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BTEC Higher National Certificate or Diploma in Business Management

About the course

1: Why choose a BTEC Higher National qualification in Business?

The purpose of BTEC Higher National qualifications in Business is to develop students as professional, self-reflecting individuals who are able to meet the demands of employers in the business sector and adapt to a constantly changing world. BTEC Higher Nationals include a Level 4 Certificate (HNC) and a Level 5 Diploma (HND). The qualifications aim to widen access to higher education and enhance the career prospects of those who undertake them.

 The BTEC Higher National qualifications are awarded by Pearson and The City College works in partnership with this organisation to deliver the programme. As the awarding organisation, Pearson has approved The City College to offer a variety of HND qualifications. The College’s management team is then responsible for ensuring that the quality of the provision offered meets Pearson’s exacting conditions and standards.

Quality is monitored regularly through visits from Pearson’s External Examiners and a regular Pearson Annual Management Review.

Key Information

Starting Dates January / April / September
Mode of Study Full-time 
Duration HNC – One year / HND – Two years
Awarding Body Pearson
Award BTEC Level 4 Higher National Certificate in Business
BTEC HND Diploma in Business & Management
Price Full Time £6,000/year
2: Who are these qualifications for?

The BTEC HNC/ HND in Business is aimed at you if you want to continue your education through applied learning! Higher Nationals provide a wide-ranging study of the business sector and are designed for students who wish to pursue or advance their career in business.

In addition to the knowledge, understanding and skills that underpin the study of the business sector, Pearson BTEC Higher Nationals in Business give students experience of the breadth and depth of the sector that will prepare them for further study or training.

3: Why choose BTEC?

BTECs are work-related qualifications for students taking their first steps into employment, or for those already in employment and seeking career development opportunities. BTECs provide progression into the workplace either directly or via study at university and are also designed to meet the needs of employers. Therefore, Pearson BTEC Higher Nationals are widely recognised by industry and higher education as the principal vocational qualification at Levels 4 and 5.

4: Aims of the Level 5 Higher National Diploma in Business

Holders of the BTEC HNC/ HND in Business will have developed a sound understanding of the principles in their field of study and will have learned to apply those principles more widely. They will have learned to evaluate the appropriateness of different approaches to solving problems. They will be able to perform effectively in their chosen field and will have the qualities necessary for employment in situations requiring the exercise of personal responsibility and decision-making.

5: Programme structure

The normal timescale for achieving a Level 4 HNC by full-time study is one-year. The normal timescale for achieving a Level 5 HND by full-time study is two-years. Progression to Year 2 of the programme is dependent on satisfactory completion of Year 1.

The one-year Level 4 HNC:

  • Requires successful completion of 8 units
  • Mixes 6 core and 2 optional units, each with a value of 15 credits (120 total)
  • Total Qualification Time (TQT) is 1200 hours
  • Total Guided Learning Hours (GLH) is 480 hours
  • The total independent learning hours for Higher National Certificate (HNC) is 720 hours
  • Follows the General Business pathway.


The two-year Level 5 HND:

  • Requires successful completion of a further 7 units (therefore 15 in total)
  • Mixes 2 core, 3 specialist and 2 optional units, each with a value of 15 credits except the Research Project which is 30 credits (240 total minimum)
  • Total Qualification Time (TQT) is 2400 hours
  • Total Guided Learning Hours (GLH) is 960 hours
  • The total independent learning hours for Higher National Diploma (HND) is 1,440 hours
  • Follows the Business Management specialist pathway.

TQT is an estimate of the total amount of time that could reasonably be expected to be required for a student to achieve and demonstrate the achievement of the level of attainment necessary for the award of a qualification. It can include, for example, guided learning, independent and unsupervised research/ learning, unsupervised coursework, watching a pre-recorded podcast or webinar, and unsupervised work-based learning.

GLH are defined as the time when a tutor is present to give specific guidance towards the learning aim being studied on a programme. This definition includes lectures, tutorials and supervised study in, for example, open learning centres and learning workshops. Guided Learning includes any supervised assessment activity; this includes invigilated examination and observed assessment and observed work-based practice.

