University of the West of Scotland

Module Descriptor

Session: 2022/23

Last modified: 23/04/2021 09:59:37

Title of Module: Operations Management in Context

Code: BUSN10070 SCQF Level: 10
(Scottish Credit and Qualifications Framework)
Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Business & Creative Industries
Module Co-ordinator:Daniel  Perry

Summary of Module

This module introduces the role, objectives and activities of operations and project management. Examples and case studies are drawn from a variety of organisations with an emphasis on the fit of operations and project strategy. The aim of this module is to develop an understanding of a portfolio of techniques for operations in the widest context and their selection and use in suitable situations. This module provides a fundamental underpinning for the design of sustainable Operations Management and how these fit within an organisation through focusing on how to achieve the efficient and effective management of resources and operations. This includes an appreciation of the development of alternative theoretical perspectives behind management thinking in this field. On completing the module students should have an understanding of how Operations Management contributes to the goals of an organisation.

Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

Online with mandatory face-to-face learning on Campus

Online with optional face-to-face learning on Campus

Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.

Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:
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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1


Term 2


Term 3


Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Analyse the differences and the inter-relationships of operations and other functions and the combined influence that they have on the effectiveness and efficiency of an organisation.

L2. Evaluate the importance of efficient and effective monitoring and control of performance in operations management

L3. Demonstrate effective interpersonal and organisation skills and the ability to contribute equitably to shared objectives, within appropriate time and quality constraints.

L4. Explain and contextualise the pivotal role of operations management within a business and how any aspect can impact business performance and sustainability

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 10.

Demonstrating a broad knowledge of the main aspects of Operations Management.
Achieve a detailed knowledge of appropriate operations management strategy and how it relates to an overall business context.

Practice: Applied Knowledge and Understanding SCQF Level 10.

Apply skills and knowledge to support Operations Management decisions.
Demonstrating an understanding of operation design and decision making.

Generic Cognitive skills SCQF Level 10.

Appreciate how the operations function contributes to the development of an organisations business strategy.
identify and analyse routine professional problems and issues relating to Operations Management in the allocation of resources.
Demonstrating some originality and creativity in the application of Operation Management Tools and Techniques.
Critical thinking and evaluation of key Operations Management concepts.

Communication, ICT and Numeracy Skills SCQF Level 10.

Convey complex concepts and theory in a coherent and clear manner.
Use ICT to investigate and process data and information.
Collect, analyse and communicate a range of numerical and graphical information.

Autonomy, Accountability and Working with others SCQF Level 10.

Ability to work in a team to address complex Operations Management issues.
Undertake research on a topic and work independently.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

Learning and Teaching
Classes are delivered on a weekly basis. Workshops will introduce and exemplify key theoretical and critical concepts. Tutorial sessions will be given to further develop students’ understanding. Students will be given sufficient time and support to work on assignments.
This module provides students with the opportunity to develop critical awareness and understanding of major issues to do with Operations and Project Management. Students will be expected to develop their skills of reading and synthesizing complex academic texts whilst relating these to real-life case study situations. Students will work creatively in groups with their peers as well as producing individual pieces of analytical work.
All teaching material will be made available on-line and students will be guided through the material.
Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below:
Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Laboratory/Practical Demonstration/Workshop24
Tutorial/Synchronous Support Activity12
Asynchronous Class Activity12
Independent Study152
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Core Text:
R. Dan Reid, Nada R. Sanders, Operations Management: An Integrated Approach, (2016), 6th Edition, John Wiley & Sons

Recommended Text:
Slack, N., Chambers, S., Johnston, R. And Betts, A. Operations and process management: principles and practice for strategic impact. (2015), 4th ed. Harlow: Financial Times Prentice Hall.

(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)

Engagement Requirements

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

Supplemental Information

Programme BoardManagement, Organisations & People
Assessment Results (Pass/Fail) No
Subject PanelManagement, Organisations & People
ModeratorShehzad Ahmed
External Examiner
Accreditation Details
Version Number


Assessment: (also refer to Assessment Outcomes Grids below)
Continuous Assessment, measured through engagement and contributions to Synchronous and Asynchronous activity. This will represent 10% of the module mark.
Portfolio of work. This will represent 90% of the module mark.
(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Clinical/ Fieldwork/ Practical skills assessment/ Debate/ Interview/ Viva voce/ Oral  check mark 200

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Portfolio of written workcheck markcheck mark check mark800
Combined Total For All Components100% 0 hours

A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

  1. More than one assessment method can be used to assess individual learning outcomes.
  2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
    This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
The Equality, Diversity and Human Rights policy underpins student engagement. We aim to make UWS a fair and equal place to study an institution which addresses specific issues covering all aspects of equality, diversity and human rights. Where the required module assessment will be adapted to meet student requirements.

UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)