, an Access to Higher Education Certificate delivered by an approved further education institute and validated by an Access Validating Agency, or other equivalent international qualifications.
Mature learners will normally have relevant work experience (paid and/or unpaid) with a degree of responsibility, and/or achievement of relevant professional qualifications. You must have an appropriate standard of English to enable you to access relevant resources and complete the unit assignments.
All Course Material, including online modules and written assignments.
- Personal tutor support with 1-2-1 Skype sessions
- Dedicated student support
- Access to an online Social Learning forum
- Assignment marking and feedback
- Free CV Writing help on completion of the course.
To enrol onto the Level 4 course, you must be at least 18 and have a full secondary education.
Successful completion of the full Level 4/5 Extended Diploma in Management and final year of an accredited Undergraduate Degree programme will give students the right credentials to go on and apply for a job in marketing, accounting, human resources, management or business consultancy.
Recognition of Prior Learning (RPL) is a method of assessment that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning.
We recognise learners’ previous achievements and experiences whether at work, home and at leisure, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning.
RPL enables recognition of achievement from a range of activities using any valid assessment methodology. Provided that the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid.
The term Guided Learning Hours (GLH) is an estimate of the amount of time, on average, that a tutor, trainer, workshop facilitator etc., will work with a learner, to enable the learner to complete the learning outcomes of a unit to the appropriate standard.
GLH are intended to provide guidance for centres on the amount of time required to deliver the programme and support learners. GLH are made up of activities completed by the learner under direct instruction or supervision of a tutor/teacher, lecturer, supervisor, trainer etc. whether through actual attendance or via electronic means, the activity must be in real time.
Some examples of activities that can contribute to Guided Learning Hours include:
- Supervised induction sessions
- Learner feedback with a teacher in real time
- Supervised independent learning
- Classroom-based learning supervised by a teacher
- Work-based learning supervised by a teacher
- Live webinar or telephone tutorial with a teacher in real time
- E-learning supervised by a teacher in real time
- All forms of assessment that take place under the immediate guidance or supervision of a lecturer, supervisor, tutor or other appropriate provider of education or training, including where the assessment is competence-based and may be turned into a learning opportunity
Total Qualification Time (TQT) is a guide to the amount of time a learner would take, on average, to complete the different activities to demonstrate achievement of the learning outcomes of a whole qualification.
TQT includes all the activities described under guided learning hours (GLH) plus all the additional learning.
Additional learning will take place away from the classroom and this will not be under direct supervision of a tutor/teacher, lecturer, supervisor, trainer etc. The activities will vary depending on the qualifications, their level and the nature of the learning.
Some examples of activities that can contribute to Total Qualification Time, include:
- Preparation for classes
- Independent and unsupervised research/learning
- Unsupervised work on assignments
- Unsupervised compilation of a portfolio of work experience
- Unsupervised e-learning
- Unsupervised e- assessment
- Unsupervised e-assessment
- Unsupervised coursework
- Watching a pre-recorded podcast or webinar
- Unsupervised work-based learning
- Any other form of learning, education or training, not under the direct supervision of a tutor/teacher, lecturer, supervisor, trainer.
Equality and fairness are central to the provision at the McQueen’s Education. Promoting equality and diversity involves treating everyone with equal dignity and worth, while also raising aspirations and supporting achievement for people with diverse requirements, entitlements and backgrounds. An inclusive environment for learning anticipates the varied requirements of students, and aims to ensure that all students have equal access to educational opportunities. Equality of opportunity involves enabling access for people who have differing individual requirements as well as eliminating arbitrary and unnecessary barriers to learning. In addition, students with and without disabilities are offered learning opportunities that are equally accessible to them, by means of inclusive qualification design.
Our equality policy requires all students to have equal opportunity to access our qualifications and assessments.
We are committed to making sure that:
- Students with a protected characteristic (as defined in legislation) are not, when they are undertaking one of our courses, disadvantaged in comparison to students who do not share that characteristic.
- All students achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.
Our policy regarding access to its qualifications is that:
- They should be available to everyone who is capable of reaching the required standards
- They should be free from any barriers that restrict access and progression
- There should be equal opportunities for all those wishing to access the qualifications.