Students preparing for their graduation ceremony at Canterbury Cathedral

French and Management - BA (Hons)

UCAS code NR11

2017

French and Management enables you to learn the langage and culture of France, while gaining the skills and knowledge essential for managing key areas of business.

Overview

French is one of the most beautiful romance languages. Outside of France it is spoken as far afield as Canada, the Seychelles, Madagascar and Mali. It is one of the official languages of the United Nations, and an important language in the EU. A working knowledge of the French language, and of French culture, will give you a head start in the business world. Combining Management with French enables you to gain a deeper understanding of European business, which is an ideal option for those considering an international career.

We offer you the opportunity to spend a year studying or working abroad in a French-speaking country, where you can experience the language and business culture first hand, make some useful contacts and practise your French language skills.

The Management programmes at Kent aim to develop a new kind of business professional for the 21st century, as alive to their social responsibilities to the community as to the needs of their investors, shareholders and employers.

The modules in Management develop your leadership skills in relation to decision making, problem solving, team working, negotiation and employee performance management. You gain the skills and knowledge essential for managing key areas of organisations, including accounting, human resources, quantitative methods, marketing, strategy and operations. You also develop an understanding of the role and interrelationship between strategic management, human resource management and operations management.

So this joint honours programmes gives you the benefits of cultural understanding of a humanities degree, language skills, and business knowledge for the world of work, equipping you for an international career.

Independent rankings

In the National Student Survey 2016, 90% of French students at Kent were satisfied with the quality of their course. French at Kent was ranked 1st for research quality in The Complete University Guide 2017.

Business, Management and Marketing at Kent was ranked 18th in The Guardian University Guide 2017. In the National Student Survey 2016, Management Studies at Kent was 9th for overall satisfaction.

Course structure

The following modules are indicative of those offered on this programme. This listing is based on the current curriculum and may change year to year in response to new curriculum developments and innovation.  

On most programmes, you study a combination of compulsory and optional modules. You may also be able to take ‘wild’ modules from other programmes so you can customise your programme and explore other subjects that interest you.

Stage 1

Modules may include Credits

The module introduces students to theories of management, beginning with classical management systems through to contemporary management concepts. It will illustrate the continuities and transformations in management thinking throughout the 20th and 21st century. The main topics of study include:

• Scientific Management

• The Human Relations School

• Bureaucracy

• Post Bureaucratic Organizations

• The Contingency Approach

• Culture Management

• Leadership

• Decision-Making

• Managing Ethically

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15

The module will cover various aspects of the changing global environment. An indicative list of topics is given below, however the main aim of the module is to examine contemporary issues within the global business environment that are likely to impact upon business operations and strategy:

• Globalisation: Definition, Evolution, Implications for countries, firms and people,

• The Triad: European Union, United States, Japan - Investment, Trade, Relations

• International Capital and Financial Markets: New York, London, Frankfurt, Tokyo

• World Institutions: World Trade Organisation, International Monetary Fund, United Nations

• International Economic Environment: Exchange Rates and patterns of trade

• Environment: Global Warming – Kyoto Agreement

• Business and Corporate Culture: Japan & Germany VS UK & US

• Innovation & Technology

• Mergers and Acquisitions

• Firm and Stakeholders - Ethical Issues

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An indicative set of topics to be covered within the module are outlined below.

• Basic Spreadsheet Functionalities: Introduction to common spreadsheet features: workbooks, worksheets, menus, cells, rows, columns, data types, relative and absolute cell addressing, copying, basic formulae, naming cells, formatting, charts and graphs, printing.

• Data Management Facilities: sorting, filtering, data forms, pivot tables.

• What-If Analysis: scenario manager, goal seek, data tables.

• Basic Financial Analysis: Introduction to basic financial analysis and how to carry this out using spreadsheets: compound interest, discounting, NPV, IRR, loans and mortgages.

• Advanced Spreadsheet Functionalities: automating tasks and solving simple optimisation business problems.

• The Art of Modelling: effective methods for designing, building and testing business models.

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15

The module will begin with an introduction to the link between business and accounting in order to show the value to the students of their having some knowledge of accounting. The module is designed to teach students how to prepare, read and interpret financial information with a view to their being future business managers rather than accountants.

The module will continue with a brief demonstration of double-entry bookkeeping. Students will not be examined on this, it is merely to put bookkeeping and accounting in context. Following on from this, students will be shown how to prepare financial statements from a trial balance and make adjustments to the figures given by acting on information given in a short scenario.

The regulatory framework of financial reporting will be considered as will the annual reports and accounts of a variety of organisations. The module will finish will an analysis of financial statements with students shown how to interpret data and make sensible recommendations

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15

This module is for Post-A-level students and students who have mastered level A2 but not yet B1 of the Common European Framework of Reference for Languages (CEFR). On successfully completing the module students will have mastered level B1. The emphasis in this course is on furthering knowledge of the structure of the language as well as vocabulary and cultural insights while further developing the speaking, listening, reading and writing skills.

