Work Based and Integrative Studies (WBIS) MA/MSc/MBA
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Course Summary
Our postgraduate work-based degree offers flexible study that recognises your expertise and allows you to be rewarded for prior experiential learning and will enable you to ‘learn while you earn’.
Our WBIS course is ideal for part-time learners who are happy to learn in and through their workplace, with support from tutors who can help them to develop their professional practice in a way that enables them to receive academic reward for this.
The first module will help you to undertake a self-audit and complete a claim for prior learning (if appropriate) where learning in the workplace can be rewarded academically. It also provides the opportunity for needs analysis and action planning, in order to enable you to successfully create an individual pathway of study and gain an award title that meets your learning needs. This award title will relate to your area of professional practice.
The course offers flexible and adaptable study for those seeking professional development opportunities, and for whom customised courses relating directly to the work setting are the most effective way of achieving their objectives.
What you’llStudy
Areas of learning are negotiated, and this means you can negotiate a learning pathway and award title that meets your personal and professional development needs. You will be able to choose a range of modules related to your professional practice, typically based on your experiential learning at work, such as work based projects, the content and assessment of which can be negotiated.
Module content:
- Skills audit and personal review.
- Assumptions analysis and reflective practice.
- Psychological aspects of adult development and learning.
- Needs analysis: identification of needs and the interface with personal and material resources.
- The nature of evidence for a purpose, e.g. c.v., portfolio, record of achievement.
- Experiential learning and work-related learning.
- Academic credit and curriculum development for negotiated learning purposes.
- Negotiation for work based learning: learning agreements, pathways, assessment.
- Planning a claim for prior learning (where appropriate).
Module aims:
This module involves engagement with two linked processes: an initial, in-depth personal review and self audit, and then the subsequent identification of appropriate personal and professional development opportunities. The self review element of the module is designed to help participants uncover skills, abilities, knowledge, beliefs, values and assumptions that are held as a prelude to a consideration of future possibilities for development. This will most typically lead to the negotiation of an approved studies pathway of learning tailored to meet the needs of the participant (and, if appropriate, the needs of their employing organisation). This is a process which is likely to involve the identification of past learning relevant to the proposed programme of study, and for which an APL claim may be made. Importantly, the module also aims to develop the skills and capabilities associated with reflective processes and to encourage the vision necessary for action planning. These are attributes that are transferable to future personal and professional development and are critical in the context of lifelong learning. This module will be essential for most individually negotiated programmes of study in that it provides a context for self-audit, confirms the level of study to which an individual will proceed, and identifies the pathway to be followed.
AIMS
- To allow participants the opportunity to engage in an exercise of self review, for professional and/or personal reasons.
- To engender enthusiasm for life-long learning, encouraging the development of a reflective approach to experience.
- To enable students to value their experience in terms of self-worth and in relation to currencies in the world of work and academia.
- To develop appropriate goal setting, planning and negotiation skills.
- To allow students to plan a negotiated pathway of learning, addressing their priorities for personal and professional development.
- To encourage awareness of commitment and focus for a course of action, and an awareness of the consequences of that commitment.
Module content:
- Personal development analysis tools e.g. Hermann, Myers - Briggs, Belbin, Rotter.
- Skills of reflection and critical reflection, including critical incident analysis.
- Theories and models associated with teams and team working, group dynamics, assertiveness, problem solving, feedback.
- Work cultures and values, issues of autonomy.
- The distinctive nature of experiential learning.
- Planning for work-based learning: formulation of a negotiated experiential learning proposal.
Module aims:
The module provides an intellectual toolkit for work-based learners and aims to ensure that students possess the skills of planning and reflective practice applicable to negotiated experiential learning at work and for understanding the workplace as a site for learning and professional development more generally. It builds on the skills and processes delivered through Self Review and Negotiation of Learning and introduces students to considerations of work culture and ethos. The module is intended to increase students’ awareness of issues to consider when learning through work, and to prepare them to take an active part in negotiating experiential and work-based projects, together with associated learning agreements. It introduces a range of approaches, techniques and audit tools designed to enhance understanding of the self, and of others, in the workplace.
