University of Lincoln Programme Specification

University of Lincoln Programme Specification - Higher National Diploma (HND) Business and Management

Programme Specification

Title:

Business and Management

Final Award: Higher National Diploma (HND)

With Exit Awards at:Certificate of Higher Education (CertHE)Higher National Diploma (HND)

To be delivered from: 1 Sep 2019

Level Date

Level 1 or Certificate of Higher Education (CertHE) 2019-20

Level 2 or Higher National Diploma (HND) 2020-21

Document Generated on 6 November 2019Page 1/98


Table Of Contents

1. Introduction ............................................................................................................................... 32. Basic Programme Data ............................................................................................................. 43. Programme Description ........................................................................................................... 5

3.1 Overview ................................................................................................................................. 53.2 Aims and Objectives ................................................................................................................ 63.3 Variations to Standard Regulations and Guidance ...................................................................... 7

4. Programme Outcomes ............................................................................................................. 84.1 Knowledge and Understanding ................................................................................................. 84.2 Subject Specific Intellectual Skills .............................................................................................. 84.3 Subject Specific Practical Skills ................................................................................................. 84.4 Transferable Skills and Attributes .............................................................................................. 8

5. Learning, Teaching and Assessment Strategies .................................................................. 105.1. Learning and Teaching Strategy .............................................................................................. 105.2. Assessment Strategy .............................................................................................................. 12

6. Programme Structure ............................................................................................................... 14Appendix I - Curriculum Map ....................................................................................................... 15Appendix II - Assessment Map .................................................................................................... 17Appendix III - Benchmark Analysis ............................................................................................. 21Appendix IV - Benchmark Statements(s) .................................................................................... 23Appendix V - Module Specification(s) ......................................................................................... 25

Strategic Marketing Planning 2020-21 ............................................................................................. 26Principles of Project Management 2020-21 ...................................................................................... 31Human Resource Management 2020-21 ......................................................................................... 40Operations Management 2020-21 ................................................................................................... 44Budgeting for Business 2020-21 ..................................................................................................... 51Organisational Behaviour 2019-20 .................................................................................................. 54Principles of Marketing 2019-20 ...................................................................................................... 57Introduction to Business Finance 2019-20 ....................................................................................... 60Analysis of Business Data 2019-20 ................................................................................................. 65Principles of Microeconomics 2019-20 ............................................................................................ 69Work and Organisations 2019-20 .................................................................................................... 73The Management Professional 2019-20 .......................................................................................... 79The Sociology of Innovation 2020-21 .............................................................................................. 85Research Project 2020-21 .............................................................................................................. 91Employability and Careers 2019-20 ................................................................................................ 96



1. IntroductionThis document describes one of the University of Lincoln's programmes using the protocols requiredby the UK National Qualifications Framework as defined in the publication QAA guidelines forpreparing programme specifications.

This programme operates under the policy and regulatory frameworks of the University of Lincoln.



2. Basic Programme DataFinal Award: Higher National Diploma (HND)

Programme Title: Business and Management

Exit Awards and Titles Certificate of Higher Education (CertHE)Higher National Diploma (HND)

Subject(s) Management

Mode(s) of delivery Full TimePart Time

Is there a Placement or Exchange? No

UCAS code

Awarding Body University of Lincoln

Campus(es) Doncaster College, North Lindsey College

School(s) Lincoln Business School

Programme Leader Thaleia Ashley (tashley)

Relevant Subject Benchmark Statements

Professional, Statutory or Regulatory BodyAccreditation

Programme Start Date 2019-20



3. Programme Description3.1 OverviewBusiness performance and effectiveness requires strategic investment in leadership andmanagement development. Having the opportunity to develop the skills and competences required tobe a reflective manager, together with an understanding of the challenges facing businesses andorganisations is a critical element of the HND Business and Management. The HND Business andManagement is an intellectually challenging programme which helps students develop critical thinkingskills over a period of time, and with them a comprehensive understanding of contemporary businesstheories and practices. Moreover, through the programme, students gain knowledge of the criticalaspects of business and management, including general management, finance, human resourcesand marketing.

The HND Business & Management forms part of the Lincoln International Business School's (LIBS)undergraduate portfolio; and contributes to a key strategic goals in widening participation anddiversity, as well as contributing to local and regional communities. It is delivered through partnercolleges, specifically the Doncaster and Scunthorpe Campuses of the DN Colleges Group (DNCG).This remains one of the Universities (UoL) longest standing and most successful UK partnership; withover 20 years of collaboration.

Lincoln Business School subscribes to the Principles of Responsible Management Education(PRME), which establishes a set of principles to guide our educational endeavour to address globalchallenges and create a better future for society. This is embedded in our programmes through thenotion of The Lincoln Responsible Management Graduate:

"Through educational experiences at Lincoln our students develop as people who understand theirresponsibilities as global citizens, as entrepreneurs, as managers of people, money and resources,as stewards of the economy and the environment and as self-reflective leaders setting futureagendas for organisations"

In the context of PRME, there are three connected levels of knowledge and skills for responsiblemanagement:

a. The scope of responsibility: an understanding of the interconnections between individuals,organisations and a better world.b. Necessary knowledge to practice responsibility and have effect.c. A learning process (pedagogy) that develops the above and embodies values of:

i. First learning to learn, to have responsibility for self and immediate others and develop anunderstanding of global issuesii. Second, to learn to apply knowledge in reasoning and in action to have effect, to comprehend theresponsibility that comes with professional status and power and to widen and deepen theirperspective on responsibility with regard to their subject area.iii. Third, to be able to critique and create knowledge in concept and in practice that embedsresponsibility, to seek to change society for the better and to develop a greater depth ofunderstanding of the complexity and inter-relatedness of global challenges.

The design of HND Business & Management had been informed by:

1. Progression requirements on to the UoL BA (Hons) Business & Management. In achieving the



HND, students demonstrate the equivalent Year 1 (Level 4) and Year 2 (Level 5) programme learningoutcomes associated with the parent degree programme2. The HND maps to the Pearson HND Business (2016) RQF,3. As the BA (Hons) Business & Management maps to the CMI L5 Management and Leadershipstandards, then this is also reflected in the HND; specifically Employability & Careers, Budgeting forBusiness, Sociology of Innovation and Operations Management..

The key features of the programme are:

• A continuous improvement approach to innovation and creativity in teaching, learning andassessment, drawing upon existing and new digital and technological learning tools;• An emphasis throughout the programme on the “responsible futures principles”, giving students awider critical perspective on the consequences of individual decisions, actions and on the ethics ofbeing socially responsible;• Assignment projects as a strategy through which the student can develop knowledge,understanding and skills, including high level cognitive skills such as analysis, evaluation andsynthesis and the main vehicle for demonstrating achievement of the learning outcomes of a module;• Learning outcomes which include a requirement for the learner to demonstrate the ability to selfappraise and reflect on own practice, as well as being able to manage their own learning;• A focus on the student experience and academic, pastoral and professional support and care;• An opportunity to progress to a relevant Bachelors programme in business and management.

3.2 Aims and ObjectivesThe aims of the HND Business and Management programme is to develop students as professional,self-reflecting individuals able to meet the demands of employers in the business sector and adapt toa constantly changing world, and to:

• Provide a thorough grounding in business functions and principles;• Develop analytical and investigative capabilities, creative imagination, independent judgment andapply these to decision-making processes within management environments;• Develop the basis from which students can develop as effective and responsible managers;• Facilitate the acquisition of enterprise skills and managerial competencies required for success in arange of supervisory and management roles;• Enable progression to a university degree by supporting the development of appropriate academicstudy skills as well as to further professional qualifications.

The programme objectives are to:

1. Furnish students with business skills, knowledge and the understanding necessary to achieve highperformance in the global business environment;2. Deliver education and training for a range of careers in business, including management, humanresources, marketing, and finance;3. Produce insight and understanding into business operations and the opportunities and challengespresented by a globalised market place;4. Equip students with knowledge and understanding of culturally diverse organisations,cross-cultural issues, diversity and values;5. Prepare students to enter or progress in employment in business, or progress to higher educationqualifications such as an Honours degree in business or a related area;



6. Provide opportunities for students to develop the skills, techniques and personal attributesessential for successful working lives;7. Encourage a global outlook and for students to aspire to international career pathways;8. Enable students to achieve a nationally-recognised professional qualification;9. Offer a balance between employability skills and the knowledge essential for students withvocational or academic aspirations.

3.3 Variations to Standard Regulations and GuidanceNone



4. Programme OutcomesProgramme-level learning outcomes are identified below.

Refer to Appendix I – Curriculum Map for details of how outcomes are deployed across theprogramme.

4.1 Knowledge and Understanding

On successful completion of this programme a student will have knowledge and understanding of:

1 The processes, procedures and practice for effective management of organisations to includetheories, models, frameworks, tasks and roles of managers and leaders.

2 Organisations to encompass internal aspects, functions and processes, including theirdiverse nature, purposes, structures, size and scale, governance, management and thecultures which exist within and between organisations.

3 The interrelationships between different areas of business such as management, finance andmarketing including the role of technologies and systems which support responsible businessdecision making.

4.2 Subject Specific Intellectual Skills

On successful completion of this programme a student will be able to:

4 Evaluate the contexts within which business operates to determine the cause of a problemand identify and select appropriate solutions.

5 Analyse a range of business data, sources of information and appropriate methodologies,which includes the need for strong digital literacy to enable that research to be used forevidence-based decision making.

6 Identify the interconnections and the consequences of business decisions betweenindividuals, organisations and stakeholders through the lens of the Principles of ResponsibleManagement initiative.

4.3 Subject Specific Practical Skills


7 Use quantitative skills including data analysis, inference, interpretation and extrapolation toestimate and model business problems, functions and phenomena.

8 Systematically analysis of how various types of organisations align their processes andsystems in the context of business improvement.

9 Apply effective problem solving and decision-making using appropriate quantitative andqualitative skills including identifying, formulating and solving business problems.

10 Apply management and leadership capabilities in relations to the management of people,operations and finance.



4.4 Transferable Skills and Attributes


11 Reflect on own learning and develop an awareness/sensitivity to diversity in terms of peopleand cultures.

12 Work collaboratively both internally and with external customers, recognising mutualinterdependence.

13 Demonstrate a readiness to accept responsibility and flexibility, to be resilient, self-startingand appropriately assertive, to plan, organise and manage time.

14 Communicate succinctly in writing to a range of audiences using rational and reasonedarguments.

15 Deliver a presentation using appropriate professional standards with supportingdocumentation suitable for a business audience.

16 Work effectively within a team environment and display effective communication, leadership,negotiation and leadership skills.

For details of each module contributing to the programme, please consult the module specificationdocument.



5. Learning, Teaching and Assessment Strategies5.1. Learning and Teaching StrategyThe learning and teaching strategy adopted within the HND Business & Management reflects thepurposes and objectives set out in QAA Business and Management Benchmark statements (2015)by:

1. Providing a balance of intellectual and practical skills along with appropriate opportunities for theseto be applied and tested within the participant’s assessments;2. Specifying learning outcomes that test both the participant’s theoretical grasp of the subjectstaught and their ability to reflect critically on their application;3. Taking due notice of the Framework for Higher Education Qualifications (FHEQ) and the NationalQualification Framework (NQF) to ensure an integration of academic and knowledge and vocationalskills and competencies, taking account of the need for appropriate academic rigour.

The strategy also reflects the LIBS and DNCG commitment to self-directed, research engaged andindependent student-centred learning. We will emphasise and support the development of appliedanalytical skills and of creativity within a business context, both of which support the aims of “Studentas Producer”, as part of our overarching aim to create independent and self-motivated learners. Thisprinciple being evident in several modules including The Management Professional, The Sociology ofInnovation and the Research Project.

The teaching values of academic staff reflect the principles of inclusive curriculum design and centreupon:

1. Developing participants’ potential2. Developing participants as autonomous learners3. Preparing participants for career enhancement and promoting life-long learning4. Actively promoting socialisation into HE culture and facilitating progression5. Promoting opportunities for participants to acquire and demonstrate transferable interpersonal,problem-solving and subject specific skills6. Encouraging engagement with ‘real life’ contexts in applying theoretical learning.

Both LIBS and the DNCG have traditionally aimed to create a HE learning environments whichintegrates subject knowledge, transferable skills and intellectual development. A supportive‘student-centred’ culture where students actively engage in the learning process has been astrength of the provision.

Teaching reflects the fact that some students may have progressed from non-traditional backgroundsor have been out of formal education for some time. The approach is supportive and highly directivein the first semester. Gradually, as students’ gain confidence, they are given opportunities forself–directed learning. Academic skills are embedded into all modules but in particular TheManagement Professional module at the beginning of Semester A. The diverse nature of the studentbody has been considered in choice of approaches, e.g. mature students tend to be highlyparticipative but also take time to develop reflective and self-reliance skills. In year 1, sessions tendto be tutor-led/ directed with autonomous work groups gradually developing.

