46 Courses in Cardiff delivered Live Online

Duration 5 Days 30 CPD hours This course is intended for This course is targeted towards the information technology (IT) professional that has a minimum 1 year IT Security and Networking experience. This course would be ideal for Information System Owners, Security Officers, Ethical Hackers, Information Owners, Penetration Testers, System Owner and Managers as well as Cyber Security Engineers. Overview Upon completion, the Certified Professional Ethical Hacker candidate will be able to competently take the CPEH exam. The CPEH certification training enables students to understand the importance of vulnerability assessments and how to implement counter response along with preventative measures when it comes to a network hack. Security Fundamentals Overview The Growth of Environments and Security Our Motivation? The Goal: Protecting Information! CIA Triad in Detail Approach Security Holistically Security Definitions Definitions Relationships Method: Ping The TCP/IP Stack Which Services Use Which Ports? TCP 3-Way Handshake TCP Flags Malware Types of Malware Types of Malware Cont... Types of Viruses More Malware: Spyware Trojan Horses Back Doors DoS DDoS Packet Sniffers Passive Sniffing Active Sniffing Firewalls, IDS and IPS Firewall ? First Line of Defense IDS ? Second Line of Defense IPS ? Last Line of Defense? Firewalls Firewall Types: (1) Packet Filtering Firewall Types: (2) Proxy Firewalls Firewall Types ? Circuit-Level Proxy Firewall Type of Circuit- Level Proxy ? SOCKS Firewall Types ? Application-Layer Proxy Firewall Types: (3) Stateful Firewall Types: (4) Dynamic Packet-Filtering Firewall Types: (5) Kernel Proxies Firewall Placement Firewall Architecture Types ? Screened Host Multi- or Dual-Homed Screened Subnet Wi-Fi Network Types Wi-Fi Network Types Widely Deployed Standards Standards Comparison 802.11n - MIMO Overview of Database Server Review Access Controls Overview Role of Access Control Definitions More Definitions Categories of Access Controls Physical Controls Logical Controls ?Soft? Controls Security Roles Steps to Granting Access Access Criteria Physical Access Control Mechanisms Biometric System Types Synchronous Token Asynchronous Token Device Memory Cards Smart Card Cryptographic Keys Logical Access Controls OS Access Controls Linux Access Controls Accounts and Groups Password & Shadow File Formats Accounts and Groups Linux and UNIX Permissions Set UID Programs Trust Relationships Review Protocols Protocols Overview OSI ? Application Layer OSI ? Presentation Layer OSI ? Session Layer Transport Layer OSI ? Network Layer OSI ? Data Link OSI ? Physical Layer Protocols at Each OSI Model Layer TCP/IP Suite Port and Protocol Relationship Conceptual Use of Ports UDP versus TCP Protocols ? ARP Protocols ? ICMP Network Service ? DNS SSH Security Protocol SSH Protocols ? SNMP Protocols ? SMTP Packet Sniffers Example Packet Sniffers Review Cryptography Overview Introduction Encryption Cryptographic Definitions Encryption Algorithm Implementation Symmetric Encryption Symmetric Downfalls Symmetric Algorithms Crack Times Asymmetric Encryption Public Key Cryptography Advantages Asymmetric Algorithm Disadvantages Asymmetric Algorithm Examples Key Exchange Symmetric versus Asymmetric Using the Algorithm Types Together Instructor Demonstration Hashing Common Hash Algorithms Birthday Attack Example of a Birthday Attack Generic Hash Demo Instructor Demonstration Security Issues in Hashing Hash Collisions MD5 Collision Creates Rogue Certificate Authority Hybrid Encryption Digital Signatures SSL/TLS SSL Connection Setup SSL Hybrid Encryption SSH IPSec - Network Layer Protection IPSec IPSec Public Key Infrastructure Quantum Cryptography Attack Vectors Network Attacks More Attacks (Cryptanalysis) Review Why Vulnerability Assessments? Overview What is a Vulnerability Assessment? Vulnerability Assessment Benefits of a Vulnerability Assessment What are Vulnerabilities? Security Vulnerability Life Cycle Compliance and Project Scoping The Project Overview Statement Project Overview Statement Assessing Current Network Concerns Vulnerabilities in Networks More Concerns Network Vulnerability Assessment Methodology Network Vulnerability Assessment Methodology Phase I: Data Collection Phase II: Interviews, Information Reviews, and Hands-On Investigation Phase III: Analysis Analysis cont. Risk Management Why Is Risk Management Difficult? Risk Analysis Objectives Putting Together the Team and Components What Is the Value of an Asset? Examples of Some Vulnerabilities that Are Not Always Obvious Categorizing Risks Some Examples of Types of Losses Different Approaches to Analysis Who Uses What? Qualitative Analysis Steps Quantitative Analysis ALE Values Uses ALE Example ARO Values and Their Meaning ALE Calculation Can a Purely Quantitative Analysis Be Accomplished? Comparing Cost and Benefit Countermeasure Criteria Calculating Cost/Benefit Cost of a Countermeasure Can You Get Rid of All Risk? Management?s Response to Identified Risks Liability of Actions Policy Review (Top-Down) Methodology Definitions Policy Types Policies with Different Goals Industry Best Practice Standards Components that Support the Security Policy Policy Contents When Critiquing a Policy Technical (Bottom-Up) Methodology Review Vulnerability Tools of the Trade Vulnerability Scanners Nessus SAINT ? Sample Report Tool: Retina Qualys Guard http://www.qualys.com/products/overview/ Tool: LANguard Microsoft Baseline Analyzer MBSA Scan Report Dealing with Assessment Results Patch Management Options Review Output Analysis and Reports Overview Staying Abreast: Security Alerts Vulnerability Research Sites Nessus SAINT SAINT Reports GFI Languard GFI Reports MBSA MBSA Reports Review Reconnaissance, Enumeration & Scanning Reconnaissance Overview Step One in the Hacking ?Life-Cycle? What Information is Gathered by the Hacker? Passive vs. Active Reconnaissance Footprinting Defined Social Access Social Engineering Techniques Social Networking Sites People Search Engines Internet Archive: The WayBack Machine Footprinting Tools Overview Maltego GUI Johnny.Ihackstuff.com Google (cont.) Domain Name Registration WHOIS Output DNS Databases Using Nslookup Traceroute Operation Web Server Info Tool: Netcraft Introduction to Port Scanning Which Services use Which Ports? Port Scan Tips Port Scans Shou

