This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 14/04/2021 15:13:19
|
Title of Module: Analytical Thinking and Decision Making |
|---|
|
Code: BUSN11079 |
SCQF Level: 11
(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 students to decision making theory and the tools that might be used to aid decision making and problem solving. It will equip the student to develop an understanding of different approaches to analytical decision making. Students will develop the ability to gather relevant information and identify key issues from a base of information; relating and comparing data from different sources. They will develop the knowledge and skills to identify cause - effect relationships; determine and evaluate risk and draw conclusions use different analytical decision making techniques to support analytical thinking and problem solving required in complex decision making.
The module will enable students to focus on the definition of opportunities and develop and implement sound solutions. They will identify critical issues and implement recommendations; understanding the different roles and responsibilities of the individuals in decisive decision making.
|
| 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.
Develop an in-depth knowledge of management decision making theory
L2.
Critically evaluate models of management decision making
L3.
Gather and evaluate data to support analytical thinking and decision making in the organisation
L4.
Demonstrate the ability to apply tools, techniques and practices to complex business problems (identify, investigate, formulate, and advocate novel and creative solutions and ideas)
L5.
Critically evaluate the various factors which impact on sound decision making |
| 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 11.
A critical understanding of the theories and principles of analytical thinking and decision making
Extensive and critical knowledge of some specialised areas of analytical thinking and decision making |
| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Using a range of skills, tools and techniques as appropriate to undertake analytical decision making
Applying a range of techniques of enquiry and research to investigate the topics of analytical thinking and decision making
Planning and executing the analysis and presentation of the findings of problem solving in a business context |
| Generic Cognitive skills |
SCQF Level 11.
Applying critical analysis and evaluation to complex and abstract situations and issues that exist in the business environment
Identifying, abstracting, responding creatively to theoretical and practical issues in the analytical decision making process
Critically reviewing and extending knowledge; and making informed judgements when information is inconsistent or incomplete |
| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Communicating effectively to a range of audiences, including peers and tutors
Using a wide range of software packages to support and enhance learning
Critically evaluating a wide range of numerical and graphical data as appropriate |
| Autonomy, Accountability and Working with others |
SCQF Level 11.
Exercising substantial autonomy and initiative in studies
Taking responsibility for own work and the work of others in group work
Dealing with complex ethical and multicultural issues inherent in the business environment |
| 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 |
|---|
For face-to-face delivery this module will consist of Workshops and Tutorials. Students are encouraged to work individually to prepare materials before the tutorials, students also work in groups to analyse cases/examples and their findings are presented to the class. Students are encouraged to source topical cases/examples from the press for classroom discussion. The module is supported by materials and activities on MBA Online World site and the online materials will be used in the face-to-face teaching.
For students undertaking this module by distance learning. Subject matter will delivered on-line with the support of the module tutor. Activities related to the topic will be presented and e-activities will be utilized, case study work, self-reflection, synchronous and a-synchronous discussion groups.
E- learning student learning hours
During completion of this module, the typical learning activities undertaken to achieve the module learning outcomes are stated below:
E- Learning – 36 hours
Self directed study – 132 hours
Coursework – 32 hours
200 hours Total |
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/Workshop | 24 |
| Tutorial/Synchronous Support Activity | 12 |
| Independent Study | 164 |
| 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:
Goodwin, P. & Wright, G. (2009) Decision Analysis for Management Judgement 4th ed. Chichester: Wiley.
Additional Recommended Reading:
Hodgkinson, G. P. and Starbuck, W.H. (2012) The Oxford Handbook of Organizational Decision Making, Oxford: Oxford University Press
Goodwin, P. and Wright, G. (2009) Decision Analysis for Management Judgement, 4Ed, Chistester: Wiley
Bazerman, M. H. and More, D. A. (2013) Judgment in Managerial Decision Making, 8Ed,Chichester: Wiley
Rollinson, D. (2008) Organisational Behaviour and Analysis, An Integrated Approach, 4Ed, Harlow: Pearson
Journals:
Management Decision Accounting, Auditing and Accountability Journal
Journal of Operational Research Society
Students will have access to UWS library facilities so that core texts will be supplemented by case studies, academic journal articles and bespoke on-line resources.
|
|
(**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 | Tom Keegan |
|---|
| External Examiner | S Kok |
|---|
| Accreditation Details | N/A |
|---|
| Version Number | 3.04 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
| Portfolio of written work |
(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 appropriate for all students irrespective of ethnic status, disability, age, gender, religious and sexual orientation. The University provides facilities and resources for all students through the Enabling Support Team.
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)
|