Higher Business Management - SQA
Higher Business ManagementCourse code:C810 76Course assessment code:X810 76SCQF:level 6 (24 SCQF credit points)Valid from:session 2018–19This document provides detailed information about the course and course assessment toensure consistent and transparent assessment year on year. It describes the structure ofthe course and the course assessment in terms of the skills, knowledge and understandingthat are assessed.This document is for teachers and lecturers and contains all the mandatory information youneed to deliver the course.The information in this publication may be reproduced in support of SQA qualifications onlyon a non-commercial basis. If it is reproduced, SQA must be clearly acknowledged as thesource. If it is to be reproduced for any other purpose, written permission must be obtainedfrom permissions@sqa.org.uk.This edition: May 2018 (version 2.0) Scottish Qualifications Authority 2013, 2018
ContentsCourse overview1Course rationale2Purpose and aims2Who is this course for?2Course content3Skills, knowledge and understanding3Skills for learning, skills for life and skills for work8Course assessment9Course assessment structure: question paper9Course assessment structure: assignment10Grading13Equality and inclusion14Further information15Appendix: course support notes16Introduction16Developing skills, knowledge and understanding16Approaches to learning and teaching17Preparing for course assessment40Developing skills for learning, skills for life and skills for work40
Course overviewThe course consists of 24 SCQF credit points which includes time for preparation for courseassessment. The notional length of time for candidates to complete the course is 160 hours.The course assessment has two components.ComponentMarksDurationComponent 1: question paper902 hours and 45 minutesComponent 2: assignment308 hours — see ‘Courseassessment’ sectionRecommended entryProgressionEntry to this course is at the discretion ofthe centre. Advanced Higher BusinessManagement courseCandidates should have achieved theNational 5 Business Management course orequivalent qualifications and/or experienceprior to starting this course. other qualifications in businessmanagement or related areas further study, employment and/ortrainingConditions of awardThe grade awarded is based on the total marks achieved across all course assessmentcomponents.Version 2.01
Course rationaleNational Courses reflect Curriculum for Excellence values, purposes and principles. Theyoffer flexibility, provide time for learning, focus on skills and applying learning, and providescope for personalisation and choice.Every course provides opportunities for candidates to develop breadth, challenge andapplication. The focus and balance of assessment is tailored to each subject area.Business plays an important role in society, as it creates wealth, prosperity, jobs, andchoices for consumers. It is therefore essential to have effective businesses and businessmanagers to sustain this role.This course helps candidates understand the dynamic, changing and competitiveenvironment of industry and commerce, and the environments that organisations operate in.It develops skills in communicating and presenting business-related information tostakeholders of an organisation.Purpose and aimsThe course highlights the different ways in which large organisations operate. Candidateslearn to understand and make use of business information to interpret and report on overallbusiness performance, in a range of contexts. Using current business theory and practice,the course reflects the integrated nature of large organisations, their functions and decisionmaking processes.Candidates develop understanding of: the ways in which society relies on organisations and how external influences can affectthem a range of methods that businesses and other organisations use to meet customer needs enterprising skills and attributes how to analyse and interpret business information and communicate it in a clear andconcise wayWho is this course for?The course is suitable for candidates who are interested in entering the world of business, asa manager, employee or self-employed person, and exploring the activities of different typesof business.Version 2.02
Course contentThe course consists of five areas of study:Understanding businessCandidates develop their understanding of how large organisations in the private, public andthird sectors operate, make decisions and pursue their strategic goals. They analyse theimpact that internal and external environments have on an organisation’s activity, andconsider the implications of these factors.Management of marketingCandidates develop their understanding of the importance of effective marketing systems tolarge organisations. They learn about the relevant theories, concepts and procedures usedby organisations to improve competitiveness and customer satisfaction.Management of operationsCandidates develop their understanding of the importance of effective operations systems tolarge organisations. They learn about the relevant theories, concepts and procedures usedby organisations to improve and/or maintain quality, and the importance of satisfying bothinternal and external customers’ needs.Management of peopleCandidates develop their understanding of the issues that large organisations face whenmanaging people. They learn about the relevant theories, concepts and procedures used byorganisations when dealing with staff, including retention, training, leadership and motivation.Management of financeCandidates develop their understanding of the issues that large organisations face whenmanaging finance. They learn about the relevant theories, concepts and procedures used byorganisations in financial situations.Skills, knowledge and understandingSkills, knowledge and understanding for the courseThe following provides a broad overview of the subject skills, knowledge and understandingdeveloped in the course: applying knowledge and understanding of the impact of business activities on society, incontexts which have complex features applying the ideas of ethical and effective business decision making to solve strategicbusiness-related problems communicating relatively complex business ideas and opinions from a range ofinformation relating to the effects of opportunities and constraints on business activity,some of which may be unfamiliar understanding how entrepreneurial attributes can help business development and riskmanagementVersion 2.03