Aims
- To develop students’ awareness of approaches to work-based learning and to appropriate tools and methodologies.
- To provide the theoretical underpinning that informs practice, and reflection on practice, in the workplace.
- To provide further opportunities for students to assess their own potential and to develop a greater understanding of themselves and others
Module content:
Details including description, rationale and aims are specified in the Negotiated Experiential Learning Agreement.
Module aims:
The module is designed to provide a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide realm of work activities. The module also provides the opportunity for more theoretical learning (such as that gained through a WBIS Taught Work-Related module) to be applied in a practical way and for the practitioner to reflect on the adequacy of processes and outcomes. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon.
AIMS
- To enable students to recognise the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose.
- To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
- To facilitate innovative and strategic development within the work place for the benefit of the employing organisation and employee.
- To enable students to enhance their workplace capability through applying - and reflecting on - the knowledge and skills gained through more theoretical study in the context of practical situations
- To engender in students a sympathetic understanding of the methods of operation of the reflective practitioner.
- To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.
Module content:
Details including description, rationale and aims are specified in the Negotiated Experiential Learning Agreement.
Module aims:
The module is designed to provide a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide realm of work activities. The module also provides the opportunity for more theoretical learning (such as that gained through a WBIS Taught Work-Related module) to be applied in a practical way and for the practitioner to reflect on the adequacy of processes and outcomes. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon.
AIMS
- To enable students to recognise the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose.
- To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
- To facilitate innovative and strategic development within the work place for the benefit of the employing organisation and employee.
- To enable students to enhance their workplace capability through applying - and reflecting on - the knowledge and skills gained through more theoretical study in the context of practical situations
- To engender in students a sympathetic understanding of the methods of operation of the reflective practitioner.
- To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.
Module content:
Details including description, rationale and aims are specified in the Negotiated Experiential Learning Agreement.
Module aims:
The module is designed to provide a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide realm of work activities. The module also provides the opportunity for more theoretical learning (such as that gained through a WBIS Taught Work-Related module) to be applied in a practical way and for the practitioner to reflect on the adequacy of processes and outcomes. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon.
AIMS
- To enable students to recognise the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose.
- To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
- To facilitate innovative and strategic development within the work place for the benefit of the employing organisation and employee.
- To enable students to enhance their workplace capability through applying - and reflecting on - the knowledge and skills gained through more theoretical study in the context of practical situations
- To engender in students a sympathetic understanding of the methods of operation of the reflective practitioner.
- To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.
Module content:
Details including description, rationale and aims are specified in the Negotiated Experiential Learning Agreement.
Module aims:
The module is designed to provide a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide realm of work activities. The module also provides the opportunity for more theoretical learning (such as that gained through a WBIS Taught Work-Related module) to be applied in a practical way and for the practitioner to reflect on the adequacy of processes and outcomes. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon.
AIMS
- To enable students to recognise the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose.
- To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
- To facilitate innovative and strategic development within the work place for the benefit of the employing organisation and employee.
- To enable students to enhance their workplace capability through applying - and reflecting on - the knowledge and skills gained through more theoretical study in the context of practical situations
- To engender in students a sympathetic understanding of the methods of operation of the reflective practitioner.
- To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.
Module content:
Details including description, rationale and aims are specified in the Negotiated Experiential Learning Agreement.
Module aims:
The module is designed to provide a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide realm of work activities. The module also provides the opportunity for more theoretical learning (such as that gained through a WBIS Taught Work-Related module) to be applied in a practical way and for the practitioner to reflect on the adequacy of processes and outcomes. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon.
AIMS
- To enable students to recognise the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose.
- To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
- To facilitate innovative and strategic development within the work place for the benefit of the employing organisation and employee.
- To enable students to enhance their workplace capability through applying - and reflecting on - the knowledge and skills gained through more theoretical study in the context of practical situations
- To engender in students a sympathetic understanding of the methods of operation of the reflective practitioner.
