This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 31/05/2022 16:18:10
|
Title of Module: Managing Public Services |
|---|
|
Code: BUSN09021 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
|---|
| School: | School of Business & Creative Industries |
|---|
| Module Co-ordinator: | Bobby
Mackie |
|---|
| Summary of Module |
|---|
The aim of this module is to explore, analyse and evaluate some of the complex issues facing the public sector manager in the 21st century. Amongst the topics examined will be –
The Development of Management in Public Services
Partnerships, Networks and Collaboration
Governance and Best Value
Strategic Management
Citizenship, Participation and Accountability
Organisational Performance Management
Performance, Evaluation and Measuring success
Managing Change
Managing People: Motivation, Communication and Teambuilding
|
| Module Delivery Method |
|---|
| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
 | | | | | |
Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
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.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
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.
|
| Term(s) for Module Delivery |
|---|
|
(Provided viable student numbers permit).
|
| Term 1 | | Term 2 | | Term 3 | |
[Top of Page]
| Learning Outcomes: (maximum of 5 statements) |
|---|
On successful completion of this module the student will be able to:
L1.
Critically discuss the key issues facing public sector managers in the 21st century
L2.
Analyse the impact of these issues on service delivery
L3.
Critically evaluate management approaches to managing a changing environment
L4.
Develop appropriate recommendations for implementing identified strategies |
| 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 9.
Understanding of the main issues facing the public sector manager
Understanding of these issues as demonstrated by the use of the main theoretical approaches for these issues
Awareness and understanding of these issues with emphasis on up to date specialised knowledge
|
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Students will be encouraged to use a range of skills and techniques including more advanced techniques to demonstrate knowledge and understanding at a level beyond those presented, including where context may be non-routine or unpredictable |
| Generic Cognitive skills |
SCQF Level 9.
Students will be encouraged to undertake critical analysis using information from a range of sources, this would include material of their own finding, as well as from taught classes |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Students will be encouraged to communicate orally and in written form; they will use more advanced as well as routine skills
Use of Internet and library searches to obtain data
Interpretation of numerical and graphically presented data to show progress towards targets
|
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Working effectively with others in groups and teams and take responsibility for the work of others in those groups, integrating the work of others |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
|
|---|
Module Code:
| Module Title:
|
| Other: | |
| Co-requisites | Module Code:
| Module Title:
|
|---|
* Indicates that module descriptor is not published.
[Top of Page]
| Learning and Teaching |
|---|
|
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) |
| Lecture/Core Content Delivery | 24 |
| Tutorial/Synchronous Support Activity | 12 |
| Asynchronous Class Activity | 4 |
| Independent Study | 160 |
| 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:
Pollitt C (2003); The Essential Public Sector Manager; Open University Press
Scholes K and Johnson G (2000); Exploring Public Sector Management; FT Financial Times
Flynn N; (2000); Public Sector Management; FT Financial Times
McTavish, D. and Mackie, R. (2003) ‘The Joint Future Initiative in Scotland: The Development and Early Implementation Experience of an Integrated Care Policy’ Public Policy and Administration, Vol.18 No. 3 Autumn 2003.
Mackie, R. (2004), ‘Local Government Management Development in Scotland: A Study of Public Policy and its Implementation, 1967-2002’, Local Government Studies, Vol. 30 No. 3, Autumn pp.345-359.
Mackie, R. (2007), ‘The New Public Management of Scottish Further Education, 1979-2004’, Scottish Affairs, No. 59, Spring 2007.
Mackie, R. (2008), Organisational Performance Management in a Government Context: A Literature Review, Edinburgh, Scottish Government Social Research
(web publication at: www.scotland.goc.uk/Resource/Doc/236340/0064768.pdf)
Mackie, R. (2005), The New Public Management of Scotland: Local Government and the National Health Service, Edinburgh, Thomson W. Green.
Mackie. R. (2013), Managing Scotland's Public Services, Edinburgh, W. Green Thomson Reuters
|
|
(**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 |
[Top of Page]
Supplemental Information
| Programme Board | Management, Organisations & People |
|---|
| Assessment Results (Pass/Fail) |
No
|
|---|
| Subject Panel | Management, Organisations & People |
|---|
| Moderator | Inyene Nkanta |
|---|
| External Examiner | M Linehan |
|---|
| Accreditation Details | none |
|---|
| Version Number | 2.05 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
| Essay/Report 40% of final mark |
| Essay/Report 60% of final mark |
| Contribution to discussion forum formative only |
(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.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
[Top of Page]
Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
-
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 |
|---|
This module is suitable for all students. All learning activities within this module will have appropriate support as required.
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)
|