Independent learning hours are the hours where a student is learning without the direct guidance of a member of centre staff. They are critical to the student’s ability to develop knowledge and skills, as well as providing them with the opportunity to develop key transferrable skills such as self-discipline, time management and self-motivation.

The 240 credits achieved by successful completion of the HND is equivalent to completing the first two years of a Business-related honours degree at a UK university (see section 8 below).

6: What is studied and how is it timetabled and assessed?

The academic year is divided into three terms and in each term you will normally be timetabled to study 2-3 units. You will usually be timetabled for at least three days per week and it must be noted that the timetable changes from term-to-term as the programme develops and units are completed.

A variety of forms of assessment evidence will be used, suited to the type of learning outcomes being assessed. Some units, for example, require a practical demonstration of skills while others require students to carry out their own research and analysis, working independently or as part of a team.

Methods of assessment may include, for example, writing a report or essay, recording an interview or role play, examination or in-class tests, giving a presentation with assessor questioning, making a PowerPoint presentation, creating academic posters, displays or leaflets, or keeping a reflective journal.

The specification below covers Higher Nationals in Business taught from the academic year Sept 2021-July 2022 to Sept 2025-July 2026.

Year 1

Pearson BTEC Level 4 Higher National Certificate in Business
Unit Unit Title Unit Level Unit Credit
Core unit Mandatory 1
Business and the Business Environment
Unit 1: Business and the Business Environment

The aim of this unit is to provide students with background knowledge and understanding of business, the functions of an organisation and the wider business environments in which organisations operate. Students will examine the different types of organisations (including for profit and not for profit), their size and scope (for instance, micro, SME, transnational and global) and how they operate.

Students will explore the relationships that organisations have with their various stakeholders and how the wider external environments influence and shape business decision-making.

The knowledge, understanding and skill sets gained in this unit will help students to choose their own preferred areas of specialism in future studies and in their professional career.

Learning Outcomes

By the end of this unit a student will be able to:
1 Explain the different types, size and scope of organisations.
2 Demonstrate the interrelationship of the various functions within an organisation and how they link to organisational structure.
3 Use contemporary examples to demonstrate both the positive and negative influence/impact the macro environment has on business operations.
4 Determine the internal strengths and weaknesses of specific businesses and explain their interrelationship with external macro factors.

4 15
Marketing Process and Planning
Unit 2: Marketing Process and Planning

Large-, medium- and small businesses that operate globally, internationally or locally have at least one thing in common – they all use marketing to influence us to engage with their products and/or services. Whether this means becoming a loyal customer buying a product and service or donating to a charity, organisations use a range of marketing techniques and tools to inform and influence us.
This unit is designed to introduce students to the dynamic world of the marketing sector and the wealth of exciting career opportunities available to support their decision making in their career choices. Students will have the opportunity to learn about the competencies and behaviours required by employers to work in the marketing sector. They will be introduced to the key principles of marketing, enabling them to develop a marketing plan and to employ elements of the marketing mix to achieve results. They will study the underpinning theories and frameworks of marketing while relating them to real-world examples, including products/services that they encounter in their daily lives.
The knowledge, understanding and skill sets that students will gain on successfully completing this unit will enhance their career opportunities; whether this is setting up their own business or employment in an organisation.

Learning Outcomes

By the end of this unit a student will be able to:
1 Explain the role of marketing and how it interrelates with other business units of an organisation
2 Compare ways in which organisations use elements of the marketing mix to achieve overall business objectives
3 Produce a marketing plan for an organisation that meets marketing objectives
4 Develop a media plan to support a marketing campaign for an organisation.

4 15
Human Resource Management
Unit 3: Human Resource Management

The aim of this unit is to enable students to appreciate and apply principles of effective Human Resource Management (HRM). People are the lifeblood of any organisation and being able to attract, recruit and retain talented staff is at the core of all HRM activity. This unit will explore the tools and techniques used in HRM to maximise the employee contribution and how to use HR methods to gain competitive advantage. Students will explore the importance of training and development in building and extending the skills base of the organisation and ensuring it is relevant to the ever-changing business environment. Students will also consider the growing importance of becoming a flexible organisation with an equally flexible labour force, and become familiar with techniques of job design and with different reward systems.
The unit investigates the importance of good employee relations and the ways in which employers engage with their staff and possibly with trade unions. Students will gain an understanding of the law governing HRM processes as well as the best practices which enable an employer to become an ‘employer of choice’ in their labour market.

