Bachelor of Business Leadership and Commerce
BULE18V1
| Minimum number of credit points for the degree | 96 |
| Of your 96 credit points, complete a maximum of 36 credit points at 100 level | |
| Minimum number of credit points at 200 level or above | 60 |
| Minimum number of credit points at 300 level or above | 30 |
| Minimum number of credit points designated as Commerce | 66 |
| Completion of a qualifying major for the Bachelor of Commerce | |
| Completion of a designated People unit | |
| Completion of a designated Planet unit | |
| Completion of a designated PACE unit | |
| Completion of other specific minimum requirements as set out below |
In order to graduate students must ensure that they have satisfied all of the general requirements of the award.
Specific minimum requirements:
Credit points
100 level
200 level
300 level
Qualifying Majors
| AQF Level | Level 7 Bachelor Degree |
| CRICOS Code | 079307F |
| Overview and Aims of the Program | Stand out from the pack by combining the knowledge of a commerce degree with the leadership skills employers value. The Bachelor of Business Leadership and Commerce (BBLC) allows you to select a major from a variety of areas such as accounting, international business, marketing or others - and yet also develop skills such as resilience, innovative thinking, strategic vision, and outstanding communication skills. Whether you want to work as an accountant, financier, HR manager, marketer, operational manager or economist, this four-year degree will provide the skills and commerce knowledge you need to make leadership your second nature. Key features: o 8 additional subjects focusing on leadership taught from second year, offered exclusively to BBLC students o combines personal leadership development with a more traditional professional degree o designed for students who demonstrate the motivation to extend their business learning to include the theory and application of leadership o builds knowledge and skills in critical thinking, professional judgement and problem solving through skill-based learning o designed to allow students go on exchange and to gain professional experience through internships or paid employment. |
| Graduate Capabilities | The Graduate Capabilities Framework articulates the fundamentals that underpin all of Macquarie’s academic programs. It expresses these as follows: Interpersonal or social capabilities |
| Program Learning Outcomes | By the end of this program it is anticipated you should be able to: 1. demonstrate knowledge of leadership theories and their application to practice (K) 2. demonstrate knowledge of the key concepts and principles of the chosen major (K) 3. conduct comprehensive self-analysis (K) 4 apply power and influencing techniques within organisations (K, J) 5. demonstrate competence in the technical skills required to apply the key concepts and principles of the chosen major or majors to business contexts (K) 6. critically and strategically analyse business issues (C, I) 7. develop creative solutions to business challenges (P, J) 8. demonstrate communication skills relevant to an appropriate professional environment (C) 9. demonstrate an awareness of contemporary issues in the chosen major or majors (A) 10. demonstrate an awareness of the role of ethical behaviour in businesses (E) 11. apply teamwork knowledge and skills for effective collaboration to achieve diverse purposes in a range of contexts (E). |
| Learning and Teaching Methods | Throughout the Bachelor of Business Leadership and Commerce (BBusLeadCom) program, students will participate in a range of traditional and innovative learning activities designed to develop the knowledge, understanding, skills and techniques required for successful participation in employment or further study. Learning activities are varied and include both formal and informal experiences. All units in the program are supported by an online environment that provides access to resources such as lecture notes and recordings, readings, quizzes, discussion forums and assessment materials, and which facilitates communication between teaching staff and students. The learning outcomes associated with individual units in the BBusLeadCom have been aligned with program level learning outcomes and the Macquarie University graduate capabilities. Students are expected to actively engage in their learning and work with their lecturers, tutors and fellow students to achieve these learning outcomes. Learning styles used in the BBusLeadCom may include: o Case studies, which provide students with an opportunity to apply their knowledge to real or simulated scenarios in individual or group situations. o Simulations, modelled on real-life situations and providing learning experiences that promote integration of knowledge, skills and critical thinking. o Project work, which may be independent or involve group learning. Projects assist students in developing more in-depth knowledge and skills in conducting research, communication, and in planning, organisation and time management. o Readings taken from textbooks, journals, websites and other sources provide material to further develop concepts and knowledge referred to in individual units in the program. o Reflective activities, such as journals, assist students in integrating the course content and in developing the ability to transfer knowledge and skills from the learning environment into the workplace. o Self-study activities, such as questions with worked examples, (non assessed) online quizzes, and textbook questions and answers. o Online discussion forums, in which students may be required to submit responses to a given question, and/or to participate in a set discussion topic. Learning in the BBusLeadCom may be facilitated through the following teaching methods: o Lectures: lectures are presentations designed to communicate a body of knowledge to a group of students, often in a large lecture theatre, and provide insight into key concepts and understanding of the subject matter pertaining to a unit of study. Lectures in this program are typically delivered in the traditional face-to-face mode, although some are interactive and students may be required to participate in a learning activity during the lecture. o Tutorials: tutorials are classes in which a tutor facilitates interactive learning with a small group of students. In first year, tutorials tend