analysing the effectiveness of a range of marketing activities and understanding how theycan be used to enhance customer satisfaction analysing a range of activities which can be used during the production process tomaximise the quality of goods/services understanding leadership styles and how they can be used to enhance the contribution ofstaff to business success analysing business financial data to draw conclusions and suggest solutions whereappropriate analysing the use of existing and emerging technologies to improve business practiceVersion 2.04
Skills, knowledge and understanding for the course assessmentThe following provides details of skills, knowledge and understanding sampled in the courseassessment:Understanding businessRole of business in society sectors of industry sectors of the economyTypes of organisations public sector organisations private limited companies public limited companies franchising multinationals third-sector organisationsObjectives corporate social responsibility growth satisficing managerial objectivesMethods of growth organic horizontal vertical (forwards and backwards) lateral conglomerate diversificationExternal factors impact of PESTEC external factors, includingeconomic and competition policyInternal factors corporate culture availability of finance staffing technologyStakeholders conflicts of interest and interdependenceStructures features, benefits and drawbacks of differentorganisational structuresDecision making types of decisions quality decisions SWOT analysis role of a managerVersion 2.05
Management of marketingCustomers market-led versus product-led consumer behaviourMarket research market research methods (including justification foruse) samplingMarketing mix product price place promotion people process physical evidenceProduct product life cycle (including sales revenue andprofitability at each stage) extension strategies product portfolioPrice pricing strategiesPlace channels of distribution role of wholesaler and retailer types of retailersPromotion into and out of the pipeline public relationsPeople people involved in delivering customer satisfaction levels of after-sales serviceProcess systems in place to ensure satisfactory delivery ofthe service to the customerPhysical evidence physical environment used to deliver a serviceTechnology role of technology in marketingVersion 2.06
Management of operationsInventory management inventory management systems just-in-time storage, warehousing logisticsMethods of production capital- and labour-intensive production methodsQuality quality management quality standards and symbols benchmarking quality circles mystery shoppingEthical and environmental fair trade environmental problems and solutions ethical issuesTechnology role of technology in operationsManagement of peopleWorkforce planning elements of workforce planning (including costs andbenefits of recruitment and selection)Training and development staff development training schemes work-based qualifications appraisalMotivation and leadership theories of motivation leadership stylesEmployee relations institutions involved processesLegislation impact of current employment legislationTechnology role of technology in human resourcesVersion 2.07
Management of financeSources of finance appropriate for larger organisationsCash budgeting analysis cash flow issues and solutionsNote: preparation of cash budget not requiredFinancial Statements interpretation of Income Statements and Statementsof Financial PositionNote: preparation of financial statements not requiredRatios profitability liquidity efficiencyNote: calculation of ratios not requiredTechnology role of technology in financeSkills, knowledge and understanding included in the course are appropriate to the SCQFlevel of the course. The SCQF level descriptors give further information on characteristicsand expected performance at each SCQF level, and can be found on the SCQF website.Skills for learning, skills for life and skills for workThis course helps candidates to develop broad, generic skills. These skills are based onSQA’s Skills Framework: Skills for Learning, Skills for Life and Skills for Work and draw fromthe following main skills areas:1Literacy1.2Writing2Numeracy2.3Information handling4Employability, enterprise and citizenship4.14.4EmployabilityEnterprise5Thinking skills5.35.4ApplyingAnalysing and evaluatingYou must build these skills into the course at an appropriate level, where there are suitableopportunities.Version 2.08
Course assessmentCourse assessment is based on the information provided in this document.The course assessment meets the key purposes and aims of the course by addressing: breadth — drawing on knowledge and skills from across the course challenge — requiring greater depth or extension of knowledge and/or skills application — requiring application of knowledge and/or skills in practical or theoreticalcontexts as appropriateThis enables candidates to: assess the impact of business activities on society in unfamiliar contexts make decisions by applying business concepts and ideas to resolve business-relatedissues research, interpret, analyse and evaluate relatively complex business information to drawvalid conclusions and suggest solutions where appropriate communicate relatively complex business ideas and opinions from a wide range ofsourcesCourse assessment structure: question paperQuestion paper90 marksThe question paper gives candidates the opportunity to demonstrate their ability to: apply and integrate knowledge and understanding of business concepts from all aspectsof the course use data handling techniques to interpret and analyse business information draw valid conclusions and suggest resolutions to business-related issuesAll questions are mandatory and sample from the ‘Skills, knowledge and understanding forthe course assessment’ section of this document.The question paper has a total mark allocation of 90 marks. This is 75% of the overall marksfor the course assessment.The question paper has two sections.Section 1 is worth 30 marks and contains one question. This is a multi-part question, witheach part attracting a mark from a range of 1–8 marks. The question is based on stimulusmaterial in the form of a case study and samples course content from any of the five areas ofstudy. In general, it assesses decision making and the application of knowledge andunderstanding.Version 2.09