Learning Outcomes

By the end of this unit a student will be able to:
1 Explain the purpose and scope of Human Resource Management in terms of resourcing an organisation with talent and skills appropriate to fulfil business objectives.
2 Evaluate the effectiveness of the key elements of Human Resource Management in an organisation.
3 Analyse internal and external factors that affect Human Resource Management decision-making, including employment legislation.
4 Apply Human Resource Management practices in a work-related context.

4 15
Leadership and Management
Unit 4: Leadership and Management

The ability to lead and manage effectively is highly sought after by industry, as employers seek to produce and develop managers who can motivate, enthuse and build respect throughout their workforce. The hard and soft skills required by leaders and managers are frequently highlighted by employers as skills gaps in recruitment. Developing these skills will help students to meet career aspirations in leadership and management.
The aim of this unit is to help students to understand the difference between the function of a manager and the role of a leader. Students will consider the characteristics, behaviours and traits that support effective management and leadership. Students will learn about the theories that have shaped the understanding of leadership and management and how these have provided a guide to action for managers and leaders who want to secure success for their businesses. Students will look at leadership styles, how and why they are used and the extent to which they are effective.
This unit also gives students an understanding of motivational strategies. They will develop motivational strategies covering intrinsic and extrinsic aspects of motivation. Finally, students will evaluate the importance of managing performance in achieving continuous improvement.

Learning Outcomes

By the end of this unit a student will be able to:
1 Examine leadership and management theories and principles, and their impact on the effectiveness of an organisation
2 Review the influence of different leadership and management styles on the culture of organisations
3 Develop a motivational strategy to optimise organisational performance
4 Apply leadership and management approaches to managing performance to ensure continuous improvement.

4 15
Accounting Principles
Unit 5: Accounting Principles

Management accounting is a profession that supports management decision making, planning and performance management systems. Management accountants provide expertise in financial reporting and control to assist management in the formulation and implementation of an organisation\'s strategy by providing appropriate financial information and undertaking related accounts administration.
The overall aim of this unit is to introduce fundamental accounting principles that underpin financial operations and support good and sustainable decision making in any organisation. Students will develop a theoretical and practical understanding of a range of financial and management accounting techniques.
On successful completion of this unit, students will be able to assist senior colleagues in producing and analysing budgets, drawing up simple financial statements and using financial ratios to interpret performance. Students will also explore wider aspects of accountancy, especially ethics, transparency and sustainability, and gain fundamental knowledge and skills that will enable them to progress to a higher level of study

Learning Outcomes

By the end of this unit a student will be able to:
1 Examine the context and purpose of accounting
2 Prepare basic financial statements for unincorporated and small business organisations in accordance with accounting principles, conventions and standards 3 Interpret financial statements 4 Prepare budgets for planning, control and decision making using spreadsheets

4 15
Managing a Successful Business Project
Unit 6: Managing a Successful Business Project

This unit is assessed by a Pearson-set assignment. The project brief will be set by the centre, based on a theme provided by Pearson (this will change annually). The theme and chosen project within the theme will enable students to explore and examine a relevant and current topical aspect of business in the context of the business environment.

The aim of this unit is to offer students an opportunity to demonstrate the skills required for managing and implementing a project. They will undertake independent research and investigation for carrying out and executing a business project which meets appropriate business aims and objectives.

On successful completion of this unit students will have the confidence to engage in decision-making, problem-solving and research activities using project management skills. They will have the fundamental knowledge and skills to enable them to investigate and examine relevant business concepts within a work-related context, determine appropriate outcomes, decisions or solutions and present evidence to various stakeholders in an acceptable and understandable format.

