M.Sc Commercial Management


This course will provide students with an understanding of the basic theories and principles by which businesses are organized and managed in modern society. They will demonstrate competency by analyzing management functions, principles, and processes that contribute to the achievement of organizational goals.

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[vc_row][vc_column][academia_heading title=”Course Overview” title_size=”fs-18″ show_icon=”” text_align=”text-left”][/vc_column][/vc_row][vc_row el_class=”mg-top-30″][vc_column][vc_column_text]


MS.c Commercial Management, this course will provide students with an understanding of the basic theories and principles by which businesses are organized and managed in modern society. They will demonstrate competency by analyzing management functions, principles, and processes that contribute to the achievement of organizational goals.[/vc_column_text][vc_btn title=”APPLY NOW” shape=”square” color=”danger” link=”url:https%3A%2F%2Fleadpreneuracademy.org%2Fadmission-application-form%2F|||”][/vc_column][/vc_row][vc_row el_class=”mg-top-30″][vc_column][/vc_column][/vc_row][vc_row el_class=”mg-top-30″][vc_column][academia_heading title=”Course Objectives” title_size=”fs-18″ show_icon=”” text_align=”text-left”][vc_column_text el_class=”content-icon-list”]


At the end of this course commercial management Students should be able to:

  • Define and explain the major management functions.
  • Compare and contrast a variety of organizational structures.
  • Explain how economic and social changes affect businesses.
  • Describe methods, which an organization can use to effectively manage its personnel policies, practices and resources.
  • Examine the effects of domestic and international business on management practices.
  • Compare and contrast management styles.
  • Describe the planning and problem-solving process.
  • Explain the process that converts resources, such as labor and raw materials into finished goods and services.

[/vc_column_text][/vc_column][/vc_row][vc_row el_class=”mg-top-30″][vc_column][academia_heading title=”Admission Requirements” title_size=”fs-18″ show_icon=”” text_align=”text-left”][vc_column_text]Any applicant who meets the minimum entry requirements for admission into the University may be granted admission, the requirements are :

  • An A’ Level Certificate (a Degree, HND or PGD) with 2:2, Lower credit, or Pass respectively and above.
  • Transcript of the A’Level result.
  • Copy of International Passport data page.
  • A copy of CV.

[/vc_column_text][academia_heading title=”REGISTRATION PROCESS” title_size=”fs-18″ show_icon=”” text_align=”text-left”][vc_column_text css=”.vc_custom_1566471581811{margin-top: 25px !important;}” el_class=”content-icon-list”]To register for any of the available courses take the following steps

  • Click on courses on the menu bar or apply now button to pick a course
  • After selecting the course, click apply now to add to cart
  • View the cart to fill the application form
  • Submit the form to go to the payment page
  • Complete the payment form and select method of payment and submit.
  • You will receive an email letting you know of your registration and your application status
  • You will be contacted by one of our admission team member to guide you on the admission.
  • After making the payment of application fee admission letter will be sent to your email with fee structure.
  • You will need to make payment of at least 70% of the tuition and acceptance fee for you to be granted access to the course applied for. Commercial management or any chosen course.
  • After making the payment an email will be sent to your email with access link to your registered course.
  • You study online and can come to school every semester for exams.

[/vc_column_text][academia_heading title=”FEE STRUCTURE” title_size=”fs-18″ show_icon=”” text_align=”text-left”][vc_column_text]

Tuition per Session

Tuition Fee = 480,000

Application = 10,000

Acceptance = 20,000

Course kit =20,000

Administrative Charges = 60,000

Project supervision = 20,000

Convocation = 40,000

Total = ₦650,000

[/vc_column_text][/vc_column][/vc_row][vc_row el_class=”mg-top-30″][vc_column][academia_heading title=”CURRICULUM” title_size=”fs-18″ show_icon=”” text_align=”text-left”][/vc_column][/vc_row][vc_row el_class=”mg-top-30″][vc_column][vc_column_text][/vc_column_text][/vc_column][/vc_row][vc_row el_class=”mg-top-30″][vc_column][academia_course_sections title=”Section 1: Environmentally Sustainable Construction Products and Materials”][academia_course_lesson icon_type=”fontawesome” icon_fontawesome=”fa fa-check” badge=”lecture” title=”CONCLUSIONS AND RECOMMENDATIONS” estimate_time=”30M”]