Lectures series will be used to introduce the topics, highlight points of interest, specific language andbusiness terminology. They will not, however, be designed to provide the student with everything theyneed to know, rather they will act as a springboard for further study. Directed reading is explicit in the



module handbooks. This will develop the students’ enquiry and underpin their knowledge. Theprogramme aims to develop lifelong independent learners and researchers, therefore students will beencouraged to be collaborators in the production of knowledge through the ‘Student as Producer’approach to teaching and learning. A ‘Student as Producer’ pedagogy encourages tutors to befacilitators and ‘students to develop their own critical insights and understandings’, ?both closelylinked to the aims of the programme. This is a supportive approach to learning and provides theconfidence to students to enable independent learning and enquiry. This approach enables studentsto become independent life-long learners equipped with employability skills, fundamental to thesector in which they work. One way in which this will be achieved is through discussion and directedreading in seminars. Individual summative assessment is designed to encourage enquiry. TheResearch Project in Year 2 develops research confidence and develops student abilities to write in acritical fashion. Journal articles are used in seminars where the students are expected to review andcritique the content and share it with their peers. The Research Project is designed to developstudent enquiry and aid students in applying knowledge to a specific business area.

Students will also be encouraged to work in study groups and will engage in seminars; both allowingfor critical thinking in relation to academic texts and also in relation to practice. They will allowstudents to discuss the subject with clarity, argue logically and tactfully, listening to different points ofview. Collaborative working and small group discussions will support the internalisation of knowledgeallowing the students to develop learning and understanding.

Workshops are regularly used in the more practical, functional modules such as Principles ofMarketing, alongside open learning materials and subject handbooks. Where the primary focus of amodule is the development of knowledge and intellectual competency, problem-based, structuredseminars or small group tutorials are used to support lectures and thus provide a robust andchallenging learning experience.

Visiting speakers provide specialist expertise and real life experiences. The speakers augment thetheory and concepts from lectures. Experts from businesses aim to enthuse students with theirpassion and knowledge. They provide an authentic message.

Both University Centres within DNCG provide student support and well being to students at all levels.Many student access the support centres for help and advice with a range of topics associated withindividual study needs. Disabilities may not be visible and can include mental health issues andlearning difficulties. Students can access a range of support to help them achieve their goals.

Digital LiteracyThe JISC (2018) vision is for the UK to be the most digitally advanced HE, FE and research nation inthe world. JISC state that digital technology has the ability to transform the students’ experience.Both DNCG and LIBS are committed to developing digital literacy for our students. Embedding digitalliteracy into modules to aid the students in creating a set of digital behaviours, practices andidentities. Beethan and Sharpe (2010) describe digital literacy as a development process from accessand functional skills to developing higher-level capabilities and identity. The context of teaching andlearning requires the use of digital tools to enable students to collaborate with their peers andultimately, succeed with their studies. Students have access to a variety of digital tools to supporttheir growth, group work and collaboration and to develop knowledge and understanding of marketingcommunication. The VLE gives the students and tutors opportunities to communicate and to shareresources. On-line blogging maybe used to develop accurate and articulate dialogues betweeninterested groups. Students will develop their presentation skills using industry standard presentation



software.

The modules chosen are designed to equip students with a business and management base fromwhich to lead into a variety of careers. Operations, Marketing, Finance and HRM are all key businessdisciplines that are salient for aspiring managers.

5.2. Assessment StrategyThe assessment strategy adopted within the programme follows the inclusive principle within theLincoln International Business School that a range of assessment types should be offered. Within thiscontext, it is imperative that all assessments contribute in a balanced way to the learning outcomes atprogramme level, as well as providing assessments of outcomes specific to each module. Moreover,in line with QAA principles, assessment is effectively integral to teaching and learning strategy.Therefore, the programme team views assessment as an integral part of the learning process, and itis considered to be instrumental in the achievement of successful learning in all programmes.

The programme adopts a range of formative and summative assessment strategies. The variety inassessment reflects both the broad span of learning outcomes appropriate to the programme and thevarying learning styles of our students. The strategy for assessment of the programme includes theuse of formative assessments to provide a key element of the learning experience. It is also designedto stagger the submission dates to provide a balanced study workload throughout the terms. Theprogramme operates an appropriate overall SUMMATIVE assessment Load per student per module.At Year 1 this is determined to be a nominal maximum 1500 words per 15 CATs, increasing to 2500at Year 2. Where students submit written work it is submitted electronically via the VLE and subject to‘similarity’ checks via Turnitin. Feedback on written assessment is delivered electronically followingestablished principles of good practice; including feeding forward. Assessment Briefs and Criteria,subject to peer review and external examiner ratification, are published online via the VLE in advanceof teaching. Assessment expectations are laid out in Module Guides and discussed in class.

Lincoln International Business School has agreed group work protocols and guidelines whichmanage the extent and appropriateness of group assessment at programme and module level.These are consistent with principles of inclusive practice established by LALT, are designed toensure congruity between learning outcomes and group assessment, provide guidelines, for dealingwith group processes, (including group formation, monitoring, review, peer assessment and processfailure) and ensuring these are documented in Programme Handbooks and Module Guides. Theseguidelines are subject to annual monitoring and review.

Overall, the objective of the assessment strategy is to ensure that intended learning outcomes of theprogramme are tested appropriately through an inclusive assessment process. The details of theform of assessments together with the weightings for each component, are included in the individualmodule descriptors.Effective assessment feedback is part of continuous guided learning, which promotes learning andenables improvement. It also allows students to reflect on their performance and helps themunderstand how to make effective use of feedback. Constructive and useful feedback should enablestudents to understand the strengths and limitations of their performance, providing positivecomments where possible as well as explicit comment on how improvements can be made.Feedback reflects the learning outcomes and marking criteria to also help students understand howthese inform the process of judging the overall grade. The timing of the provision of feedback and ofthe returned assessed work also contributes to making feedback effective.



A variety of assessment strategies are used to engage a diverse group of students. The variety ofassessments also differentiates abilities and talents of the students. Students are supported andencouraged by module tutors and the academic advocate plan to prepare and execute theirassessment.

Case studies allow the application of principles and knowledge to real-world situations, achievingmultiple results reaching all the way up Bloom’s Taxonomy to synthesis and evaluation. Casestudies help the students develop as critically reflective and ethically aware practitioners and preparethem in aspects of management and leadership, allowing them to take wider responsibilities withintheir professional practice. Both poster and PowerPoint presentations require students to organiseinformation and deliver in a logical and meaningful way. They will allow the students to developconfidence and refine their communication skills. Being able to organise information, communicateeffectively and confidently, are fundamental transferable skills necessary for all aspects of workingpractice. For example, to lead team meetings, contribute to multi-agency meetings and disseminateinformation from training. By engaging in report writing students will come to understand theprinciples of this format. In practice, leaders and managers often write reports for a variety ofreasons, for example, in cases such as financial reporting and sales predications, or in relation tospecific Human Resource issues. Through the development of report writing skills, students will learnhow to gather, analyse and evaluate material. They will learn to structure material in a logical orderand make appropriate conclusions and recommendations; all skills fundamental to practice. Essaysdo provide opportunities for the students to link theory, policy and practice, allowing the students todelve more deeply into a specific subject area, providing opportunities for study and critical evaluationof the latest research, broadening their perspectives. Essays will encourage the students to think andread widely and deeply. In class testing allows the tutors to assess students’ acquisition andretention of key knowledge and terms. This also provides confidence to the students, allowing themto demonstrate their learning and understanding. Examinations are a robust method to test retentionand application of knowledge. They test students’ resilience as well as their knowledge andunderstanding of key concepts and principles. Team Work provides opportunities for the students towork with others, which is a key employability skill. Usually supported by a group working contract,students negotiate with their team members to meet their objectives. This assessment strategyteaches the importance of forward planning and supporting each other in team work developmentskills.



6. Programme StructureThe total number of credit points required for the achievement of Certificate of Higher Education(CertHE) is 120.The total number of credit points required for the achievement of Higher National Diploma (HND) is240.

Level 1 Title Credit Rating Core / OptionalAnalysis of Business Data 2019-20 15 CoreIntroduction to Business Finance 2019-20 15 CoreOrganisational Behaviour 2019-20 15 CorePrinciples of Marketing 2019-20 15 CoreThe Management Professional 2019-20 15 CorePrinciples of Microeconomics 2019-20 15 CoreEmployability and Careers 2019-20 15 CoreWork and Organisations 2019-20 15 Core

Level 2 Title Credit Rating Core / OptionalStrategic Marketing Planning 2020-21 15 CoreBudgeting for Business 2020-21 15 CoreHuman Resource Management 2020-21 15 CoreOperations Management 2020-21 15 CoreThe Sociology of Innovation 2020-21 15 CoreResearch Project 2020-21 30 CorePrinciples of Project Management 2020-21 15 Core



Appendix I - Curriculum MapThis table indicates which modules assume responsibility for delivering and ordering particular programme learning outcomes.

Key: Delivered and Assessed Delivered Assessed

Level 1

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12Analysis of Business Data 2019-20Employability and Careers 2019-20Introduction to Business Finance 2019-20Organisational Behaviour 2019-20Principles of Marketing 2019-20Principles of Microeconomics 2019-20The Management Professional 2019-20Work and Organisations 2019-20 PO13 PO14 PO15 PO16Analysis of Business Data 2019-20Employability and Careers 2019-20Introduction to Business Finance 2019-20Organisational Behaviour 2019-20Principles of Marketing 2019-20Principles of Microeconomics 2019-20The Management Professional 2019-20Work and Organisations 2019-20

Level 2

PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12



Budgeting for Business 2020-21Human Resource Management 2020-21Operations Management 2020-21Principles of Project Management 2020-21Research Project 2020-21Strategic Marketing Planning 2020-21The Sociology of Innovation 2020-21 PO13 PO14 PO15 PO16Budgeting for Business 2020-21Human Resource Management 2020-21Operations Management 2020-21Principles of Project Management 2020-21Research Project 2020-21Strategic Marketing Planning 2020-21The Sociology of Innovation 2020-21



Appendix II - Assessment MapThis table indicates the spread of assessment activity across the programme. Percentages indicate assessment weighting.

Level 1

01 02 03 04 05 06 07 08 09 10 11 12Analysis of Business Data 2019-20Employability and Careers 2019-20Introduction to Business Finance 2019-20 10Organisational Behaviour 2019-20 50Principles of Marketing 2019-20 40 60Principles of Microeconomics 2019-20 25 25The Management Professional 2019-20 40Work and Organisations 2019-20 13 14 15 16 17 18 19 20 21 22 23 24Analysis of Business Data 2019-20 66Employability and Careers 2019-20Introduction to Business Finance 2019-20Organisational Behaviour 2019-20 50Principles of Marketing 2019-20Principles of Microeconomics 2019-20 50The Management Professional 2019-20 60Work and Organisations 2019-20 25 26 27 28 29 30 31 32 33 34 35 36Analysis of Business Data 2019-20 34Employability and Careers 2019-20 100Introduction to Business Finance 2019-20 50 40Organisational Behaviour 2019-20Principles of Marketing 2019-20



Principles of Microeconomics 2019-20The Management Professional 2019-20Work and Organisations 2019-20 70 30 37 38 39 40 41 42 43 44 45 46 47 48Analysis of Business Data 2019-20Employability and Careers 2019-20Introduction to Business Finance 2019-20Organisational Behaviour 2019-20Principles of Marketing 2019-20Principles of Microeconomics 2019-20The Management Professional 2019-20Work and Organisations 2019-20 49 50 51 52 EP 1

(Wk16)

EP 2(Wks33,34,35)

Analysis of Business Data 2019-20Employability and Careers 2019-20Introduction to Business Finance 2019-20Organisational Behaviour 2019-20Principles of Marketing 2019-20Principles of Microeconomics 2019-20The Management Professional 2019-20Work and Organisations 2019-20

Level 2

01 02 03 04 05 06 07 08 09 10 11 12



Budgeting for Business 2020-21 30 70Human Resource Management 2020-21Operations Management 2020-21 20Principles of Project Management 2020-21Research Project 2020-21 10Strategic Marketing Planning 2020-21The Sociology of Innovation 2020-21 13 14 15 16 17 18 19 20 21 22 23 24Budgeting for Business 2020-21Human Resource Management 2020-21Operations Management 2020-21 80Principles of Project Management 2020-21Research Project 2020-21Strategic Marketing Planning 2020-21The Sociology of Innovation 2020-21 25 26 27 28 29 30 31 32 33 34 35 36Budgeting for Business 2020-21Human Resource Management 2020-21 30 70Operations Management 2020-21Principles of Project Management 2020-21 30 70Research Project 2020-21 15 75Strategic Marketing Planning 2020-21 20 80The Sociology of Innovation 2020-21 100 37 38 39 40 41 42 43 44 45 46 47 48Budgeting for Business 2020-21Human Resource Management 2020-21Operations Management 2020-21Principles of Project Management 2020-21Research Project 2020-21Strategic Marketing Planning 2020-21



The Sociology of Innovation 2020-21 49 50 51 52 EP 1

(Wk16)

EP 2(Wks33,34,35)

Budgeting for Business 2020-21Human Resource Management 2020-21Operations Management 2020-21Principles of Project Management 2020-21Research Project 2020-21Strategic Marketing Planning 2020-21The Sociology of Innovation 2020-21



Appendix III - Benchmark AnalysisThis table maps programme learning outcomes to relevant QAA subject benchmark statements or PSRB guidelines.