Learning Outcomes

By the end of this unit a student will be able to:
1 Establish project aims, objectives and timeframes based on the chosen theme.
2 Conduct small-scale research, information gathering and data collection to generate knowledge to support the project.
3 Present the project and communicate appropriate recommendations based on meaningful conclusions drawn from the evidence findings and/or analysis.
4 Reflect on the value gained from conducting the project and its usefulness to support sustainable organisational performance.

4 15
Two optional units at Level 4 which the College will choose from the list below
Optional unit 7
Business Law
Unit 7: Business Law

The aim of this unit is to enhance students’ understanding of how business law is applied to the running of a company. Students will gain knowledge of business law and examine the impact of the law on business operations and decision-making. Throughout the unit students will identify legal solutions available to business owners and assess their suitability. Their experiences in this unit will help them better understand the areas of law in which they will want to specialise. They will be able to illustrate the impact of the law on normal business operations and when registering a company and inviting shareholders to invest in it. They will gain an understanding of the law in relation to market abuse and director responsibilities. Students will be able to recognise the application of employment law between employers and employees.

Learning Outcomes

By the end of this unit a student will be able to:
1 Explain the basic nature of the legal system.
2 Illustrate the potential impact of the law on a business.
3 Examine the formation of different types of business organisations.
4 Recommend appropriate legal solutions based upon alternative legal advice provided.

4 15
Entrepreneurial Ventures
Unit 9: Entrepreneurial Ventures

Entrepreneurship is about people who have dreams and take their career into their own hands, leading it in the direction of their choice. More recently it has also become about transforming the world by solving big problems, for example initiating social change, creating an innovative product, presenting a new life-changing solution. This unit introduces the study of entrepreneurship and will benefit those thinking of starting up an entrepreneurial venture and those who are future leaders and managers.
. The unit aims to illustrate the concept of entrepreneurship and how having an entrepreneurial mindset can make a contribution to all businesses, be that a new business start-up or existing public and corporate organisations. Students will explore the skills, traits and characteristics of entrepreneurs and entrepreneurship. Students will understand the importance of difference size businesses on the economy and the contribution they can all make to society. Students will also learn about the need for intrapreneurs and the impact of disruptive entrepreneurship.
By the end of the unit, students will have gained research skills and the knowledge that they can develop an entrepreneurial mindset that will benefit them throughout their career. They will understand the contribution that businesses make to the economy and the importance of entrepreneurial activity for all businesses in all sectors

Learning Outcomes

By the end of this unit a student will be able to:
1 Examine what it takes to be an entrepreneur and the scope of entrepreneurial ventures
2 Explore the concept of the entrepreneurial mindset and its contribution to entrepreneurial ventures
3 Assess the impact of SMEs (small medium enterprises) on the economy
4 Explain the importance of intrapreneurship in both public and corporate organisations.

4 15
Managing the Customer Experience
Unit 16: Managing the Customer Experience

The aim of this unit is to give students background knowledge and understanding of how businesses manage the customer experience – from the initial needs analysis through to after-sales follow-up.
Students will map the journey that a customer makes through a business, identifying crucial touch points and recognising how these touch points can be managed to optimise the customer’s experience.
Students will consider how technology is changing the way that customers interact with businesses and how digital initiatives should complement existing customer journeys while recognising that online and offline consumers are distinctly different. Students can then use this knowledge to provide customer service in business and services and in an online context to meet required business standards.

Learning Outcomes

By the end of this unit a student will be able to:
1 Explain the needs and expectations of market segments for products and/or services of a given business organisation
2 Produce a customer experience map to create business opportunities and optimise customer touch points
3 Investigate the impacts of digital technology on customer relationship management
4 Apply effective customer experience management within an organisational context to maximise customer engagement.

4 15
Professional Identity and Practice
Unit 17: Professional Identity and Practice

With employment opportunities and career progression becoming increasingly competitive, it is vital that new employees appreciate the value of the correct skills and competences that are expected by employers.
The aim of this unit is to guide students through the process of self-assessment of skills and competences, personal career planning and the application of different learning and development approaches in a work environment. Students are not necessarily expected to engage in work activities but self-assessment and design must be applied in a specific work context to avoid the experience being generic.
The unit will give students direction on how to prepare for job applications and interviews in a formalised way, with the aim of improving their career prospects.
Students are expected to undertake a practical interview arranged and guided by their tutor or a relevant employer.