The main objectives of sustainable construction activities are to minimise resource depletion of
energy, water, and raw materials and to prevent environmental degradation caused by facilities and
infrastructure throughout their life cycle. The construction sector consumes yearly about half of all
natural resources extracted in Europe and their transformation into building products has huge
energy demands. Therefore the focus of today is to be on the building end-of-life scenarios and
material efficiency. Here waste prevention and recycling / reuse play a key role by providing huge
energy, water and material savings. These issues are also specifically addressed in the Construction
Products Regulation1

(CPR 2011), where environmental aspects related to construction products
consists of the entire lifecycle. The use of “Design for the Environment” -concept is a powerful tool
when heading towards increased recycling and reuse and thereby towards minimal environmental
The environmental sustainability evaluation should always start with complete data on content and
emission of dangerous substances. Special attention should be paid to those substances that might
pose a risk to human health or the environment, e.g. heavy metals, persistent, bio-accumulative or
toxic substances, as well as chemicals that are carcinogenic or mutagenic. CPR focuses on dangerous
substances. This means substances, preparations and radioactive substances that are present in
construction products and may be released from those products. They may or may not as such be
dangerous, but if released or emitted from a construction product they may present a danger for
man or the environment during normal use of the construction products when installed in
construction works. Information about toxicity and dangerous properties of different substances is,
however, constantly updated and revised. Therefore the list of dangerous substances will hardly ever
be complete requiring constant follow up from construction producers and other shareholders.

[more…][/academia_course_lesson][academia_course_lesson icon_type=”fontawesome” icon_fontawesome=”fa fa-check” badge=”lecture” title=”DETERMINING EMISSION AND RELEASE FROM CONSTRUCTION PRODUCTS” estimate_time=”30M”]Horizontal standardised assessment procedures are been developed by CEN/TC 351 both for the
measurement of emissions to indoor air emissions and the release of substances to soil and
groundwater. These are the basic methods to be used in harmonised product standards (hENs) for
assessing BWR 3 properties, i.e. emission and release of dangerous substances from construction
products related to the CE marking. Currently, the harmonised product standards (hENs) are now under
revision for the inclusion of BWR 3 properties.
There is another on-going standardization activity that deals with radiation. In addition, technical
reports on the appropriate standard test methods for the determination of the content of regulated
dangerous substances in construction products as well as on a horizontal approach to assess the
possible release of dangerous substances have been prepared. Commercial Management.

[more…][/academia_course_lesson][academia_course_lesson icon_type=”fontawesome” icon_fontawesome=”fa fa-check” badge=”lecture” title=”ENVIRONMENTAL ISSUES AND SUSTAINABILITY OF CONSTRUCTION PRODUCTS IN EU LEGISLATION” estimate_time=”30M”]CONSTRUCTION PRODUCTS REGULATION (CPR) IN COMMERCIAL MANAGEMENT
The Construction Products Directive has been replaced by the Construction Products Regulation.
The main aim of the Construction Products Regulation is to remove barriers to trade of

construction products between member states in the European Economic Area. It makes CE-
marking mandatory for most construction products sold in EU countries.

The CPR contains seven so called basic requirements for construction works (BWRs). Two of
which are related to environmental issues and sustainability and the focus of this report: BWR3
“Hygiene, health and environment” and on BWR7 “Sustainable use of natural resources”.

[more…][/academia_course_lesson][/academia_course_sections][/vc_column][/vc_row][vc_row el_class=”mg-top-30″][vc_column][academia_course_sections title=”Section 2: RESEARCH METHODS”][academia_course_lesson icon_type=”fontawesome” icon_fontawesome=”fa fa-check” badge=”lecture” title=”COLLECTING AND ANALYSING SECONDARY DATA” estimate_time=”30M”]All research studies require secondary data for the background to
the study. You will inevitably need to ascertain what the context of
your research question/problem is, and also get an idea of the
current theories and ideas. No type of project is done in a vacuum,
not even a pure work of art. However, it is quite common in student
level research to rely on secondary data for the actual research
investigations rather than generating new primary data from the
field. Wherever there exists a body of recorded information, there
are subjects for study. You can imagine using existing resources
when doing an historical study (i.e. of any past events, ideas or
objects, even the very recent past) or a nationwide or even a local
study that uses official statistics as the principle data.