- To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.
Module content:
Details including description, rationale and aims are specified in the Negotiated Experiential Learning Agreement.
Module aims:
The module is designed to provide a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide realm of work activities. The module also provides the opportunity for more theoretical learning (such as that gained through a WBIS Taught Work-Related module) to be applied in a practical way and for the practitioner to reflect on the adequacy of processes and outcomes. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon.
AIMS
- To enable students to recognise the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose.
- To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
- To facilitate innovative and strategic development within the work place for the benefit of the employing organisation and employee.
- To enable students to enhance their workplace capability through applying - and reflecting on - the knowledge and skills gained through more theoretical study in the context of practical situations
- To engender in students a sympathetic understanding of the methods of operation of the reflective practitioner.
- To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.
Module content:
Details including description, rationale and aims are specified in the Negotiated Experiential Learning Agreement.
Module aims:
The module is designed to provide a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide realm of work activities. The module also provides the opportunity for more theoretical learning (such as that gained through a WBIS Taught Work-Related module) to be applied in a practical way and for the practitioner to reflect on the adequacy of processes and outcomes. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon.
AIMS
- To enable students to recognise the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose.
- To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
- To facilitate innovative and strategic development within the work place for the benefit of the employing organisation and employee.
- To enable students to enhance their workplace capability through applying - and reflecting on - the knowledge and skills gained through more theoretical study in the context of practical situations
- To engender in students a sympathetic understanding of the methods of operation of the reflective practitioner.
- To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.
Module content:
Details including description, rationale and aims are specified in the Negotiated Experiential Learning Agreement.
Module aims:
The module is designed to provide a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide realm of work activities. The module also provides the opportunity for more theoretical learning (such as that gained through a WBIS Taught Work-Related module) to be applied in a practical way and for the practitioner to reflect on the adequacy of processes and outcomes. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon. AIMS
- To enable students to recognise the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose.
- To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
- To facilitate innovative and strategic development within the work place for the benefit of the employing organisation and employee.
- To enable students to enhance their workplace capability through applying - and reflecting on - the knowledge and skills gained through more theoretical study in the context of practical situations
- To engender in students a sympathetic understanding of the methods of operation of the reflective practitioner.
- To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.
Module content:
Details including description, rationale and aims are specified in the Negotiated Experiential Learning Agreement.
Module aims:
The module is designed to provide a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide realm of work activities. The module also provides the opportunity for more theoretical learning (such as that gained through a WBIS Taught Work-Related module) to be applied in a practical way and for the practitioner to reflect on the adequacy of processes and outcomes. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon. AIMS
- To enable students to recognise the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose.
- To provide an opportunity for the achievement and accreditation of experiential learning in the work context.
- To facilitate innovative and strategic development within the work place for the benefit of the employing organisation and employee.
- To enable students to enhance their workplace capability through applying - and reflecting on - the knowledge and skills gained through more theoretical study in the context of practical situations
- To engender in students a sympathetic understanding of the methods of operation of the reflective practitioner.
- To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.
Module content:
Details including description, rationale and aims are specified in the Negotiated Experiential Learning Agreement.
Module aims:
This module is designed to enhance the student’s workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace, such as practitioner enquiry. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon.
AIMS
- To enable students to recognise the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose.
- To provide an opportunity for the achievement and accreditation of experiential learning in the workplace context.
- To facilitate innovative and strategic development within the work place for the benefit of the employing organisation and employee.
- To enable students to enhance their workplace capability through their application of knowledge and skills gained through more theoretical study to practical situations/lines of enquiry.
- To enable students to reflect critically on their approach to – and performance in – designing and implementing work-based projects/ tasks/enquiries.
- To engender in students a sympathetic understanding of the modes of operation of the reflective practitioner.
- To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.
Module content:
Details including description, rationale and aims are specified in the Negotiated Experiential Learning Agreement.
