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 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.

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 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.

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)

 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 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 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 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.

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 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.

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 module develops a thorough understanding of contemporary issues in Human Resource Management and the practical skills needed for the workplace management. The module facilitates a practical approach and allow learners to analyse and evaluate management of human resources in organisations including SMEs. The analysis serves as a basis for learners to suggest improvements to develop dynamic capabilities and to sustain organisational competitive advantage. The module will incorporate case studies; therefore, the learners will be able to think critically and apply their knowledge to real-world situations.

1. Recognise the strategic value that HRM adds in the pursuit of organisational competitive advantage and organisational sustainability

2. Explain the importance of talent management and design initiatives to acquire, motivate and retain the organisational talent

3. Critically evaluate the function of HRM in structuringthe information and participation channels for continuous organisational improvements

4. Design the measures ofemployee engagement and suggest organisational interventions to improve its levels

5. Reflect on the contemporary issues in managing of people in organisations and evaluate their impact on employee motivation and morale

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.

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.

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.

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.

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.

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 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 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.

This module focuses on the skills and knowledge required for financial planning and commercial decision -making. While it is of particular relevance to entrepreneurs in running their own business, it is also relevant for anyone involved in managing a business.

It is designed to build on the fundamental accounting module at level 6 and financial management module at level 7.

The module focuses on specific areas essential for the development of a business idea through to successful fruition. It is intended to develop the students financial planning and commercial decision-making skillset over a number of core areas.

1. Develop a fully integrated suite of budgets (Functional budgets, Cash budget, Budgeted Statement of Profit and Loss and Budgeted Statement of Financial position) for inclusion in a Business Plan.

2. Apply the principles of relevant costing to commercial decision-making scenarios

3. Apply a knowledge and understanding of product/servicecosting and product/service pricing concepts

4. Demonstrate a knowledge and understanding of the implications of the capital structure (debt versus equity) of a business

5. Demonstratea knowledge and understanding of the specific tax incentives and reliefs available to entrepreneurs

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).

This module introduces the learner to tools and methods for conducting business analytics and data mining. In particular, this module develops the skills and competencies that form the early stages of the data mining lifecycle.

1. Manage, explore and cleanse business data for analytics
2. Execute data-driven analytics

3. Generate reports and visualisations
4. Apply data mining methods
5. Develop analytics solutions for finance and marketing functional problems

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.

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.

The purpose of this module is to enable students to take real and meaningful steps towards the enhancement and/or implementation of their business idea/plan. It provides a crucial link between the aspirations of the business plan and the actual challenges on the ground when it comes to getting a business up and running.

Depending on the needs of the aspiring entrepreneur, this module will afford learners the opportunity to either:

(a) Commence the groundwork for launching their business idea by identifying, contacting and documenting potential funders, suppliers, distributors, government agencies, advisory boards etc. or

(b) Enhance their existing business plan/idea by consulting with, and assisting, local entrepreneurs based in the ATU Dublin Road campus i-hub.

In addition to gaining crucial exposure to some challenges associated with new business creation, learners will also be given the opportunity to network with like-minded entrepreneurs and relevant support bodies to their area of interest. This module will equip learners with a level of practical experience, and access to a network, that will be of significant importance in the future.

1. Demonstrate the skills and motivation necessary to manage learning tasks independently, professionally and ethically.
2. Identify and critically evaluate the role of key local actors in supporting business creation

3. Assess barriers to entry and discuss potential solutions

4. Develop a network of like-minded people in an area of relevance/interest

5. Apply new knowledgeto strengthen and advance the credibility of thebusiness plan/idea

6. Reflect on their strengths and weakness in terms of networking and engagement and identify their own learning needs

7. Display the necessary personal management skills to plan, organise and manage business projects and assignments.

This module introduces the student to different research methods, approaches and philosophies. In addition, students develop the skills to identify a research question and critically review academic and/or professional literature to address that question. This is useful to graduates as it reinforces how research influences management practice and vice versa, and students develop a high level of research skill that will be useful in their career.