Duration 3 Days 18 CPD hours This course is intended for This course is intended for beginner to intermediate business and requirements analysts who are looking to improve their elicitation and requirements writing and documentation skills. This course is also a great fit for technical writers, product and software testers, project managers, product owners who work closely with business analysts or who perform some for of business analysis themselves. Overview Understand the role of the business analyst and core competencies for performing successfully Discuss the criticality of business analysis and requirements for successful project outcomes Understand the main professional associations and standards supporting business analysts in the industry Discuss the common problems with requirements and explore approaches to address these issues Obtain a clear understanding of the various requirements types and the significance for eliciting each type Demonstrate your ability to identify stakeholders Explore various methods for understanding and analyzing stakeholders Discuss and apply good planning practices to requirements elicitation efforts Obtain knowledge and understanding of over 15 current and commonly applied elicitation techniques Understand how to progress from elicitation to analysis to documentation Write well-formed and validated requirements Gain understanding of the best practices for writing quality requirements Learn the technical writing techniques that apply directly to writing requirements documents Discuss writing pitfalls, risks that impact requirements, and how to address them Learn best practices for communicating and collaborating with stakeholders, sharing the results of elicitation and the resulting documentation Learn approaches for validating requirements Understand the difference between validating requirements and validating the solution With elicitation serving as a major component of the requirements process, it is imperative that business analysts maintain high competency levels in elicitation practices and technique use to help organizations overcome the requirements related challenges faced on projects. Regardless whether you are a practitioner just starting off your career in business analysis or whether you have been performing the role for some years, this course will provide insight into the latest thoughts on elicitation and writing effective requirements and present a number of current techniques that are being applied on projects across industries today. Review of Foundational Concepts Definition of a business analysis Definition of business analyst BA role vs. PM role Business analysis competencies Benefits of business analysis Purpose for having a BA standard IIBA?s BABOK© Guide and PMI?s Practice Guide in Business Analysis Business analysis core concepts Discussion: Project challenges Understanding Requirements Common problems with requirements Understand the problem first Define the business need Situation statements and moving to requirements Understanding requirement types Business requirements Stakeholder/User Requirements Solution Requirements Functional Requirements Non-Functional Requirements Assumptions and Constraints Discussions: Requirement problems, business needs, and identifying non-functional requirements Discovering Stakeholders Definition of a stakeholder Stakeholder types Identifying stakeholders Performing stakeholder analysis Stakeholders and requirements Tips for identifying stakeholders Grouping stakeholders Creating a RACI model Tips for analyzing stakeholders Documenting results of stakeholder analysis Workshop: Discovering stakeholders Preparing for Requirements Elicitation Planning for elicitation Benefits of elicitation planning What do you plan? The elicitation plan Setting objectives for elicitation Determining the scope for elicitation Establishing pre-work Determining the outputs for the session The iterative nature of elicitation Elicitation roles Elicitation planning techniques Discussions: Who to involve in elicitation, planning impacts, and unplanned elicitation Workshop: Planning for elicitation Conduct Requirements Elicitation Elicitation skillset Types of elicitation techniques Using active listening in elicitation Techniques for performing elicitation Benchmarking/Market Analysis Brainstorming Business Rules Analysis Collaborative Games Concept Modeling Data Mining Data Modeling Document Analysis Focus Groups Interface Analysis Interviews Observation Process Modeling Prototyping Survey or Questionnaire Workshops Write Effective Requirements Elicitation and Analysis Requirements related issues Implications of bad requirements Elicitation and documentation Writing skillset Documenting requirements Modeling requirements Defining the project life cycle Impact of project life cycle on documentation Requirements specifications Characteristics of good requirements Guidelines for writing textual requirements Structuring a requirement Writing pitfalls Traceability Requirements attributes Risks associated to requirements Discussions: Project Life Cycle and Correcting Poorly Written Requirements Workshops: Documenting Requirements and