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30

This is an intensive module for absolute beginners, Post-GCSE students and students who have not yet mastered level A2 of the Common European Framework of Reference for Languages (CEFR). On successfully completing the module students will have mastered level A2. The emphasis in this course is on acquiring a sound knowledge of the structure of the language as well as basic vocabulary and cultural insights while developing the speaking, listening, reading and writing skills.

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30

This module, which covers the period from the 17th century to the First World War, examines through the study of relevant literary and other texts some of the major historical, cultural, social, political and literary movements of France and its colonies during this era. Close textual analysis will be combined with study of the texts' various contexts: the module encourages students to analyse cultural artefacts in connection with the historical, social and cultural contexts and discourses within which they were created. The choice of primary materials covers a wide variety of genres: letters, drama, fiction, political texts, travel writing. Students will learn to adopt critical strategies to analyse all of these sources, and to reflect on moments of major historical and cultural significance in the development of modern France. Events such as the French Revolution, the Paris Commune and the Dreyfus Affair will be analysed as they are represented in the chosen primary texts. Students will be encouraged to consider questions of national and other forms of identity in France and in the Francophone world more generally as they are mediated through cultural production, thinking through the stereotypes often used to characterise nations, their citizens/subjects and their history.

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15

This module, which covers the period from World War I to the present day, examines some of the major historical, cultural, social, political and literary movements of France and its former colonies during this era. Close textual analysis will be combined with study of the texts' various contexts: the module encourages students to analyse cultural artefacts in connection with the historical, social and cultural discourses and contexts within which they were produced. The choice of primary materials covers a wide variety of genres: fiction, political texts, cultural criticism, popular song, film. Students will learn to adopt critical strategies to analyse all of these sources, and to reflect on moments of major historical and cultural significance in the development of contemporary France. Events such as the Second World War, the formation of the 5th Republic, North African and South-East Asian decolonisation and contemporary debates about 'laïcité’ will be analysed as they are represented in the chosen primary texts. Students will be encouraged to consider questions of identity – and their mediation through cultural production – in France and in the Francophone world more generally, thinking through the stereotypes often used to characterise nations, their citizens or colonial subjects, and their history.

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15

This module is designed to introduce students to French literature, culture and history by the close study of a number of dramatic texts from the 17th, 18th, 19th,20th and 21st centuries. The authors studied use drama to explore a wide variety of themes: religious, philosophical, political, literary and social questions will be examined as they are raised in each text. Students will undertake close readings of the primary texts and will make connections with broader political, social, historical and cultural issues.

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15

This module is designed to introduce students to the range and variety of French literature by the close study of a number of short fictional texts from the 18th, 19th, 20th and 21st centuries. The authors studied use short fiction to explore a wide variety of themes: philosophical, political, and social questions will be examined as they are raised in each text. Students will undertake close readings of the primary texts and will make connections with broader political, social and cultural issues. FR302 may be taken independently of FR301.

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15

This module will provide students with a basic knowledge of the most important periods of French cinema (including experimental cinema, the nouvelle vague, Beur cinema, the 1980s 'cinéma du look') and introduce key film concepts such as the ‘politique des auteurs’. Students will gain experience in critical reading and viewing, in close analysis of films, texts and issues, and in developing arguments in French. They will also be introduced to the skills of presentation and the sustaining of cogent argument. The module will examine a number of films from the 1920s to the present which illustrate the scope and development of French cinema. While most of the films are now regarded as canonical, a major aim of the module is to place the works in context so as to emphasize their radical and often transgressive power.

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15

This module explores how four major 'crises' in twentieth-century France are reflected in cinema: World War I, World War II, the Algerian crisis, and the events of May 1968. Some films are almost contemporary with events, whereas others were made decades later. This module will explore themes such as realistic depiction, socio political agendas, nationalist ideologies and the politicisation of (collective and individual) memory.

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15
You have the opportunity to select wild modules in this stage

Stage 2

Modules may include Credits

A synopsis of the curriculum

Students will be expected to develop the ability to use appropriate techniques of analysis and enquiry within Operations Management and to learn how to evaluate alternatives and make recommendations. Topics include:

• Strategic role of operations and operations strategy

• Design of processes and the implications for layout and flow

• Design and management of supply networks

• Resource planning and management

• Lean systems

• Quality planning and managing improvement

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15

The module provides a broad, basic understanding of strategy and strategic management, on which further strategic analysis and exploration of strategic issues can be built. It introduces students to the key vocabulary, concepts and frameworks of strategic management and establishes criteria for assessing whether or not a strategy can be successful. It introduces students to frameworks for analysing the external and internal environments and to different theories of how these relate and of their impact on strategy formulation and implementation.