Knowledge and Understanding

BAM01 BAM02 BAM03 BAM04 BAM05 BAM06 BAM07PO1PO2PO3

Subject Specific Intellectual Skills

BAM01 BAM02 BAM03 BAM04 BAM05 BAM06 BAM07PO4PO5PO6

Subject Specific Practical Skills

BAM01 BAM02 BAM03 BAM04 BAM05 BAM06 BAM07PO7PO8PO9PO10

Transferable Skills and Attributes

BAM01 BAM02 BAM03 BAM04 BAM05 BAM06 BAM07



PO11PO12PO13PO14PO15PO16



Appendix IV:Benchmark Benchmark Statement(s)



BAM01 - Students will have knowledge and understanding of the key areas of business andmanagement, the relationship between these and their application

BAM02 - Students will demonstrate competence within the range of subject-specific and genericskills and attributes

BAM03 - Students will have a view of business and management which is predominantly influencedby guided learning with a limited critical perspective

BAM04 - Students will typically have a wide knowledge and understanding of the broad range ofareas of business and management and the detailed relationship between these and their applicationto practice

BAM05 - Students will typically consistantly demonstrate a command of subject-specific skills as wellas proficiency in generic skills and attributes

BAM06 - Students will typically have a view of business and managementwhich is influenced by awide range of learning sources, based on a proactive and independent approach to learning

BAM07 - Students will typically be distinguished from the threshold category by their enhancedcapacity to develop and apply their own perspectivesto their studies, to deal with uncertainty andcomplexity, to explore alternative solutions, to demonstrate...



Appendix IV:Module Specification(s)



Strategic Marketing Planning 2020-21

1. Basic Module Data

Module Title: Strategic Marketing Planning

School: Lincoln Business School

Subject: Marketing

Module Code: MKT2021M

Credit Rating: 15

Level: Level 2

Pre-requisites: None

Co-requisites: None

Barred Combinations: None

Module Co-ordinator(s): Peter Mount (pmount)

2. Module Synopsis

The module builds on theoretical concepts introduced in Principles of Marketing. It thus assumes aprior understanding of the fundamentals of marketing: the marketing concept, marketing mix,marketing information, consumer and organisational buyer behaviour, segmentation and themarketing environment.

The module takes students towards strategic marketing in preparation for their final level studies byemphasising the 3Cs: customers, competitors and competences. The module considers howchanging macro and micro environmental influences impact and are incorporated into the marketingplanning process. The module blends a theoretical and applied approach, requiring students to userelevant models and frameworks both in the analysis of case material and when developing asustainable product concept.

Whilst a key theme is understanding the concept of competitive advantage, this will be placed withina wider stakeholder context as part of the exploration of recognising CSR within the marketingplanning of organisations.

This theme is developed throughout the module by highlighting how marketing decisions at astrategic and operational level have a crucial part to play in delivering a unique yet sustainableposition for a company versus its competition. The management and importance of brand equity andthe application of non profit marketing will be introduced as part of a wider sustainable context of themarketing planning of organisations.

3. Outline Syllabus



Typically:

• The marketing planning process in the digital era

• Competitors and competitive advantages

• Marketing implementation and control

• Managing brand equity and value proposition through conventional and digital media.

• Ethics and sustainability as part of strategic marketing planning

• Introducing not for profit marketing application.

4. Module Learning Outcomes

LO1 Critically apply marketing theory and models to real word situations.LO2 Demonstrate the relationships between different elements of marketing, evidencing their

need for integration.LO3 Apply principles and concepts of marketing to a wider stakeholder environment as part of

a sustainable approach to marketing planning.LO4 Support assertions by citing authorities from published materials; both academic journals,

academic texts and professional publications and business media.LO5 Initiate independent learning and work professionally as part of a team.

5. Learning and Teaching Strategy/Methods

The module consists of a series of lectures which includes a practical workshop element. To supportthis a sequenced seminar programme, a scheduled student led Q&A tutorial and opportunity for selfand peer inputs, complete the teaching and learning strategy. Lectures will add value to the readingfrom the core text and provide a fuller overview. The workshop element of the lecture will enablestudents to critique practical cases and existing marketing plans to help set up an learningenvironment that maximises the likelihood that students will engage in activities designed to meet theintended LOs of this module. These activities will be supplemented with self-directed learning inpreparation for seminar tasks. There will also be a scheduled student led tutorial centring around aninterim piece of work. This approach will aim to monitor and assess the ability of students to initiateand continue independent study and time planning skills towards a comprehensive marketing task.Seminars are linked to the lecture and associated reading take place the following week. These willbe designed to help you apply concepts and theories from the lecture and reading to a particularscenario (LO1, LO2). The aim is to develop a functioning knowledge amongst the student groups inpreparation for the final marketing plan submission. The module will also aim to introduce a selfassessment and mentoring element into Marketing planning preparation.



6. Assessment

The module assessment consists of two elements: (a) Interim Proposal of a marketing plan (20%) (b)Group marketing plan (80%) The Group Marketing Plan takes the form of; (i) Written Marketing Plan(ii) Oral Presentation (iii) Self & Peer Assessment which will be reflected in the overall mark of thePlan. Written reports and Oral presentations will be assessed at the group level. Self and Peerassessments will be conducted at the individual level. Developing a coherent marketing plan willdemonstrate the ability to apply and interpret salient concepts, frameworks, and theory. Oralpresentations will demonstrate students’ abilities to effectively communicate strategic thinking in aclear, concise and creative manner. Self and peer evaluations will demonstrate and assess eachindividuals ability to work collaboratively as an effective team participant. Group working is a veryimportant learning process with marketing in a complex real world context. Therefore students willneed to consider value proposition, justification for commercialisation and sustainability/ethicalconsiderations. Groups will be required to keep individual reflective logs. This will inform the self andpeer assessments . The aim is that in preparing for assessment, students will be learning thecurriculum. The oral assessment is set in a scenario of a formal format to a Board of Directors orinvestors of the chosen organisation. Marketing Plan (Individual): 20% Marketing Plan (Group): 80%

Assessment Method Weighting (%) Learning Outcome(s)Tested

Group Work

Coursework 20 LO1, LO2, LO3, LO4,LO5

No


Yes

7. Professional, Statutory and Regulatory Body Requirements

None

8. Indicative Reading

Type Whole bookTitle Marketing planning: a workbook for marketing

managersAuthors Dibb, Sally, Simkin, LyndonImportance Essential ReadingDate c2008EditionPublisher South-Western Cengage LearningISBN 1844807827, 9781844807826



Type Whole bookTitle A framework for marketing managementAuthors Kotler, Philip, Keller, Kevin LaneImportance Essential ReadingDate 2016EditionPublisher PearsonISBN 1292093153, 9781292093154, 9781292093147

Type Journal (full)Title ForbesAuthorsImportance Recommended ReadingDateEditionPublisherISBN 0015-6914

Type Whole bookTitle Essentials of marketingAuthors Blythe, JimImportance Recommended ReadingDate 2019EditionPublisher Pearson EducationISBN 1292244100, 9781292244105

Type Web PageTitle FT.comAuthorsImportance Recommended ReadingDateEditionPublisherISBN

Type Whole bookTitle Principles and Practice of Marketing 9eAuthors Jobber, DavidImportance Recommended ReadingDate 2019EditionPublisher McGraw-Hill Education (UK) LtdISBN 152684723X, 9781526847232

Type Whole bookTitle Marketing managementAuthors Kotler, Philip, Keller, Kevin LaneImportance Essential Reading



Date 2016EditionPublisher Pearson EducationISBN 1292092718, 9781292092713, 9781292092621



Principles of Project Management 2020-21


Module Title: Principles of Project Management


Subject: Management

Module Code: BUS2040M

Credit Rating: 15

Level: Level 2


Co-requisites: None


Module Co-ordinator(s): Artem Khudenko (AKhudenko)

2. Module Synopsis

With the rapidly changing context of modern business, the process of introducing novel technologies,products, infrastructures or systems has become vital yet more challenging due to often conflictingstakeholder requirements, irreversible investments, operating constraints and associated risks.Therefore, any business change has to be project-managed as the current emphasis in business ison flexible, rapid response to customer demands. Managers increasingly require a projectcompetence with a systems-oriented management style that cuts across traditional functional rolesthroughout the project life-cycle. Project management is thus considered a crucial managementphilosophy of how organisations manage fluctuating business environments and bring to lifesomething innovative or simply never accomplished before.

Within the Principles of Project Management, students will gain a solid foundation in the theory andbest practice of project management and develop the practical skills of how to plan, implement andcontrol projects. The module provides students with an understanding of the system perspective onmanagement and a practically oriented introduction to the nature and purpose of projectmanagement and its key functions (scope, time, cost, quality, risk). The role, qualities of the projectmanager and the composition of the team are also examined. Overall, the material and approach inthe module incorporates world-wide best practices from major professional bodies: the PMI Body ofKnowledge, APM Body of Knowledge and PRINCE2 –providing a common ground and concentratingon the underlying principles rather than specifics of any given framework.

The module is specifically strong on transferrable skills for boosting students’ professionaldevelopment and employability: practical problem solving and decision making in conditions ofuncertainty and ambiguity; planning capability; adaptability to work in different contexts; the wholeconcept and skill of project management highly valued by employers. The students will also becomeaware of professional body requirements and various opportunities of gaining globally recognisedprofessional qualifications proven to increase individual marketability.



3. Outline Syllabus

Typically:

• Systems approach and project integration

• Traditional and alternative project management methodologies

• Project requirements definition and scope management

• Sequencing and scheduling of project activities

• Cost estimation and project budgeting

• Risk assessment and management

• Quality management in the project environment

• Project execution and control


LO1 Apply essential project management methods and tools and integrate their results utilisinga systems approach.

LO2 Quantify and assess project parameters and resources in order to achieve projectobjectives.

LO3 Design a comprehensive project master plan and an effective delivery strategy.LO4 Examine the contribution of wider issues, such as quality management and risk

assessment, in a project environment.LO5 Evaluate and recommend the most appropriate techniques for managing a project.


The module will be taught via lectures, supported by seminars. Lectures will provide students withconceptual frameworks and problem areas. The lecture syllabus is intended to review a full range ofcurrent issues in project management, a majority of which will be examined in much greater detailwithin the seminars. The key topic areas discussed in the lecture serve to shape the structure of thestudents’ learning. Overall, the lectures provide a generalised context for the material in theacademic textbooks, professional best practice guides and elsewhere. Appropriate examples andcritique of contemporary project management practice will be given by visiting speakers from across



a wide range of project management application areas. Students will be expected to undertake thebackground reading, address the seminar questions and tasks, and prepare for all of the assessmentcomponents. Unsupervised activity will include more extended reading on the themes introduced inlectures/seminars as well as practical application of the learned concepts. The module’s teachingand learning programme will include group work, case studies, simulation games, exercises andcreative problem solving. The range of resources will include scientific journals, academic literatureand computer-based materials, often in case study form. Furthermore, the classroom communicationwill be supplemented by the use of University’s Virtual Learning Environment (Blackboard) as arelevant material repository and a platform facilitating educational transaction in the form ofCommunity of Practice/Purpose/Inquiry. The community participants are encouraged to exchangeinformation and insights, share experiences, and suggest strategies with regard to issues arising aswell as knowledge acquisition and the entire learning process.

6. Assessment

The module assessment will comprise a formative assessment in the form of presentation and asummative test and assignment. For the knowledge development as well as progress monitoringpurposes, students are asked to collect some initial data and produce a one page plan outlining anapproach to the assignment. They will also be expected to prepare a short presentation on theirselection of projects for investigation. There will be an in class multiple-choice test (30 minutes, 30%of the final mark), which will attempt to cover course material in a range of basic definitional andsituational questions. Following the initial presentation and further preparatory work, the learningoutcomes 1-5 will be assessed through the production of a written report worth 70% of the final markfor the module. The students will be asked to critically evaluate real-life projects in relation to projectmanagement methodologies, procedures and techniques taught in the module. In Class Test: 30%Report: 70%


Group Work

In-class Test 30 LO2, LO4 NoReport 70 LO1, LO2, LO3, LO4 No


None


Type Whole bookTitle Project risk management guidelines: managing



risk with ISO 31000 and IEC 62198Authors Cooper, Dale F.Importance Recommended ReadingDate c2014EditionPublisher WileyISBN 9781118820315

Type Whole bookTitle Project managementAuthors Lock, DennisImportance Recommended ReadingDate 2013EditionPublisher Gower Publishing LtdISBN 1409454207, 9781409452690, 9781409454205,

9781409454199

Type Whole bookTitle Operations management: a supply chain approachAuthors Waller, Derek LImportance Recommended ReadingDate 2003EditionPublisher Thomson LearningISBN 1861528035

Type Whole bookTitle APM body of knowledgeAuthors Association for Project ManagementImportance Recommended ReadingDate 2012EditionPublisher Association for Project ManagementISBN 9781903494400

Type Whole bookTitle Managing projects: building and leading the teamAuthors Boddy, DavidImportance Recommended ReadingDate 2002EditionPublisher Financial Times Prentice HallISBN 0273651285

Type Whole bookTitle Project portfolio management: leading the

corporate visionAuthors Rajegopal, Shan, McGuin, Philip, Waller, James



Importance Recommended ReadingDate 2007EditionPublisher Palgrave MacmillanISBN 0230206492, 9780230206496