Identify Characteristics of Good Requirements Confirm and Communicate Elicitation Requirements Business analysis communication Requirements communication Communication skills The 7 Cs Timing of communication Planning communication Importance of Collaboration Planning collaboration Documenting communication/collaboration needs Confirming elicitation results Verify requirements Characteristics of good requirements (revisited) Requirements checklist Requirements validation Signing off on requirements Discussions: Responsibility for Communication, Eliciting Communication Needs, Validation Signoff Workshops: Communicating Requirements and Obtaining Signoff Evaluate the Solution Business analyst role in solution evaluation Why solutions under perform What we are looking for in solution evaluation When does solution evaluation occur Performing solution evaluation Planning solution evaluation Metrics that might exist Evaluating long term performance Qualitative vs. quantitative measures Tools & techniques used in solution evaluation Comparing expected to actuals When solution evaluation discovers a variance Tools/techniques for analyzing variances Proposing a recommendation Communicating results of solution evaluation Discussion: Addressing Variance Wrap up and Next Steps Useful books and links on writing effective requirements BABOK© Guide Business Analysis for Practitioners: A Practice Guide Additional course details: Nexus Humans BA04 - Eliciting and Writing Effective Requirements training program is a workshop that presents an invigorating mix of sessions, lessons, and masterclasses meticulously crafted to propel your learning expedition forward. This immersive bootcamp-style experience boasts interactive lectures, hands-on labs, and collaborative hackathons, all strategically designed to fortify fundamental concepts. Guided by seasoned coaches, each session offers priceless insights and practical skills crucial for honing your expertise. Whether you're stepping into the realm of professional skills or a seasoned professional, this comprehensive course ensures you're equipped with the knowledge and prowess necessary for success. While we feel this is the best course for the BA04 - Eliciting and Writing Effective Requirements course and one of our Top 10 we encourage you to read the course outline to make sure it is the right content for you. Additionally, private sessions, closed classes or dedicated events are available both live online and at our training centres in Dublin and London, as well as at your offices anywhere in the UK, Ireland or across EMEA.

Our courses have been designed by experienced teachers to make getting TEFL qualified as convenient as possible. These online courses are entirely self-paced, meaning you can fit study around your life in a way that works best for you. Throughout the course, you will have the support of your own personal tutor who is with you from beginning to end to mark your work, provide helpful feedback, and answer all your questions. 120-hour Premier Online TEFL Course: 50-hour Online TEFL Course Learn about classroom management, teaching styles and advanced TEFL methodology. Includes units on business English, young learners, and teaching English one-to-one. Study with a personal tutor and meet fellow students on our course forums. 30-hour Online Grammar Course Do not know your irregular verbs from auxiliary verbs? This course will improve your basic grammar and give you the grounding you will need to communicate complicated language rules to a student audience. 20-hour Online Video Course Seeing an English teacher in action is a potent learning tool and really brings the theory to life. Feel free to steal the ideas in these video courses to use in your first lessons. We do not mind! Two 10-hour specialist mini-modules. Two mini-modules designed for specific TEFL jobs, which will help your CV stand out. One 10-hour unit is about teaching online, and the other 10-hour unit will help you teach large classes. Included in the 120-hour Premier Online TEFL Course: Lifetime access to the TEFL Job Centre The TEFL Virtual Educators course doesn’t just train you to teach; it helps you find and be offered great TEFL jobs around the world. From exclusive access to our job vacancies to a lifetime of free TEFL career advice, we’re here to help you kick-start your new career. Internationally recognised TEFL certificate – hard copy & PDF A widely-recognised certificate posted straight to your door which shows your achievements on our course, something you can show to TEFL employers to secure you a job. Personal online TEFL tutor Work through your course with the help of an experienced and qualified TEFL tutor. Throughout the course, you’ll have the same tutor, so you have one point of contact for advice and assistance. Online TEFL Class breakdown Lesson Planning Teaching English Vocabulary Teaching Pronunciation Understanding English Grammar Teaching Receptive Skills: Listening and Reading Teaching Productive Skills: Speaking and Writing Teaching English Grammar Principles of Teaching English as a Foreign Language Materials and Aids for Teaching English/Classroom Management Strategies Using Resources Effectively when Teaching English as a Foreign Language Case Study, CV and Cover Letter, Job Sites and Resources You will explore the latest theories in topics such as second language acquisition and social discourse and have the chance to apply these to your own classroom practice and curriculum development. You will also learn to conduct your own research, compile and analyse qualitative and quantitative data and develop your critical-evaluative skills. These skills will be used on your own research project at the end of the course, as well as in your future career. Core