The stimulus material is based on a real organisation and can include text, financialinformation, graphs, diagrams and charts. The question generally relates to the stimulus,although some could be based on topics surrounding the stimulus material.Section 2 is worth 60 marks and contains four questions worth 15 marks each. These aremulti-part questions, with each part attracting a mark from a range of 1–8 marks. This sectionsamples course content from any of the five areas of study. In general, it assesses breadth ofknowledge and understanding from across the course.Setting, conducting and marking the question paperThe question paper is set and marked by SQA, and conducted in centres under conditionsspecified for external examinations by SQA.Candidates have 2 hours and 45 minutes to complete the question paper.Specimen question papers for Higher courses are published on SQA’s website. Theseillustrate the standard, structure and requirements of the question papers candidates sit. Thespecimen papers also include marking instructions.Course assessment structure: assignmentAssignment30 marksThe assignment gives candidates the opportunity to demonstrate their ability to: select an appropriate business and topic collect information/evidence relating to the context of the assignment, from a range ofsources apply relevant business concepts and theories to the context of the assignment analyse and evaluate the business data/information solve problems by applying relatively complex business ideas and concepts relevant tothe context of the assignment communicate valid, justified conclusions and/or recommendations produce a business report relating to the context of the assignmentCandidates research and analyse information, and produce a business report using givenheadings. The report is based on an analysis of the research findings and details appropriateconclusions and/or recommendations.Version 2.010
Candidates choose a topic to research. Teachers and lecturers may wish to encouragecandidates to frame their report title as a question, for example:Is the product portfolio of xxx effective?Have the product extension strategies used by xxx been successful inmaintaining/increasing its market share of yyy (a product)?Have the quality measures used by xxx maintained/increased customer satisfaction?An analysis of the extended marketing mix of xxx.The assignment has a total mark allocation of 30 marks. This is 25% of the overall marks forthe course assessment. Marks are awarded for: introduction2 marks research4 marks analysis and interpretation13 marks conclusions and recommendations10 marks structure1 markSetting, conducting and marking the assignmentThe assignment is: set by SQA conducted in centres under some supervision and control submitted to SQA for external markingAll marking is quality assured by SQA.Assessment conditionsTimeThe assignment is designed to be completed over a notional period of 8 hours. This includestime for research and producing the final business report. Candidates can complete theirresearch and write-up simultaneously.Candidates who choose to carry out field research may need more than the notional 8 hoursto complete their research.Assessment should start at an appropriate point, normally once most of the content has beendelivered.Supervision, control and authenticationCandidates must carry out the assignment on an individual basis. Research, data collectionand analysis must be completed independently.Version 2.011
Desk research should be carried out in centres — field research can be conducted outwiththe classroom setting.Candidates carry out the assignment under some supervision and control, to ensure thatwork presented is their own. Teachers and lecturers must put in place mechanisms toauthenticate candidate evidence and/or research not completed within the classroom setting.For example: regular checkpoint meetings with candidates short spot-check interviews with candidates checklists which record activity/progressResourcesThe assignment is open-book — there are no restrictions on the resources that candidatesmay have access to when undertaking the assignment.Candidates do not need to make direct contact with organisations as part of their research.They may find that information on websites and elsewhere is enough for the level of researchrequired.Reasonable assistanceCandidates must complete the assignment independently. However, reasonable assistancemay be provided by teachers and lecturers at relevant stages in the process, as identifiedbelow. The term ‘reasonable assistance’ is used to try to balance the need for support withthe need to avoid giving too much help. If any candidate requires more than what is thoughtto be ‘reasonable assistance’, they may not be ready for assessment, or they may have beenentered for the wrong level of qualification.Reasonable assistance may include: clarifying the instructions/requirements of the assignment advising candidates on a suitable topic to research advising candidates on which organisation to choose advising candidates on the likely availability and accessibility of resources for theirchosen topic advising candidates on possible sources of information advising candidates on how best to structure their business reportReasonable assistance does not include: providing candidates with full exemplar assignments directing candidates to specific text within a source of information telling candidates what analysis they can draw from a research finding reading and marking draftsVersion 2.012
