This module will give students an introduction into the area of the Irish legal process, legal research methods, EU law, contract, commercial, tort, employment and company law.

1. Explain and apply the principles of Irish Law and the legal process.

2. Explain the role and functions ofthe EU Institutions and apply the principles of EU Law.
3. Describe and apply the principles of Contract law and consumer legislation.
4. Explain and apply the principles of Tort Law.
5. Explain the principles of Employment Law.
6. Explain the principles in relation to the formation of a company.
7. Gather, analyse, and assimilate legal information from various sources, correctly reference legal sources and apply legal theories to case studies through research, critical analysis and reasoning.

This module introduces key concepts in information systems, with practical lab based exercises using relevant business applications. Learners will also delve into the technical aspects of computer networks, the Internet, and emerging technologies like disruptive innovations and cloud computing.

1. Analyse current information and communications technologies (ICTs) and apply them to business problems.

2. Classify security risks to personal and business information and identify appropriate controls systems.

3. Collaborate using internet technologies and cloud systems.

4. Differentiate typical computer network implementations

5. Account for the implementation of the Internet

6. Manage and analyse business data using desktop applications.

This module introduces students to the principles of Business communications. It will enable students to develop key communication skills, oral, non-verbal and written to assist them to communicate effectively in business settings. Students will be able to identify, communication patterns that lead to effective communication; patterns that create barriers to good communication, and explore strategies to reduce or eliminate barriers to effective communication. The module also examines the changing role of business communications in the Digital Age.

1. select and apply specific communication skills to meet the demands of the business micro and macroenvironment
2. plan, design and deliver effective oral presentations, using appropriate medium for current business practices.
3. produce professional documentation following accepted conventions of design, structure and content which is grammatically and technically correct
4. demonstrate an understanding and have the skills to communicate and operate effectively in a co-operative working environment
5. discuss contemporary communication issues and their impact on communication processes in organisations

Human Resource Management (HRM) is the first of two modules in Human Resource Management. The other is Human Resource Development (HRD). Both modules aim to provide an overview of the essential areas of HRM. It will be taught in lectures and small classes with an emphasis on the practical operation of HRM in workplaces.

1. Outline the fundamental processes in HRM, the theoretical models underpinning HRM, and describe the historical development of HRM.

2. Outline Human Resource Planning and its contribution to the successful functioning of an organisation, and explain the process of recruitment andselection.

3. Explain the links between employee induction, turnover and retention and how a strategic approach to their management can increase the potential overall competitiveness and success of the organisation
4. Explain what is meant by workplace equality and demonstrate an understanding of the role of HRM in promoting equality.
5. Explain the concept of diversity and outline the benefits of diversity management for bothemployees and an organisation.

This module is designed to apply marketing and sales theory to a variety of business environments. Emphasis will be placed on understanding the stages of the selling process. In addition, students will be able to evaluate the importance of sustainability marketing in a modern business context. This module will develop students' transferable skills and competencies.

1. Explorethe marketing environment in which a range of consumer goods, services and industrial companies operate and make sales.

2. Examine the marketing and sales theories relevant to organisations.

3. Prepare and deliver a sales presentation including negotiating, closing the sale and following-up with customers.

4. Explain the marketing planning process that integrates with a companys overall strategy.

5. Explain the importance of sustainablemarketingto customers and sellers.

This module exposes the student to management accounting principles in relation to materials, labour, marginal and absorption costing systems and decision making . Once an understanding of the principles has been achieved, they will be applied in a variety of scenarios.

1. Apply the accounting treatment for materials, labour and overheads
2. Apportion and allocate costs to units of production in job, batchand service costing systems.

3. Apply and evaluate the principles of marginal and absorption costing.
4. Apply the principles of relevant costing to decision making scenarios

This module aims to provide students with the fundamental skills and capabilities required for setting up a business.

1. Explain the fundamental role of entrepreneurship and the main characteristics of entrepreneurs

2. Explore the elements involved in identifying product or service opportunities

3. Create a Business Model Canvas feasibility study, appreciate the importance of business planning and the relevance of the external environment

4. Explain thedifferent types of business ownership and their associated legal forms

5. Understand therole played by core business functionsin setting up a business

This year long module covers the language syllabus at CEFR level B1.2 and offers learners the opportunity to continue their study of Irish at lower intermediate/intermediate level. The course will also further enhance understanding of the social and cultural context of the language and will incorporate the study of Irish language media and film.