modules: Second Language Acquisition You will focus on the major themes that have emerged from literature on second language learning over the last three decades. You will examine some of the research on the second-language acquisition process, look critically at reports of second-language research, and examine some of the theories which endeavour to interpret research evidence. You will be encouraged to use your own language learning and teaching experience to assess the relative merits of such materials. Discourse in Society You will examine the relationship between language and society and the construction of discourse in various domains. You will explore sociological and sociolinguistic models and theories, such as speech communities, communities of practice and ethnolinguistic vitality, with a particular focus on social variation and stratification across various linguistic levels (phonology, lexicon, syntax). You will explore discourse's notion (or notions) in both its linguistic and wider meaning and its construction in and through society and language use. You will study methods for collecting and transcribing data and discover various linguistic and discourse analysis approaches. These methods and approaches will then be put into context and used in the analysis of the relevant social spheres and domains, such as educational or institutional discourse. Research Methods in Applied Linguistics This module will provide you with an introduction to research methods in preparation for the MA dissertation. It will familiarise you with the basic processes of conducting research, including general methodological approaches as well as research ethics. You will analyse and discuss both qualitative and quantitative data in order to develop your critical-evaluative skills. Materials and Course Design You will explore the factors involved in the design of language courses and teaching materials, reflecting on one possible course design process. You will start with an analysis of the context in which the course will take place, the needs of the learners, and current theories of language and language learning. You will move on to consider how course content can be selected and ordered in a principled way, how assessment relates to course design, and how and when courses should be evaluated. Finally, you will consider the evaluation, adaptation, and creation of course materials. Classroom Theory and Practice You will examine current research on modern classroom operations, exploring key concepts and issues through relevant professional and academic literature. A more practical element will be realised through filmed observation of teachers in practice. You will also be encouraged to reflect on your teaching and learning experience and analyse and discuss your beliefs and attitudes towards learning and teaching. Major Project This module will support you in the preparation and submission of a master’s dissertation, allowing you to explore in-depth a particular topic that reflects your academic interest. Assessment You will show your understanding of theoretical issues and their practical application through a combination of portfolios, classroom observation tasks and critical essays. After completing your final module, you will also research and prepare a 15,000-word dissertation.

The course helps participants understand the role of demand and inventory planning in the wider context of supply chain management. It aims to demonstrate how to improve the alignment between supply and demand to maintain good levels of customer service and on-shelf availability whilst eliminating excess stock and reducing inventory investment. PARTICIPANTS WILL LEARN HOW TO: • Understand the role of demand management and its benefits • Identify the key demand characteristics and patterns; learn how to use them to improve forecast accuracy • Develop an understanding of key qualitative and quantitative forecasting methods • Learn how to conduct fundamental inventory analyses with a view to achieving the appropriate trade-off between stock and service level COURSE TOPICS INCLUDE: The role of Demand Management • The end-to-end view of Supply Chain Management • Demand Characteristics and the Product Life Cycle • Demand patterns • Push and pull systems Background to forecasting • The forecasting Process • Time-series methods of forecasting • Calculating forecast errors Inventory Analysis • Categorisation of stock • ABC Analysis • Economic order quantity and minimum order quantity • Safety stock and stock cover Inventory Management • Materials requirements planning (MRP) • Stock replenishment systems • Practical inventory management • The cost of managing stock

Getting Started The programme's primary objective is to deliver practical and realistic solutions to business-related strategic challenges backed by appropriate references to theoretical and conceptual analysis. Globalisation means that effective and fair management of people is more vital than ever. In a turbulent, rapidly changing business environment, the demand for HR professionals who can strategically manage and develop staff potential - whilst overcoming issues such as redundancy, flexible working and the recent challenges of furloughed staff and social distancing - has never been more fundamental to business success. The programme meets the career enhancement needs of human resource (HR) managers, advisers, and administrators. The programme comprises two phases; the first is the Level 7 Diploma in Human Resource Management, awarded by OTHM and delivered by the School of Business and Technology London. The second phase is the MA in Human Resource Management (Advanced Entry), delivered by the London Graduate School and awarded by the University of Buckingham. School