Type Whole bookTitle The Handbook of project-based management:

leading strategic change in organizationsAuthors Turner, J. RodneyImportance Recommended ReadingDate c2014EditionPublisher McGraw-Hill EducationISBN 9780071821780

Type Whole bookTitle A guide to the project management body of

knowledge (PMBOK guide)AuthorsImportance Recommended ReadingDate 2017EditionPublisher Project Management Institute, IncISBN 9781628251845

Type Whole bookTitle Real world project management: beyond

conventional wisdom, best practices, and projectmethodologies

Authors Perrin, Richard, MyilibraryImportance Recommended ReadingDate c2008EditionPublisher John Wiley & SonsISBN 0470170794, 0470260831, 9786611284800

Type Whole bookTitle Effective project management: traditional, agile,

extremeAuthors Wysocki, Robert K.Importance Recommended ReadingDate 2014EditionPublisher John Wiley & SonsISBN 9781118742105, 9781118729168

Type Whole bookTitle International project management



Authors KoÌˆster, KathrinImportance Recommended ReadingDate 2009, c2010EditionPublisher SAGEISBN 1412946204, 1412946212, 9781412946209,

9781412946216

Type Whole bookTitle Fundamentals of effective program management:

a process approach based on the global standardAuthors Sanghera, PaulImportance Recommended ReadingDate c2008EditionPublisher J. Ross PublishingISBN 9781932159691

Type Whole bookTitle Operations managementAuthors Slack, Nigel, Chambers, Stuart, Johnston, RobertImportance Recommended ReadingDate 2010EditionPublisher Financial Times/Prentice HallISBN 0273730479, 9780273730477, 9780273730460

Type Whole bookTitle Effective change: twenty ways to make it happenAuthors Leigh, Andrew, Walters, Mike, Institute of

Personnel and DevelopmentImportance Recommended ReadingDate 1998EditionPublisher Institute of Personnel and DevelopmentISBN 085292741X

Type Whole bookTitle Program managementAuthors Thiry, MichelImportance Recommended ReadingDate 2015EditionPublisher GowerISBN 9781472474278

Type Whole bookTitle Megaprojects and risk: an anatomy of ambitionAuthors Flyvbjerg, Bent, Bruzelius, Nils, Rothengatter,



WernerImportance Recommended ReadingDate 2003EditionPublisher Cambridge University PressISBN 0521804205, 0521009464, 9780521804202,

9780521009461

Type Whole bookTitle PRINCE2: a practical handbookAuthors Bentley, ColinImportance Recommended ReadingDate 2010EditionPublisher Elsevier/Butterworth-HeinemannISBN 1856178994, 9781856178990, 9781856178228

Type Whole bookTitle Project management and project network

techniques: seventh edition of Critical pathanalysis and other project network techniques

Authors Lockyer, K. G., Gordon, James, MyilibraryImportance Recommended ReadingDate 2005EditionPublisher Financial Times Prentice HallISBN 0273693786, 9786610601844, 9780273693789

Type Whole bookTitle Enterprise risk management best practices: from

assessment to ongoing complianceAuthors Marchetti, Anne M.Importance Recommended ReadingDate 2012EditionPublisher Wiley, John Wiley [distributor]ISBN 9781118149515, 9780470917404

Type Whole bookTitle Project management: planning and control

techniquesAuthors Burke, RoryImportance Recommended ReadingDate c2013EditionPublisher John WileyISBN 9781118561256

Type Whole book



Title Project management for engineering, businessand technology

Authors Nicholas, John M., Steyn, HermanImportance Recommended ReadingDate 2017EditionPublisher RoutledgeISBN 9781315676319, 9781138937345

Type Whole bookTitle Creating effective teams: a guide for members

and leadersAuthors Wheelan, Susan A.Importance Recommended ReadingDate 2016EditionPublisher SAGEISBN 9781483346120

Type Whole bookTitle Project management: achieving competitive

advantageAuthors Pinto, Jeffrey K.Importance Recommended ReadingDate Â©2016EditionPublisher PearsonISBN 1292122714, 9781292122717, 9781292094793

Type Whole bookTitle Using PRINCE2: the project manager's guideAuthors Bradley, Paul, Franklin, MelanieImportance Recommended ReadingDate 2003EditionPublisher Project Manager Today PublicationsISBN 1900391112, 9781900391115

Type Whole bookTitle How to manage project opportunity and risk: why

uncertainty management can be a much betterapproach than risk management

Authors Chapman, C. B., Ward, StephenImportance Recommended ReadingDate 2011EditionPublisher Wiley, John Wiley [distributor]ISBN 0470686499, 9780470686492



Type Whole bookTitle Project management: a systems approach to

planning, scheduling, and controllingAuthors Kerzner, HaroldImportance Recommended ReadingDate 2013EditionPublisher WileyISBN 9781118418550, 9781118415856,

9781118022276

Type Whole bookTitle Project managementAuthors Maylor, HarveyImportance Recommended ReadingDate 2010EditionPublisher Financial Times Prentice HallISBN 9780273743521, 9780273704324



Human Resource Management 2020-21


Module Title: Human Resource Management


Subject: Management

Module Code: HRM2105M

Credit Rating: 15

Level: Level 2


Co-requisites: None


Module Co-ordinator(s): Muhammad Khan (MKhan)

2. Module Synopsis

This module endeavours to appreciate the importance of the Human Resource (HR) function in anorganisational context. The module explores and examines strategic and operational aspects of theHR function in light of the broader business, social and ethical context.

The practices associated with the management of human resources e.g. recruitment and selection,appraisal, training, reward systems etc are examined within what constitutes ‘good practice’, andmore significantly with the relevant issues attached.

Human Resource Management (HRM) is increasingly seen as a strategic function in today’sorganisations and, hence, areas such as HR Strategy, the management of change and thedevelopment of organisational culture are also examined. Their impact on the process, practices andpolicies of HRM is analysed besides the contemporary issues faced by the HR function. HR’schallenges in international organisations will be discussed with the attendant issues of managing thediverse workforce in addition to the matters related to business ethics and corporate socialresponsibility.

The module will promote a critical level of thought and analysis which is essential to the considerationof the strategic role of the HR function and its organisational context.

3. Outline Syllabus

Typically:



• Human Resource Management

• Strategy

• Recruitment & Selection

• Performance Management

• Training & Development

• Reward Management

• Human Resource Development

• Leadership


LO1 The strategic role of HRM in context.LO2 The nature of different HRM policies and practices followed in an organization.LO3 The importance of the concept of Human Resource Development and its contribution to

the organizational success.LO4 The role of Leadership in HRM.LO5 The importance of HRM in ensuring Business Ethics in an organization.


The module will be taught through lectures supplemented by a seminar programme. The seminarswill provide an opportunity to critically discuss the lecture material and to engage in issues related toreal life. Lectures will address the theoretical issues, and seminars will provide the opportunity forstaff and students to work on academic papers, book chapters, case studies etc. and participate ingroup discussion of the key issues. The purpose of seminars is to critically examine the concepts inorder to better understand the theoretical and practical aspects of HRM. Student-led group work willtake up the significant portion of the seminars with emphasis on students’ individual preparation,ability to lead discussion and work actively as a group. Weekly drop-in sessions are embedded in themodule to facilitate the comprehension of more challenging concepts through one-to-one (or smallgroup) meetings with the module tutor.

6. Assessment



Two assignments are envisaged in this one term module: 1) Summative group work (a presentation)element and 2) summative coursework (essay). The assessment of the group work consists of 25%peer assessment and 75% tutor’s assessment. The rationale behind the peer assessment element isenabling students to embrace some degree of responsibility in the context of social dynamics. Thevalue of the group assignment is 30% of the final mark. The second summative assessment is basedon theoretical appreciation of HRM theory and takes the form of an individual essay (70%) submittedelectronically on blackboard turnitin following the completion of all elements of the module. Theindividual written assignment will assess students’ critical analysis of the subject while integrating thematerial besides constructing an argument involving the complex nature of the phenomenon of HRM.They will apply relevant theories to analyse the different concepts. Group Assignment: 30%Assignment: 70%


Group Work

Coursework 30 LO1, LO2 YesCoursework 70 LO3, LO4, LO5 No


None


Type Whole bookTitle Essential leadership: develop your leadership

qualities through theory and practiceAuthors Cameron, Esther, Green, MikeImportance Recommended ReadingDate 2017EditionPublisher KoganPageISBN 9780749477400

Type Whole bookTitle Managing and leading people through

organizational change: the theory and practice ofsustaining change through people

Authors Hodges, JulieImportance Recommended ReadingDate 2016EditionPublisher KoganPageISBN 9780749474195



Type Whole bookTitle Human resource managementAuthors Torrington, Derek, Hall, Laura, Atkinson, Carol,

Taylor, StephenImportance Recommended ReadingDate 2017EditionPublisher Pearson EducationISBN 1292129115, 9781292129112, 9781292129099

Type Whole bookTitle Leading, managing and developing peopleAuthorsImportance Recommended ReadingDate 2016EditionPublisher Chartered Institute of Personnel and DevelopmentISBN 9781843984122

Type Whole bookTitle Armstrong's handbook of management and

leadership for HR: developing effective peopleskills and better leadership and management

Authors Armstrong, MichaelImportance Recommended ReadingDate 2016EditionPublisher KoganPageISBN 9780749478155

Type Whole bookTitle Performance managementAuthorsImportance Recommended ReadingDate 2013EditionPublisher Chartered Institute of Personnel and DevelopmentISBN 9781843983057

Type Whole bookTitle Strategic human resource management: an

international perspectiveAuthorsImportance Recommended ReadingDate 2017EditionPublisher SAGEISBN 9781473969322



Operations Management 2020-21


Module Title: Operations Management


Subject: Business


Credit Rating: 15

Level: Level 2


Co-requisites: None


Module Co-ordinator(s): Sarah Schiffling (SSchiffling)

2. Module Synopsis

This module is designed to introduce students to a wide range of Operations Management topics thatcontribute to an understanding of organisations as systems seeking to remain viable and competitivewithin their environment. It is designed to respond to the core QAA benchmark expectation thatstudents be introduced to the issues surrounding the management of resources and operations.Operations Management is regarded as the act of aligning processes and systems to deliver anorganisation’s overall strategy and its marketing objectives, in both service and manufacturingenvironments, thus relating to content covered in other core modules across the undergraduateportfolio. This module is of particular relevance in the second year, as many work placements areundertaken in operations management functions and the content equips students to understand thecontribution operations make to an organisation and ways in which the function interacts with otherdepartments, as well as the overall strategy. In accordance with the University’s focus on “Studentas Producer”, students are asked to apply their learning to a local organisation of their choice wherethey gather primary data in order to analyse current operations and to provide recommendations forimprovement based on relevant academic thought and industry best practice. Furthermore, themodule incorporates aspects of the school’s Responsible Management Research Group’s work byfocussing on ethical and environmental aspects of operations.

3. Outline Syllabus

Typically:

• Performance objectives and performance management



• Operations strategy and contribution to overall strategic objectives

• New product/service development to satisfy customer needs

• Process types, process design and process mapping

• Managing human resources and process technology in operations

• Management of capacity and inventory, matching supply and demand

• Design, management and improvement of operations and supply chains

• Responsible operations management in the global market


LO1 Have a good understanding of the idea that any purposeful organisation needs to align theway its operational resources are deployed, appropriately, to meet the demands of itscustomers and to respond to the constraints and pressures placed upon it by itsenvironment.

LO2 Have a good understanding of the various elements of an organisation’s process designthat can be modified, in seeking alignment; the relationship between the options availablefor each of these elements and the organisation’s performance objectives and howchoices made in each of these elements interact.

LO3 Understand the implications of the fact that alignment involves an ongoing, active processof learning that has to involve elements of risk management, as well as organising forimprovement.

LO4 Be able to undertake a critical and systematic analysis of how various types oforganisations have aligned their processes and system through both primary andsecondary research and the application of suitable academic knowledge and industry bestpractice.


This module is designed to respond to the core QAA benchmark expectation that students beintroduced to the issues surrounding the management of resources and operations. Core content ispresented through lectures and supplemented with required reading each week. The focus in thismodule is on the application of each concept or technique in an industry context, leading to theextensive use of case studies and examples from organisations. Furthermore, every effort is made toinvite guest speakers from industry and academia to expand upon certain aspects of the syllabusbased on their relevant experience. In seminars, students are required to analyse case studies andapply their learning to a wide range of realistic management challenges. In addition, debate,optimisation exercises and simulation are used to enhance the understanding students have of the



ideas presented through lectures and reading. As the students’ familiarity with the language andconcepts of resource and operations management grows the focus is increasingly on conducting theirown research in preparation for the assessment.