Students will learn how to identify strategic issues, develop strategic options to address them and decide which option(s) to recommend. Through theoretical readings and case studies, students will develop an appreciation of strategy in different contexts and from different perspectives and of the complexity of strategic decision-making. Students will enhance their ability to read business articles from a strategic perspective and to present strategic arguments in a structured manner

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15

The aim of this module is to provide students with in-depth knowledge about the accounting and control systems businesses use for making managerial decisions. In particular, the module focuses on profit planning decisions and it gives students a thoughtful understanding of the functioning and range of financial controls managers use for making profit planning decisions, related to both the business as a whole and its segments. Students are expected to conduct a management project: they will prepare a business plan that takes into account strategic, marketing and financial aspects. The module also enables students to know how to use accounting and control tools to assess business performance, provide feedback and give recommendations for improvements aimed to create more socially responsible and sustainable businesses. As such, this module is core to the degree program, because it gives an introduction to three key areas: managerial decision making, performance management and organizational financial management.

• The link between business strategy and management accounting and control.

• The classification of costs by nature, behaviour and decision making relevance.

• Cost, volume profit analysis and its use in profit planning decisions.

• The trade-off between operating profitability and risk.

• Financial controls for profit planning: the functioning of costing systems (job costing and activity based costing) and of budgeting systems. The business plan.

• Financial controls for performance monitoring and evaluation: standard costing, flexible budgets and variance analysis.

• Profit planning decisions for segments of business (products/ services and customers).

• Sources of finance and capital investment decisions.

• Financial controls and corporate social responsibility strategy implementation

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15

This module will introduce students to the key concepts of managing people, involving an examination of organisational, human resource management and industrial relations theory. This will be achieved through relating relevant theory to practical people and organisational management issues.

The main topics of study are as follows:

• The theory of HRM

• Corporate Social Responsibility & HRM

• Human Resource Planning

• Recruitment & Selection

• Training & Development

• Performance Management & Appraisal

• Reward Management

• Employment Involvement & Participation

• International & Comparative HRM

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15

Three topics are covered each week: grammar, oral/aural skills, and written skills. Students will develop the four linguistic skills (listening, speaking, reading, and writing) to a level where they can confidently understand and convey information about themselves and their environment in all the tenses, and express their feelings and wishes in the conditional and subjunctive moods. They can account for and sustain views clearly by providing relevant explanations and arguments for and against particular points of view.

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30

Detective fiction is an extremely popular genre whose basic template can give rise to a multitude of approaches, settings, plots and values. This course is designed to give students an overview of the tradition of French crime fiction as it has evolved from the mid-19th century to the early 21st century. Short crime fiction, full crime novels, and film will be analysed. Close attention will be paid to generic conventions, and how they alter over time. Questions of social order and disorder will be central to our enquiry. We will also study the extent to which detective novels mount a critique of contemporary society. All texts are studied in French and teaching is partly in English, partly in French.

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15

Among the capital cities of Europe, Paris has a particularly rich and interesting history. In the revolution of 1789 and subsequent political upheavals in the course of the nineteenth century (1830, 1848, 1870-71), the city played a key role in deciding the fate of the nation. In the same period, it grew dramatically in size and emerged as a modern metropolis. Widely divergent views were expressed as to the wholesomeness of city living; opinion differed equally violently among writers as to the benefits to be derived from the explosive growth of the city. The module will examine conditions of life in the real Paris of the 19th Century and in particular the radical and highly controversial changes to the face of the city brought about during the Second Empire under the direction of Baron Haussmann. The main focus of the module, however, will be the images of the city as mediated in contemporary fiction (Balzac and Zola amongst others), poetry (Baudelaire) and painting (Manet’s vision of city life).

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15

Among the capital cities of Europe, Paris has a particularly rich and exciting history. It played, for example, a key role during the revolution of 1789 and subsequent political upheavals in the course of the 19th century. This module follows on from FR593 – ‘Paris: Myth and Reality I’ (which is NOT a prerequisite for FR594). It explores the different and evolving representations of Paris of the 20th century in the context of modernity and postmodernity. Although the main focus of the course will be literary, including poetry and fiction, there will also be examination of the changing landscape of the capital as mediated through film.

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15

This module will examine ways in which this turbulent and divisive period of French history is reflected in imaginative writing. Some texts are nearly contemporaneous with events; others reflect collective memory of the Occupation across generations. Questions raised will include: problems of realistic description and of narrative technique; the relationship of the individual to events beyond his/her control; conflicting loyalties and responsibilities; Resistance and occupation as metaphor; the mode rétro in French fiction since the 1960s. A certain amount of historical background reading will be essential.

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15

It is commonly accepted that identity or a sense of self is constructed by and through narrative – the stories we tell ourselves and each other about our lives. This module explores the complex relationships that exist between memory, nostalgia, writing and identity in a range of twentieth-century autobiographical and first- and third-person fictional works in French. These texts foreground issues of childhood, memory, history, and trauma in the construction of identity.