1. Reception: Listening: Demonstrate an understanding of the main points of clear speech on familiar matters, media programmes on current affairs or topics of personal or professional interest when delivery is relatively slow and clear.

2. Reception: Reading : Show comprehension of texts that consist mainly of high frequency, including descriptions of events and feelings.

3. Oral Interaction/Production : Deal with a range of situations while interacting in an Irishspeaking environment, extemporise on familiar topics, rationalise, explain, opine and narrate.

4. Written and Online Interaction/Production :Write simple connected text on familiar and personal topics, describe experiences and impressions.

5. Mediation: Text/Concept/Communication: Convey information given inclear, well-structured informational texts on subjects that are familiar or of current interest. Help define a task in basic terms, invite others to contribute their views and ask appropriate questions to checkunderstanding. Facilitate shared communication between people.

6. Show increasing responsibility for selfdirected learning.

7. Demonstrate a critical understanding of selected works of literature, film and media.

This course offers students the opportunity to continue with a foreign language at level A1.2 and A2.1. The course will hone understanding of the cultural and contextual environment of the target language. It will further prepare students who wish to avail of international placement opportunities or of the Erasmus year abroad.

1. Listening reception: Can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local geography, employment) and can catch the main point in short, clear, simple messages and announcements.

2. Reading reception: Can read very short, simple texts. Can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and can understand short simple personal letters.

3. Written and online interaction & production:Can engage in basic social interaction, expressing feelings, actions, needs and responding to comments with thanks, apology, or answers to questions. Can complete simple transactions (e.g., ordering goods), can follow simple instructions and collaborate in a shared task. Can write a series of simple phrases or sentences linked with ‘and’, ‘but’,’because’, etc.

4. Spokeninteraction & production: Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities (e.g., family, other people, living conditions, educational background, present/recent job). Can handle very short social exchanges, even though may not be able to keep the conversation going.

5. Mediation: Can convey the main point(s) involved in short, simple texts on everyday subjects of immediate interest (e.g., personal wants and needs), provided these are expressed clearly in simple language. Can collaborate in simple, practical tasks, asking what others think, making suggestions and understanding responses. Can indicate understanding, agreement and can recognise disagreement.

6. Cultural aspects will be included in listening reception, reading reception, spoken interaction & production, written and online interaction & production, and mediation.

This module offers students the opportunity to continue with a foreign language at A1.2 or A2.1 level. The course will hone understanding of the cultural and contextual environment of the target language. During the year, students will undertake individual and group tasks to develop their competencies in spoken and written production as well as their ability to interact in the target language.

This module will prepare students who wish to avail of international placement opportunities or the Erasmus year abroad. Upon successful completion of this module students will be progressing towards achieving Level A2 within the Common European Framework of Reference.

1. Identify phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. basic personal and family information, eating out, local geography, the environment and employment) and catch the main point in short, clear, simple messages and announcements.

2. Select and find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus, and timetables and understand short simple personal letters.

3. Reproduce a series of simple linked phrases or sentences on areas of most immediate personal relevance and respond to comments with thanks or apology.

4. Communicate orally during routine tasks requiring a simple and direct exchange of information on familiar topics and activities (e.g., family, other people, living conditions, educational background, the environment and employment).

5. Translate short, simple texts on everyday subjects of immediate interest (e.g., personal wants and needs), provided these are expressed clearly in simple language.

This module will build on learners elementary knowledge of the structure and vocabulary of the language. It will hone an understanding of the cultural and contextual environment of the target language. It will further prepare learners who wish to avail of international placement opportunities or of the Erasmus semester in Spain. The emphasis will be on improving communication and comprehension. There will be greater focus on grammar, conversational expressions and vocabulary in order to continue to consolidate comprehension and communication skills. Upon successful completion of this module, learners are deemed to have reached A1.2 Level of the Common European Framework of Reference for Languages (CEFR).

1. Identifyphrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g.basic, personal and family information,eatingout,local geography,the environment andemployment)and catchthe main point in short, clear, simple messages and announcements.