6. Assessment

In accordance with the University’s focus on “Student as Producer”, students are asked to applytheir learning to a local organisation of their choice where they gather primary data in order toanalyse current operations and to provide recommendations for improvement based on relevantacademic thought and industry best practice. Students are required to submit their findings in a reportformat, demonstrating their ability to use professional layout and structure. The module is assessedthrough a multiple choice test of the assigned reading worth 20% of the final mark, and an individualwritten report that carries a 80% weighting. Formative feedback is given throughout the term in theseminars, as students present their findings to the tutors. Furthermore, students are asked to presenta plan for their assignment detailing their choice of organisation, primary research they intend to doand indicative structure, on which the tutors provide feedback. In Class Test: 20% Report: 80%


Group Work

Coursework 80 LO1, LO2, LO3, LO4 NoCoursework 20 LO1, LO2 No


None


Type Whole bookTitle Essential guide to operations management:

concepts and case notesAuthors Bamford, David R., Forrester, Paul L.Importance Recommended ReadingDate c2010EditionPublisher WileyISBN 0470688165, 9780470688168, 9780470749494

Type Whole bookTitle Introduction to operations and supply chain



managementAuthors Bozarth, Cecil C., Handfield, Robert B.Importance Further ReadingDate c2016EditionPublisher PearsonISBN 9781292093420

Type Whole bookTitle Operations management: an international

perspectiveAuthors Barnes, DavidImportance Further ReadingDate c2008EditionPublisher Thomson LearningISBN 9781844805341

Type Whole bookTitle Operations strategyAuthors Slack, Nigel, Lewis, MichaelImportance Further ReadingDate 2011EditionPublisher Financial Times Prentice HallISBN 0273740458, 9780273740452, 9780273740445

Type Whole bookTitle Service management: operations, strategy,

information technologyAuthors Fitzsimmons, James A., Fitzsimmons, Mona J.,

Bordoloi, SanjeevImportance Recommended ReadingDate 2014EditionPublisher McGraw-Hill IrwinISBN 1259010651, 9781259010651

Type Whole bookTitle Service operations management: improving

service deliveryAuthors Johnston, Robert, Clark, Graham, Shulver,

MichaelImportance Recommended ReadingDate 2012EditionPublisher PearsonISBN 0273740490, 9780273740490, 9780273740483



Type Whole bookTitle Essentials of operations managementAuthors Young, Scott T.Importance Further ReadingDate c2010EditionPublisher SAGEISBN 1412925703, 9781412925709

Type Whole bookTitle Operations managementAuthors Greasley, AndrewImportance Recommended ReadingDate c2013EditionPublisher John WileyISBN 9781119978541

Type Whole bookTitle Operations managementAuthors Slack, Nigel, Brandon-Jones, AlistairImportance Recommended for student purchaseDate 2019EditionPublisher Pearson EducationISBN 1292253991, 9781292253992, 9781292253961

Type Whole bookTitle Operations managementAuthors Paton, SteveImportance Recommended ReadingDate c2011EditionPublisher McGraw HillISBN 9780077137885, 9780077126179

Type Whole bookTitle Operations management: processes and supply

chainsAuthors Heizer, Jay H., Render, BarryImportance Further ReadingDate c2011EditionPublisher Pearson EducationISBN 0135111439, 9780135111437

Type Whole bookTitle Creative problem solving for managers:

developing skills for decision making and



innovationAuthors Proctor, Tony, ProQuest (Firm)Importance Essential ReadingDate 2014EditionPublisher RoutledgeISBN 9781134685745, 9781315882994,

9780415714037, 9780415714020

Type Whole bookTitle Business logistics/supply chain management:

planning, organizing, and controlling the supplychain

Authors Ballou, Ronald H., Srivastava, Samir K.Importance Recommended ReadingDate c2007EditionPublisher Dorling Kindersley (India) Pvt. Ltd/PearsonISBN 9788131705841

Type Whole bookTitle Essential operations managementAuthors Hill, Alex, Hill, TerryImportance Further ReadingDate 2018EditionPublisher PalgraveISBN 9781137526564

Type Whole bookTitle Operations managementAuthors Hill, Alex, Hill, TerryImportance Further ReadingDate 2012EditionPublisher Palgrave MacmillanISBN 0230362907, 9780230362901

Type Whole bookTitle Strategic operations managementAuthors Brown, Steve, Bessant, J. R., Lamming, Richard

C.Importance Recommended ReadingDate 2013EditionPublisher RoutledgeISBN 9780415587372, 9780203079355,

9780415587365



Type Whole bookTitle Operations managementAuthors Slack, Nigel, Brandon-Jones, AlistairImportance Recommended for student purchaseDate 2019EditionPublisher Pearson EducationISBN 1292253991, 9781292253992, 9781292253961

Type Whole bookTitle Project management: achieving competitive

advantageAuthors Pinto, Jeffrey K.Importance Essential ReadingDate Â©2016, 2016EditionPublisher PearsonISBN 1292122714, 9781292122717, 9781292094793

Type Whole bookTitle Operations managementAuthors Jones, Peter, Robinson, PeterImportance Further ReadingDate c2012EditionPublisher Oxford University PressISBN 0199593582, 9780199593583



Budgeting for Business 2020-21


Module Title: Budgeting for Business


Subject: Finance

Module Code: FIN2142M

Credit Rating: 15

Level: Level 2

Pre-requisites: Introduction to Business Finance 2016-17

Co-requisites: None


Module Co-ordinator(s): Tim Chai (tchai)

2. Module Synopsis

This module builds on the ideas that were introduced in the first year module Introduction to BusinessFinance. The module is designed to equip students with understanding and skills to help them dealwith the financial issues they will face in whatever business discipline they eventually practise. At itsconclusion, students should have a solid understanding of the key elements of managementaccounting that inform and affect the manager. Furthermore, students have a platform in theprinciples, models and issues that underpin the advanced aspects of the subject area.

This module addresses the vitally important issues of planning and control. All managers, whatevertheir specialist disciplines, can expect to be assessed on their performance (at least in part) infinancial terms. Issues include the use of budgeting as a motivational tool and the potential benefitsof participation in the planning process.Using variance analysis, we will consider how deviations from plan may be identified and explained,and how this may in turn be used to enhance future planning and performance.

This block places particular emphasis on the planning of cash; the lifeblood of every organisation.

3. Outline Syllabus

Typically:

• The purpose and role of management accounting and the importance of budgeting

• Cost classification, absorption costing and marginal costing



• Short-term decision making, including pricing

• Preparation of budgets – master, flexible, functional and cash budgets

• Interpretation of responsibility centres and performance management


LO1 Discuss the role of management accounting in the contemporary business environment.LO2 Analyse the management accounting techniques related to a range of business situations

and managerial decision making.LO3 Prepare a budget to reflect a given business scenario.LO4 Demonstrate the ability to assess the financial and non-financial aspects of divisional and

organisational performance.


Class contact is via lectures and seminars, in line with the Lincoln Business School Teaching andLearning Strategy. The module is delivered through a combination of tutor-led lectures andlearner-led seminars. The lectures are used to introduce theoretical concepts and techniques andtheir applications in an accounting context. The seminars are utilised to consolidate the knowledge,understanding and application of accountancy techniques gained in lectures. They will involvestudents in the learning process, by using student-led activities including discussions of theoreticalissues and practical activities from both an individual and group perspective, in line with the studentas producer agenda. The primary learning support material is text books, but on-line sources,newspaper articles and periodicals are also utilised. All resources are shared on Blackboard prior tothe sessions to ensure full preparation of materials. This module acts as fundamental underpinningfor further finance modules in Level 3.

6. Assessment

30% In-class test 70% A written individual assignment


Group Work

In-class Test 30 LO1, LO2 NoAssignment 70 LO2, LO3, LO4 No




None


Type Whole bookTitle Essentials of corporate financial managementAuthors Arnold, GlenImportance Recommended ReadingDate 2013EditionPublisher PearsonISBN 027375887X, 9780273758877

Type Whole bookTitle Management and cost accountingAuthors Drury, ColinImportance Recommended ReadingDate c2012EditionPublisher Cengage LearningISBN 9781408041802, 9781408064313

Type Whole bookTitle Accounting and finance for non-specialistsAuthors Atrill, Peter, McLaney, E. J.Importance Recommended ReadingDate 2011EditionPublisher Financial Times Prentice HallISBN 9780273745969

Type Whole bookTitle Accounting for managers: interpreting accounting

information for decision makingAuthors Collier, Paul M.Importance Recommended ReadingDate 2012EditionPublisher John WileyISBN 1119979676, 9781119979678



Organisational Behaviour 2019-20


Module Title: Organisational Behaviour


Subject: Management

Module Code: MGT1022M

Credit Rating: 15

Level: Level 1


Co-requisites: None


Module Co-ordinator(s): Dieu Hack-polay (DHackpolay)

2. Module Synopsis

This module is intended for students who are interested in understanding the way people work, asindividuals and as group members in firms. It provides a broad overview that covers the essentialtopics in a clear, concise and informative manner. This module will introduce you to the interpersonalperceptual processes in a work environment; the key behavioural factors determining effective andineffective groups; the usefulness of theories on leadership/management styles; and the difficulties inimplementing change in organisations.

3. Outline Syllabus

Typically:

• To introduce key organisational behaviour concepts to business students.

• To enable students to appreciate some applications of psychological and sociological theory in avariety of work contexts.

• To understand and critically review a range of theories about people and organisations that runthrough management thinking.




LO1 Discuss key behavioural factors and explain their relevance to understandingorganisations and people working in them.

LO2 Assess a range of theoretical perspectives relating to peoples’ behaviour inorganisations.

LO3 Identify the implications of organisational change for groups, and individuals.LO4 Synthesize information under time constraints for specific purposes.LO5 Develop an awareness of social and cultural diversity issues when working in diverse

groups.


The module uses a combination of lectures and seminars aimed at developing awareness oftheoretical frameworks as well as developing critical thinking. The students will explore various casestudies and scenarios in the seminars to understand further the theories through their application tocertain situations. The seminars are student-centred involving discussions and presentations.

6. Assessment

50% Individual Reflection - Final submission week 13 50% Group Reflection - Submission weeks10/11


Group Work

Portfolio 50 LO1, LO2, LO3, LO4 YesPortfolio 50 LO2, LO5 No


None


Type Whole bookTitle Organization-representation: work and

organization in popular cultureAuthors Hassard, John, Holliday, Ruth, ProQuest (Firm)Importance Recommended Reading



Date 1998EditionPublisher SAGE PublicationsISBN 0761953922, 0761953914, 9780857026095

Type Whole bookTitle Organizational behaviourAuthors Huczynski, Andrzej, Buchanan, David A.Importance Essential ReadingDate 2013EditionPublisher PearsonISBN 9780273774815, 9781292008776

Type Whole bookTitle Introducing organizational behaviour and

managementAuthors Knights, David, Willmott, Hugh, Brewis, JoannaImportance Recommended ReadingDate c2012EditionPublisher Cengage LearningISBN 1408030187, 9781408030189, 9781408064276

Type Whole bookTitle The managed heart: commercialization of human

feelingAuthors Hochschild, Arlie RussellImportance Recommended ReadingDate 2012EditionPublisher University of California PressISBN 9780520951853, 9780520272941

Type Whole bookTitle A very short, fairly interesting and reasonably

cheap book about studying organizationsAuthors Grey, ChristopherImportance Recommended ReadingDate 2017EditionPublisher SAGEISBN 9781473953468



Principles of Marketing 2019-20


Module Title: Principles of Marketing


Subject: Business

Module Code: MKT1001M

Credit Rating: 15

Level: Level 1


Co-requisites: None


Module Co-ordinator(s): Jialin Hardwick (jhardwick)

2. Module Synopsis

This module runs for one semester and is designed to provide an introduction to the theory andpractice of marketing. It seeks to provide a basic introduction that will underpin the more specialistmodules at higher levels. This module is designed for students who have little or no marketingknowledge. We aim to familiarise students with the key concepts and issues of marketing, givingthem a thorough grasp of the sort of marketing decisions there are to be made and what factorsaffect them. In order to help students become familiar with 'new' learning and studying styles, thismodule will gradually introduce different types of reading requirements and activities. To start with,the course will be fairly 'directive' - e.g. the compulsory reading, and tutor led seminar discussion.Progressively students will be required to become more independent in their work by making theirown reading selections and actively presenting during seminars, Students will also experience twodifferent assessment types: individual essay writing and a group presentation. In addition to thecourse contents, this 'training' will help students become better prepared for some of the othermodules they take in the future. Furthermore, the ability to work in groups is a key skill thatprospective employers are looking for.

3. Outline Syllabus

Typically• The role and scope of Marketing• Understanding how the marketing environment impacts on a company’s performance• Initiate processes to break down markets using segmentation analysis of markets for targeting andpositioning purposes• Develop an initial understanding of buyer behaviour and how this may interact with marketing



activities• Introduce the role of market research• Understand and appreciate the various component parts of the marketing mix including, productsand branding, pricing issues, distribution and the use of promotions


LO1 Describe and explain the key theoretical terms and concepts of marketing.LO2 Apply the key theoretical models and concepts to practical examples.LO3 Collect, organise interpret and present data obtained from secondary sourcesLO4 Understand the role and scope of the marketing mix


The module will be delivered using a range of teaching and learning methods. These includelectures, videos, case studies, and student participation in the form of presentations and discussions.Students will be expected to undertake a large amount of self-directed learning, including the readingof indicative texts and case studies in preparation for discussions and presentations during thedelivery of the module and the assignment.