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15

This module allows students to study plays by major French writers and to explore the techniques they used, both verbal and visual, to renew the art of theatre during the first half of the twentieth century. It will include plays in French by major authors such as Apollinaire, Cocteau, Sartre and Ionesco. Taking one play each week, the syllabus will be approached in broadly chronological order, with emphasis given to diversity but also to continuing links and developments, such as the use and influence of popular culture, politics and classical mythology.

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15

This module will introduce a selection of short narrative fiction in French drawn from the eighteenth and nineteenth centuries. It will reflect on the techniques and forms used by a number of authors and inquire whether short fictions tend to display common features. The authors chosen use the form in a wide variety of ways, from illustrating a philosophical position to dramatising an ethical dilemma or even questioning the conventions of fiction themselves. The texts will be considered with some reference to concepts drawn from general theory of narrative.

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15

The module is an opportunity to embark on extended written analysis of a chosen area of study, related to, but not part of, another stage two French non-language module. It culminates in the presentation of an essay, normally in English, of between 4,000 and 6,000 words

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15

Students are taken through essential aspects of the conduct of business in France (and French-speaking countries), both learning about those aspects and becoming familiar with specific features of the French language encountered in a professional context. In terms of key skills, business skills and language skills, encourages the practice of meticulous accuracy.

As an option, students may register for the Diplôme de français professionnel B1 (DFP B1) of the Chambre de Commerce et d'Industrie de Paris Ile-de-France (CCIP). The syllabus of FR590 closely follows some of the pedagogical requirements of the business French programme of the CCIP.

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15

Year abroad

Going abroad as part of your degree is an amazing experience and a chance to develop personally, academically and professionally.  You experience a different culture, gain a new academic perspective, establish international contacts and enhance your employability. 

All European Langauge students (French, German, Hispanic Studies and Italian) are required to spend a Year Abroad between Stages 2 and 3 in a country where the European language is spoken. You are expected to adhere to any academic progression requirements in Stage 2 to proceed to the Year Abroad. If the requirement is not met, you may have to postpone your Year Abroad.

The Year Abroad is assessed on a pass/fail basis and will not count towards your final degree classification. You spend the year working as an English language assistant or in approved employment, or studying at one of our partner universities. For a full list of our partner universities, please visit Go Abroad.

Modules may include Credits

Students either study at a relevant foreign university or work (either as teaching assistants or in some other approved capacity).

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Stage 3

Modules may include Credits

Three topics are covered each week: advanced written skills, oral/aural skills, translation. Students develop the four linguistic skills (listening, speaking, reading, and writing) to an advanced level where they can understand a wide range of demanding, longer texts, recognise implicit meaning, and produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices. Students taking FR647 also spend additional time developing their compositional skills to help make up for not participating in the Languages Year Abroad.

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30

The student will spend one half-day per week for ten weeks in a school. Students will work in a school, with a nominated teacher, for ten half days during the Spring Term and will have the opportunity to promote their subject in a variety of ways. The Course Convenor will place students in appropriate schools, either primary or secondary. They will observe sessions taught by their designated teacher and possibly other teachers. They will act to some extent in the role of a teaching assistant, by helping individual pupils who are having difficulties or by working with small groups. They may take 'hotspots': brief sessions with the whole class where they explain a language topic or talk about aspects of University life. They must keep a weekly journal reflecting on their activities at their designated school. The university sessions and weekly school work will complement each other. Therefore, attendance to university sessions is crucial as it will also give the students the opportunity to discuss aspects related to their weekly placement and receive guidance.

Some travel may be required by students taking this module. In this instance, it should be noted that the University is unable to cover the cost of any such journey.

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30

This module presents a broadly chronological survey of canonical works of French literature of the nineteenth century centred on the theme of desire. More specifically, these works explore contemporary codes of love and marriage, shifting gender identities, capitalism, consumerism, moral, social and sexual transgression, alienation, lethargy, and death. The module takes fiction of the Romantic era as its starting point, exploring the frustration of desire associated with the ‘mal du siècle’ (the disillusionment and melancholy experienced by (primarily) young adults in the early nineteenth century). It concludes with naturalist and ‘decadent’ works of the fin de siècle, which are concerned with a discrepancy between desire and a generalised depletion of the energy required to fulfil it. The module identifies desire (whether satisfied, unfulfilled or conspicuously absent) as a central preoccupation in French cultural production of the nineteenth century. It also examines the extent to which desire is a strategy for expressing contemporary concerns and anxieties around specific aspects of modern life with which the human subject was coming rapidly and problematically to terms.

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15

This module will explore the evolution of the notion of travel in modern French thought and literature by looking at a wide range of French travel writing in prose as well as poetry, essays, and travel diaries from the late 19th century to the late 20th century.