Module aims:
This module is designed to enhance the student’s workplace practice and provides a framework for the approval and accreditation of experiential learning activities undertaken in the context of the workplace, such as practitioner enquiry. These may take the form of discrete, identifiable projects or may be specific areas of learning that involve engagement with a wide range of work activities. For the individual practitioner, the module offers an accreditation mechanism for CPD activities; from an organisational perspective it may provide the opportunity for an employee/volunteer to engage in innovative and strategic developments for the organisation as part of his/her work role and in so doing, enhance the work of the organisation. Prior to approval, the Negotiated Experiential Learning Agreement will require the signatures of the student, the employer or professional body (where applicable) and the University of Chester sponsoring Department, confirming that the module has been negotiated and agreed upon.
AIMS
- To enable students to recognise the potential of the workplace as a site of learning and to utilise the working environment effectively for this purpose.
- To provide an opportunity for the achievement and accreditation of experiential learning in the workplace context.
- To facilitate innovative and strategic development within the work place for the benefit of the employing organisation and employee.
- To enable students to enhance their workplace capability through their application of knowledge and skills gained through more theoretical study to practical situations/lines of enquiry.
- To enable students to reflect critically on their approach to – and performance in – designing and implementing work-based projects/ tasks/enquiries.
- To engender in students a sympathetic understanding of the modes of operation of the reflective practitioner.
- To provide a mechanism that enables Higher Education to work in partnership with external organisations to facilitate accredited learning opportunities at work, meeting specific needs efficiently and economically.
Module content:
- Practitioner-researcher contexts and stances
- Positions and perspectives in/of practitioner research
- Validity, reliability, generalisability and ethics
- Formulating a research focus
- Sources of knowledge
- Research purpose, research questions and data
- Approaches to and strategies for practitioner research
- Methods (tools and techniques) for data collection and analysis for practitioner-researchers
Module aims:
This module aims to help practitioners develop and enhance work based/related research and evidence-based working practices. Practitioners will clearly define a personal, group, professional and/or organisational area for development, and design a practitioner-research proposal which will provide the basis for further action. The design will consider issues of validity and ethics, as appropriate to the context and constraints of a single researcher (normally) situated and embedded within the workplace. The aims are to enable learners:
- To identify a problem, issue or area for development in the workplace capable of investigation and likely to generate useable findings as the basis for future actions
- To choose a suitable range of investigative methods appropriate to a level 7 investigation in a Negotiated Experiential Learning Module
- To design a practitioner research proposal which is valid and ethical
Module content:
- Self-management and development.
- Critical reflection and the model of the reflective practitioner.
- Lifelong Learning and the learning society.
- Self-assessment.
- Integration of learning – work and subject knowledge.
- Personal transformation.
- Making sense of experience – models of experiential learning
- Learning organisations.
- Planning for future learning and development.
- Disseminating learning - through writing, professional networks, roles of leadership
- Career planning
Module aims:
The module is designed to encourage students to reflect upon their pathway of learning on the WBIS programme as a whole, contextualising learning and personal development. Students are encouraged to consider progress and identify themes arising from their study on WBIS and to consider future personal and professional development opportunities in the light of their learning experiences on the programme.
AIMS
- To help students deconstruct and contextualise their learning experience on the WBIS programme, together with its impact on the workplace.
- To provide a context in which students can reflect on their ability to manage their own learning and to devise plans for their future learning.
- To engender in individual students a culture of Lifelong Learning.
Module content:
This module will cover the following areas:
Academic skills and capabilities expected for successful work based/ related learning at this level.
Strategies to support and develop academic performance in reading, writing, critical reflection, referencing.
University and external resources relevant to academic performance
Learning style preferences
Characteristics which support or hinder organisational learning
Planning for work-based and work-related study
Approaches for self-assessment of learning
Module aims:
The module is designed to assist students embarking on their postgraduate programme of study to help them develop skills, techniques, confidence and independence for academic study at this level. It is of benefit to students who are returning to formal education after a break from academic work, to those who have studied more recently but not in academic work related learning, to those new to postgraduate study, and to those who wish to develop their appreciation of organisational learning. It is relevant for people working in a range of organisations, with diverse programme aims.
