Pearson

BTEC Higher National

qualifications in Business

Pearson-set Theme and Topic Release

1st September 2024 to 31st August 2025

Unit: 6 Managing a Successful Business Project

First Teaching from September 2021
First Certification from September 2022

For us with the following qualifications:

Pearson BTEC Level 4

Higher National Certificate in Business

Pearson BTEC Level 5

Higher National Diploma in Business

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© Pearson Education Limited 2024
Contents

1 Introduction to theme 1

2 Topic Selection 1

3 Choosing a project type 2

4 Project Evidence / Outcomes 2

5 Employer engagement 4

6 Sharing of good practice 4

7 Resources and useful links 4

 1 Introduction to theme
The Pearson-set theme for use with Unit 6: Managing a Successful Business Project is
the impact of Artificial Intelligence (AI).
Artificial Intelligence (AI) is rapidly evolving, becoming a valuable tool for industry
businesses to streamline operations, reduce production costs, and meet company
objectives. It is expected to significantly change recruitment, labour needs and human
resources in the future. For example, through automating repetitive tasks such as
screening CVs, scheduling interviews, and conducting background checks human
resources professionals will save time. Growth can also be accelerated by leveraging
AI to provide sales and marketing teams with the right analytics and customer insights
to capture demand. Additionally, it can boost sales effectiveness and performance by
offloading and automating many routine activities, and AI plays a very significant role
in enhancing customer experiences. According to the Forbes Advisor survey (2023),
73% of businesses use or plan to use AI-powered chatbots for instant messaging.
Successful implementation of AI requires strategy and collaboration between various
stakeholders, and those in leadership roles. Leaders and managers must be proactive
in attracting and developing the right talent, collaborating and partnering with other
organisations, and considering the ethical implications.
By leveraging AI to inform business decision-making, companies can only improve
accuracy, reduce errors, and optimise their operations, leading to better outcomes
and increased profitability.

2 Topic Selection
Tutors must choose one topic from the list provided below and decide which type of
project is most suitable for a small-scale research project. All students must complete
the same topic and project type chosen by the tutor. However, if delivering to
different cohorts of students, tutors may select a different topic and project type for
each cohort.
The Assignment Guidance document for Unit 6: Managing a Successful Business
Project, provides additional support and guidance for both tutors and students.
Topics:
1. The potential benefits and pitfalls of AI for businesses
2. The impact of AI on a functional area (e.g., HR, Marketing, Finance) within an
organisation.

3. The ways in which leaders and managers can leverage AI to transform their
leadership abilities and drive change.

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 4. The different types of AI solutions being adopted by businesses.

3 Choosing a project type

Tutors will need to devise a project brief for the student to follow for the completion
of the assignment for this unit.
The type of project chosen for the selected topic should allow for a sufficient degree
of research through the existence of adequate background materials and allow for
the depth and breadth of study suitable for a level 4 qualification.
Guidance for tutors is available in the Pearson-set Assignment Guidance for Unit 6:
Managing a Successful Business Project. This provides a range of project types and
examples that could be utilised for a project. The project types provided are not
exhaustive or mandatory and tutors are encouraged to be innovative with their ideas.
Please note that if reasonable adjustments are necessary to meet a specific individual
student need you are able to adjust internal assessments to take this into account.
Any adjustments must be considered in relation to the centre’s policies on equality &
diversity and student support.
Further details on how to make adjustments for students with protected
characteristics are given in the document ‘Pearson Supplementary Guidance for
Reasonable Adjustment and Special Consideration in Vocational Internally Assessed
Units’ available on our website (http://qualifications.pearson.com).

4 Project Evidence / Outcomes

Project Report
It is important to recognise that project work is reliant on gathering information/data
that can be analysed. The scale of a Level 4 project means that there must be time for
both primary and secondary research. A suggested model would be to use secondary
research to provide a context for the student to conduct and interpret data collected
through primary research. The project could then yield data/information that could be
compared with the findings of secondary research.
In assessing the project, the assessor should be able to see how project objectives
have been met, how students have explored the research material relevant to the
project objective, how students have developed and formulated their findings and
answers to the central questions posed by the objectives and what they have learned
in carrying out their project investigation. An important part of the conclusion must be
an awareness of the significance of results. Well - edited, focused writing and
presentation, where the key decisions, developments, lines of argument and salient
research are explained succinctly, is preferable to unstructured writing and
presentation where little attempt to select or edit material has been made.