of Business and Technology London partners with LGS to promote this programme. Upon completing the programme, students are awarded an MA in Human Resource Management from the University of Buckingham. Additionally, students can attend the graduation ceremony held in the UK, celebrating their achievements. About Awarding Body Buckingham is unique. It is the only independent University in the UK with a Royal Charter and probably the smallest, with around 2,700 students (approx 1,600 on campus). The University campus is well known for being one of the most attractive locations in the region. The Great Ouse River, home to much wildlife, winds through the heart of campus. Each student mixes with over 100 other different nationalities, so being at Buckingham is just like being in a mini global village. These contacts, acquaintances and friendships carry on long after life at Buckingham is over. Ranked Top 10 for Student Satisfaction Ranked Top 10 for Graduate Prospect Recognised by World Education Services (WES) OTHM Qualifications are approved and regulated by Ofqual (Office of Qualifications and Examinations Regulation) and recognised by Qualifications Wales. OTHM qualifications have achieved a reputation for maintaining significant skills in various job roles and industries like Business Studies, Leadership, Tourism and Hospitality Management, Health and Social Care, Information Technology, Accounting and Finance, Logistics and Supply Chain Management. OTHM serves the progression option with several UK universities that acknowledges the ability of learners after studying Level 3-7 qualifications to be considered for advanced entry into corresponding degree year/top-up and Master's/top-up programmes. Regulated by ofqual.gov.uk Recognised by World Education Services (WES) Assessment Assignments and Project No Examinations Entry Requirements A Bachelor's degree or an equivalent higher qualification. A copy of a valid photo ID for identification purposes. A well-written Statement of Purpose should outline the student's motivations, career goals, and reasons for pursuing the MA in Human Resource Management. An updated Curriculum Vitae (CV) that highlights at least two years of work experience at the graduate level in either a managerial or professional capacity. By submitting these necessary documents, applicants can take the initial step towards joining the MA in Human Resource Management programme and furthering their expertise in the field of HR. English Requirements A pass in English at the A level. Completion of a Bachelor's degree programme taught and assessed in English. An overall score of 6.5 or higher in the International English Language Testing System (IELTS), with a minimum score of 6.0 in each component. A Test of English as a Foreign Language (TOEFL) score of 72 or higher, with a minimum of 18 in reading, 17 in listening, 20 in speaking, and 17 in writing. In addition to the above requirements, all applicants will be required to participate in a live virtual interview with a staff member from the London Graduate School. Learners must request before enrolment to interchange unit(s) other than the preselected units shown in the SBTL website because we need to make sure the availability of learning materials for the requested unit(s). SBTL will reject an application if the learning materials for the requested interchange unit(s) are unavailable. Learners are not allowed to make any request to interchange unit(s) once enrolment is complete. Structure Phase 1 : OTHM Level 7 Diploma in Human Resource Management Programme structure Strategic Human Resource Management Unit Reference No : J/618/1339 TQT : 200 Credit : 20 This unit aims to enhance learners' comprehension of how proficient strategic management of human resources contributes to attaining organizational goals across diverse environments. Learners will grasp the process of evaluating both external and internal factors impacting an organization and how these contextual elements inform the development of an effective HR strategy. The unit also delves into how strategic human resource management contributes to gaining competitive advantage and fostering organizational expansion. Engagement of Employees and Organisational Learning Unit Reference No : A/618/1340 TQT : 200 Credit : 20 This unit seeks to cultivate learners' comprehension of current issues in employee engagement, organizational learning, and people management and development. Learners will scrutinize and assess the aims and goals of human resource management. They will engage in the design and execution of HR action plans aimed at enhancing employee engagement and organizational performance. Leadership Development and Performance Management Unit Reference No : F/618/1341 TQT : 200 Credit : 20 This unit endeavours to foster strategic leadership and management competencies in learners. It encompasses understanding the pivotal role of leadership and management in augmenting teamwork, proficient communication, and organizational performance. The content aligns with the requisites of roles and competencies pertinent to a strategic level. Global Resourcing, Talent and Reward Management Unit Reference No : F/618/1341 TQT : 200 Credit : 20 This unit seeks to cultivate learners' comprehension of the principles and applications of resourcing, global talent management, and performance and reward management within corporate settings. It entails theoretical and practical insights into recruitment, selection, employee retention, dismissal, and other facets of global talent management. Additionally, learners will explore various strategies for effective reward and performance management within a global context. Managing Employment Relations and Employment Law Unit Reference