to focus on ensuring that fundamental concepts and skills are acquired. As students progress on to units at a higher level, the focus shifts towards a more critical engagement with the discipline. Tutorials provide students with the chance to ask questions, seek clarification, resolve problems, enhance their communication skills, and develop their ability to work in a collaborative manner with their peers. o Seminars: students enrolled in the BBLC will attend seminars for their specialist leadership subjects, instead of a traditional lecture /tutorial format. These seminars are exclusive to the BBLC cohort and are designed to be interactive. All of them are delivered face-to-face, although the Echo 360 audio recording system may be used occasionally. Seminars are mostly delivered in a 13-week semester mode, although block modes are also utilised, where students complete the entire unit within one intensive period. o Capstone unit: the inclusion of the Capstone unit MGMT301 Applied Leadership Project in the BBusLeadCom provides students with opportunities to integrate their knowledge and experiences from the whole program in preparation for the next stage of their careers. |
| Assessment | Assessment tasks are designed to develop understanding and assess achievement of the program learning outcomes and will require students to integrate and exhibit skills and knowledge acquired. For each unit of study, students will complete between two to four assessment tasks. The unit guide will indicate the relationship between the assessment tasks and program learning outcomes. Assessment tasks across the BBusLeadCom may include the following: o Written assessments in traditional academic format ranging from short essays to longer, self-directed research papers, literature reviews and annotated bibliographies. o Case studies or reports, written documents outlining the results of a detailed analysis of a situation using empirical data and research. Case studies are used to assess critical thinking, analytical and research skill. o Assignments, in a variety of formats such as the production of an Excel spreadsheet, the analysis of a mathematical problem or data set, or a brief written response to a topic question. o Online quizzes designed to assess knowledge, skills or capabilities, and typically consisting of a series of questions requiring brief responses. o Written class tests, time limited assessments designed to assess a student's knowledge or skills. o Individual or group oral presentations which may incorporate presentation technologies or be accompanied by handouts. o Action learning report, describing self-management techniques employed and career plans. o Small-team role plays in class or through video recordings o Final examination, an invigilated assessment conducted at the end of session and designed to assess a student's body of knowledge and critical thinking skills. |
| Recognition of Prior Learning | Macquarie University may recognise prior formal, informal and non-formal learning for the purpose of granting credit towards, or admission into, a program. The recognition of these forms of learning is enabled by the University’s Recognition of Prior Learning (RPL) Policy (see www.mq.edu.au/policy) and its associated Procedures and Guidelines. The RPL pages contain information on how to apply, links to registers, and the approval processes for recognising prior learning for entry or credit. Domestic Students International Students |
| Support for Learning | Macquarie University aspires to be an inclusive and supportive community of learners where all students are given the opportunity to meet their academic and personal goals. The University offers a comprehensive range of free and accessible student support services which include academic advice, counselling and psychological services, advocacy services and welfare advice, careers and employment, disability services and academic skills workshops amongst others. There is also a bulk billing medical service located on campus. |
| Program Standards and Quality | The program is subject to an ongoing comprehensive process of quality review in accordance with a pre-determined schedule that complies with the Higher Education Standards Framework. The review is overseen by Macquarie University's peak academic governance body, the Academic Senate and takes into account feedback received from students, staff and external stakeholders. |
| Graduate Destinations and Employability | Career opportunities: • accountant • business analyst • human resource manager • management consultant • marketing consultant • public and community sector manager • recruitment and staff development consultant • sales manager. |
| Assessment Regulations | This program is subject to Macquarie University regulations, including but not limited to those specified in the Assessment Policy, Academic Honesty Policy, the Final Examination Policy and relevant University Rules. For all approved University policies, procedures, guidelines and schedules visit www.mq.edu.au/policy. |
| Accreditation | This is an Australian Qualifications Framework (AQF) accredited qualification. |
Inherent requirements are the essential components of a course or program necessary for a student to successfully achieve the core learning outcomes of a course or program. Students must meet the inherent requirements to complete their Macquarie University course or program.
Inherent requirements for Macquarie University programs fall under the following categories:
Physical: The physical inherent requirement is to have the physical capabilities to safely and effectively perform the activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
Cognition: The inherent requirement for cognition is possessing the intellectual, conceptual, integrative and quantitative capabilities to undertake the learning activities and achieve the learning outcomes of an award.
Communication: The inherent requirement for communication is the capacity to communicate information, thoughts and ideas through a variety of mediums and with a range of audiences.
Behavioural: The behavioural inherent requirement is the capacity to sustain appropriate behaviour over the duration of units of study to engage in activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
For more information see https://students.mq.edu.au/study/my-study-program/inherent-requirements