In today's tech driven world, business and technology cannot be separated - understanding both will develop you as a future business leader.
The professional services sector is experiencing significant growth and a key skill set demanded from graduates is a combined knowledge of business operations, processes and the application of technology in business decision-making.
Industry 4.0 technologies such as Artificial Intelligence (AI) and robotics are changing the business world. This innovation requires future business leaders who are creative and agile with the skills to use this technology effectively.
The BSc Hons Business Technology gives you the ability to analyse business data, identify and implement solutions to business problems and manage consultancy projects.
This innovative programme is available part-time and includes a diverse range of modules from across the Ulster University Business School and the Faculty of Computing, Engineering and the Built Environment.
This programme forms part of a Higher Level Apprenticeship Scheme (HLA) and recruitment is conducted by employers. As a Higher Level Apprentice you will have the benefit of 'earning as you learn' and will be able to apply the skills learned in the classroom to workplace projects and vice versa leading to a rich learning experience.
We know that choosing to study at university is a big decision, and you may not always be able to find the information you need online.
Please contact Ulster University with any queries or questions you might have about:
For any queries regarding getting help with your application, please select Admissions in the drop down below.
For queries related to course content, including modules and placements, please select Course specific information.
We look forward to hearing from you.
In this section
The programme is delivered over an academic year part-time, through; lectures, seminars, workshops, lab time and independent study. Classes are scheduled on Fridays.
The main learning and teaching methods used on this programme are; lectures (including guest speakers), seminars, independent learning and research as well as practical lab-based workshops for technology related modules.
Each module adopts a unique assessment strategy and this may include: computer based exercises, class tests, essays, oral presentations (individual and group), case studies, debates, infographics, e-portfolios, podcasts, Vlogs and written examinations. The final piece of assessment for the programme is an applied technology management project.
The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.
Each course is approved by the University and meets the expectations of:
As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until close to the start date and may be subject to some change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days and periods of attendance will be included in the letter of offer. A course handbook is also made available.
Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10, 20, or 40 credit modules (more usually 20) and postgraduate courses typically 15 or 30 credit modules.
The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Teaching and learning activities will be in-person and/or online depending on the nature of the course. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.
Postgraduate Master’s courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.
Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.
Assessment methods vary and are defined explicitly in each module. Assessment can be a combination of examination and coursework but may also be only one of these methods. Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessments. This feedback may be issued individually and/or issued to the group and you will be encouraged to act on this feedback for your own development.
Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification, the assessment timetable and the assessment brief. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Normally, a module will have 4 learning outcomes, and no more than 2 items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised. The module pass mark for undergraduate courses is 40%. The module pass mark for postgraduate courses is 50%.
The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6, (which correspond to the second and third year of full-time attendance).
Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Master’s degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.
All other qualifications have an overall grade determined by results in modules from the final level of study.
In Masters degrees of more than 200 credit points the final 120 points usually determine the overall grading.
Figures from the academic year 2022-2023.
Over 80% of teaching staff hold Fellowship of Advance HE (formerly the Higher Education Academy).
The University employs over 1,000 suitably qualified and experienced academic staff - 60% have PhDs in their subject field and many have professional body recognition.
Courses are taught by staff who are Professors (19%), Readers, Senior Lecturers (22%) or Lecturers (57%).
We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic and learning support staff (85%) are recognised as fellows of the Higher Education Academy (HEA) by Advance HE - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.
The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.
Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.
Figures from the academic year 2022-2023.
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Here is a guide to the subjects studied on this course.
Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.
In this section
Year: 1
Status: C
Prepare for both academic and professional life through skills development and reflection through personal development planning. This module will develop skills in teamworking, resilience, academic writing, library and research skills as well as digital communication including email and social media.
Year: 1
Status: C
This module is to address the range of concepts, approaches and techniques that are applicable to Business Analysis. It is to provide an overview of the role of the Business Analyst who acts as the link between business needs, stakeholders and I.T. within change initiatives.
Status: O
Year: 1
This module is optional
Introduction to Business Accounting provides an introduction to financial and management accounting. The background to the requirement to produce, and the purpose of preparing accounting statements is examined. The module introduces the student to the study of accounting as it impacts on business and economic activity. In particular it considers the preparation of basic financial statements for sole-traders and introduces the student to terminology used in cost determination and pricing.
Status: O
Year: 1
This module is optional
This module introduces students to the study of management, and the role of the manager within the business organisation. The characteristics of organisations (the context for management work) are examined, and following on from this the module provides an introduction to the core functions of management. Topics studied include the functions of planning, organising, managing people and organisational control and culture.