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It is important to recognise that there are many different formats that a student may
use to present their work and it is important that tutors think carefully about the
suitability of the format in relation to the target audience. Both verbal and written
forms of communication should be appropriate to the audience, both in terms of the
nature and level of material they use and also in terms of length. Students should be
guided to produce research that gives a succinct account of the main arguments or
developments from their project. If a verbal presentation is the chosen format, the
question and answer session should address issues raised by the presentation, but also
give students an opportunity to reflect on their work.
In addition to their research findings, students are asked to submit a project
management plan, a completed log book or similar form of reflective journal and
performance review as evidence for the unit.
The project management plan is designed to define how the project is to be planned,
executed and monitored. The project management plan should give details of the
actions required for the integration and co-ordination of various planning activities to
carry out the project.
The project log book or similar reflective journal is designed to provide evidence of
the project development process and ongoing reflection. It should provide evidence
that the student has thought about the direction of their project and in particular,
what problems they encountered, and steps taken to address them.
The performance review will provide evidence of reflection and evaluation of the
project management process and individual performance.

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5 Employer engagement
It is advisable that centres look at the Pearson-set assignment as an appropriate unit
to embed employer engagement, although this is not a mandatory requirement.
Developing and establishing links with employers enhances the teaching and learning
experience and improves students' employability. Where possible, identifying links
with employers as part of the delivery of the Pearson- set Assignment could lead to
enhancing and supporting student learning. Real-life projects provide students with
the opportunity to develop and acquire appropriate skills, knowledge and expertise
required by employers.

6 Sharing of good practice

An appointed External Examiner (EE) for the centre will ask to sample the Pearson -set
assignment briefs for review as part of the remote sampling request. Although this is
not a mandatory requirement for centres we strongly advise that centres seek
guidance and support from their EE on the Pearson-set assignment. The EE may also
include the Pearson-set units in the centre visit sample of student work.
The EE will review and identify exemplars in all aspects of good practice. Good
practice will focus on current themes that align to QAA Higher Education Reviews:
● Innovation
● Digital literacy
● Student employability and entrepreneurial skills
● Employer engagement
● Quality of assessment feedback.

7 Resources and useful links

Suggested resources and links that centres may find useful are shown below. Centres
should choose those resources that are relevant for localised use and complement
those with additional resources to support independent research in the chosen topic
and project type.

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4 Pearson-set Theme and Topic Release – Issue 1 – March 2024 © Pearson Education Limited 2024
Useful resources for Artificial Intelligence:
Type of Resource Resource Titles Links
Online report AI Activity in UK Business https://www.gov.uk/governm
ent/publications/ai-activity-
in-uk-businesses/ai-activity-
in-uk-businesses-executive-
summary
Online article How Businesses Are Using https://www.forbes.com/advi
Artificial Intelligence In 2024 sor/business/software/ai-in-
business/
Online report AI: These are the biggest https://www.weforum.org/ag
risks to businesses and how enda/2023/07/ai-biggest-
to manage them risks-how-to-manage-them/
Online Blog Taking Advantage of Artificial https://pixelplex.io/blog/use-
Intelligence in Business to cases-of-ai-in-business/
Improve Efficiency
Online Video How AI Could Empower Any https://youtu.be/reUZRyXxUs
Business | Andrew Ng | TED 4
Online Video Generative AI: what is it good https://youtu.be/gCDacaohq
for? aA

Useful resources for Project Management:

Type of Resource Resource Titles Links
Online Resources What is Project What is project
Management? management? | APM
Online Resources Project Management links: What Is Project
Management? - Managing
● Start Here
Complex Tasks and People
● Scheduling (mindtools.com)
● Scope Management
Online article Demystifying the 5 phases of Demystifying the 5 Phases of
project management Project Management |
Smartsheet
Online Resources A range of project https://hnglobal.highernatio
management resources nals.com/subjects/business/r
available in the resource esource-library
library on HN Global

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 Additional materials
Maylor, H. (2022) Project Management. 5th ed. Harlow: Pearson
Pearson-set Report 2018–2019:
https://hnglobal.highernationals.com/sites/default/files/Pearson-set-Report-2018-2019-
final.pdf
Training Video for the RQF BTEC Higher Nationals Pearson-set Assignments:
https://youtu.be/FkQi_l78_tw

The Assignment Guidance for Unit 6: Managing a Successful Business Project should
be read in conjunction with the theme and topic release. It provides advice and
guidance for both tutors and students.
For any further additional support or queries regarding this document, please email
btecdelivery@pearson.com.

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6 Pearson-set Theme and Topic Release – Issue 1 – March 2024 © Pearson Education Limited 2024
Pearson BTEC Levels 4 and 5 Higher Nationals in Business
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March 2020

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