2. Selectand find specific, predictable information in simple everyday material such as advertisements, prospectuses,menus,and timetables and understand short simple personal letters.

3. Reproducea series of simple linked phrases orsentences onareas of most immediate personal relevanceand respond to comments with thanksor apology.

4. Communicateorallyduringroutine tasks requiring a simple and direct exchange of information on familiar topics and activities (e.g.family, other people, living conditions, educational background,the environment andemployment).

5. Translateshort, simple texts on everyday subjects of immediate interest (e.g.personal wants and needs), provided these are expressed clearly in simple language.

This module is intended to provide students with an introduction to a range of basic quantitative, statistical, analytic and computational skills and techniques which are of relevance in the business environment.

1. Calculate statistical data and represent this diagrammatically.

2. Apply mathematical functions and equations in the solving of business problems

3. Use time series modelling and regression analysis to identify data trends and to make business forecasts.

4. Calculate expectation and probability to solve practical business problems.
5. Demonstrate an understanding of thewide applicability of quantitative techniques in business.

This module builds on the foundations of macroeconomics. In applied macroeconomics, the economy will be analysed in the long-run (the classical model) and the short-run (keynesian model). In these models, we examine national output, the level of unemployment and the price level and show how government policies such as stabilisation policies or investment policies affect the macroeconomy. Case studies will be a feature of the module to take account of current developments. Students will identify, act on, and evaluate their professional and personal actions with the knowledge and appreciation of interconnections among economic, environmental, and social perspectives.

1. Describe and distinguish between the Keynesian and Classical schools of economic thought.
2. Analyse economic growth, the natural rate of unemployment and inflation in the long-run, and the effects of savings and government debt.
3. Construct and manipulate the IS /LM model as a framework for macroeconomic analysis in the short-run
4. Identify short-run and long-run issues in macroeconomics
5. Demonstrate knowledge and understanding of current macroeconomic problems by applying theories to concrete cases.

6. Students will identify, act on, and evaluate their professional and personal actions with the knowledge and appreciation of interconnections among economic, environmental, and social perspectives.

This module provides students with a detailed understanding of human behaviour in organisations. Organisational behaviour seeks to understand, explain and predict individual, group and organisational behaviour in the workplace. To do this, it borrows heavily from sociology, psychology and to a lesser extent anthropology. Topics covered include, among others, personality, perception, group dynamics and organisational development.

1. Explain the scope of study in the fields of Behavioural Science and Organisational Behaviour.
2. Discuss the individual human perspectives on perception, attitude, learning, and personality.
3. Distinguish the interrelations between the individual, the group, and the organisation.
4. Analyse the social aspects of people, organisation, and managing diversity.
5. Assess the ethical dimensions of organisational culture, power, and reward systems.

Human Resource Development (HRM) is the second of two modules in Human Resource Management. The other is Human Resource Management (HRM). Both modules aim to provide an overview of the essential areas of HRM. It will be taught in lectures and small classes with an emphasis on the practical operation of HRM in workplaces.

1. Explain Performance Management and its associated processes including, interalia, coaching
2. Explain the factors which influence an organisation’s pay and reward decisions, and develop reward systems appropriate to the organisation
3. Demonstrate an understanding of the benefits of L&D for individuals and teams, organisations and society, and assess different approaches to the development of L&D strategies
4. Identify how relevant human factors affect health and safety behaviour and explain the role of the HRM function in promoting health, safety and wellbeing at work.
5. Explain the nature of the employment relationship
6. Describe how HRM practices are adapted when operating in an international context

This module is an exciting and challenging accounting module which follows on from Fundamentals in Financial and Management Accounting. The module builds on knowledge and expertise from Fundamentals in Financial and Management Accounting and learners progress from preparing accounts for sole traders to preparation of accounts for partnerships and companies. This module has a practical and applied focus.

1. Prepare draft partnership and limited company accounts
2. Correctly identify, calculate and record accounting adjustments.
3. Prepare and reconcile control accounts.
4. Prepare accounts from incomplete records
5. Evaluate company performance by using standard ratios.
6. Discuss contemporary issues in financial accounting and illustrate the accountants role, incorporating ethical responsibilities.