1. Know a variety of research methods, approaches and philosophies

2. Deploy research skills (information retrieval; the ability to gather, sift, and organise material independently and critically, and evaluate its significance;drafting, rewriting and editing)

3. Access data from a variety of sources and be able to use appropriate research methods to conduct effective research.
4. Develop a research proposal.
5. Operate independently and responsibly, and take a positive and active role in his or her learning, in the service of the production of a sustained piece of critical writing.

This BB in Entrepreneurship work placement includes 2 options from which students choose one option:(1) Set up a New Business – students will implement a business plan that they previously wrote and set up their own small business.(2) Work in Industry, with an existing start-up organisation (student must contact an organisation to work with them). Regardless of the option chosen, students will be assessed on a series of deliverables that help them define the scope of work, plan the work, and deliver the work over the duration of the semester.

1. Apply the knowledge, skills and competencies they have learned in their academic modules to a working environment.

2. Demonstrate a comprehensive understanding of the business environment with a particular focus on a start-up environment and how to excel within such an environment.

3. Participate and communicate in a professional mannerin the workplace.

4. Critically reflect on and analyse the work placement learning experience and understand their own abilities and challenges in the work environmentby reflecting on their skills development and performance and setting manageable short term goals.

5. Demonstrate comprehensive oral and written communication skills, individual initiative and, team work (where applicable) skills.

Social capital constitutes a series of networks and relationships, amongst people and enterprises, that promote collaboration efforts based on shared values, norms and understandings. Local actors such as firms, entrepreneurs, state agencies and community groups drive innovation by networking and co-ordinating activities. These actor networks often take the form of non-formal interactions and play a crucial role in modernising economies by utilising existing skills and transposing them to new activities through co-ordinated efforts. This module aims to develop students knowledge of various types of engagement activities, and the value of these social interactions, in driving innovation, new business creation and scale up.

1. Apply fundamentalsocial capital theories to thenetworking process at institutional and societal level.

2. Critically discuss the role of consumption in social reproduction

3. Explain the importance of information exchangeand experimentation in new knowledge creation

4. Critically assessthe potential of the Irish diaspora in developinglong term global partnership arrangements with Irish based entrepreneurs

5. Critically evaluate the role of social interactions in creating new businesses and innovations

This module aims to develop learners' skills in applying the entrepreneurial thinking and identifying opportunities and solutions resulting in a positive impact on society. Learners will be challenged to redefine social environment in a creative and innovative way through an eco-friendly and/or social enterprise. Using academic readings, group discussions, and case studies, learners will be able to identify opportunities to create social value, research and validate the steps required to assess the potential of creating a sustainable enterprise.

1. Explain and evaluate suitability of key eco and social enterprise models

2. Critically assess the external contingencies that contribute to establishment of eco and social enterprises.

3. Develop creative strategic plans for sustainable social enterprise

4. Evaluate the opportunities for development of sustainable eco enterprise

5. Apply contingency approach to management of social enterprise

Developing the capacity to devise and complete a sustained piece of secondary research and independent writing is one of the defining features of a graduate of the Business Studies (Hons) programme. Students will complete a literature review on a topic of their own choosing under the supervision of an assigned staff member. There are no timetabled hours and the module is coordinated by one staff member.

1. Demonstrate knowledge and understanding of contemporary issues and critical concepts relating to the chosen research topic.

2. Deploy bibliographic skills, including citation of sources and consistent use of conventions in the presentation of scholarly work.
3. Deploy research skills, including reading; drafting, rewriting and editing; information retrieval skills; the ability to gather, sift, and organise material independently and critically, and evaluate its significance.
4. Work independently, within a given timeframe, toproduce a piece of scholarly writing

The aim of this module is to provide business students with an understanding of the key strategies necessary to successfully capture, protect, value and commercialise innovative (emerging and new) products, services, technologies, processes and expand innovative businesses. In addition, students will learn the practical skills necessary to manage and professionally apply key frameworks, concepts and tools which are critical to the technology commercialisation process: at different phases of development and across different sectors and industries.