6. Assessment

Assessment is in two parts: A) An individual mid-semester written assignment which examines yourknowledge of the topics covered in the first part of the semester 60% B) A group presentation whichtakes part in the final weeks of the semester 40% This structure offers students the opportunity toreceive formative assessment during in class discussions and feedback sessions. Individualassessment 60% Group Presentation 40%


Group Work

Assignment 60 LO1, LO2, LO3, LO4 NoPresentation 40 LO1, LO2, LO3 Yes


None




Type Whole bookTitle Essentials of marketingAuthors Blythe, Jim, Martin, JaneImportance Recommended ReadingDate 2019EditionPublisher PearsonISBN 9781292244105

Type Whole bookTitle Essentials of marketingAuthors Baines, Paul, Fill, Chris, Page, KellyImportance Recommended ReadingDate c2013EditionPublisher Oxford University PressISBN 0199646503, 9780199646500

Type Whole bookTitle Principles and practice of marketingAuthors Blythe, JimImportance Essential ReadingDate 2014EditionPublisher SAGEISBN 9781446274002, 9781446273999

Type Whole bookTitle Principles and practice of marketingAuthors Jobber, DavidImportance Recommended ReadingDate c2013EditionPublisher McGraw-HillISBN 9780077140007

Type Whole bookTitle Principles of marketingAuthors Kotler, Philip, Armstrong, Gary, Opresnik, Marc O.Importance Essential ReadingDate 2017, â2018EditionPublisher PearsonISBN 1292220236, 9781292220239, 9781292220178



Introduction to Business Finance 2019-20


Module Title: Introduction to Business Finance


Subject: Accountancy, Finance, Business

Module Code: FIN1012M

Credit Rating: 15

Level: Level 1


Co-requisites: None


Module Co-ordinator(s): James Rylatt (JRylatt)

2. Module Synopsis

This module will provide non-specialist students with an introduction to basic business finance.Students will be introduced to elements of finance and the reason for finance on degrees run in abusiness school. It cannot be stressed enough that ‘Finance’ is a key component of any businessand or management career in which every function in an organisation has a responsibility to theoverall financial well-being of that business. It is important, therefore that all managers in anorganisation have some knowledge and appreciation of the financial information which is beingproduced and reported and their role and interface within it. Students should find this module ofinterest as it can help lay the foundations for their future role in the business world. It is not intendedto make accountants of all students but is more of an introduction to finance, how the numbers areput together and what they mean. These are essential elements of understanding by anyone hopingto have a career in business, in any discipline.

3. Outline Syllabus

Typically:

• Context and scope of accounting – differences between financial accounting, managementaccounting and financial management, introduction to different forms of business organisations andsources of finance

• Introduction to personal and business budgeting including cash budgets, and forecast financialstatements, statement of comprehensive income and statement of financial position, business plans



• Elements of adjustments to profit and concepts of accounting

• Interpretation and communication of financial information – elements of cash flow statements andbasic ratio analysis

• Cost behaviour - elements of cost and break even analysis


LO1 Recognise and communicate the importance of finance in business.LO2 Understand a variety of elements within a set of final accounts.LO3 Recognise and understand a range of basic accounting and finance techniques and be

able to use these in context.


Class contact is via lectures, supported by seminars in line with the Lincoln Business SchoolTeaching and Learning Strategy. The lectures are used to introduce background, concepts andtechniques. The seminars include both discussions of theoretical issues and practical workshops thatconsolidate the understanding and application of basic accounting and finance techniques. Theprimary learning support material is text books, but on-line sources and other academic sources areutilised. Students are encouraged to research around the subject area in line with the student asproducer agenda. This module acts as fundamental underpinning for finance modules in Levels 2 and3.

6. Assessment

In-class Test 50% Group Assignment 40% Individual Reflection on contribution to group work 10%


Group Work

Assignment 40 LO1, LO2, LO3 YesIn-class Test 50 LO1, LO2, LO3 NoCoursework 10 LO1, LO2, LO3 No




None




Type Whole bookTitle Accounting: a smart approachAuthors Carey, Mary, Knowles, Cathy, Towers-Clark, JaneImportance Recommended ReadingDate 2014EditionPublisher Oxford University PressISBN 9780199674916

Type Whole bookTitle Business accounting and financeAuthors Gowthorpe, CatherineImportance Essential ReadingDate 2011EditionPublisher Cengage LearningISBN 1408018373, 9781408018378

Type Whole bookTitle Accounting for BusinessAuthors Scott, P.Importance Recommended ReadingDate 2015EditionPublisher OUP Oxford; 2 editionISBN 9780198719861

Type Whole bookTitle FT guide to using and interpreting company

accountsAuthors McKenzie, WendyImportance Recommended ReadingDate 2010EditionPublisher Financial Times Prentice HallISBN 0273724215, 9780273724216, 9780273723967,

9781782361305

Type Whole bookTitle Introduction to financial accountingAuthors Thomas, Andrew, Ward, Anne Marie, Rickwood,

ColinImportance Recommended ReadingDate 2015



EditionPublisher McGraw-Hill EducationISBN 9780077163884

Type Whole bookTitle Accounting and finance for non-specialistsAuthors Atrill, Peter, McLaney, E. J.Importance Recommended ReadingDate 2015EditionPublisher PearsonISBN 9781292062716

Type Whole bookTitle Financial and management accounting: an

introductionAuthors Weetman, PaulineImportance Recommended ReadingDate 2011EditionPublisher Financial Times Prentice HallISBN 1405899263, 9781405899260, 9780273717324,

9780273761969, 9780273718413

Type Whole bookTitle Frank Wood's business accounting: 2Authors Sangster, Alan, Wood, FrankImportance Recommended ReadingDate c2016EditionPublisher Pearson EducationISBN 9781292085050



Analysis of Business Data 2019-20


Module Title: Analysis of Business Data


Subject: Management

Module Code: ECO1023M

Credit Rating: 15

Level: Level 1


Co-requisites: None


Module Co-ordinator(s): David Gray (davidgr)

2. Module Synopsis

This module develops some quantitative techniques that underpin research and business analysis. Itpromotes a critical awareness and understanding of some of the processes, techniques andtechnology by which numerical information can be collected and analysed.

In addition to ensuring that students are competent in relevant numerical techniques, it anticipatesthe requirements of later modules, such as independent study, that entail analysis of numericalinformation using statistical tests.

Student are engaged in the data acquisition, preparation, and presentation of results in a groupproject. This is focused on businesses quoted on stock exchanges. Each group member follows acompany. They could assess the market structure of their company using a Herfindahl index. Theycould analyse products/services from their company (e.g. mentioning price, cross and incomeelasticity where appropriate – linked to Contemporary Business Analysis). They could review shareprice movements and contextualised them using material in the Financial Times, Bloomberg, CNBC,Guardian etc plus the BBC News website.

The share’s performance could be related to a portfolio, constructed using an index, or FTSE100over a period of their choosing. These processes could entail regression and correlation analysis.Thus, the data analysis comprises considerations of company performances. Students practise thesystematic use of appropriate industry-standard computer technology for the analysis (for example,Excel or SPSS).

3. Outline Syllabus



• Symbols, Notation and OperationsSummations, operations, logarithms, Powers, CoefficientsCompounding and discountingMean Variance• Types of Data and Data Gathering;Ordinal Interval Ratio CategoricalSurvey questions and codingSecondary time series data• Hypothesis testingt-tests of difference in mean, Cross-tabulations and x² tests• Construction and Applications of Indices;Simple average, weighted average Laspeyres, Paasche, Herfindahl index• Application of computer packages for data acquisition, representation and analysis• Two Variable Linear ModelGraph drawing and functional graphs e.g. Break-even analysis;Correlation, Spearman’s and Pearson’s CoefficientRegression analysis R² R(bar)²• ContextualisationMultivariate Regression, model building dependent and explanatory variablesInterpretation of coefficientsRelating output from packages to the real world


LO1 apply basic principles and concepts of statistical analysis to dataLO2 draw appropriate inferences from the analysis of numerical informationLO3 select and apply appropriate computing resources for the analysis of business data so as

to effectively communicate information


Interactive sessions will focus on practical work based issues. Unsupervised activity will includereading the material introduced in lectures, and applying the concepts. Students will fully developtheir competence in a number of numerical skills by undertaking background reading, addressingseminar questions and preparing for the assessments. Students are required to use electroniccalculators and appropriate computer packages to analyse data. The assessed project, which can beundertaken in groups or individually, entails an analysis of company share price data usingregression and correlation techniques. Students are expected to relate real world events to shareprice movements. The students report on the performance on the companies they are following. Thiscould for a platform for developing research and data analysis skills utilised in other modules.



6. Assessment

Project - 34% Tests - 66%


Group Work

Project 34 LO1, LO2, LO3 YesIn-class Test 66 LO1, LO2 No


None


Type Whole bookTitle Quantitative methods for businessAuthors Waters, C. D. J.Importance Recommended ReadingDate 2011EditionPublisher Financial Times Prentice HallISBN 0273739484, 9780273739487, 9780273739470

Type Whole bookTitle Essential quantitative methods for business,

management and financeAuthors Oakshott, LesImportance Recommended ReadingDate 2012EditionPublisher Palgrave MacmillanISBN 0230302661, 9780230302662

Type Whole bookTitle Quantitative data analysis with SPSS 17, 18 and

19: a guide for social scientistsAuthors Bryman, Alan, Cramer, DuncanImportance Recommended ReadingDate 2011EditionPublisher RoutledgeISBN 041557918X, 0415579198, 9780415579186,



9780415579193



Principles of Microeconomics 2019-20


Module Title: Principles of Microeconomics


Subject: Economics

Module Code: ECO1025M

Credit Rating: 15

Level: Level 1


Co-requisites: None

Barred Combinations: International Economics 2016-17, Principles ofEconomics 2016-17

Module Co-ordinator(s): David Gray (davidgr)

2. Module Synopsis

This module aims to provide a student with a grounding in microeconomic theory. Using currentbusiness examples, it is expected that the programme will provide a firm theoretical underpinning topressing business issues in a way which both interesting and contemporary. This module introducesstudents to a range of microeconomic concepts and basic analytical techniques needed in the lateryears of their award programmes. The focus of the module is the Financial Times (FT). The FTprovides some analysis which, as a member of a Business School, the student is expected be able tograsp. The FT covers issues relating to operations management, accounting, HRM, economics,finance etc., all of which are relevant to a business degree. It has the additional benefit ofencouraging students to keep abreast of current events in the commercial environment somaintaining a contemporary feel to the module. Moreover, it provides ideas about labour markets andjob opportunities in the commercial world.

3. Outline Syllabus

Typically:

The Meaning of EconomicsThe economic problem. Scarcity, choice and opportunity cost. Economic systems. Economics as ascience and the techniques of economic analysis.

Demand, Supply and the MarketDemand, supply, price and output determination. The concept of equilibrium and disequilibrium in the



market. The concept and application of elasticity.

The Firm and Market StructureProduction function. Costs, in the short and long run. Revenue. Mergers, growth and goals of thefirm. The structure of competition: perfect competition, monopoly, oligopoly and monopolisticcompetition. Markets, efficiency, market failure and externalities.

The Labour MarketWage determination. Trade Unions and collective bargaining. Wages and employment in the UK.


LO1 explain the workings of the price mechanism, the labour market and various forms ofmarket failure;

LO2 explain the relationship between the firm’s costs, revenues, prices and outputs withinvarious market structures;

LO3 analyse the interaction between entrepreneur, the firm and its external environment;


Student contact will be conducted through a series of lectures supported by seminars. Seminaractivities will reflect topical issues featured recently in the Financial Times. Students possibly insub-groups, possibly through presentation, will asked to explore the theory presented in the lecturethrough the case at hand. Given the fluid nature of the financial world, the tutor can to utilise a casethat emerged the week before from any economy. Students are expected to be reading FT.com

6. Assessment

In-class Test: 25% In-class test Assignment: 50% 2,000 word assignment In-class Test: 25% In-classTest The module will be assessed by two in class tests – based upon the work that has beencovered. The first will be in Seminars around week 5 and the second will take place at the end of theprogramme. And an assignment of 2,000 words To help structure their learning, tests that are shortanswer in nature, are set midway through the firm term. These are specifically designed to encouragethe students to focus on a chunk of material studied up to that point.


Group Work

Coursework 25 LO3 NoCoursework 50 LO1, LO2, LO3 NoCoursework 25 LO1 No




None


Type Whole bookTitle Economics for businessAuthors Sloman, John, Garratt, Dean, Guest, Jon, Jones,

ElizabethImportance Recommended ReadingDate 2016EditionPublisher PearsonISBN 9781292082103

Type Whole bookTitle Applied economicsAuthors Griffiths, Alan, Wall, StuartImportance Recommended ReadingDate c2012EditionPublisher Pearson Financial TimesISBN 0273736906, 9780273736905

Type Whole bookTitle EconomicsAuthors Sloman, John, Wride, Alison, Garratt, DeanImportance Essential ReadingDate 2012EditionPublisher PearsonISBN 9780273763123, 9781280781162

Type Whole bookTitle EconomicsAuthors Lipsey, Richard G., Chrystal, K. AlecImportance Essential ReadingDate c2011EditionPublisher Oxford University PressISBN 0199563381, 9780199563388

Type Whole book



Title Economics for businessAuthors Sloman, John, Hinde, Kevin, Garratt, DeanImportance Essential ReadingDate 2013EditionPublisher Pearson EducationISBN 9781299870444, 9780273792468



Work and Organisations 2019-20


Module Title: Work and Organisations


Subject: Management


Credit Rating: 15

Level: Level 1


Co-requisites: None


Module Co-ordinator(s): Pippa Denny-Gelder (PDennyGelder)

2. Module Synopsis

Work occupies a significant part of our life, impacts significantly on our well-being, and is a majorconstituting factor in identity formation. Work has changed with the rise of globalisation, ofdeindustrialisation and the ending of old certainties that used to underpin working lives.Understanding the variety of work we are engaged in throughout our life. This means understandingthe complexity of economic and social practices and how they are embedded in people’s life.