Learning Outcomes

By the end of this unit a student will be able to:
1 Explore the importance of ongoing professional development and self-directed learning to enhance professional identity and career opportunities
2 Assess own skills, competences and the different learning and development approaches
3 Design a professional development plan in a specific work context
4 Demonstrate a range of competences and transferable skills for a job application.

4 15

*If you are an applicant who completed the Higher National Certificate between the academic year Sep 2016- July 2017 to Sept 2020-July 2021 and wants to do the Higher National Diploma, please get in touch for further advice.
Year 2


Pearson BTEC Level 5 Higher National Diploma in Business (Management)
Unit Unit Title Unit Level Unit Credit
Core unit Mandatory 19
Research Project (Pearson Set)
Unit 19: Research Project (Pearson Set)

Research skills are as vital for the workplace as they are for academic development. Research skills enable students to identify a problem, collect informational resources that can help address the problem, evaluate the resources for quality and relevance, and come up with an effective solution to the problem. These are seen as essential skills by employers for most positions in industry, to support a range of duties, for example report writing, building a business case, business planning, launching a new product or service.
This is a Pearson-set unit. Students will choose their own project based on a theme provided by Pearson (this will change annually). The project must be related to their specialist pathway of study (unless they are studying the general business pathway). This will enable students to explore and examine a relevant and current topical aspect of business in the context of the business environment and their chosen specialist pathway.
The aim of this unit is to offer students the opportunity to engage in sustained research in a specific field of study. The unit enables students to demonstrate the capacity and ability to identify a research theme, to develop a research aim and objectives and to present the outcomes of such research in both written and verbal formats. The unit also encourages students to reflect on their engagement in the research process, during which recommendations for future, personal development are key learning points.
*Please refer to the accompanying Pearson-set Assignment Guide and Theme Release document for further support and guidance on the delivery of the Pearson-set unit.

Learning Outcomes

By the end of this unit a student will be able to:
1 Examine appropriate research methodologies and methods to identify those appropriate to the research process
2 Develop a research proposal, including a supporting literature review
3 Analyse data using appropriate techniques to communicate research findings
4 Reflect on the application of research methodologies and process.

5 30
Organisational Behaviour
Unit 20: Organisational Behaviour

Organisational behaviour is concerned with understanding, explaining and predicting the behaviour of individuals in the workplace and can assist in the development of practical solutions to organisational and managerial problems. Individuals, whether acting in isolation or collectively as part of a group, engage in actions and behaviours that can have a positive or negative impact on company performance and the achievement of strategic goals. It is therefore essential that those who are involved in managing and leading people in organisations, acquire insight and expertise in organisational behaviour.
The aim of this unit is to develop knowledge and understanding of how organisational behaviour concepts, theories and techniques can be applied in work and management settings in order to enhance individual, team and organisational performance. Students will be able to apply this knowledge in a variety of business situations. They will appreciate how effective application of organisational behaviour principles can be used to explain why people behave and act in particular ways and to predict how employees will respond to certain demands. The unit also develops student understanding of the influence of culture, the operation of power and politics in organisations and how these variables influence the actions and behaviour of people in an organisational context.
On successful completion of this unit, students will have developed a range of transferable skills and knowledge. This includes core people management skills used to achieve positive organisational outcomes and to create value by recognising individual difference, team working and the creation of inclusive organisational cultures.

Learning Outcomes

By the end of this unit a student will be able to:
1 Reflect on own personality and perceptions to understand how individual difference informs and influences management approaches
2 Apply content and process theories of motivation to create and maintain an effective workforce
3 Participate in a group team activity for a given business situation to demonstrate effective team skills
4 Examine how power, politics and culture can be used to influence employee behaviour and accomplish organisational goals.