No : F/618/1341 TQT : 200 Credit : 20 This unit aims to foster a solid understanding of the fundamental principles that govern the management of employment relations. Learners will delve into the realms of employee relations and employment law, with a special emphasis on legislation surrounding recruitment and selection, as well as the protective measures afforded to various types of organizations. Business Research Methods Unit Reference No : T/508/0626 TQT : 200 Credit : 20 This unit seeks to cultivate learners' comprehension of research principles, encompassing the crafting of research proposals, conducting literature reviews, proper referencing, employing data collection techniques like interviews and surveys, designing effective questionnaires, utilizing statistical analysis tools like SPSS, handling qualitative data, and using methodologies for drawing well-founded conclusions from the analyzed data.   Phase 2 - MA in Human Resource Management (Advanced Entry) Programme structure Research Methods Consultancy Project Report Delivery Methods The programme comprises two phases; the first is the Level 7 Diploma in Human Resource Management, awarded by OTHM and delivered by the School of Business and Technology London. The School of Business and Technology London offers flexible learning methods, including online and blended learning, allowing students to choose the mode of study that suits their preferences and schedules. The programme is self-paced and facilitated through an advanced Learning Management System. Students can easily interact with tutors through the SBTL Support Desk Portal System for course material discussions, guidance, assistance, and assessment feedback on assignments. School of Business and Technology London provides exceptional support and infrastructure for online and blended learning. Students benefit from dedicated tutors who guide and support them throughout their learning journey, ensuring a high level of assistance. The second phase is the MA in Human Resource Management (Advanced Entry), delivered by the London Graduate School and awarded by the University of Buckingham through distance learning. You will receive excellent support from academic team of London Graduate School, including your programme manager and your supervisor who will be with you every step of the way. Resources and Support School of Business & Technology London is dedicated to offering excellent support on every step of your learning journey. School of Business & Technology London occupies a centralised tutor support desk portal. Our support team liaises with both tutors and learners to provide guidance, assessment feedback, and any other study support adequately and promptly. Once a learner raises a support request through the support desk portal (Be it for guidance, assessment feedback or any additional assistance), one of the support team members assign the relevant to request to an allocated tutor. As soon as the support receives a response from the allocated tutor, it will be made available to the learner in the portal. The support desk system is in place to assist the learners adequately and streamline all the support processes efficiently. Quality learning materials made by industry experts is a significant competitive edge of the School of Business & Technology London. Quality learning materials comprised of structured lecture notes, study guides, practical applications which includes real-world examples, and case studies that will enable you to apply your knowledge. Learning materials are provided in one of the three formats, such as PDF, PowerPoint, or Interactive Text Content on the learning portal. How does the Online Learning work at SBTL? We at SBTL follow a unique approach which differentiates us from other institutions. Indeed, we have taken distance education to a new phase where the support level is incredibly high.Now a days, convenience, flexibility and user-friendliness outweigh demands. Today, the transition from traditional classroom-based learning to online platforms is a significant result of these specifications. In this context, a crucial role played by online learning by leveraging the opportunities for convenience and easier access. It benefits the people who want to enhance their career, life and education in parallel streams. SBTL's simplified online learning facilitates an individual to progress towards the accomplishment of higher career growth without stress and dilemmas. How will you study online? With the School of Business & Technology London, you can study wherever you are. You finish your program with the utmost flexibility. You will be provided with comprehensive tutor support online through SBTL Support Desk portal. How will I get tutor support online? School of Business & Technology London occupies a centralised tutor support desk portal, through which our support team liaise with both tutors and learners to provide guidance, assessment feedback, and any other study support adequately and promptly. Once a learner raises a support request through the support desk portal (Be it for guidance, assessment feedback or any additional assistance), one of the support team members assign the relevant to request to an allocated tutor. As soon as the support receive a response from the allocated tutor, it will be made available to the learner in the portal. The support desk system is in place to assist the learners adequately and to streamline all the support process efficiently. Learners should expect to receive a response on queries like guidance and assistance within 1 - 2 working days. However, if the support request is for assessment feedback, learners will receive the reply with feedback as per the time frame outlined in the Assessment Feedback Policy.