Evidence to be gatheredCandidates produce a business report including supporting appendices. The appendicesshould show a list of all the sources of information used, which may include: website addresses used in research details of newspaper and/or magazine articles (publication name, date, article title) orbooks (title, chapter, author) statistical, graphical or numerical data interview questions and/or responses questionnaire/survey questions and/or results appropriate photos/images notes taken from a visit or a talk notes taken from an audio-visual sourceVolumeThe business report should be no longer than 2,000 words (excluding appendices). If theword count exceeds the maximum by more than 10%, a penalty will be applied.There should be no more than four pages of appendices attached to the report.GradingCandidates’ overall grades are determined by their performance across the courseassessment. The course assessment is graded A–D on the basis of the total mark for allcourse assessment components.Grade description for CFor the award of grade C, candidates will typically have demonstrated successfulperformance in relation to the skills, knowledge and understanding for the course.Grade description for AFor the award of grade A, candidates will typically have demonstrated a consistently highlevel of performance in relation to the skills, knowledge and understanding for the course.Version 2.013
Equality and inclusionThis course is designed to be as fair and as accessible as possible with no unnecessarybarriers to learning or assessment.For guidance on assessment arrangements for disabled candidates and/or those withadditional support needs, please follow the link to the assessment arrangements web page:www.sqa.org.uk/assessmentarrangements.Version 2.014
Further informationThe following reference documents provide useful information and background. Higher Business Management subject page Assessment arrangements web page Building the Curriculum 3–5 Guide to Assessment Guidance on conditions of assessment for coursework SQA Skills Framework: Skills for Learning, Skills for Life and Skills for Work Coursework Authenticity: A Guide for Teachers and Lecturers Educational Research Reports SQA Guidelines on e-assessment for Schools SQA e-assessment web pageThe SCQF framework, level descriptors and handbook are available on the SCQF website.Version 2.015
Appendix: course support notesIntroductionThese support notes are not mandatory. They provide advice and guidance to teachers andlecturers on approaches to delivering the course. You should read these in conjunction withthis course specification and the specimen question paper and coursework.Developing skills, knowledge and understandingThis section provides further advice and guidance about skills, knowledge and understandingthat you could include in the course. You have considerable flexibility to select contexts thatwill stimulate and challenge candidates, offering both breadth and depth.The following tables suggest activities to support the delivery of the course and are suitablefor candidates with different learning styles.Version 2.016
Approaches to learning and teachingLearning in this course should be contextualised to large private-sector businesses, public-sector and third-sector organisations.Understanding businessTopicRole ofbusiness insocietyFurther advice and guidance about skills, knowledgeand understandingCandidates should be aware of how business activity: adds value helps satisfy the needs of customers in a changingcompetitive environmentSuggested experiences and activities for candidates carrying out independent or group research tasks and/orcase studies to look at the different industrial andeconomic sectors presenting findings to the classCandidates should be able to classify and describe thefollowing: sectors of industry— business activity in the primary sector, secondarysector, tertiary sector and quaternary sector sectors of the economy— organisations in the public, private and third sectorsTypes ofFrom the range below, candidates should:organisations be able to describe the similarities and differencesbetween structures in terms of ownership, control andfinance:— public sector organisationsVersion 2.0 carrying out independent or group research tasks and/orcase studies to look at the different types of organisationsin terms of how they are organised, what they do and howthey do it carrying out surveys of parents, carers, relatives abouttheir employers17
Understanding businessTopicFurther advice and guidance about skills, knowledgeand understanding— private limited companies— public limited companiesSuggested experiences and activities for candidates using online mapping to examine the distribution of localbusinesses— franchising— multinationals— third-sector organisationsObjectivesCandidates should: accessing case studies to understand how commercialbusiness works be aware of the aims and objectives of the types oforganisations listed above using current businesses as case studies to demonstratethe reasons behind their objectives be able to explain any similarities or differences in theseaims and objectives listening to guest speakers explain their businessobjectives and the reasons for choosing them be aware of what organisations do to achieve objectives understand why objectives may change ascircumstances changeMain objectives: corporate social responsibility growth satisficing managerial objectives— working within a budgetVersion 2.018