Family businesses often outperform nonfamily businesses. One of the primary sources of success for business-owning families is their focus on ensuring continuity of both the business and the family. Enterprise Ireland has identified this area as particularly important in the West of Ireland and this module addresses many of the challenges associated with planning for family/small business and ownership continuity or succession planning.

1. Assist in developing a vision to grow a family/small business in the Irish and International markets.

2. Explain succession planningand hownext generationowners/leaders can preserve and enhance thefamilybusiness.

3. Analyse the range of ownership and leadership options to prepare owners and leaders for meeting an identified vision
4. Discuss the business and family governance issues required for business success and effective family decision-making
5. Explain the role organisational culture plays in helping to ensure continuity(succesison)

The aim of this module is to develop the students understanding of the key elements of managing the sales function within different organisational contexts.

1. Evaluate sales management frameworksin different organisational contexts.

2. Discuss the keytasks involved in managingan effective sales function.

3. Develop arecruitment and selection plan.

4. Discuss the use of technology and customer relationship management toolsto managethe sales function.

This module covers many broad areas of Finance and Financial Management with a particular focus on how to deal with business challenges such as identifying appropriate sources of finance, evaluating investments, interpreting financial statements and managing working capital. Having an appropriate knowledge of Financial Management is valuable across all sectors of business, regardless of whether students choose to work in Finance, Marketing, Human Resources, IT or other disciplines. By having a strong knowledge of financial management, students will be able to contribute and add value both within a business context and also on a personal level.

1. Discuss the role and purpose of financial management.
2. Analyse and interpret financial statements for the purposes of investment and financial management decisions.
3. Assess the working capital requirements of various business entities considering each of the components of working capitalsuch as Trade Receivables, Trade Payables, Inventory& Cash.

4. Evaluate capital investment projects by collating and presenting relevant information and by using appropriate methods such as Pay-back Period, Accounting Rate of Return, Net Present Value & Internal Rate of Return.
5. Recommend appropriate sources of finance for particular situations.

6. Discuss contemporary issues in financial management such as ESG reporting(Environmental, Social & Governance),and consider the ethical role of finance professionals.

Business is digital. Digital business drives business and societal change worldwide, and has led to the creation, destruction, and transformation of businesses. This module is to develop an e-strategy for a digital business and use digital components for business and industry. Students will know how the digital components will impact business and identify how to combine these to develop business online.

1. Demonstrate knowledge of the components required for an ebusiness.

2. Demonstrate knowledge of keyissues facing an e-business keeping in mind business trends and success stories

3. Create an ebusiness strategy

4. Create an online presence for an e-business using a leading contemporary content management platform

The aim of the module is to provide students with a fundamental understanding of professional project management as well as the development of key skills and capabilities in the application of key concepts, frameworks and techniques to projects.

1. Explain the role of the project manager and examine the key causative factors/reasons for project success/failure.

2. Develop professional project management competencies in selection, initiation, scoping, scheduling, resourcing, costing, report writing and auditing of projects.

3. Structure and manage projects through respective project life cycle phases – in particular utilising of the [PMBOK] project management framework.

4. Develop individual, team, people and problem-solving competencies by being an active member of a project management team.

5. Explain and apply key project management concepts, standards, analytical methods and key software tools.

This module helps the Learner understand the key attributes associated with creative thought. There is emphasis on the development of transferable skills such as cultivation of a creative team culture and the practical steps in new idea creativity, generation and evaluation.

1. 1. Interpret idea generation tools and techniques to develop creative ideas.

2. 2. Discuss the barriers to creativity at an individual and organisational level.

3. 3.Develop team building skills by working in teams in developing creative ideas.

4. 4. Apply screening tools to potential ideas.

5. 5. Assess the potential viability of ideas using evaluation tools and techniques.

The objective of this module is to develop an appreciation and understanding of how various quantitative techniques can be used to facilitate problem-solving and decision-making in organisations and governments. The module takes students through step-by-step procedures for hands-on analysis of social science data. The module will help student to learn to interpret and discuss statistical results in a way the average person can understand. An important aspect of the module is that it takes you through all the material in R.