This module engages with some of the key thinkers and debates in the sociology of work andorganisations to try to make sense of the various ways work is experienced, managed and organized.The focus is on different forms of organizing and the underlying assumptions that legitimise theirnature. Attention is given to the relationships between assumptions, theory and management action.Connections are made between the conceptual material and the students lived experience.Encouraging students to reflect on their own practice and collaborate in their development asresponsible managers.

3. Outline Syllabus

Typically:

• Common sense accounts of work and organisation

• Classical approaches to work

• Perspectives on ordering and organising work: from control to commitment



• Organising and unintended consequences


LO1 Account for organisational forms in terms of underlying assumptions and theoreticalperspectives on work.

LO2 Examine organisational forms and behaviours in terms of control and commitment.LO3 Discuss practical managerial implications of relationships between managerial

assumptions, theory and practice.LO4 Reflect on their own assumptions about organisation.LO5 Recognise the significance of ‘unintended consequences’ to organising.


The organizing ethos of this module is that of Student as Producer. As a first year module, aframework for the production of learning supports students. Through collaboration with peers andstaff, students research and investigate a chosen topic. This module is taught through a combinationof lecture, seminar, tutorial, workshops, directed observations and directed readings. Lecturesprovide an opportunity for teaching staff to provide a secure framework for student centredexamination and exploration of central issues. Seminars are used to focus particular attention on thecore issues and to connect with directed readings and as a venue for debriefing directedobservations. Directed observations provide students with the opportunity to move outside theclassroom and university to examine wider applications. Workshops are used in a number of ways:for example as a meeting point for the whole cohort where experience and thoughts can beexchanged; and as collaborative learning opportunities. Dialogic practice is used to generate newunderstandings of observations and experience. Course reading provides the safety net for studentsas they begin to explore the theoretical issues representing the fundamental issues underconsideration. They act to define clear boundaries within which the students can operate. Thisdiversity of approach to teaching and learning is intended to compliment diversity in the student body,learning styles and interests. Centred

6. Assessment

The module uses formative and summative assessment. A combination of feedback and feed forwardensures that students have developmental opportunities through out the programme. Emphasis isplaced on the monitoring of ongoing learning through practice that encourages collaborative learning.Dialogic practice is a key component of this module. Conversations that encourage students toquestion their own understandings and assumptions, and to reflect on their own practices, areintegral to all the teaching and assessment moments. This allows students greater control of their



learning, as they become active participants in the dialogue. Opportunities for feedback from peersand staff occur during student presentations, student led seminars, and a mini exhibit. Students aregiven constructive guidance on how to develop their own work but also collaborate in thedevelopment of others. The CPD log provides an ongoing opportunity for reflection that is discussedin tutorials. Summative assessment: two elements to compliment the different student learning styles.Exhibit/installation with oral examination (70%) Students are required to produce anexhibit/installation that represents their exploration of organising in theory and practice. They arerequired to attend an in course session with their exhibits to show/discuss their work and respond toa short question and answer session from peers and academic tutors. Reflective personal log (30%)Students are required to individually produce a CPD (Continuous Professional Development) log. Theaim of the log is to reflect on practice to demonstrate individual and personal development throughthe module in line with the PRIME agenda. Recognition of personal development is essential foremployability.


Group Work


No


Yes


None


Type Whole bookTitle Organizational culture and identity: unity and

division at workAuthors Parker, MartinImportance Recommended ReadingDate 2000EditionPublisher SAGEISBN 0761952438

Type Whole bookTitle The principles of scientific managementAuthors Taylor, Frederick WinslowImportance Recommended ReadingDate 1997Edition



Publisher Dover PublicationsISBN 0486299880

Type JournalTitle On Becoming a Critically Reflexive PractitionerAuthors Cunliffe, A. L.Importance Essential ReadingDate 2004-08-01EditionPublisherISBN 1052-5629

Type Whole bookTitle Disorganization theory: explorations in alternative

organizational analysisAuthors Hassard, John, Kelemen, Mihaela, Cox, Julie

WolframImportance Recommended ReadingDate c2008EditionPublisher RoutledgeISBN 0415417287, 0415417295, 9780415417280,

9780415417297

Type Whole bookTitle Care in practice: on tinkering in clinics, homes and

farmsAuthors Mol, Annemarie, Moser, Ingunn, Pols, JeannetteImportance Recommended ReadingDate c2010EditionPublisher TranscriptISBN 3837614476, 9783837614473

Type Whole bookTitle The sociology of work: an introductionAuthors Grint, KeithImportance Recommended ReadingDate 1991EditionPublisher PolityISBN 0745606067, 0745606075

Type Whole bookTitle In praise of bureaucracy: Weber, organization and

ethicsAuthors Du Gay, PaulImportance Recommended ReadingDate 2000



EditionPublisher SAGEISBN 0761955038, 0761955046

Type JournalTitle In pursuit of happiness: A sociological examination

of employee identifications amongst a 'happy'call-centre workforce

Authors Jenkins, S., Delbridge, R.Importance Recommended ReadingDate 2014-11-01EditionPublisherISBN 1350-5084, 1461-7323

Type Whole bookTitle Images of organization: updated edition of the

international bestsellerAuthors Morgan, GarethImportance Recommended ReadingDate 2006EditionPublisher Sage PublicationsISBN 1412939798, 9781412939799

Type JournalTitle `Surviving the Rigs': Safety and Surveillance on

North Sea Oil InstallationsAuthors Collinson, D. L.Importance Recommended ReadingDate 1999-07-01EditionPublisherISBN 0170-8406

Type Whole bookTitle A very short, fairly interesting and reasonably

cheap book about studying organizationsAuthors Grey, ChristopherImportance Recommended ReadingDate 2005EditionPublisher SAGEISBN 141290191X, 9781412901918

Type Whole bookTitle Organising and managing work: organisational,

managerial and strategic behaviour in theory andpractice



Authors Watson, Tony J., MyilibraryImportance Recommended ReadingDate 2006EditionPublisher Financial Times/Prentice HallISBN 6610602212, 027370480X, 9786610602216

Type JournalTitle Identity Regulation as Organizational Control:

Producing the Appropriate IndividualAuthors Alvesson, Mats, Willmott, HughImportance Recommended ReadingDate 2002-07EditionPublisherISBN 0022-2380, 1467-6486



The Management Professional 2019-20


Module Title: The Management Professional


Subject: Management


Credit Rating: 15

Level: Level 1


Co-requisites: None


Module Co-ordinator(s): Dieu Hack-polay (DHackpolay)

2. Module Synopsis

The module provides students with the opportunity to recognise and develop a range of professionaland academic skills relevant both now and for future employment. The module enables students tomaximise the opportunities afforded by study, part-time work and extra-curricular activities to benefitboth their studies and their employability. Lectures will provide the theoretical perspectives and theseminars practical skills forums where students can practise actual workplace and develop theirskills. The module has a number of blackboard sessions that will provide a degree of flexibility forstudents and an opportunity to engage with modern learning tools and independent learning.

3. Outline Syllabus

Typically:

• Challenge students’ perception of the relationship between effective learning and employability

• Develop students’ ability to provide evidence of skills development for future employability asmanagement professional

• Provide opportunities for professional skills and personal development

• Provide opportunities for critical reflection on workplace dynamics




LO1 Evaluate personal learning needs for study and employment.LO2 Design strategies for personal and professional development.LO3 Identify challenges involved in co-ordinating a team.LO4 Write a professional report.


The module uses a combination of lectures and practical seminars aimed at developing professionalswho can do their job but also able to reflect on work and justify their actions. There is also a range ofsimulation activities that will enable students to actually practice the skills learnt. Additionally studentsare required to undertake a field trip (visit to a company) to observe actual professionals and write areport on their observation which then forms the basis for a group presentation.

6. Assessment

1) Portfolio (2000 words + Appendices) - 60% Aims The aim of this assignment is to offer you theopportunity to develop effective learning skills by engaging in active, reflective learning about yourwork experiences. Task: Complete the following activities and present as a professional report: 1.Reflection on all lecture notes and provide an account of what you have learnt from each session(1000 words). 2. A commentary evaluating your progress on the module. You should elaborate on 3key things you have learnt which relate to the learning outcomes that you perceive as significant foryour development as a professional (250 words). 3. A reflective summary of the difficulties andbenefits of working as management professional (making notes of such issues in your diary aftereach activity will be important) (200 words). The rest of the word count is split between contentspage, introduction and conclusion. 2) Group Project - 40% The aim of this assignment is to givestudents practical experience of preparing and delivering a business presentation. It offers theopportunity for the students to demonstrate their understanding of the wider content of the module byapplying it to solving a work-based problem. Task: 1. Presentation: Prepare and deliver a 10 minutepresentation on your field trip identifying key aspects of practice in your report. 2. A 1000-word writtenreport will be submitted prior to the presentation so students can assume that the assessors have anidea of the content of the presentation. The presentation should focus on facts aboutmanagerial/professional practice and link aspects of the observation to theoretical frameworks. Markswill be divided 50/50 between presentation the written report. Portfolio: 60% Presentation (Group):40%


Group Work

Coursework 40 LO1, LO3 YesCoursework 60 LO1, LO2, LO3, LO4 No




None


Type JournalTitle A Threshold Concept in Managing: What Students

in Introductory Management Courses Must KnowAuthors Donovan, PaulImportance Recommended ReadingDate 2017-12EditionPublisherISBN 1052-5629, 1552-6658

Type Web PageTitle Chartered Management InstituteAuthorsImportance Recommended ReadingDateEditionPublisherISBN

Type JournalTitle WE ARE ALL MANAGERS NOW'; `WE ALWAYS

WERE': ON THEDEVELOPMENT AND DEMISEOF MANAGEMENT

AuthorsImportance Recommended ReadingDateEditionPublisher Journal of Management StudiesISBN

Type Whole bookTitle The study skills handbookAuthors Cottrell, StellaImportance Recommended ReadingDate 2013EditionPublisher Palgrave MacmillanISBN 9781137289254



Type JournalTitle CRITICAL THINKING IN THE CLASSROOM . . .

AND BEYOND.Authors Murawski, Linda M.1Importance Recommended ReadingDate 2014EditionPublisherISBN

Type Whole bookTitle Workplace communications: the basicsAuthors Searles, George J.Importance Recommended ReadingDate 2015EditionPublisher PearsonISBN 9781292062372

Type JournalTitle Manager on the ground.Authors Scaratti, Giuseppe1Ivaldi, Silvia1Importance Recommended ReadingDate 2015EditionPublisherISBN 0006-6761

Type Web PageTitle Top Skills and Values Employers Seek from

Job-Seekers | Quintessential LiveCareerAuthors Randall HansenImportance Recommended ReadingDateEditionPublisherISBN

Type Whole bookTitle Developing management skillsAuthors Whetten, David A., Cameron, Kim S.Importance Essential ReadingDate 2011EditionPublisher PearsonISBN 0135103029, 9780135103029

Type JournalTitle Management by Textbook



Authors Errington, Alison, Bubna-Litic, DavidImportance Recommended ReadingDate 2015-12EditionPublisherISBN 1052-5629, 1552-6658

Type Whole bookTitle Employment law: the essentialsAuthors Lewis, David, Sargeant, MalcolmImportance Recommended ReadingDate 2017EditionPublisher Chartered Institute of Personnel and DevelopmentISBN 9781843984382

Type Whole bookTitle Employment lawAuthors Sargeant, Malcolm, Lewis, DavidImportance Recommended ReadingDate 2012EditionPublisher Pearson EducationISBN 1408283093, 9781408283097

Type Whole bookTitle The business student's handbook: skills for study

and employmentAuthors Cameron, SheilaImportance Recommended ReadingDate 2016EditionPublisher PearsonISBN 1292088672, 9781292088679, 9781292088648

Type Whole bookTitle Employability skills for undergraduate business

studentsAuthors Anderson, David, Schiaffonati, StephanieImportance Recommended ReadingDate c2019EditionPublisher PearsonISBN 9781787645264

Type Whole bookTitle Brilliant employability skills: how to stand out from

the crowd in the graduate job marketAuthors Trought, Frances



Importance Recommended ReadingDate 2017EditionPublisher Pearson EducationISBN 1292158913, 9781292158914, 9781292158907



The Sociology of Innovation 2020-21


Module Title: The Sociology of Innovation


Subject: Management


Credit Rating: 15

Level: Level 2


Co-requisites: None


Module Co-ordinator(s): David Anderson (danderson)

2. Module Synopsis

Contemporary organisations operate in shifting contexts that are volatile and difficult to model. A keychallenge for management in this context is their responsibility for delivering business organisationsthat are sustainable and robust. The everyday practicalities of designing, developing and managingsuch organisations are complex. The module seeks to reveal and examine these practicalchallenges.

This module extends skills of critical inquiry through a student as producer research project. Theexperiences of completing independent research allow students to enhance their skills of reflexivityas they engage with an ongoing managerial problem.