The objective is to show how travel writing questions the relevance of myths about travel itself (often seen as a means to discover new worlds and to allow different cultures to blend together) or about the other and otherworldliness.

The module takes Arthur de Gobineau’s and Victor Hugo's fictional travels to the East as a starting point to explore how 19th-century orientalism fed an imaginary, idealised or demonised conception of the other. From there we will move on to different (post)modern texts by Victor Segalen, Henri Michaux and Nicolas Bouvier, demonstrating how travel and writing can work together to cross borders of a cultural but also linguistic and stylistic nature.

More specifically, these different works explore themes such as exoticism, (post)modern conceptions of intercultural relationships, opacity, loneliness, fragmentation, and chaotic trajectories.

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15

This course examines the portrayal of Japan in French and Belgian writing and culture from the 19th, 20th and 21st centuries. Since Japan was opened to the West in the mid-19th century, there has been a tradition of French literary japanophilia. The course will permit a critical evaluation of the evolution of French 'japonisme', from its exoticist beginnings in the work of Pierre Loti, through early 20th century theories of exoticism. We will examine the portrayal of contemporary Japan in Amélie Nothomb's and Jacques Roubaud's work. 'Japoniste' images by French Impressionist painters will also be studied, as will Resnais's post-war film Hiroshima mon amour and a cinematic adaptation of Nothomb's work. The study of these texts and images will involve the exploration of themes such as: intercultural understanding (or the lack thereof); the idealisation or demonisation of the other; the nature of 'Orientalism'; and the way in which French writers and artists turn to the foreign culture in order to critique their own culture.

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15

The eighteenth-century 'philosophe' Denis Diderot was the first major French author to write at length about painting, and he bequeathed to later writers such as Baudelaire a new literary genre, the 'salon'. The mutual influence of literature and the visual arts is a major theme of nineteenth-century French culture, and an important area of current research. The module will begin with a study of selection of passages from Diderot's 'Salon de1767'. We will then examine Balzac's 'Le Chef d'oeuvre inconnu', Baudelaire's 'Le Peintre de la vie moderne', Zola's 'L'Oeuvre', and a selection from Proust's 'A la recherche du temps perdu'.

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15

The module is designed to acquaint students with samples of the main trends within the work of Twentieth Century Women writers by paying close attention to the relations between mothers and their daughters who become writers. Each novel chosen is one of personal analysis of the often-violent relationship between the mothers and their daughters who turn to writing in a search for identity and liberation from the mother or maternal figure of their youth. Students analyse the texts in order to evaluate how the picture of the mother has evolved. We will pay close attention to the underlying theme of the progression of the role of women in French society. Each text will also provide us with a variety of specific themes to discuss which will enable us to better understand the changes which French women have faced during this century.

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15

Students will be introduced to the francophone business environment, and will learn to be operational in such a context. As well as learning about essential aspects of companies and specific features of the French language encountered in such an environment, students will broaden their knowledge of current events and economic issues through the use of a dossier of contemporary texts/articles, which will be exploited in a variety of ways: résumé (précis-writing), analyse de document (questions about the text), or free composition. In terms of key skills, business skills and language skills, this module encourages the practice of meticulous accuracy.

Students will develop their confidence in the use of specialised terminology and appropriate register in a professional context.

As an option, students may register for the Diplôme de français professionnel Affaires B2 (DFP Affaires B2) of the Chambre de Commerce et d'Industrie de Paris Ile-de-France (CCIP). The syllabus of FR592 closely follows some of the pedagogical requirements of the business French programme of the CCIP.

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15

This module provides the opportunity to write a Dissertation (7,000 – 10,000 words) on an author or theme normally relating to one of the other French 'non-language' or 'content' modules being followed in the final year.

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This module examines some of the key works of French cinema since 1990. The films in this module will be studied within their cultural background and within the context of French cinema history. While all the films are studied in close detail, students will be invited to develop important themes such as race and national identity, changing perceptions of Paris and the banlieue, and symptoms of social crisis. The aim of the module is to show how French filmmakers have had to invent new forms and styles of film in order to be able to address the specific issues raised by life in contemporary France.

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15

Macroeconomics for business offers the possibility of analysing economic activity in a national economy and its interrelationships. Emphasis is on understanding the important questions in determination of level of national output, aggregate spending and fiscal policy, money supply and financial crisis, determinants of economic growth and relevant economic policies. The module explains the role of economic policies in addressing economic problems such as unemployment and inflation. Theoretical concepts are illustrated from a range of UK economy and international applications.

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15

This module will introduce students to the key concepts of managing people, involving an examination of organisational, human resource management and industrial relations theory. This will be achieved through relating relevant theory to practical people and organisational management issues.