Status: O
Year: 1
This module is optional
Computer programming is a fundamental skill expected of computing graduates. This module will introduce students to the foundational concepts of programming that will be used as building blocks in future modules. Students will also develop and enhance their problem solving skills as an integral part of the module.
Status: O
Year: 1
This module is optional
Computer programming is a fundamental skill expected of computing graduates. This module will introduce students to the object oriented concepts of programming that will be used as building blocks in future modules. Students will also develop and enhance their problem solving skills as an integral part of the module.
Year: 2
Status: C
This module provides students with the opportunity to reflect on their learning and apply business process management theoretical concepts to an industry setting. This is achieved by considering existing business processes, system interfaces, process redesign to improve efficiency and sustainability, and the role of enterprise resource planning systems.
Year: 2
Status: C
This module aims to provide students with an understanding of business in a digital world, and the impact and application of technologies in different organisations. On successful completion of this module students will have an in-depth knowledge of digital business; understand and apply concepts and models underlying digital business; analyse how organisations apply business technologies to improve their operations and to create competitive advantage; critically evaluate the impact of digital technologies on individuals, companies, and wider society.
Year: 2
Status: C
This module will provide students with an overview of the major issues which affect global business activities.
Year: 2
Status: C
Database management is a fundamental skill expected of Computing and Business graduates. This module will introduce students to the fundamental concepts of database design, implementation, querying and management of relational database systems.
Year: 2
Status: C
This module is to provide students the opportunity to put their foundation-level knowledge into practice. This is to help develop skills and knowledge to support successful business change programmes within an organisation.
Year: 3
Status: C
On successful completion of this module students should have achieved competence in the use of relevant integrated business processes with SAP and their application to specific areas of the enterprise.
Year: 3
Status: C
This module aims to provide students with an understanding of digital transformation and innovation in a range of organisational contexts. On successful completion of the module, students will be able to: assess how digital technologies disrupt industries by transforming business processes, products and business models; understand how digital technologies and frameworks can be applied in digital transformation and innovation; understand the organisational and people capabilities required to support digital innovation; and critically evaluate current practice and theory on digital transformation and innovation.
Year: 3
Status: C
Organisations within the private and public sectors face ever-increasing pressures to achieve enhanced levels of performance and this module will aid students to understand current thinking, concepts and theories concerning how the role of a consultant can add value and where changes can be made to their personal practice. Students will have the opportunity to reflect on their experience so far as a consultant and plan their professional development going forward.
Year: 3
Status: C
This module is designed to enable students to acquire diagnostic knowledge and understanding of human behaviour in organisations. Additionally, students are required to become proficient in the practice of key management competencies.
Status: O
Year: 3
This module is optional
This module explores the changing nature of HRM and people management and development in organisation. The impact of changes within the economy, in demographics, in legislation and advances in technology will be considered. Taking a broadly employee life-cycle approach the module covers the core functional areas of HRM to include recruitment and selection; equality, diversity and inclusion; learning and development in organisations; performance management; pay and reward; the employment relationship and employee engagement; and employee health and well-being: the topics are presented via a HRM lens but the importance of their understanding for aspiring line managers is emphasised.
Status: O
Year: 3
This module is optional
Human-Computer Interaction is an important topic given that there is a number of novel and emerging user interfaces being developed. More than ever, there are also user demands and expectations for intuitive and usable user interfaces. This module will provide a foundation for user experience researchers and analysts.
Year: 4
Status: C
The module informs and equips students to effectively respond to the governance challenges organisations face today. The module aims to investigate the key components for securing the highest standards of effective corporate governance.
Year: 4
Status: C
This Technology Management Project module serves as an integrating mechanism for all other modules on BSc Hons Business Technology, as well as developing powers of analysis and evaluation and project management skills. Through this module, students will also develop knowledge and skills in research methods, and consultancy tools and techniques in preparation for completion of their applied technology management project which will add real value to their host organisation.
Status: O
Year: 4
This module is optional
The module introduces the concept of strategic business planning, emphasising the importance of aligning enterprise development with strategic management in a dynamic business environment. Given the evolving nature of today's business landscape, it is crucial to deepen understanding and improve competencies in business planning.
Status: O
Year: 4
This module is optional
In the era of cloud computing and big data, this module will provide students with the theory and practical foundations for undertaking real world data analytics.
We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.
In this section
A level grades BCC or equivalent.
Applicants must also have GCSE grade C*/5 in Mathematics and GCSE English Language grade C/4 or equivalent.
This programme forms part of a Higher Level Apprenticeship Scheme and recruitment to the programme is conducted by employers, please see the Ulster University Apprenticeship Hub for more information:
https://www.ulster.ac.uk/apprenticeship-hub
Overall BTEC Level 3 QCF Extended Diploma with profile DDM.
