Level 3 Business, Enterprise and Creation Management

The teaching, learning, and assessment strategy for this academic programme is based on the expectation that students not only achieve the target learning outcomes but also engage meaningfully in the process of developing their knowledge as well as academic and professional skills. At its core, the strategy is informed by principles of inclusivity, scaffolding, transparency, and continuous improvement which provide the students with clear expectations and structured opportunities to succeed.

To achieve these aims, teaching and learning within the programme make use of a wide range of approaches that place students at the centre of the learning process. These include questioning and discussion to stimulate critical thinking; group activities, such as projects and presentations to encourage collaboration and communication; and opportunities for exploration and inquiry to foster curiosity and independent problem-solving. Through this blend of active and collaborative learning, alongside guided study and individual reflection, students are supported to develop both autonomy and the ability to work effectively with others. The strategy therefore ensures that learning is not a passive experience but an engaging, dynamic, and participatory process that equips students with the skills needed for academic success and future professional practice.

Similar to teaching and learning, the assessment strategy and procedures recognise that effective assessment is not solely about measuring achievement but also about supporting learning as it takes place. By embedding a variety of assessment opportunities within each module, the programme encourages students to reflect on their learning and progress and take responsibilities for their own learning journey. The approach ensures that assessment is both a means of demonstrating achievement and a tool for enhancing the learning process itself.

This programme promotes a coherent balance between assessing what the students have learned and creating opportunities for them to learn through the assessment process. This alignment strengthens the connection between teaching, learning, and assessment which ensures that all elements of the programme work together to support their success and prepare for future professional and academic aspirations.

Teaching and learning strategy

The Level 3 Diploma in Business, Enterprise and Creation Management programme adopts a student-centred and ‘learning by doing’ approach by integrating theory with practical application to prepare students for real-world business challenges. Teaching is delivered through a blend of lectures, interactive workshops, group activities, and independent study, supported by digital platforms such as Moodle and social media for resources and engagement.

Each module contains 20 credits or a total of 200 hours for overall teaching and learning. The time is typically distributed in the following way:

Generally, learning takes place in a coaching-style environment in which the teachers support and guide the students, but the students take responsibility for directing their own progress. Students are expected to work closely with their classmates through group activities, workshops, and presentations to improve their understanding and communication of concepts relevant to respective modules and topics.

Students develop knowledge and skills through case study analysis, group research projects, debates, and problem-solving workshops, encouraging collaboration and critical thinking. To build practical competence, activities, such as business simulations, financial planning tasks, project management exercises, and entrepreneurial pitch presentations are employed regularly.

The teaching and learning strategy emphasises inclusivity and active participation, offers tutorials, one-to-one support, and mid-semester feedback loops to ensure the students remain engaged and supported. By combining academic skills training (reading, writing, referencing, presentations) with practical business applications, the programme is expected to prepare students with essential critical, analytical, and professional skills required for business related higher studies, employment, and enterprises.

Assessment strategy

The assessment tasks in the programme are designed to support students’ learning as well as to help the tutors evaluate the depth and quality of progress in each module. A range of formative and summative assessments is integrated into each module. Formative assessments do not contribute to the final grade, but they are used to provide valuable feedback and help students prepare for the summative assessments. The overall grade for each module, as well as for the programme, are based on the results of the summative assessments.

Formative assessment

Formative assessment supports learning through quizzes, reflective writing, and short presentations integrated into regular classes. Tutors provide constructive feedback to build knowledge and skills. While not graded, these activities strengthen independent and group learning and prepare students for summative assessments, such as projects, business plans, and case analyses.

Summative assessment

Summative assessments are aligned to Module Learning Outcomes (MLOs) and collectively address Programme Learning Outcomes (PLOs). Tasks are balanced across three semesters and use varied formats, including essays, presentations, business pitches, projects, case analyses, business plans, market research, posters, action plans, and exams, allowing students to demonstrate learning through different approaches.

Overall, the assessment tasks in the programme are expected to ensure the following three key qualities.

• Authentic and future-focused: Assessments use real-world business scenarios, requiring application of knowledge and skills like critical thinking, problem-solving, communication, and teamwork, preparing students for future study or employment.
• Scaffolded and developmental: Tasks build progressively over three semesters, developing essential skills early and integrating them into complex challenges, fostering independence and readiness for higher-level assessments
• Inclusive, realistic and fair: Assessments are accessible, flexible, and manageable, giving all the students fair opportunities to demonstrate learning while maintaining realistic workload expectations.