Head of Business Analysis and
Hertfordshire Business School
MSc Business Analysis and
Students will gain experience of applying analytical knowledge
and skills to real consultancy, working with a local organisation
in the complex context in which organisations operate.
The main modules that involve employers are Running a
Consultancy Project and the Individual Consultancy Project
The Individual Consultancy Project provides an opportunity for
a longer, more in depth study. Students can choose (with
guidance) to undertake a practical or desk based study.
The work based project will be discussed between the
student, supervisor and host organisation.
Running a Consultancy Project
Groups of up to 4 students investigate a work
Each group will have an academic supervisor.
The nature of the project, the choice of
supervisor and the organisation will depend
on the students’ performance and the
Running a Consultancy Project
Active and Experiential Learning
on the module
The activity undertaken provides a link links
between the institution and an external
You will have the opportunity to participate in
a consultancy project.
What are the advantages of this
Open exercise to get students to think about what they
will / could achieve.
Business Field Trips
Another initiative for involving employers
Introduced by the Operations Management
The objectives of the BFTs are to
provide opportunities to:
• Enhance students' understanding of business
• Allow students to see the application of theory in
• Enhance classroom learning and discussion
through a live case study
• Engage in work related assessment
• Undertake primary research through direct
observation and discussions with the operations
1. Identify and contact suitable
Most challenging element
Start early and contact as many as possible
Dates may change and visits can fall through
Contacts: placement organisations, family members,
university staff, students, friends, contacts made at
conferences and exhibitions and local knowledge /
Contact via email, telephone or face to face
Before you contact any organisation it is useful to
reconsider your learning objectives, number of students,
location and dates
2. Pre-visit reconnaissance:
helps develop a closer, more personal,
relationship with the organisation
provides an opportunity for the tutor to
discuss learning objectives and assessment
provides an opportunity to assess possible
health and safety issues and complete a risk
provides an opportunity for the tutor to learn
about the organisation and ask questions
before the trip
3. Devise assessment:
Learning activities and assessment need to
be carefully designed linking academic
theory and knowledge to the experience
gained from the BFT, in order to ensure the
maximum effectiveness with regards to
meeting learning objectives and enhancing
the student experience.
4. Visit preparation:
4.1 Logistical / operational aspects:
Suitable transport options and related instructions
need to be organised.
4.2 Pedagogical aspects:
The authors prepare students for the visits via
discussion during class time and assignment work
related to the visit. These discussions are continued
on-line via the VLE discussion board. Students are
given or produce task sheets to complete during the
trip as well as suggested areas to look out for and
possible questions to ask operations managers.
Staff always accompany students on visits.
This allows tutors to meet with and strengthen
relationships with organisations, direct discussions
and questions and supervise students.
Registers are taken at the meeting point and
students are reminded to adhere to the security and
health and safety policies of the organisation being
6. Follow up and feedback:
After the visit discussion group activities are
undertaken in class and on-line requiring students
to share what they have learnt as a result of the
In some cases, to support assignment work, the
operations managers visit the university for a Q
and A session after the visit.
Follow up contact with the organisation is also
required – sending a thank you email, asking for
feedback on the visit and establishing the
possibility of future visits is all important.
Students are required to submit assessment
after the BFT ensuring sufficient time is given for
the necessary reflection to have occurred and
further student research to be undertaken as
Feedback from this assessment needs to be
timely especially for those students who
undertake an examination. Where possible
operations managers are involved in reviewing
work and providing feedback, although they take
no part in grading work.
Evaluation should consider whether the
BFT worked overall as an effective
learning activity for the students by
considering attendance, assessment
performance, including comments made
by internal moderators and external
examiners and feedback received from the
students and the organisations visited.