5 15
Specialist unit
Understanding and Leading Change
Unit 24: Understanding and Leading Change

‘Change is the only constant in life’ (Heraclitus, 500BCE). Whatever industry, whatever position you are employed in, there is always change. As such, businesses need to adapt and change with the changing business environment. Organisations are seeing change at a more rapid speed than ever before. Technology is playing a big part in this increased pace of change. Change leaders are evident in all business sectors and in a variety of roles within an organisation.
In business, change is all around in all areas of an organisation, from minor process changes to large-scale structural change. The aim of this unit is for students to understand the different types and scope of change that may occur in an organisation. The unit will aim to illustrate the drivers/triggers for change and how they vary and affect organisations in different ways, including the degree of impact and management’s response to change. Students will gain an appreciation of how the depth of change can influence organisational behaviour both during and after the change.
On successful completion of this unit, students will be able to apply a range of change management concepts, including diagnosing driving/resisting forces, planning for change and dealing with change in organisational settings. This will put students in a strong position to contribute to change initiatives in the workplace.

Learning Outcomes

By the end of this unit a student will be able to:
1 Produce a comparative analysis of the different types and drivers of change in business
2 Evaluate the impact of change on organisational behaviour
3 Investigate how forces driving and resisting change influence leadership decision making
4 Recommend a range of leadership approaches to change initiatives.

5 15
Global Business Environment
Unit 25: Global Business Environment

As globalisation of business continues the world is becoming smaller, this means developing complex opportunities and risks for business operations as organisations expand and transform in this dynamic environment. Understanding business from a global perspective is about being open to new ideas, issues and solutions, and opening business up to new opportunities and growth.
The aim of this unit is to explore the wider position that some organisations have in the global environment. Students will gain an appreciation of the complexities of operating in a global environment, enabling them insight in to an organisation’s current or aspirational global presence.
On successful completion of this unit, students will understand the wider global environment in which organisations operate. This enables students to add value to an organisation as they will be able to apply their knowledge in such a way that they could advise senior managers (in large and small organisations) on global matters that they might not have otherwise considered.

Learning Outcomes

By the end of this unit a student will be able to:
1 Analyse the key factors which drive globalisation
2 Determine the strategic complexities associated with operating in a global environment
3 Evaluate how operating in a global market influences an organisation’s structure, culture and functions
4 Develop a global strategy to support decision making for a given organisation.

5 15
Principles of Operations Management
Unit 26: Principles of Operations Management

Operations management is everywhere, in every organisation, in every service experienced and in every product consumed. Operations management is the administration of business practices to create the highest level of efficiency possible in an organisation. It is concerned with converting materials and labour into goods and services as efficiently as possible to maximise profits.
The aim of this unit is to introduce students to the role of operations in an organisation, how the nature of operations management has evolved and how it contributes to sustained competitive advantage. Students will understand the key concepts of operations management in an organisational and environmental context, and how this links to supply chain management, products and processes, organisational efficiency and effectiveness, and the achievement of tactical and strategic objectives. A variety of operations management techniques and frameworks will be explored, including continuous improvement, total quality management, benchmarking and risk analysis.
By the end of this unit, students will have an appreciation of the dimensions of operations management and its central role for organisations across a wide range of sectors. Students will also have the knowledge and skills required to progress to higher levels of study or employment in positions in operations, logistics and supply.

Learning Outcomes

By the end of this unit a student will be able to:
1 Analyse the effectiveness of operations management in contributing to organisational objectives across a wide range of organisations and sectors
2 Apply a range of techniques and analysis frameworks used by operations managers to support decision-making and address problems
3 Apply the concept of continuous quality improvement in an operational context
4 Conduct a strategic risk analysis (SRA) on the operations functions of an organisation.

