赫瑞瓦特大学

Overview

European and international markets present huge opportunities for multilingual graduates with business and management skills. This degree course integrates both academic fields, enabling students to enter the employment market directly after graduation. During Years 1 and 2 there is a certain amount of flexibility as to the language element of the course. Students may study the second language at the same level as the first language, or take up a second language from beginner's level. Alternatively, students may choose to study only Spanish from the outset.

Our International Business Management and Languages (IBML) degree combines core business management subjects with tailored language courses that have a business focus. We have four pathways available on our IBML degree:

• Chinese
• French
• German
• Spanish

During the first two years of study, students take classes in their chosen pathway language and a range of business subjects. Where possible students are also encouraged to study a second language.

Third year is spent abroad at a business school or university where you study a range of business subjects in your chosen foreign language.

Teaching and Learning

In the early stages of study, considerable emphasis is given to assisting students in the transition into Higher education through induction events in the first semester of study. These introduce students to the different teaching methods that they will encounter: mostly lectures, tutorials, workshops, lab work – as well as familiarising students with support services such as the library, computing services and the virtual learning environment. In addition, the School is committed to providing a thorough grounding in scholarship skills covering matters such as critical approaches to secondary texts and data, academic writing techniques, professional practice in Languages, and reflective learning.

Assessment

The programme uses a range of assessment types at all stages of study. Formative assessment is used in many courses to provide students and staff with feedback on performance and the achievement of learning outcomes. This feedback is used both to inform programme development, but also to enable the adaptation of learning opportunities to meet the needs of individual students and the cohort of learners. Summative assessment for most courses will involve a combination of coursework and examinations, with greater weight typically given to unseen examination rather than coursework. The format of all assessment is determined by its appropriateness for measuring the learning outcomes of courses.