1. Appreciate and selectwith justificationappropriate quantitative methods to analyse business and social science data

2. Use quantitative methods appropriately with an understanding of the assumptions of each method

3. Evaluate and interpret results, recognising any limitations

4. Report findings in a clear, concise and well-structured manner

5. Demonstrate competence in the use of R for quantitative data analysis

Change is a continuous process that requires organisations to take a number of steps to ensure survival and improve competitive advantage. Effective leadership is needed to understand, plan and communicate the nature of organisational change and manage the response. This module explores various opportunities and challenges associated with leading and managing organisational change. It examines how the change process is initiated, planned, implemented and evaluated. It also investigate show organisations can learn to evolve their capacity to innovate enhancing future competitiveness prospects.

1. Identify the role of change in relation to individuals, groups/teams, departments within organisations.

2. Explain the change process and how to manage resistance to change.

3. Analysethe business environment/ecosystem context and influenceonorganisational change.

4. Critique leadership styles andimpact on managing organisational change.

5. Predict how current innovations canshapefuture organisational competitiveness.

This module builds on first-year Principles of Economics to provide learners with a broad overview of intermediate-level microeconomic theory and applications. All concepts are discussed intuitively, graphically, and mathematically focusing on the applied nature of microeconomic theory through real-world examples. In the first part, the module examines consumer theory and the theory of the firm, competitive markets and the desirable properties arising from competition. In the second part, imperfectly competitive markets and firms with market power will be considered. Thirdly, uncertainty and firms, consumers with limited information, externalities, and public goods will be reviewed. Fourthly, different market structures will be examined.

1. Use standard microeconomic analysis to explain and predict behaviour of individual consumers and firms.

2. Apply the rational choice framework to consumption and other decisions while being aware of the limitations of mainstream consumer theory and appreciate alternative approaches;

3. Explain the advantage of perfect competition in achieving efficiency and comment on its potential shortcomings in the context of welfare economics. Discuss how market failures occur and determine possible government policies to correct for them;

4. Formulate and address economic policy issues using the language and approach of economic analysis/theory; Translate economic ideas into equations and numerical examples and calculate quantitative answers to economic problems

The first of two modules that cover the syllabus at CEFR level B2.1, this course offers learners the opportunity to continue their study of Irish at intermediate level. The course will also further enhance understanding of the social, cultural and literary context of the language and will incorporate the study of Irish language media and film.

1. Demonstrate an understanding of extended speech, lectures and TV programmes provided the topic is reasonably familiar.
2. Show comprehension of texts concerned with contemporary problems and displaying particular viewpoints. Understand contemporary literary prose, albeit with some work.
3. Interact with a degree of fluency that makes interaction with native speakers possible. Take active part in discussion in familiar contexts, accounting for and sustaining own views.
4. Present clear descriptions on a wide range of subjects related to fields of interest. Explain opposing viewpoints on a topical issue.
5. Write clear text on a wide range of subjects related to fields of interest and conveying reasons for taking or opposing a certain viewpoint. Write communications highlighting the personal significance of events and experiences.
6. Show a high degree of responsibility for self-directed learning.
7. Demonstrate a critical understanding of selected works of literature, film and media.

Set at CEFR level A2.2, this lower intermediate course aims to build on the language competencies of learners who have studied French to A2.1 level or an equivalent standard.The course will also enhance understanding of the social and cultural context of the language.

1. Reception: Listening. Understand the main points of clear speech on familiar matters regularly encountered in work, college and leisure, and media content concerning current affairs or topics of personal interest.

2. Reception: Reading. Understand texts that consist mainly of high frequency, every-day or job related language, and the description of events, feelings and wishes in personal communication.

3. Spoken Interaction/Production. Deal with most situations likely to arise while interacting in an French-speaking environment. Enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life. Connect phrases in a simple way in order to describe experiences, events and aspirations. Give brief explanations for opinions and plans. Narrate a story and givereactions to the plot of afilm.

4. Written and Online Interaction/Production. Interact in relation to experiences and events, impressions and feelings, having prepared in advance. Ask for and give simple clarifications, and respond to questions and comments in some detail. Write straightforward connected text on topics that are familiar or of personal interest.

5. Mediation: Text/Concept/Communication. Convey information given inclear, well-structured informational texts on subjects that are familiar or of current interest. Help define a task in basic terms, invite others to contribute their views and ask appropriate questions to checkunderstanding. Facilitate shared communication between people.