[more…][/academia_course_lesson][academia_course_lesson icon_type=”fontawesome” icon_fontawesome=”fa fa-check” badge=”lecture” title=”COLLECTING PRIMARY DATA” estimate_time=”30M”]Although we are surrounded by data, in fact, bombarded
with them every day from the TV, posters, radio,
newspapers, magazines and books, it is not so
straightforward to collect the correct data for your purposes.
It needs a plan of action that identifies what data you need,
where the necessary data are to be found and what are the
most effective and appropriate methods of collecting that
data. You will need to consider whether to get information
from people, in single or large numbers, or whether to
observe and/or measure things or phenomena. You may
need to do several of these, for example in sport, you may
need to examine both the people, their attitudes and fitness,
and the equipment they use, or in commerce, you may be
looking at both the product and the production system as
well as marketing, sales and distribution – the people and the

[more…][/academia_course_lesson][academia_course_lesson icon_type=”fontawesome” icon_fontawesome=”fa fa-check” badge=”lecture” title=”FINDING AND REVIEWING THE LITERATURE” estimate_time=”30M”]The most important reason for doing research is to produce
new knowledge and understanding, and to disseminate it to
make it available to everyone. When planning a research
project, it is essential to know what the current state of
knowledge is in your chosen subject as it is obviously a waste
of time to spend months producing knowledge that is already
freely available. Therefore, one of the first steps in planning a
research project is to do a literature review: that is, to trawl
through all the available information sources in order to track
down the latest knowledge, and to assess it for relevance,
quality, controversy and gaps. The last two will indicate
where additional research is required – to try to resolve a
controversy or to fill a gap. This chapter explains where to
find the necessary information and how to analyse it and
present it so that you can devise a solid basis for your
research project. commercial management.

[more…][/academia_course_lesson][/academia_course_sections][academia_course_sections title=”Section 3:The Building economics”][academia_course_lesson icon_type=”fontawesome” icon_fontawesome=”fa fa-check” badge=”lecture” title=”Birth and adolescence, 1901–1949″ estimate_time=”30M”]Commercial Management

The Mitchell years
Modern undergraduate economics teaching at the University of
Adelaide began in 1901. The University was founded in late 1874 and
first offered subjects in March 1876. Twenty–five years later a core
Economics undergraduate subject was introduced, and that year saw
the first two B.A. students and first LL.B. student graduate after
completing the subject. Adelaide was thus a very early provider of
tertiary economics education. It was preceded only by the University
of Pennsylvania, which introduced a Bachelor of Science in
Economics a decade earlier, and by the London School of Economics
which was established in 1895. Simultaneously, a Faculty of
Commerce was established at Birmingham University in 1901
(Turner 1904), followed in 1903 by Alfred Marshall’s success in
getting tripos status for economics at the University of Cambridge.
That is not to say there were no precursor subjects on offer at
Adelaide prior to 1901. From 1878 lectures in Political Economy were
offered to B.A. and M.A. students by the Reverend William Roby
Fletcher (Hughes Professor of English Literature). While it is not clear
how frequently these subjects were taught or how many students
enrolled, numbers must have been small initially because in 1880 the
library had just two books in the field (both by John Stuart Mill). The
older universities of Sydney and Melbourne also introduced political
economy subjects in the late 19th century. And they, like Adelaide,
complemented those offerings with university extension courses in
economics for non–degree students, whose evening classes continued
until well into the 20th century (Goodwin 1966).

[more…][/academia_course_lesson][academia_course_lesson icon_type=”fontawesome” icon_fontawesome=”fa fa-check” badge=”lecture” title=”Growth and adaptation, 1950–2001″ estimate_time=”30M”]For convenience, as with the first half–century of Economics at Adelaide, the second half also
is split into three periods: until Peter Karmel became Vice–Chancellor of Flinders University in
mid–1966; from then until Frank Jarrett’s retirement in 1988, during which time Jarrett held
the George Gollin Chair and was frequently Dean of the Faculty of Economics; and the period
since then when Jonathan Pincus held the Gollin Chair and was Head of Economics for six of
those years (1991–96, ).

[more…][/academia_course_lesson][academia_course_lesson icon_type=”fontawesome” icon_fontawesome=”fa fa-check” badge=”lecture” title=”Prospects for the next century” estimate_time=”30M”]The Economics discipline at the University of Adelaide has a
distinguished 100–year history of which the University and the State of
South Australia can be proud. Very few other departments, of any discipline
in Australian universities, could claim to have a majority of its lecturer
appointments rising to full Professor status over a period as long as 1901 to
1995. Nor would many other university departments be able to say they
have had five of their graduates win Rhodes Scholarships in the past 12
years (Table 14). While teaching and research productivity is more difficult
to gauge, because changes in quality matter, the growth in the number of
graduates per Economics and Commerce lecturer per year has been
impressive: from 2.5 in the 1950s and 1960s to 5.0 in the 1980s, 7.5 in the first
half of the 1990s, and 12.4 in the six years to 2003.