The main topics of study are as follows:

• The theory of strategic HRM

• Strategic HRM and Business Strategy

• Strategic HRM and Organisational Performance

• Strategic employee involvement and participation

• HRM in the public sector

• HRM in Small and Medium Enterprises

• HRM in the voluntary sector

• Strategic HRM in the international context

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15

This module provides a critical introduction to the main theories and debates in International Business and uses these theoretical lenses to explain core phenomena in international business.

• Explaining international economic transactions (trade theories, national competitiveness)

• Explaining the existence of MNEs (internalisation theory, eclectic theory, monopolistic advantages)

• Explaining the coevolution of environment and MNEs (institutional theory, resource dependence theory, evolutionary theory, investment development path, product life cycle theory)

• Explaining the growth and decline of MNEs (stages model, network theory, market entry/expansion modes, transaction cost theory)

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15

This module offers a critical analysis of how multinationals select their target markets and modes of entry and how they manage their various functions in an international context, balancing the needs for global integration and local responsiveness respectively.

• Managing the internationalisation process

• Country selection

• Choosing and designing entry modes

• Managing collaborative arrangements

• International marketing

• International human resource management

• International supply chain management

• International finance

• Research and development in an international perspective

• Managing multinationals using electronic commerce

• Managing multinationals responsively

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15

International and Comparative Human Resource Management aims to provide an analysis of the HRM systems in seven countries: USA, Germany, Sweden, France, Italy, China and India. Students will be introduced to the main concepts and theories through readings and discussions of the main authors in the field.

Within a broad historical context, an international comparative approach will be adopted to consider the development of the relationship between national governments, employers and trade unions. This will include an investigation of the development and decline of employment relations systems and the emergence of human resource management.

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15

This module will explore more advanced management and organizational theory to facilitate students’ examination of contemporary management challenges. As well as considering these challenges from a mainstream managerial perspective, the module will also draw on the perspective of critical management studies as a means of providing an alternative viewpoint on contemporary management issues. Indicative topic areas may include:

Globalization and anti-globalization

The character of ownership – foreign versus national ownership

Social and environmental sustainability

Corporate social responsibility and corporate criminality

Corporate governance

Organizational misbehaviour and resistance

Organizational identity and identity work

Masculinisation and Feminisation of Management

New forms of work such as emotional labour and aesthetic labour

New organizational forms

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15

This module will extend students' knowledge and understanding of strategic management and strategic issues. It will introduce a range of contemporary issues associated with the formulation and implementation of corporate and business strategies with an emphasis on identifying and implementing strategic change within the organisation, building dynamic capabilities and developing coherent strategies. Issues might include strategies for a recession, global strategies, knowledge-based strategies, firms and industries, strategies where profit is of secondary (or no) importance. The module will also extend students’ theoretical knowledge by presenting contemporary debates and issues in strategic thinking. The module will use a project in which students identify and suggest possible strategic solutions to a strategic issue in a real organisation to develop students’ ability to link theory and practice in real-life situations.

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15

A synopsis of the curriculum

Students will be expected to develop the ability to use appropriate techniques of analysis and enquiry within Operations and Service Management and to learn how to evaluate the alternatives and make recommendations. Topics include:

• The nature of services and service strategy

• Service development and technology

• Service quality and the service encounter

• Project/Event management and control

• Managing capacity and demand in services

• Managing inventories

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A synopsis of the curriculum

• Introduction to Business/Management Projects

• Research Methodologies

• Literature search and Literature Review

• Data collection and questionnaire

• Structuring a Project Report

• Data Analysis

• Presentations

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This module is designed to provide students across the university with access to knowledge, skill development and training in the field of entrepreneurship with a special emphasis on developing a business plan in order to exploit identified opportunities. Hence, the module will be of value for students who aspire to establishing their own business and/or introducing innovation through new product, service, process, project or business development in an established organisation. The module complements students' final year projects in Computing, Law, Biosciences, Electronics, Multimedia, and Drama etc.

The curriculum is based on the business model canvas and lean start up principles (Osterwalder and Pigneur 2010) on designing a business plan for starting a new venture or introducing innovation in an established organisation. It includes the following areas of study:

• The new business planning process and format, developing and evaluating the business idea, producing a business plan, which includes four main sections, namely, business concept, marketing plan, operational plan and financial plan.

• Researching internal and external environment – market research, value co-creation with customers, company’s macro (i.e. PESTEL) and industry (Porter’s five forces) environment analysis, internal company analysis (Resource Based View), external collaborator analysis, and SWOT

• Developing the business concept – Identifying/developing the value proposition, specifying the business offer (i.e. use product anatomy analysis for presentation), deciding an appropriate ownership structure, laying out mission, aims and objectives (i.e. using SMART), and identifying legal formalities including intellectual property strategies.

• Developing the marketing plan – Identifying target customer groups, designing customer relationship management strategies and distribution channels, planning the sales and marketing processes, customer perceptions and customer care, developing quality standards for the business (i.e. using 7 Ps analysis for presentation).

