The Level 5 Diploma in Business and Administrative Management is a 120 credit size qualification, equivalent in size and level to the second year of a bachelor’s degree.
At level 5, learners are expected to understand the more strategic aspects of business administration as well as governance structure and organisational context. Learners must achieve a minimum of 120 credits to achieve the qualification. They must complete the nine mandatory units, worth 100 credits and two optional units worth a minimum of 20 credits.
The QAN number for this qualification is as follows:
ATHE Level 5 Diploma in Business and Administrative Management 601/2375/8
|Information for Strategic Decision Making||5||10||40|
|Advanced Finance for Business Managers||5||10||40|
|The Context of Corporate Governance||5||10||40|
|Organisational Analysis and Change||5||15||60|
|Human Resource Management||5||10||40|
|Knowledge Management Strategy||5||5||20|
|Leadership, Motivation and Group Dynamics||5||10||40|
|Organisational Facilities Management||5||10||40|
|Financial Systems and Auditing||5||15||60|
|Small Business Enterprise||5||15||60|
|Economics for Business||5||15||60|
On successful completion of a Level 5 qualification in Business and Administrative Management there are a number of progression opportunities.
Learners may progress to:
- a Level 6 Diploma or Extended Diploma in Business and Administrative Management or to other ATHE Certificates and Diplomas in Management at a higher level
- a degree programme in a higher education institution and claim exemptions for someof the units completed
- employment in the business or related sectors
Learners must achieve a minimum of 120 credits to achieve the qualification. They must complete the nine mandatory units, worth 100 credits and two optional units worth a minimum of 20 credits.
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.
Before enroling onto the Level 5 course, you must have attained a Level 4 or equivalent.
If you decide to top up to a full Undergraduate Degree through an accredited UK university, the costs are listed below. Please note, the below costs are for distance learning/online only. You have the option of finishing on campus, Costs will vary depending on which university you chose to complete the final year at.
BA (Hons) in Business and Management Top up – £3800
BSc (Hons) in International Accounting Top up -£3800
University of Derby
Undergraduate Top up to BA – £4400
Edinburgh Napier University
BA in Business Management (Top-Up) – £4600
BA in Business and Enterprise (Top-Up) – £4600
BA in Sales Management (Top-Up) – £4600
University of Worcester
BA (Hons) Business Administration Final Year Top up – £4000
University of Sunderland – On Campus
BA (Hons) Business and Management (Year 3 ) – £9250
University of Lincoln
BA (Hons) Business Studies Top-Up
University of Bolton
BA (Hons) Top-up, fee £10,250, duration 2 semesters
University of Portsmouth
BA (Hons) Business
BA (Hons) Business and Computer Studies
BA (Hons) Professional Studies
BSc (Hons) Professional Studies
BSc (Hons) Engineering and Management Studies
BSc (Hons) Engineering Project Management
University of Lincoln
BA Top-up – £3000
Buckinghamshire New University
BA (Hons) Top-up, fee £3,000
BA (Hons) Top-up – progression from ATHE Level 5 Extended Diploma in Management, fee £9,560
Southern Cross University
Bachelor of Business.
Bachelor of Business Administration.
Bachelor of Business in Convention and Event Management.
Bachelor of Business in Hotel Management.
Bachelor of Business in Tourism and Hospitality Management.
Please enquire for top up prices for Southern Cross University.
University of Nicosia, Cyprus
Undergraduate Top up to BA – €6000
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.