A repertoire of tools, resources and theory will be introduced, which students might draw on to support and develop their academic performance in work based and work related learning.
Consideration of organisational learning will help students consider the impact of the organisation on their own and colleagues’ learning.
The course is a blended learning experience and can involve workshop-led modules, online tuition and experiential learning at work (such as work-based projects). It is flexible, and within certain agreed parameters you can work at your own pace.
There are no formal exams. You will be assessed through a variety of formats – for example, reflective assignments, portfolios, reports, presentations, and dialogue assessment.
Beyond the Classroom
The first module will help you to undertake a self-audit and complete a claim for prior learning (if appropriate) where learning in the workplace can be rewarded academically. It also provides the opportunity for needs analysis and action planning, in order to enable you to successfully create an individual pathway of study and gain an award title that meets your learning needs. This award title will relate to your area of professional practice.
The course offers flexible and adaptable study for those seeking professional development opportunities, and for whom customised courses relating directly to the work setting are the most effective way of achieving their objectives.
Entry Requirements
Most applicants will already have a first degree; however, applicants who are operating at a high, strategic level in the workplace but do not possess a first degree will, on agreement with staff, be allowed to take a diagnostic module to assess their suitability for Master’s study. Applicants for the WBIS MBA are expected to be working at a strategic level and to possess several years of relevant managerial experience.
Most applicants will already have a first degree; however, applicants who are operating at a high, strategic level in the workplace but do not possess a first degree will, on agreement with staff, be allowed to take a diagnostic module to assess their suitability for Master’s study. Applicants for the WBIS MBA are expected to be working at a strategic level and to possess several years of relevant managerial experience.
Please note, some programmes have special entry requirements.
English Language Requirements
For more information on our English Language requirements, please visit International Entry Requirements.
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Fees and Funding
£8,505 per year (2024/25)
Guides to the fees for students who wish to commence postgraduate courses in the academic year 2024/25 are available to view on our Postgraduate Taught Programmes Fees page.
£14,750 per year (2024/25)
The tuition fees for international students studying Postgraduate programmes in 2024/25 are £14,750.
The University of Chester offers generous international and merit-based scholarships for postgraduate study, providing a significant reduction to the published headline tuition fee. You will automatically be considered for these scholarships when your application is reviewed, and any award given will be stated on your offer letter.
For more information, go to our International Fees, Scholarship and Finance section.
Irish Nationals living in the UK or ROI are treated as Home students for Tuition Fee Purposes.
Your course will involve additional costs not covered by your tuition fees. This may include books, printing, photocopying, educational stationery and related materials, specialist clothing, travel to placements, optional field trips and software. Compulsory field trips are covered by your tuition fees.
If you are living away from home during your time at university, you will need to cover costs such as accommodation, food, travel and bills.
The University of Chester supports fair access for students who may need additional support through a range of bursaries and scholarships.
Full details, as well as terms and conditions for all bursaries and scholarships can be found on the Fees & Finance section of our website.
Your future Career
Job prospects
Students on the programme are all professionals in the workplace and many report significant career enhancement from study on the WBIS programme. Employers have reported significant business benefits from staff participants, often supporting a number of groups over a period of time to engage with the programme.
Careers service
The University has an award-winning Careers and Employability service which provides a variety of employability-enhancing experiences; through the curriculum, through employer contact, tailored group sessions, individual information, advice and guidance.
Careers and Employability aims to deliver a service which is inclusive, impartial, welcoming, informed and tailored to your personal goals and aspirations, to enable you to develop as an individual and contribute to the business and community in which you will live and work.
We are here to help you plan your future, make the most of your time at University and to enhance your employability. We provide access to part-time jobs, extra-curricular employability-enhancing workshops and offer practical one-to-one help with career planning, including help with CVs, applications and mock interviews. We also deliver group sessions on career planning within each course and we have a wide range of extensive information covering graduate jobs.