• Developing the operation plan – Identifying key activities to be carried out, matching key activities with resources for an effective and efficient use of resources, planning and employing staff, planning and obtaining premises, physical and financial resources; phased implementation of the business plan.

• Developing the financial plan – Identifying appropriate sources of finance, and evaluating and managing the financial viability of a business by developing Forecast cash flow statement, Sales and Profit account and Profit and Loss Account, a description of the composition of the balance sheet, financial indicator- Breakeven analysis, by highlighting underlying assumptions.

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This module facilitates the development of an entrepreneurial mind-set, and equips students with necessary cutting-edge knowledge and skills vital for generating value in a knowledge based economy. The curriculum will include the following areas of study:

• Broader application of entrepreneurship – The definition of "entrepreneurship" has been evolving from a narrow use to denote start-up formation to a broader application in a wide array of settings, leading to the recognition of it as a general framework. The module provides students with a broader understanding of entrepreneurship by covering the unique characteristics and similarities of different types of entrepreneurship including, corporate, start-up, academic, public and citizen, entrepreneurship. This enables students to understand how to act entrepreneurially in different contexts.

• Co-creation as a new form of generating value in an innovation ecosystem – Emerging co-creation initiatives such as living labs, joint research labs, accelerators and social innovation labs highlight how different types of entrepreneurs should work together closely to solve complex challenges by generating business, social and academic benefits. The module discusses the processes, heterogeneous organisational forms, advantages and challenges (with a special emphasis on intellectual property management) of co-creation initiatives, providing students with necessary knowledge and skills to engage in value co-creation with networks of diverse entrepreneurs.

• Managing innovation entrepreneurially – In a knowledge based economy, it is of paramount importance to balance between internal and external R&D activities. The module discusses how relational and internal capabilities of businesses facilitate a wide array of knowledge based interactions such as knowledge exploration, exploitation, transfer and co-production etc. in order to solve challenges that cannot be dealt with in-house.

• Entrepreneurial opportunity – A key for success in entrepreneurship is the identification of opportunities, which is debated as to whether they are recognised, discovered or created. The module discusses the importance of entrepreneurial opportunity by shedding light on this debate.

• Entrepreneurial Motivation – Entrepreneurs could be motivated by 'pull' or ‘push’ factors. The module help students to understand how, when and under what circumstances ‘pull and ‘push’ factors drive entrepreneurship.

• Entrepreneurial Marketing – Complex challenges that we have faced today mean that marketing is not unidirectional flowing from producer to customer, but something co-created with customers. The module discusses how entrepreneurs could co-create a marketing strategy with customers.

• Entrepreneurial Finance – Finance fuels entrepreneurship. The module explores different sources of entrepreneurial finance including traditional and emerging sources by highlighting advantages and disadvantages of each source and its suitability depending on the age and profitability of a venture.

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This module presents an overview of what workforce diversity is and its relevance and usefulness in improving our understanding and management of people (including ourselves) at work. The demographics of the population and the workplace are changing drastically because of a number of factors, such as an increasing number of ethnic minorities and women in the workforce and in management. Accordingly, there is a need to effectively understand and manage workforce diversity not only to increase organisational business outcomes but also to create an inclusive workplace in a socially responsible manner.

The module will examine issues confronting managers of a diverse workforce. In particular issues such as ethnicity, race, language, ageing, disability, gender, and intersectional identities will be discussed. Two key approaches towards managing diversity will be explained, i.e. the social equity case of managing diversity, and the business benefits case of managing diversity. The module will explore a range of diversity related concepts and topics, such as social identity, stereotyping, discrimination, intergroup conflict, structural integration, and organisational change.

Main themes covered by this module will include:

Origins of diversity and equal opportunity in the workplace context;

Social and psychological perspectives on workplace diversity;

The UK and European diversity contexts;

Business benefits case and social equity case of managing diversity;

The legal framework for diversity;

Organisational approaches to diversity;

Contemporary issues central to the experiences of diverse individuals in the UK and in organisations across a range of diversity dimensions;

Diversity management in an international context

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Teaching and assessment

French

Compulsory language modules typically involve three to four hours of classes per week, including one hour of small group work with a native speaker. We also make extensive use of computer-assisted language learning packages and audio and video materials. Culture and literature modules typically involve a weekly two-hour seminar plus essay supervision. We employ six French language lectors to help students improve their fluency.

At all stages, assessment is based 100% on coursework (essays, oral presentations) in the first half of the year, and a combination of coursework and examination in the second half of the year. Credits from your year abroad count towards your final degree.

Management

Most modules are taught by a combination of lectures and seminars and you also have regular access to a personal tutor for advice on matters concerning your studies. Modules also involve individual study and sessions in the computer laboratories. In your final year, you take at least one project module, including the possibility of a 30-credit business/management project on a topic of your choice. Modules are assessed by a combination of coursework and exams.

