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Session: 2022/23
Last modified: 30/05/2022 15:35:22
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Title of Module: Business Intelligence |
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Code: BUSN08035 |
SCQF Level: 8
(Scottish Credit and Qualifications Framework) |
Credit Points: 10 |
ECTS: 5
(European Credit Transfer Scheme) |
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| School: | School of Business & Creative Industries |
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| Module Co-ordinator: | Allan
Burns |
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| Summary of Module |
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This module begins with the ability to create and use search aids or retrieval tools and a knowledge and understanding of the techniques and standards for their creation. An awareness of different ways of providing access to materials via such activities as resource-sharing, shared acquisition programmes, document delivery and Web access, and the ability to evaluate and make balanced decisions from the range of alternatives available
- The purpose of this module is to develop information storage and retrieval skills and to disseminate information once identified. Subsequently, a large part of the module is focused on 'relevance of information' and on what the information is actually indicating. Information when stored is simply data, it requires to be parsed in to information in order to be relevant. The module is not intended to be highly technical, but to focus on the students as users of information and, as such, how information can be stored and retrieved.
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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.
Understand Information Storage theory and practice.
L2.
Understand Management Information Requirements |
| 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 8.
A critical understanding of the principal theories, concepts and principles
Detailed knowledge and understanding in one or more specialisms, some
of which is informed by or at the forefront of a subject/discipline
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| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Execute a defined project of research, development or investigation and identify and implement relevant outcomes.
Practice in a range of professional level contexts which include a degree of unpredictability and/or specialism. |
| Generic Cognitive skills |
SCQF Level 8.
Offer professional level insights, interpretations and solutions to problems and issues.
Critically review and consolidate knowledge, skills and practices and thinking in a subject/ discipline.
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| Communication, ICT and Numeracy Skills |
SCQF Level 8.
make formal recommendations about specialised topics for informed audiences
use a range of software to support and enhance work at this level and specify refinements/ improvements to software to increase effectiveness
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| Autonomy, Accountability and Working with others |
SCQF Level 8.
Take responsibility for their work and for a range of resources.
Practise in ways which show a clear awareness of own and others’ roles and responsibilities.
Work with others to bring about change, development and/or new thinking.
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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: | |
| 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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The module will utilise a blended learning environment, which incorporates the electronic environment to maximise possible student engagement whilst minimising the need for physical space requirements
As a Level 8 module there is a more integrated environment with the introduction of experiential learning principles, continuing the transition from traditional to modern teaching and learning approaches.. |
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 | 18 |
| Tutorial/Synchronous Support Activity | 6 |
| Personal Development Plan | 8 |
| Asynchronous Class Activity | 8 |
| Independent Study | 60 |
| 100
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:
As a blended learning environment all initial resources, including relevant textbooks, journals and online resources will be identified at the beginning of each delivery in the module handbook and made available via Aula. Students then further develop through own research.
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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 | Seng Kok |
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| Accreditation Details | |
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| Version Number | 2.01 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Written assessment based on a case study analysis. |
(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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he 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 required module assessment will be adapted to meet student requirements.
http://www.uws.ac.uk/equality/
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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