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Session: 2022/23
Last modified: 19/02/2021 12:15:56
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Title of Module: Organisational Transformation |
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Code: LNDN10009 |
SCQF Level: 10
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Business & Creative Industries |
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| Module Co-ordinator: | Anne
Clare
Gillon |
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| Summary of Module |
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The aim of this module is to expose students to a range of contemporary issues and challenges facing organisations in a changing business environment. Through the analysis of International case study material, students will explore how business reacts to change and the role that leadership plays in instigating and facilitating change.
By engagement with 21st century ‘wicked’ problems facing organisations, students will develop diagnostic skills of synthesizing information resulting from strategic analysis, making sound judgments in the absence of complete data and constructively challenging existing organization ideas and practices. Knowledge and skills relating to problem-solving, team performance and communication will also be addressed. Overall, the module integrates theory and practice to enable students to assess the leadership skills which will be required for their future careers where change will be a constant feature.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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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.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Evaluate the nature of the change process as it affects individuals and organisations.
L2.
Analyse the external and internal factors which contribute to change
L3.
Assess the leadership and people issues involved when organisations go through periods of sustained change
L4.
Demonstrate how organisational culture influences the change process
L5.
Critically reflect on leadership development needs of 21st century graduates and identify potential sources of development. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 10.
Review the theoretical perspectives on organizational change.
Identify the knowledge, attitudes and skills of effective organizational leaders
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| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Evaluate challenges and opportunities to leadership that will facilitate effective change in varying organizational settings.
Retrieving, interpreting and manipulating primary and secondary information from a variety of sources including electronic sources
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| Generic Cognitive skills |
SCQF Level 10.
Reflect critically on leadership and change within differing organizational contexts.
Provide diagnostic analysis of different organizational scenarios, identifying challenges and ways of addressing these.
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| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Communicating effectively and appropriately in speech and writing
Interpreting complex secondary materials
Making effective use of information retrieval systems and use information technology applications.
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| Autonomy, Accountability and Working with others |
SCQF Level 10.
Working effectively, together with others in groups or teams, taking a leadership role where appropriate.
Reflect on their personal leadership style, and their ability to contribute to the group processes.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | There are no pre-requisites although previously having undertaken business and management modules will be useful. |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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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) |
| Tutorial/Synchronous Support Activity | 24 |
| Tutorial/Synchronous Support Activity | 12 |
| Asynchronous Class Activity | 60 |
| Independent Study | 104 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Burnes, B. (2017) Managing Change Harlow: Financial Times/Prentice Hall
Up to date information on the most relevant information about Journals, Books and other research will be highlighted on Moodle.
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(**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)
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| Engagement Requirements |
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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 |
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Supplemental Information
| Programme Board | Management, Organisations & People |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Management, Organisations & People |
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| Moderator | Richard Jefferies |
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| External Examiner | J Easter |
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| Accreditation Details | |
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| Version Number | 3.02 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Individual Assignment 70% |
| Presentation & Synopsis Assignment 30% |
(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.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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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.
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| Equality and Diversity |
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Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School. The module has been designed to reflect increases in the diversity of the student body and in this respect, the approach is ‘learner centred’. Staff are expected to work alongside students and learning support staff to personalise the delivery of the module. This module offers students the opportunity to celebrate difference in personal, academic and employability skills. Through problem based activities, students are encouraged to explore and share diverse experience of learning and skills development.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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