Understanding businessTopicMethods ofgrowthFurther advice and guidance about skills, knowledgeand understandingCandidates should:Suggested experiences and activities for candidates be aware of methods of growth available toorganisations using current businesses as case studies to demonstratethe reasons for choosing the method of growth be able to describe the methods listening to guest speakers explain their methods ofgrowth and the reasons for choosing them understand reasons for using each method accessing case studies to understand the differentmethods of growth used be aware of the disadvantages of each methodMethods of growth include: organic horizontal forwards vertical backwards vertical lateral conglomerate diversificationWays to achieve growth include: mergers, acquisitions, takeovers franchising becoming a multinational product development, advertising, increasing staffingVersion 2.019
Understanding businessTopicFurther advice and guidance about skills, knowledgeand understandingSuggested experiences and activities for candidatesWays of funding growth include: retained profits divestment deintegration asset stripping demerger buy-in buy-out outsourcingExternalfactorsCandidates should be aware of: the impact that external factors might have onorganisationsFactors include: researching how external factors influence a business oftheir choice political (including economic policy and competitionpolicy) presenting findings to the class economic social (including ethical) technological (new innovations that become available)Version 2.0 using current businesses as case studies to illustrate howexternal factors can positively and negatively affectbusiness activities, for example how tobacco companies,bars, restaurants, garden furniture sellers have beenaffected by the smoking ban using business stories to illustrate the impact of externalfactors on business activity listening to guest speakers explain how factors have affectedtheir businesses, for example competition, competition policyand economic policy20
Understanding businessTopicFurther advice and guidance about skills, knowledgeand understanding environmentalSuggested experiences and activities for candidates competitiveInternalfactors the impact that internal factors might have onorganisations’ abilities to meet their objectives using analytical techniques to illustrate how internalfactors can positively and negatively affect businessactivities, for example how workers’ striking affects abusiness the ways organisations might be able to overcome anyconstraints researching how internal factors influence choices madeby businessesCandidates should be aware of: presenting findings to the classFactors include: corporate culture (including methods of promoting andthe costs and benefits) finance (budget constraints and availability) using business stories to illustrate the impact ofcontemporary technology on business activity listening to guest speakers explain how internal factorsaffect their businesses, for example corporate culture staffing (skill set, availability and motivation) technology (that is currently available in an organisation)StakeholdersCandidates should be aware of: using current businesses as case studies to provideexamples of stakeholder conflict and interdependence the differing objectives of groups of stakeholders in termsof: using business stories to illustrate contemporary examplesof stakeholder conflict and interdependence— conflicts of interest— interdependenceVersion 2.0 listening to guest speakers explain how they managestakeholder conflict and interdependence21
Understanding businessTopicStructuresFurther advice and guidance about skills, knowledgeand understandingCandidates should: be aware of the different organisational structures andgroupings available be able to describe these structures and groupingsSuggested experiences and activities for candidates using current businesses as case studies to provideexamples of staff and management structures andgroupings listening to guest speakers explain how they organise theirmanagers and staff, and their reasons for doing so be aware of any advantage and/or disadvantage of thestructures and groupings be aware of the effect of downsizing on an organisation’sstructureStructures include: tall and flat (including delayering) centralised and decentralised matrix entrepreneurialStaff groupings include: function place/territory product technological customerVersion 2.022
Understanding businessTopicDecisionmakingFurther advice and guidance about skills, knowledgeand understandingCandidates should be aware of:Suggested experiences and activities for candidates types of decisions: listening to guest speakers explain the skills needed by amanager in order to make effective decisions— strategic, tactical and operational decisions— centralised and decentralised decision making factors that affect quality decisions:— ways of measuring the success of decisions using current businesses as case studies to provideexamples of strategic, tactical and operational decisions preparing a SWOT analysis on a business and using theanalysis to suggest a suitable action the business couldtake SWOT analysis and its use as a decision-making tool the role of a manager in making decisions:— plan, organise, command, control, coordinate,delegate, and motivateVersion 2.023
Management of marketingTopicCustomersFurther advice and guidance about skills, knowledge andunderstandingCandidates should be aware of:Suggested experiences and activities for candidates what is meant by market-led and product-led, and thedifferences between them using the inter
National 5 Business Management course or equivalent qualifications and/or experience prior to starting this course. Advanced Higher Business . Business plays an important role in society, as it creates wealth, prosperity, jobs, and choices for consumers. It is therefore essential to have effective businesses and business
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The Advanced Higher Biology question paper brief on the following page gives the structure of the SQA question paper , and the range of marks allocated to scientific problem-solving skills and knowledge and understanding. It gives the abbreviated codes for the knowledge and skills that are assessed. The question paper brief is a useful starting point to ensure that your questions have the .