5 15
Two optional units at Level 5
Unit Unit Title Unit Level Unit Credit
Optional unit 21
Financial Reporting
Financial Reporting

Financial reporting is the financial results of an organisation that are released to both stakeholders and the public. Reporting typically encompasses the following financial statements: the income statement, balance sheet, statement of cash flows. Financial reporting provides a clear roadmap for the business, identifying areas for improvement in spending on the return of investment to maximise business efficiency and act as a business health check to be shared with investors and newcomers. The overall aim of this unit is to develop the knowledge, understanding and skills required in the preparation and interpretation of financial statements for incorporated organisations. Students will become aware of regulatory frameworks, including the International Financial Reporting Standards Foundation (IFRS Foundation), which inform and govern the production of financial statements and reporting of financial performance. Students will explore and critique conceptual frameworks for financial reporting in both national and international contexts. Students will be assessed in the preparation and analysis of financial statements to inform decision making, which will enable them to contribute to the effectiveness and efficiency of organisations operating in diverse and complex environments. By the end of the unit, students will have the fundamental knowledge and skills to progress to a higher level of study or employment in the finance sector.

Learning Outcomes By the end of this unit a student will be able to:
LO1 Analyse the context and purpose of financial reporting for high-performing organisations
LO2 Evaluate regulatory frameworks for financial reporting
LO3 Prepare financial statements for an incorporated organisation to meet legal requirements and business objectives
LO4 Interpret financial statements of an incorporated organisation to achieve performance metrics.

5 15
Identifying Entrepreneurial Opportunities
Unit 27: Identifying Entrepreneurial Opportunities

The role of the entrepreneur is to weigh up opportunities, threats and personal skills, and abilities to translate an opportunity into a business idea. This unit gives students an understanding of where new entrepreneurial ideas come from and gives them the opportunity to investigate and evaluate a new entrepreneurial idea for a small- and medium sized enterprise (SME).
Students will explore concepts of innovation, entrepreneurship and developing creativity. They will learn about and use methods and frameworks to help develop and assess new venture ideas, including defining product or service benefits, identifying target customers and understanding the industry and competitors from the perspective of a new entrant. They will also learn about market research and apply primary and secondary research techniques to investigate an entrepreneurial idea. They will then assess whether it is likely to be a commercially viable business or a social enterprise proposition.
By the end of the unit, students will have acquired creative skills and thinking for innovation, preparing them for jobs and technologies that do not even exist yet in this rapidly changing landscape.

Learning Outcomes

By the end of this unit a student will be able to:
1 Explore the role of entrepreneurship and innovation for developing new entrepreneurial ideas
2 Investigate a potential entrepreneurial idea from a gap in the market for a small to medium sized (SME) enterprise
3 Analyse primary and secondary data to identify the market potential of an entrepreneurial idea
4 Pitch the potential viability of an entrepreneurial idea in the context of the market and competitors.

5 15
Business Strategy
Unit 43: Business Strategy

This unit supports individuals who are working in or towards managerial roles in all market sectors to develop and enhance strategic thinking and planning that will improve organisational performances of businesses in their respective competitive markets. General manager skills and competences are focused on through a range of themes and topics that can be applied in most contexts.
The aim of this unit is to develop students’ awareness of the different types of strategic approaches that could be used in an operational, tactical or strategic role for an organisation. This will be underpinned by a thorough knowledge and understanding of the theories, models and concepts that could significantly support an organisation’s strategic choice and direction.
On successful completion of this unit, students will have developed sufficient knowledge and understanding of strategy to make a positive, efficient and effective contribution to the development of business plans and operational direction. They could do this in the role of a junior manager responsible for having a specific input into an organisation’s decision making and planning.

Learning Outcomes

By the end of this unit a student will be able to:
1 Analyse the impact and influence that the macro environment has on an organisation and its business strategies
2 Assess an organisation’s internal environment and capabilities
3 Apply the outcomes of an analysis, using an appropriate strategic management tool, in a given market sector
4 Develop a strategic management plan in an organisation, informed by models, theories and concepts, to achieve competitive advantage in a given market sector.

5 15


7: Calculation of the overall qualification grade

The calculation of the overall qualification grade is based on the student’s performance in all units. Students are awarded a Pass, Merit or Distinction qualification grade using the points gained through all 120 credits, at Level 4 for the HNC or Level 5 for the HND, based on unit achievement. The overall qualification grade is calculated in the same way for the HNC and for the HND.