The Sociology of Innovation focuses on developing new insights and understanding of businesspractice based on inquiries surrounding a student led project. Designed to enhance employabilityskills desired by contemporary organisations, the module introduces a variety of innovativetechniques for collecting, analysing and interpreting data. The culmination of the module is asignificant project which demonstrates a theoretically informed analysis of a wicked managerialproblem.

3. Outline Syllabus

Typically:

• Handling Wicked Problems: Inquiry, complexity and uncertainty



• Approaches to Innovative Inquiry: Social Construction and Network Analysis

• Developing Sensitivity to Innovation: Situated practice, analytical scale, tracing relationships ofpower, powerful assemblages.

• Practicalities of Managing Innovation: Coping with uncertainty, controlling complexity and reflexivepractice.


LO1 Interpret and demonstrate an understanding of the complex nature of innovation.LO2 Construct an analysis of innovation in practice.LO3 Understand and reflect on the role of interpretation, boundary setting and transformation

in innovation.LO4 Reflect on their own assumptions about organisation and knowledge, beliefs and values

that underpin and legitimise their individual practice


The module develops skills of independent study and is heavily orientated towards practical learning.Throughout the term lectures and seminars are used to engage with course material, whilstworkshops and drop-in sessions are used to encourage reflection, develop responsibility and supportindependent learning. Framing the teaching and learning strategy is a Problem Based Learning (PBL)requiring engagement throughout the term. The purpose of the PBL project is twofold: first, as site forindependent inquiry into a wicked problem; second as an experience for personal reflection anddevelopment. The emphasis throughout the module is on making analytical connections between thecourse material and inquiries into the PBL project. Workshops are essential to focus particularattention on core issues surfacing from the practical work and to connect these practical issues withboth empirical work and employability.

6. Assessment

The assessment strategy is designed to cater for a variety of learning styles and is intended todevelop independence in learning throughout the term. The assessment approach is as follows:Formative Assessment • Workshops support the PBL project by providing a regular point of contactthroughout the term for group discussion with tutors. These discussions are an essential opportunityto support the application of course content onto practical problems. • Drop-in Sessions provideopportunities for one-to-one discussions to enhance professional development as connections aremade between literature and personal practice throughout the PBL. These sessions raise reflectivepoints and encourage personal evaluation to develop employability skills. Summative Assessment •



Exhibition: A 30 minute exhibition, or equivalent, is the culmination of the PBL project. The exhibitionis a significant piece of work which reveals the level of inquiry undertaken throughout the term. Theexhibition format may make use of visual, audible and tactile materials to create an analysis of thewicked problem. An equivalent piece of work would be an 8,000 word report. • ContinuousProfessional Development (CPD) Log: The CPD Log is an ongoing assessment throughout the term.Entries are logged every two weeks in response to live experiences of the PBL project. Thisassessment encourages reflexivity by scrutinising everyday experiences of responding to a wickedproblem. Exhibition - 50% CPD log - 50%


Group Work

Coursework 50 LO1, LO2 YesCoursework 50 LO3, LO4 No


None


Type Whole bookTitle Shaping technology/building society: studies in

sociotechnical changeAuthors Bijker, Wiebe E., Law, JohnImportance Recommended ReadingDate c1992, 1995EditionPublisher MIT PressISBN 0262521946, 0262023385

Type Whole bookTitle Pandora's hope: essays on the reality of science

studiesAuthors Latour, BrunoImportance Recommended ReadingDate 1999EditionPublisher Harvard University PressISBN 0674653351, 067465336x

Type Whole bookTitle Managing and shaping innovationAuthors Conway, Steve, Steward, Fred



Importance Recommended ReadingDate 2009EditionPublisher Oxford University PressISBN 9780199262267

Type Whole bookTitle Diffusion of innovationsAuthors Rogers, Everett M.Importance Recommended ReadingDate 2003EditionPublisher Simon & SchusterISBN 0743222091

Type Whole bookTitle Material agency: towards a non-anthropocentric

approachAuthors Knappett, Carl, Malafouris, Lambros, ProQuest

(Firm)Importance Recommended ReadingDate c2008EditionPublisher SpringerISBN 9780387747118, 9780387747101

Type Web PageTitle The Key to Success in Innovation (Part I & Part II)

| bruno-latour.frAuthorsImportance Recommended ReadingDateEditionPublisherISBN

Type JournalTitle Some elements of a sociology of translation:

domestication of the scallops and the fishermen ofSt Brieuc Bay.

Authors Callon, MichelImportance Recommended ReadingDate 1984EditionPublisherISBN 0038-0261

Type AbstractTitle The Actor-Enacted: Cumbrian Sheep in 2001



Authors Annemarie Mol, John LawImportance Recommended ReadingDateEditionPublisherISBN

Type Whole bookTitle Does technology drive history?: the dilemma of

technological determinismAuthors Smith, Merritt Roe, Marx, LeoImportance Recommended ReadingDate c1994EditionPublisher MIT PressISBN 0262193477, 0262691671, 9780262193474,

9780262691673

Type Whole bookTitle The social shaping of technologyAuthors MacKenzie, Donald, Wajcman, JudyImportance Recommended ReadingDate 1999EditionPublisher Open University PressISBN 0335199135

Type Whole bookTitle Shaping technology/building society: studies in

sociotechnical changeAuthors Bijker, Wiebe E., Law, JohnImportance Recommended ReadingDate c1992, 1995EditionPublisher MIT PressISBN 0262521946, 0262023385

Type Whole bookTitle Philosophy of technology: an introductionAuthors Dusek, ValImportance Recommended ReadingDate 2006EditionPublisher BlackwellISBN 1405111623, 1405111631, 9781405111621,

9781405111638

Type Whole bookTitle Diffusion of innovations



Authors Rogers, Everett M.Importance Recommended ReadingDate 2003EditionPublisher Simon & SchusterISBN 0743222091

Type Whole bookTitle The sociology of work: an introductionAuthors Grint, KeithImportance Recommended ReadingDate 2005EditionPublisher Polity PressISBN 9780745632506



Research Project 2020-21


Module Title: Research Project


Subject: Business


Credit Rating: 30

Level: Level 2


Co-requisites: None


Module Co-ordinator(s): Thaleia Ashley (tashley)

2. Module Synopsis

Students will choose their own project based on a theme chosen in collaboration with their tutor. Thiswill enable students to explore and examine a relevant and current topical aspect of business in thecontext of the business environment. The aim of this module is to offer students the opportunity toengage in sustained research in a specific field of study. The module enables students todemonstrate the capacity and ability to identify a research theme, to develop research aims,objectives and outcomes, and to present the outcomes of such research in both written and verbalformats. The module also encourages students to reflect on their engagement in the researchprocess during which recommendations for future, personal development are key learning points. Onsuccessful completion of this module students will have the confidence to engage in problem-solvingand research activities which are part of the function of a manager.Students will have the fundamental knowledge and skills to enable them to investigate workplaceissues and problems, determine appropriate solutions and present evidence to various stakeholdersin an acceptable and understandable format.

3. Outline Syllabus

Typically:

Quantitative and Qualitative methodologiesResearch PhilosophiesCollecting data - primary and secondaryAnalysing data and informationIdentifying research questions



Methods of researchConstructing research proposalsLiterature reviewApproaches to research (inductive – deductive)Presentation of data and information


LO1 Examine appropriate research methodologies and approaches as part of the researchprocess.

LO2 Conduct and analyse research relevant to a business research project.LO3 Communicate the outcomes of a research project to identified stakeholdersLO4 Reflect on the application of research methodologies and concepts.


This is a taught module. Predominantly knowledge will be gained through lectures and seminars. Themodule seeks to introduce the research concepts and methodologies to the student through lectures.The guided reading will supplement what students learn throughout the module seminars. Smallgroup discussions and group presentations will embed knowledge in the tutor guided seminars.Although directed study is, of course, an important element of the learning process, students willbecome increasingly independent as researchers. Regular use of Moodle is encouraged, tutors willsign post students to websites, articles and PowerPoint presentations. Semester B will see studentsgiving peer reviewed presentations to evidence their learning and progression. SAP principles ofdiscovery, collaboration, engagement and production will be developed throughout Sem B.

6. Assessment

Assessment via a viva proposal and a SMART plan Final assessment will be via an individualresearch report Semester A Viva [10%] and proposal – including a SMART plan [15% weighting]1000 words Semester B Individual Report [75% weighting] 2500 words


Group Work

Presentation 10 LO1 NoAssignment 15 LO2, LO3, LO4 NoReport 75 LO1, LO3, LO4 No




None


Type Whole bookTitle Research methods in business studies: a practical

guideAuthors Ghauri, Pervez N., GrÃ¸nhaug, KjellImportance Recommended ReadingDate 2005EditionPublisher Financial Times Prentice HallISBN 0273681567

Type Whole bookTitle The reflective journalAuthors Bassot, BarbaraImportance Recommended ReadingDate 2016EditionPublisher PalgraveISBN 9781137603487

Type Whole bookTitle Business information systems: technology,

development and management for the e-businessAuthors Bocij, Paul, Greasley, Andrew, Hickie, SimonImportance Recommended ReadingDate 2015EditionPublisher PearsonISBN 9780273736462, 9780273736455

Type Whole bookTitle Work-based learning: bridging knowledge and

action in the workplaceAuthors Raelin, Joseph A, MyilibraryImportance Recommended ReadingDate 2008EditionPublisher Jossey-BassISBN 0470182563, 0470260807, 9786611217457,

9780470182567



Type Whole bookTitle Research methods for business studentsAuthors Saunders, Mark, Lewis, Philip, Thornhill, AdrianImportance Recommended ReadingDate 2016EditionPublisher Pearson Education LimitedISBN 9781292016641, 9781292016627

Type Whole bookTitle The data revolutionAuthors Kitchin, RobImportance Recommended for student purchaseDate 2014EditionPublisher Sage PublicationsISBN 1446287483, 9781446287484

Type Whole bookTitle Business research methodsAuthors Bell, Emma, Bryman, Alan, Harley, BillImportance Recommended ReadingDate 2019, Â©2019EditionPublisher Oxford University PressISBN 9780198809876

Type Whole bookTitle A handbook of reflective and experiential learning:

theory and practiceAuthors Moon, Jennifer A., MyilibraryImportance Recommended ReadingDate 2006EditionPublisher RoutledgeISBN 0415335167, 9786610052271, 9780203416150,

9780415335164

Type Whole bookTitle Essentials of research design and methodologyAuthors Marczyk, Geoffrey R., DeMatteo, David, Festinger,

DavidImportance Recommended ReadingDate c2005EditionPublisher John Wiley & SonsISBN 9781280254932, 9780471718208,

9780471470533



Type Whole bookTitle Creative problem solving for managers:

developing skills for decision making andinnovation

Authors Proctor, Tony, ProQuest (Firm)Importance Recommended ReadingDate 2014EditionPublisher RoutledgeISBN 9781134685745, 9781315882994,

9780415714037, 9780415714020



Employability and Careers 2019-20


Module Title: Employability and Careers

School: Department of People and Organisation

Subject: Management


Credit Rating: 15

Level: Level 1


Co-requisites: None


Module Co-ordinator(s): Stephanie Schiaffonati (sschiaffonati)

2. Module Synopsis

This module is designed to enable students to identify potential career paths, understand power,emotional intelligence and responsibility in a professional context. Moreover, the module enhancesthe students' understanding of the graduate job market and the skills they need for meeting employerrequirements and securing a job. Assessments enable the students to map their skills andcompetences based on the analysis of job descriptions and practise interview and presentation skills.In addition to lectures and seminars, the students will learn from industry guest speakers who willshare their personal career journeys and provide detailed advice on specific graduate jobopportunities.

3. Outline Syllabus

Typically:

Understanding graduate employment and recruitmentSkills profiles, emotional intelligence and responsible managerial practiceSelf assessment, profiling and competency mappingPresentation of self.Career management, resilience and continuous development




LO1 Examine skills sought by graduate employers and develop a plan to enhance anddemonstrate personal skills and competences.

LO2 Identify graduate job opportunities and demonstrate ability to engage in an effective waywith relevant application processes.

LO3 Deploy effective listening and communication strategies in interview and other recruitmentsituations.

LO4 Apply emotional intelligence and self-reflection in the context of career development andchanging employer requirements.


Weekly lectures are used to highlight key themes, features of the graduate job market and thequalities, competences and skills needed to secure a graduate role. Lectures are also used to bringin guest speakers from the business and recruitment communities to provide examples of managerialcareers and to better understand the graduate job market. In seminars, the students perform andanalyse exercises that enable them to develop skills needed to successfully apply for jobs and reflecton the qualities of responsible managers. Each class session requires preparation in the form ofreading and research. Independent learning also involves wider reading in personal career planningand development. The assessments give students an opportunity to produce material that will enablethem to make effective job applications and perform well in interviews.

6. Assessment

The module is assessed through a portfolio, comprising self, role and competency assessments inthe context of the contemporary graduate labour market and responsible management. This portfoliowill include a number of artefacts evidencing skills assessment, CV preparation, interviewing,professional development planning and understanding of changing employer needs. Formativeassessment will be built in to seminar activity and feeding back as students build the portfolio.Assessment Method Portfolio 100% LO1, LO2, LO3, LO4 Week 33


Group Work

Portfolio 100 LO1, LO2, LO3, LO4 No


None




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