Getting Started Enhance your career and earn the highest qualification available in business and management. The Doctor of Business Administration taught and awarded by the University of Central Lancashire is designed for senior managers and consultants who wish to learn and earn an advanced administration level while working full-time. DBA is a demanding research-based programme suitable for candidates pursuing higher-level business administration qualifications after an MBA. This programme provides a solid foundation in various aspects of business, including management, marketing, finance, and operations. Students can expect to gain practical insights into real-world business scenarios, enabling them to make informed decisions and solve complex problems effectively. You're learning journey will include: Lectures and guided reading. Active group work. Case studies. Videos. Reviews of current events and student presentations. You'll develop applied research skills as you evaluate industry-related problems critically. Throughout the programme, students receive support from experienced academics and industry professionals who provide guidance and feedback on their research projects. The programme is delivered through online webinars and independent study, allowing students to balance their studies with work and personal commitments. Doctor of Business Administration is awarded and delivered by the University of Central Lancashire. School of Business and Technology London partners with Chestnut Education Group to promote this Doctor of Business Administration programme.  About Awarding Body Founded in 1828, the University of Central Lancashire is a public university based in Preston, Lancashire, England. Today, UCLAN is one of the largest in the United Kingdom, with a student and staff community of nearly 38,000. At present, the University has academic partners in all regions of the globe, and it is on a world stage that the first-class quality of its education was first recognised. In 2010, UCLAN became the first UK modern Higher Education institution to appear in the QS World University Rankings. In 2018, the Centre for World University Rankings estimated Central Lancashire to be in the top 3.7 per cent of all global universities, highlighting the growth the University has made in offering students real-world learning experiences and reflecting the University's extensive pool of academic talent. Ranked in the top 7% of universities worldwide. Student Communities from more than 100 countries WES Recognised Qualifi is a UK Government (Ofqual.gov.uk) regulated awarding organisation and has developed a reputation for supporting relevant skills in a range of job roles and industries, including Leadership, Enterprise and Management, Hospitality and catering, Health and Social Care, Business Process Outsourcing and Public Services. Qualifi is also a signatory to BIS international commitments of quality. The following are the key facts about Qualifi. Regulated by Ofqual.gov.uk World Education Services (WES) Recognised Assessment Assignments and Project No examination Entry Requirements Applicants should normally have a Master's degree or equivalent and work in or have recently worked with in business administration. If English is not your first language, you will be expected to demonstrate a certificated level of proficiency of at least IELTS 6.5 (Academic level) or equivalent English Language qualification. Progression Upon completing the doctorate programme, learners will possess the necessary skills and knowledge to pursue various career opportunities in administration, management research, etc. One can choose from various positions upon successfully completing a DBA. Some of the most notable career paths are Professor and Postdoctoral Researcher, Market Research Analyst, Economic Analyst, etc. Learners must request before enrolment to interchange unit(s) other than the preselected units shown in the SBTL website because we need to make sure the availability of learning materials for the requested unit(s). SBTL will reject an application if the learning materials for the requested interchange unit(s) are unavailable. Learners are not allowed to make any request to interchange unit(s) once enrolment is complete. Structure Phase 1: Qualifi Level 8 Diploma in Strategic Management and Leadership Programme Structure The course is structured around eight mandatory units, encompassing various topics aligned with learning outcomes. Each unit holds a value of 20 credits. Learners can participate in lectures and workshops to familiarize themselves with the subject. Attaining a total of 160 credits by completing all units is a prerequisite for the issuance of the Diploma. Unit 800: Leadership Qualities and Practice Unit code: A/506/9126 This unit delves into the connections between leadership and management within strategic operations. It scrutinizes various leadership styles, their underlying principles, and associated concepts. The unit also investigates methods to assess and enhance team performance to achieve strategic business and operational goals. Additionally, it encompasses the interplay between strategic management and leadership, containing crucial leadership principles, theories, and their alignment with organizational strategy. Unit 701: Research Methods Unit code: Y/506/9134 The objective of this unit is to enhance the learner's knowledge and comprehension of academic practices and research methodologies. It employs a problem-based learning approach to cultivate practical proficiency in areas relevant to educational practice and research in business and management. Unit 801: Personal Leadership Development as a Strategic Manager Unit code: F/506/9127 This unit focuses on the strategic leadership skills essential for directors and senior managers to effectively guide international organizational strategic initiatives, collaborating with partners, buyers, suppliers, customers, and competitors. Unit 802: Strategy Development in Cross Border and Global Organisations Unit code: F/506/9130 This unit tackles formulating strategies for cross-border or global organizations, which encounter complexities stemming from political, religious, cultural, and social differences, as well as the management of organizations operating within specific country boundaries. Unit 803: Strategic Planning for Cross Border and Global Organisations Unit code: L/506/9132 This unit scrutinises the diverse influences and effects on cross-border or global organisations and how they contribute to the development of successful