Set at CEFR level A2 + this course aims to build on the language competencies of learners who have studied German to A2.1 or an equivalent standard. The course will also enhance understanding of the social and cultural context of the language. During the year, students will undertake individual and group tasks to develop their competencies in spoken and written production as well as their ability to interact in the target language and broaden their knowledge of German culture and society. Upon successful completion of this module students will be progressing towards achieving Level A2 within the Common European Framework of Reference.

1. Understand instructions, announcements and messages about familiar everyday activities and hobbies provided the delivery is slow and clear.

2. Extract information from a range of texts that consist mainly of high frequency every-day language on topics such as family life, employability, travel and holidaying, shopping, popular culture, and the environment.

3. Exchange basic information by text message, by email or in short letters and write about everyday aspects of their immediate environment e.g., people, places, a job, or study experience.

4. Communicate orally, at an appropriate level, on familiar topics in predictable everyday situations.

5. Use simple language to provide an approximate translation of short texts on familiar and everyday themes.

Set at CEFR level A2+, this module aims to build on the language competencies of learners who have studied Spanish to A1.2 or an equivalent standard. The module will also enhance understanding of the social and cultural context of the language. During the year, learners will undertake individual and group tasks to develop their competencies in spoken and written production as well as their ability to interact in the target language and broaden their knowledge of Spanish culture and society. Upon successful completion of this module, learners will be progressing towards achieving Level A2 within the Common European Framework of Reference (CEFR).

1. Understandinstructions, announcements and messagesaboutfamiliar everyday activitiesand hobbiesprovidedthe delivery is slow and clear.

2. Extract information from a range of texts that consist mainly of high frequency, everyday language on topicssuch as family life, employability, travel and holidaying, shopping, popular culture, and the environment.

3. Exchange basic information by text message, by email or in short lettersand write about everyday aspects of theirimmediateenvironmente.g.people, places, a job,or study experience.

4. Communicate orally, at an appropriate level, on familiar topics in predictable everyday situations.

5. Use simple languageto provide an approximate translation of short textson familiar and everyday themes.

On successful completion of this module the learner should know, understand and/or be able to demonstrate the specificity of Ireland's rich cultural heritage: linguistic, literary and musical culture in terms of Ireland's varied contributions to contemporary international culture . Drawing on the past to inform the present, insights into Ireland's musical, literary, linguistic and filmic heritage will form a unique introduction for the learner on this rich and varied subject bearing in mind the United Nations Developmental Goals of inclusively, cultural and societal sustainability.

1. Understand and explain the specificity of Ireland’s linguistic, literary and musical culture

2. Demonstrate the presence of the past’ in Ireland’s varied contributions to contemporary international culture .

3. Form informed insights into the specifically cultural aspects of Ireland’s heritage
4. Apply information in a critical and contextual manner.

The operations function is responsible for the production and delivery of goods and services to the marketplace. This module adopts a contemporary approach to operations management by promoting a global perspective in relation to locally produced goods and services. In addition to critical aspects of the operations function within an organisational context, students will learn about the role of global production networks and value chains. Specifically how these networks and value chains influence strategy, scheduling and execution, enabling production best practice at local level regardless of scale or industry.

1. Describethe role of operations management in building and sustaining organisational success.

2. Explore the processes of how products or services are produced and delivered to customers.
3. Discuss how the local context influences thetype of production organisations engage withandthe role of the global process in enhancing local production.

4. Describe how an Enterprise Resource Planning (ERP) system works and how the major components (such as SOPs, MPS, MRP, purchasing, and shop-floor scheduling) relate to the making of the products/services.
5. Evaluatethe potential oflean and quality production measures for operationsto deliver goods and services to customers in a more sustainable way.

The purpose of the module is to give students a grounding in ethical reasoning & reflection, ethical principles, and ethical application. The module enables students to have an awareness of their own (inherited) ethical stances and value systems, and introduces them to the practice of formal ethical thinking. The module presents the main ethical approaches in the Western tradition, exploring their application to business functions and in business contexts in a globalised world. The module aims to give students an awareness of corporate behaviour and the purpose of corporate governance in directing and controlling this behaviour. Students will appreciate the influences that affect ethical decision-making and identify the factors that support professionalism in business.