All units in valid combination must have been attempted for each qualification. All 120 credits count in calculating the grade (at each level, as applicable).

The overall qualification grade for the HND will be calculated based on student performance in Level 5 units only.

Units that have been attempted but not achieved, and subsequently granted compensation, will appear as ‘Unclassified’; i.e. a ‘U’ grade, on the student’s Notification of Performance, that is issued with the student certificate.

Points per credit

Pass: 4

Merit: 6

Distinction: 8

Point boundaries

Grade Point boundaries
Pass 420−599
Merit   600−839
Distinction 840 +
8: What employment and further study opportunities could these qualifications lead to?

Having a BTEC HNC/ HND in Business allows students to specialise by committing to specific career paths and progression routes to degree-level study.

On successful completion of the Level 5 Higher National Diploma, students can develop their careers in the business sector through:

  • Entering employment in job roles such as:
    • Business Manager
    • Business Development Manager
    • Business Advisor
    • Office Manager
  • Continuing existing employment
  • Linking with the appropriate Professional Body
  • Committing to Continuing Professional Development (CPD)
  • Progressing to university.

Successful completion of the BTEC HND is equivalent to completing the first two years of a Business-related honours degree at a UK university. The qualification is recognised by Higher Education providers (eg. universities) as meeting admission requirements to many relevant business-related courses, including, for example:

  • BSc (Hons) in Business and Management
  • BA and BSc (Hons) in Business Studies
  • BSc (Hons) in International Management.

Students should always check the entry requirements for degree programmes at specific Higher Education providers where they wish to gain admission and ‘top-up’ their HND.

9: Entry requirements and admissions

The City College is required by Pearson to ensure that every student we enrol has a reasonable expectation of success on the programme. All applicants must be at least 18 years of age.

Applicants aged over 21 years at the start of their course and who have been out of education for at least three years are classed as ‘mature students’. The prior qualifications and/ or work experience of such applicants will be reviewed by the College to consider if their individual profile shows they have the potential to achieve the qualification. If we believe it does and all other requirements of the admissions process are met, such applicants may be enrolled.

For those who have recently been in education, the entry profile is likely to include one of the following:

  • A relevant BTEC Level 3 qualification
  • A GCE Advanced Level profile that demonstrates strong performance in a relevant subject or adequate performance in more than one GCE subject. This profile is likely to be supported by GCSE grades A* to C and/or 9 to 4 (or equivalent) in subjects such as Maths and English
  • Other related Level 3 qualifications
  • An Access to Higher Education Diploma awarded by an approved further education institution
  • Related work experience
  • An international equivalent of the above.
10: Application process

All applicants must first submit all relevant documents in the following checklist to the College with a completed application form:

  • Completed Application form which has been signed at the back
  • Passport size photo
  • An up-to-date CV
  • Passport or other official photo ID
  • Qualification certificates
  • Next of Kin/ emergency contact phone number and address
  • Proof of address which includes your full name and current address.

After all the documents have been checked, the applicant must sit an entry test as part of the admissions process. If the test is passed, applicants are invited for interview. After the interview, all components of the process are considered, and the student will be informed of the decision, normally within 48 hours.

11: English language ability for non-native speakers (not born in the UK)

Non-native English speakers who have not undertaken their final two years of schooling in English, must demonstrate capability in English at Level 2 (or equivalent) before being admitted to the programme. Equivalent grades to Level 2 include CEFR B2, PTE 51, and IELTS 5.5 (reading and writing must be at 5.5).

12: English language ability for non-native speakers who were taught in English for the final two years of school (or more)

Some applicants will not be native-speakers but will have studied the final two years of school in English (eg. those from West Africa).

13: Additional costs

It is vital that all students have their own up-to-date computer/ laptop and internet for blended learning/assessment/access to online college resources.

All applicants are advised that the fees paid cover the cost of tuition for programme delivery, but there may be additional costs to cover, for example, books if required, stationary, awarding body registration fees, professional body registration fees, and travel costs to events.

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Start On 22/04/2024
Duration HNC - 1 year Full-Time or HND - 2 years Full-Time
Price £6,000 / year

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