strategies and the mitigation of risks. Unit 804: Strategic Direction in Cross Border and Global Organisations Unit code: R/506/9133 This unit provides senior strategic managers with the opportunity to delve into the influences and effects of cross-border and global policy and strategy. It aims to facilitate enhancements in establishing direction, shaping the approach, and forecasting the success of cross-border or worldwide policy and procedure. Unit 805: Strategic Communication Unit code: L/506/9129 The unit aims to develop the ability to critically assess and appreciate the impact of media on international organisations. It considers stakeholders, political and pressure groups, as well as the part played by media owners. Unit 806: Culture and its Impact on Strategy Unit code: J/506/9128 This unit strives to foster a profound comprehension of the intricacies faced by internationally operating organizations and how this impacts the strategy development process. It employs well-reasoned and thoroughly researched perspectives to cultivate alternative viewpoints.   Phase 2 - Doctor of Business Administration Programme Structure Stage 1 - Taught component The Reflexive Practitioner Management, Rhetoric, Policy and Practice Research Methodologies and Design Qualitative Research Methods Quantitative Research Methods Accordion Title Stage 2 - Research component The Reflexive Practitioner     Delivery Methods The Doctor of Business Administration is awarded and delivered by the University of Central Lancashire. This doctorate from the University of Central Lancashire is offered as a block teaching and research programme. The DBA will run at the Preston Campus of the University. You'll have full access to the Library and information resources of the University throughout the DBA and may use all social, cultural and sports facilities of the University. Stage 1 - Taught component The DBA Taught Programme consists of six taught modules, each being completed through a four-day intensive workshop plus a period of private study both before and after the workshop. During Stage 1 you will develop critical and reflective skills at doctoral level, through the requirement to think conceptually, apply critical thinking, and reasoning skills and to challenge orthodoxy relating to the body of knowledge and research relating to Management and Organisation. Action learning is incorporated within the study sessions and is an important and distinctive feature of our DBA. You will work in sets or small development groups with fellow participants throughout the programme and also develop your skills as a critical and reflective learner. Stage 2 - Research component The DBA Research Programme - as part of the development process of your DBA project, you will have worked with the DBA staff to agree a suitable supervisory team, including a Director of Studies. This team will work with you throughout Stage 2 helping you to design and implement your own particular DBA project. This will normally take two years working on a part-time basis although you may choose to work at a pace that requires more time and you may therefore take up to five years. Resources and Support School of Business & Technology London is dedicated to offering excellent support on every step of your learning journey. School of Business & Technology London occupies a centralised tutor support desk portal. Our support team liaises with both tutors and learners to provide guidance, assessment feedback, and any other study support adequately and promptly. Once a learner raises a support request through the support desk portal (Be it for guidance, assessment feedback or any additional assistance), one of the support team members assign the relevant to request to an allocated tutor. As soon as the support receives a response from the allocated tutor, it will be made available to the learner in the portal. The support desk system is in place to assist the learners adequately and streamline all the support processes efficiently. Quality learning materials made by industry experts is a significant competitive edge of the School of Business & Technology London. Quality learning materials comprised of structured lecture notes, study guides, practical applications which includes real-world examples, and case studies that will enable you to apply your knowledge. Learning materials are provided in one of the three formats, such as PDF, PowerPoint, or Interactive Text Content on the learning portal. How does the Online Learning work at SBTL? We at SBTL follow a unique approach which differentiates us from other institutions. Indeed, we have taken distance education to a new phase where the support level is incredibly high.Now a days, convenience, flexibility and user-friendliness outweigh demands. Today, the transition from traditional classroom-based learning to online platforms is a significant result of these specifications. In this context, a crucial role played by online learning by leveraging the opportunities for convenience and easier access. It benefits the people who want to enhance their career, life and education in parallel streams. SBTL's simplified online learning facilitates an individual to progress towards the accomplishment of higher career growth without stress and dilemmas. How will you study online? With the School of Business & Technology London, you can study wherever you are. You finish your program with the utmost flexibility. You will be provided with comprehensive tutor support online through SBTL Support Desk portal. How will I get tutor support online? School of Business & Technology London occupies a centralised tutor support desk portal, through which our support team liaise with both tutors and learners to provide guidance, assessment feedback, and any other study support adequately and promptly. Once a learner raises a support request through the support desk portal (Be it for guidance, assessment feedback or any additional assistance), one of the support team members assign the relevant to request to an allocated tutor. As soon as the support receive a response from the allocated tutor, it will be made available to the learner in the portal. The support desk system is in place to assist the learners adequately and to streamline all the support process efficiently. Learners should expect to receive a response on queries like guidance and assistance within 1 - 2 working days. However, if the support request is for assessment feedback, learners will receive the reply with feedback as per the time frame outlined in the Assessment Feedback Policy.