1. Reflect upon, and gain deeper awareness of, ethical contexts, inheritances, and legacies (personal and historical).

2. Differentiate between, and discuss, the predominant ethical frameworks in the Western tradition.
3. Integrate ethical principles and frameworks into fundamental business functions and contexts.
4. Explain the necessity of good corporate governance and the relevant approaches and structures.
5. Describe the impact of corporate governance on organisations and behaviour.
6. Assess the factors involved in decision making and the characteristics of being a professional.

The aim of this module is to help students master the concepts, skills, and practices of effective business communications and negotiations.

1. Assess the major concepts and theories of negotiation and the purpose of communications.
2. Evaluate suitability of social media and online tools for Business Communication
3. Assess and reflect on interpersonal skills, conflict resolution, and negotiation style.
4. Develop facilitation/mediation skills and strategies for negotiations and conflict management.
5. Assess and discuss International and Cross-Cultural communications.

The module aim is to foster an understanding of management in the context of the social effects of technological innovation.

1. Think critically about management in the technologically enabled workplace of the 21st century;

2. Argue comfortably on issues relating to the technological developments in their socio-economic context;

3. Demonstrate a knowledge and understanding of the technological forces shaping human behaviour and assess their impact in the workplace; and

4. Demonstrate an active interest in current debates and issues relating to technological induced cultural change within a community (business or otherwise).

The purpose of the module is to provide students with an opportunity to gain accreditation for learning through work experience. Students arrange their own work experience with a minimum of 120 hours of work engagement. The student learning through work experience can take place in a variety of organisational settings and roles, including volunteering. This module aims to help students to identify and reflect upon key skills gained through work experience, with a view to developing as a professional for future employment.

1. demonstrate a knowledge and understanding of the business environment and functional areas of an organisation;

2. identify and apply a range of appropriate technical and interpersonal skills that reflect a professional attitude in the workplace;

3. applya systematic approach to recording key attributes and learningsobtained through theirwork experience, which are required forfuture sustainable employability; and

4. identify the links between theoretical concepts and their application in the workplace.

This module is designed to give students an increased understanding of HR/IR issues in modern workplaces. It is a suitable module for graduates seeking to take up management roles or thinking of becoming an employer themselves. The module will build on the student's HRM knowledge, examine new topics that are relevant to modern workplaces, and explore some current thinking from the field. It should also be useful to generate ideas for the student's Year 4 Project.

1. Research some main HR and IR issues in the workplace.

2. Explain the relationships between HRM/IR issues and the broader business economic, social and political environment in which it operates.

3. Propose appropriate managerial responses to deal with a variety of workplace issues that can arise

4. Work effectively with others to examine workplace issues

The module introduces Learners to the business planning process and they learn to plan a project around key milestones and concepts, including the essential skill of raising finance and gathering talent.The different options of how to protect Intellectual Property are explored. The module teaches the Learner the key skills and principles required to fund a start-up and manage and support a new venture. Learners will be broken into individuals or teams and will be asked to research and present and defend a detailed Business Plan for a proposed new venture idea. The proposed new venture idea can have been identified in the New Venture Creativity module covered by the Learner previously.

1. Distinguish between different types of intellectual property ownership

2. Demonstrate an understanding of how to plan for the launch of a new venture

3. Be in a position to research and produce a detailed business plan for a new venture idea

4. Analyse a new venture from the perspectives of investors and funding bodies

5. Construct a persuasive presentation on a new venture proposal for a potential investor

The aim of the module is to give students a thorough understanding of the key concepts, frameworks, processes and activities associated with the area of designing/re-designing structure and culture components in organisations to provide an optimal strategic fit.

1. Discuss the role and the development of organisation theories, associated concepts and frameworks in relation to the practice of organisation design (OD).

2. Characterisation and modelling of different types of organisations, departmental structures and reporting relationships using the key elements of OD

3. Examine organisation strategies and the adoption of appropriate designs within the organisational life cycle and the complexities of change initiatives.