Note: This module may also be taught in online mode and will consist of two lectures and a 1 hour tutorial per week. Lectures will be asynchronous and will be uploaded to Learnonline. The flipped classroom approach will also be used in order for learners to prepare for asynchronous lectures and to provide material/videos/case studies as appropriate. Tutorials will be delivered synchronously to give an opportunity for learners to ask any questions, work out examples, to meet students in an online environment to provide interaction and engagement for all concerned. The assessment strategy will remain the same as the traditional classroom mode version of this module.

1. Ability to develop and manage key strategies, operations, processes and projects in the management of Invention, Intellectual Property Rights (IPR) and Innovation.

2. Appreciate and useopen innovation approaches in the strategic sourcing, purchase, in-licencing and out-sourcing of technologies and IP.

3. Knowledge and Technology Transfer: Be able to implement a systematic approach to successful relationship management, negotiations & deal-making, licensing, venturing, assimilation, implementation and performance evaluation.

4. Technology/Innovation Marketing & Sales: Using market research to analyse and evaluate present and potential markets for technological/innovative product/service offerings and to have a firm understanding oftechnical sales strategies and processes.

5. Appreciate the different sources and process of obtaining finance andbe able to applydifferent valuation methods in relation to valuations of technology, innovations,IP and of equity in high-tech enterprises.

The module develops a thorough understanding of contemporary issues in employee relations and the practical skills needed for the workplace management. The module aims to analyse the multitude of factors – economic, social, psychological and legal – that shape contemporary employment relations and management practice. The module will incorporate case studies and reflective questions; therefore, the learners will be able to think critically and apply their knowledge to real-world situations.

1. Outline and analyse the integrated view of employment relationship and its context.

2. Outline the parties in employment relationship and critically assess their roles.

3. Evaluate interpersonal processes in employment relations and their outcomes.

4. Explain the variousprocesses related to employee voice and evaluate the impact of employee voice on organisation and employees.

5. Critically evaluate the role of negotiation and conflict in employment relations

The aim of this module is to provide students with a professional understanding of Supply Chain Management (SCM), associated activities, processes, standards and the practical application of key frameworks and concepts in international settings.

For the online version of this Module (Entrepreneurship year 4 programme), it will consist of two lectures and a 1 hour tutorial. The lectures will be asynchronous and will be uploaded to Learnonline for the learners to watch, the flipped classroom approach will also be used in order for the learners to prepare for their asynchronous lectures and to provide material/videos/case studies as appropriate.

The tutorials will be delivered synchronously on a weekly basis, to give an opportunity for the learners to ask any questions, work out examples, and to meet the students in an online environment to provide interaction and engagement for all concerned.

The assessment strategy will remain the same as the Face to Face version of this module.

1. Develop a thorough understanding of the role of SCM, SC structures, SC flows and associated standards for a range of business types both within and across SC chains and networks.

2. Evaluate the role of Logistics management in optimising the movement and storage of goods throughout SCs

3. Evaluate the influence of drivers for change, in particular on advances in technology and the transformational influence of technology on contemporary SCM.

4. Analyse and develop SCM strategies that are optimised for different environments, relationship management and approaches to quality assurance

5. Formulate, apply and evaluate the use of SCM frameworks and concepts to realistic international cases and scenarios.

This module examines customer relationship management (CRM) and its application in an entrepreneurial context. It explores strategies for the identification, acquisition, retention, and development of customers to gain competitive advantage and maximise value and, when applicable, profit, using people, technology, and knowledge across both the business-to-business (B2B) and business-to-consumer (B2C) settings. The module places CRM in the broader context of the organisational environment and aims to provide learners with the theoretical concepts and practical tools required in managing stakeholder relationships.

1. Discuss the basic concepts, theories and models which apply to the field of CRM and their strategic implications for the entrepreneurial venture.

2. Analyse the required infrastructure (internally and within the supply chain) organisations need for the implementation of CRM.

3. Assess the opportunities and challenges of implementing CRM strategies in specific organisational environments to create value for organisations, partners and customers.