OR
BTEC Level 3 RQF National Extended Diploma with profile DMM.
You may also meet the course entry requirements with combinations of different qualifications to the same standard (provided subject requirements are met). Examples of combinations include:
A levels with BTEC Level 3 QCF Subsidiary Diploma or BTEC RQF National Extended Certificate
A level with BTEC Level 3 QCF Diploma or BTEC Level 3 RQF National Diploma.
For further information on the entry requirements for this course please contact the administrator as listed in Contact details.
104 UCAS tariff points to include a minimum of four subjects at Higher level and one subject at Ordinary level. The overall profile must also include English at minimum H6 at Higher Level or Grade O4 at Ordinary level plus Maths at minimum H5 at Higher level or Grade O3 at Ordinary Level.
Overall International Baccalaureate profile minimum 24 points (12 at higher level).
Overall Access profile of 60%. To include a 20 credit Level 2 Mathematics module, passed at 60% or successful completion of NICATS Mathematics as part of the pre-2021 Access Diploma.
GCSE Profile to include Mathematics with a minimum grade C*/5.
GCSE Profile to include English Language with a minimum grade C/4
English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 6.0 with no band score less than 5.5. Trinity ISE: Pass at level III also meets this requirement for Tier 4 visa purposes.
Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.
This programme forms part of a Higher Level Apprenticeship Scheme and recruitment is conducted by employers such as Deloitte (BrightStart programme).
In this section
Graduates from this course are now working for:
With this degree you could become:
There is a significant demand for graduates with knowledge of both business processes and the application of technology. As a graduate of the BSc Hons Business Technology you will have the skills to move into a range of business areas such as consultancy and transformation management roles as well as engaging in business research and analytics. The integration of commercially relevant assessment and applied research projects will equip you with a range of problem solving and leadership skills.
Undergraduate fees are subject to annual review, 2025/26 fees will be announced in due course.
See our tuition fees page for the current fees for 2024/25 entry.
It is important to remember that costs associated with accommodation, travel (including car parking charges) and normal living will need to be covered in addition to tuition fees.
Where a course has additional mandatory expenses (in addition to tuition fees) we make every effort to highlight them above. We aim to provide students with the learning materials needed to support their studies. Our libraries are a valuable resource with an extensive collection of books and journals, as well as first-class facilities and IT equipment. Computer suites and free Wi-Fi are also available on each of the campuses.
There are additional fees for graduation ceremonies, examination resits and library fines.
Students choosing a period of paid work placement or study abroad as a part of their course should be aware that there may be additional travel and living costs, as well as tuition fees.
See the tuition fees on our student guide for most up to date costs.
We know that choosing to study at university is a big decision, and you may not always be able to find the information you need online.
Please contact Ulster University with any queries or questions you might have about:
For any queries regarding getting help with your application, please select Admissions in the drop down below.
For queries related to course content, including modules and placements, please select Course specific information.
We look forward to hearing from you.
“I have been very fortunate to be a part of the Deloitte BrightStart Scheme which has given me invaluable experience so far in the workplace. Since joining out of school I have learnt how to maintain a good work life balance, along with meeting new people and being part of a team on projects. There is also the degree aspect which is amazing as it means I have no student debt, and the degree greatly compliments my role in the workplace and vice versa. Overall it is a great scheme and I would definitely recommend it” Victoria Whiteside, Higher Level Apprentice, BSc Hons Business Technology
"I have developed my professional skills more than I could have anticipated in such a short time. I have met and been influenced by a growing network of clients and colleagues throughout the UK and by doing this in tandem with BSc Hons Business Technology at Ulster University, my experience as been enriched. At times, this bilateral approach has been challenging, but I do feel that I receive strong support from both the company and from the Ulster University Business School" Zara Buckely, Higher Level Apprentice, BSc Hons Business Technology
Ulster continues to develop and support sustainability initiatives with our staff, students, and external partners across various aspects of teaching, research, professional services operations, and governance.
At Ulster every person, course, research project, and professional service area on every campus either does or can contribute in some way towards the global sustainability and climate change agenda.
We are guided by both our University Strategy People, Place and Partnerships: Delivering Sustainable Futures for All and the UN Sustainable Development Goals.
Our work in this area is already being recognised globally. Most recently by the 2024 Times Higher Education Impact rating where we were recognised as Joint 5th Globally for Outreach Activities and Joint Top 20 Globally for Sustainable Development Goal 17: Partnership for the Goals.
Visit our Sustainability at Ulster destination to learn more about how the University strategy and the activities of Ulster University support each of the Sustainable Development Goals.