Careers

French

Modern Languages at Kent offer work-related modules and work placements including the Languages in the Classroom module, designed for budding language teachers, which combines traditional learning methods with practical teaching experience.

The Year Abroad programme offers all students the opportunity to study abroad at one of our partner universities. It is also possible to work abroad, in a country where your chosen language is spoken, with many students opting to teach English.

There are numerous employment prospects open to languages graduates, and popular choices include teaching; translation and interpreting, working in international organisations and going into the Armed Forces. Further study options include a PGCE, TEFL, a PhD or Master's in various aspects of French language and culture, or another subject altogether.

Management

You acquire the skills you need to build a successful career. Through your studies, you acquire communication skills, the ability to work in a team and independently, and the ability to express your opinions persuasively and with passion. Through modules on entrepreneurship such as our New Enterprise Start-up module, we give you the confidence and the expertise you need to start your own business and, through our varied contacts in the business world, we give you the opportunity to gain valuable work experience as part of your degree.

Kent business graduates work in a variety of careers in management, business analytics, marketing, website management, recruitment and business development for companies such as Hays Consulting, Juniper Networks, Hewlett-Packard, IBM or Microsoft.

Entry requirements

Home/EU students

The University will consider applications from students offering a wide range of qualifications. Students offering alternative qualifications should contact us for further advice. 

It is not possible to offer places to all students who meet this typical offer/minimum requirement.

New GCSE grades

If you’ve taken exams under the new GCSE grading system, please see our conversion table to convert your GCSE grades.

International students

The University welcomes applications from international students. Our international recruitment team can guide you on entry requirements. See our International Student website for further information about entry requirements for your country.

If you need to increase your level of qualification ready for undergraduate study, we offer a number of International Foundation Programmes.

Meet our staff in your country

For more advise about applying to Kent, you can meet our staff at a range of international events. 

English Language Requirements

Please see our English language entry requirements web page.

Please note that if you are required to meet an English language condition, we offer a number of 'pre-sessional' courses in English for Academic Purposes. You attend these courses before starting your degree programme. 

General entry requirements

Please also see our general entry requirements.

Fees

The 2017/18 tuition fees for this programme are:

UK/EU Overseas
Full-time

UK/EU fee paying students

The Government has announced changes to allow undergraduate tuition fees to rise in line with inflation from 2017/18.

In accordance with changes announced by the UK Government, we are increasing our 2017/18 regulated full-time tuition fees for new and returning UK/EU fee paying undergraduates from £9,000 to £9,250. The equivalent part-time fees for these courses will also rise from £4,500 to £4,625. This was subject to us satisfying the Government's Teaching Excellence Framework and the access regulator's requirements. This fee will ensure the continued provision of high-quality education.

For students continuing on this programme, fees will increase year on year by no more than RPI + 3% in each academic year of study except where regulated.* 

The University will assess your fee status as part of the application process. If you are uncertain about your fee status you may wish to seek advice from UKCISA before applying.

Fees for Year Abroad/Industry

As a guide only, UK/EU/International students on an approved year abroad for the full 2017/18 academic year pay an annual fee of £1,350 to Kent for that year. Students studying abroad for less than one academic year will pay full fees according to their fee status. 

Please note that for 2017/18 entrants the University will increase the standard year in industry fee for home/EU/international students to £1,350.

General additional costs

Find out more about accommodation and living costs, plus general additional costs that you may pay when studying at Kent.

Funding

University funding

Kent offers generous financial support schemes to assist eligible undergraduate students during their studies. See our funding page for more details. 

Government funding

You may be eligible for government finance to help pay for the costs of studying. See the Government's student finance website.

The Government has confirmed that EU students applying for university places in the 2017 to 2018 academic year will still have access to student funding support for the duration of their course.

Scholarships

General scholarships

Scholarships are available for excellence in academic performance, sport and music and are awarded on merit. For further information on the range of awards available and to make an application see our scholarships website.

The Kent Scholarship for Academic Excellence

At Kent we recognise, encourage and reward excellence. We have created the Kent Scholarship for Academic Excellence. The scholarship will be awarded to any applicant who achieves a minimum of AAA over three A levels, or the equivalent qualifications (including BTEC and IB) as specified on our scholarships pages.

The scholarship is also extended to those who achieve AAB at A level (or specified equivalents) where one of the subjects is either Mathematics or a Modern Foreign Language. Please review the eligibility criteria.

The Key Information Set (KIS) data is compiled by UNISTATS and draws from a variety of sources which includes the National Student Survey and the Higher Education Statistical Agency. The data for assessment and contact hours is compiled from the most populous modules (to the total of 120 credits for an academic session) for this particular degree programme. Depending on module selection, there may be some variation between the KIS data and an individual's experience. For further information on how the KIS data is compiled please see the UNISTATS website.

If you have any queries about a particular programme, please contact information@kent.ac.uk.