4. Examine the role of organisational culture in organisation design.

5. Evaluate the influence of innovation, ICT and technology on organisational design for products and services.

The second of two modules covering the syllabus at CEFR level B2.1, this course offers learners the opportunity to continue their study of Irish at intermediate level. The course will also further enhance understanding of the social, cultural and literary context of the language and incorporate the study of Irish language media and film.

1. Demonstrate further understanding of extended speech, lectures and TV programmes provided the topic is reasonably familiar.
2. Demonstrate further understanding of texts concerned with contemporary problems and displaying particular viewpoints. Understand contemporary literary prose, albeit with some work.
3. Interact with a greater degree of fluency that makes interaction with native speakers easier. Take active part in discussion in familiar contexts, accounting for and sustaining own views.
4. Present clear descriptions on an expanded range of subjects related to fields of interest. Explain opposing viewpoints on topical issues.
5. Write clear text on an expanded range of subjects related to fields of interest and conveying reasons for taking or opposing a certain viewpoint. Write communications of increased complexity highlighting the personal significance of events and experiences.
6. Show a high degree of responsibility for self-directed learning.
7. Demonstrate a critical understanding of selected works of literature, film and media.

Set at CEFR level B1.1, this lower intermediate course aims to build on the language competencies of learners who have studied French to A2.2 level or an equivalent standard.The course will continue to enhance understanding of the social and cultural context of the language.

1. Understand the main points of clear standard speech on familiar matters regularly encountered in work, leisure.

2. Understand texts that consist mainly of high frequency everyday or job-related language.

3. Deal with most situations likely to arise whilst travelling in an area where the language is spoken.

4. Write connected text on topics which are current or of personal interest, offer reasons and explanations.

5. Demonstrate autonomy in learning.

6. Interact in a multi-cultural environment.

Set at CEFR level A2 + this course aims to build on the language competencies of learners who have studied German to A2.1 or an equivalent standard. The course will also enhance understanding of the social and cultural context of the language. During the year, students will undertake individual and group tasks to develop their competencies in spoken and written production as well as their ability to interact in the target language and broaden their knowledge of German culture and society. Upon successful completion of this module students are deemed to have reached A2 Level of the Common European Framework.

1. Understand instructions, announcements and messages about familiar everyday activities and hobbies provided the delivery is slow and clear.

2. Extract information from a range of texts that consist mainly of high frequency every-day language on topics such as family life, employability, travel and holidaying, shopping, popular culture, and the environment.

3. Exchange basic information by text message, by email or in short letters and write about everyday aspects of their immediate environment e.g., people, places, a job, or study experience.

4. Communicate orally, at an appropriate level, on familiar topics in predictable everyday situations.

5. Use simple language to provide an approximate translation of short texts on familiar and everyday themes.

Set at CEFR level A2+, this module aims to build on the language competencies of learners who have studied Spanish to A2.1 or an equivalent standard. The module will also enhance understanding of the social and cultural context of the language. During the year, learners will undertake individual and group tasks to develop their competencies in spoken and written production as well as their ability to interact in the target language and broaden their knowledge of Spanish culture and society. Upon successful completion of this module, learners will be progressing towards achieving Level A2 within the Common European Framework of Reference (CEFR).

1. Understandinstructions, announcements and messagesaboutfamiliar everyday activitiesand hobbiesprovidedthe delivery is slow and clear.

2. Extract information from a range of texts that consist mainly of high-frequency, everyday language on topicssuch as family life, employability, travel and holidaying, shopping, popular culture, and the environment.

3. Exchange basic information by text message, by email or in short lettersand write about everyday aspects of theirimmediateenvironmente.g.people, places, a job,or study experience.

4. Communicate orally, at an appropriate level, on familiar topics in predictable everyday situations.

5. Use simple languageto provide an approximate translation of short textson familiar and everyday themes.

As the world becomes increasingly globalised, there is a risk that modern citizens may no longer recognise and value crucial societal differences that are implicit to other's cultures. This module aims to implement a practice of recognising and valuing cultural differences, so students are equipped to communicate respectfully around the world.

1. Recogniseand value cultural differences.

2. Identify and implementethical cross-cultural communication practices.

3. Promote and advocate for inclusivity.

4. Develop sustainable capabilities to adapt one’s behaviour toa variety of cultural settings.