4. Critically evaluate new and emerging technologies in the field of CRM.

5. Develop a working knowledge of CRM packages and applications commonly used in industry.

The purpose of this module is to introduce students to the theoretical principles of Strategic Management. The module will introduce students to the role strategy and strategising can play in achieving competitive advantage. Students will be introduced to the various tools and models to assess the external and internal environment and the strategic choices a company has at the strategic business unit level. The module will evaluate the additional strategic options or supplementary strategies open to a company in implementing its chosen strategic option. Finally, the attention of the student is directed towards the key components of strategy implementation.

Having covered the theoretical base the focus of the module then shifts towards the application of the theory in the second semester through case studies of various companies and industries, business news stories and issues in the business environment.

In semester 1 students will attend two lectures and a one-hour seminar. In semester 2 where the focus of the module is on the application of theory students are required to attend one lecture and a two-hour seminar to develop relevant skills and competencies.

1. Assess the importance of strategy in a business context.
2. Appraise the processes by which a strategy is developed.
3. Explain the range of analytical tools to analysea company’s external and internal environment.
4. Determine the range of strategic options open to a company at the business unit level.
5. Explain additional or supplementary strategic choices to achieve the primary chosen strategy.
6. Identify and apply the range of tools for strategic analysis.
7. Propose appropriate strategic options and make recommendations.
8. Identify the key elements of strategy implementation and appraise a company’s efforts in strategy implementation.

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

1. Reception: Listening.Understand the main points of clear speech on familiar and formal 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. Mention plans for the future.

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 B1.1 (+) to B1.2 this course aims to build on the language competencies of learners who have studied German to A2 level or an equivalent standard. 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. The students will acquire skills that will assist them in sourcing and critically evaluating information about German-speaking cultures and creating spoken pieces and written texts in the target language, as well as life-long learning. Upon successful completion of this module students are deemed to have reached Level B1 of the Common European Framework.

1. Engage with and comprehend multi-modal texts and videos on familiar and formal matters regularly encountered in work and college and media content concerning current affairs (e.g. employability and the environment).

2. Scan texts to find relevant information in everyday material, such as newspapers, brochures, websites, and advertisements on familiar subjects.

3. Interact with a degree of fluency and spontaneity and give clear, detailed descriptions and presentations on topics that are familiar, of personal interest or pertinent to everyday life.

4. Produce straightforward connected text on topics that are familiar or of personal interest and maintain a high degree and consistent grammatical control of advanced structures in the target language; translate and review factual texts of an appropriate level from the target language.

5. Analyse and discuss the socio-economic environment in regions where the target language is spoken.

Set at CEFR level B1.1 (+) to B1.2, this module aims to build on the language competencies of learners who have studied Spanish to A2 level or an equivalent standard. 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 and Latin American culture and society. Learners will acquire skills that will assist them in sourcing and critically evaluating information about Spanish-speaking cultures and creating spoken pieces and written texts in the target language. Upon successful completion of this module learners are deemed to have reached Level B1 of the Common European Framework of Reference (CEFR).

1. Engage with and comprehend multi-modal texts and videos on familiar and formal matters regularly encountered in work and college and
media content concerning current affairs (e.g. employability and the environment).

2. Scan texts to find relevant information in everyday material, such as newspapers, brochures, websites, and advertisements on familiar
subjects.

3. Interact with a degree of fluency and spontaneity and give clear, detailed descriptions and presentations on topics that are familiar, of
personal interest or pertinent to everyday life.

4. Produce straightforward connected text on topics that are familiar or of personal interest and maintain a high degree and consistent
grammatical control of advanced structures in the target language; translate and review factual texts of an appropriate level from the
target language.

5. Analyse and discuss the socio-economic environment in regions where the target language is spoken.

This module offers learners the opportunity to continue their study of Irish at advanced intermediate level, corresponding with CEFR level B2.2. The course will also further enhance understanding of the social, cultural and literary context of the language.

1. Identify key ideas in extended speech, live or broadcast,on topics normally encountered in personal, social, academic or vocational life.

2. Summarise the main points froma wide range of written text types, including literary texts.

3. Interact orally in a fluent, accurate and effective manner on wide range of general, vocational and academic topics.

4. Write clear, detailed texts on a variety of subjects, including literature, in which information and arguments are evaluated.

5. Translate texts of moderate difficulty between English and Irish with reasonable accuracy.