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Session: 2022/23
Last modified: 26/03/2021 16:34:57
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Title of Module: Scottish Diversity in a Global World |
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Code: BUSN08045 |
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: | Peter
McGuire |
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| Summary of Module |
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This module will introduce the student to a range of concepts to enhance understanding of Scotland as a diverse nation with in the business world. The understanding will be generated by examining multiple areas of relevance ranging from examination of changing business concepts, migration & demographic trends, social responsibilty and the power & influence Scotland has as a self governing nation.
Students will examine:
The changing aspects of business over the last century.
The changes to the people and culture of Scotland
The political changes to Scotland and its effect on business from a global point of view.
- How changes in the demographics of Scotland have affected businesses and their operation in an international environment.
- The impact of Social Responsibility on organisations such as Local Authorities.
- How changes to political power affects the Scottish Business sector
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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.
Demonstrate an understanding of the key concepts of Scotland's diverse role in a Global environment
L2.
Consider the role of Scottish organisations within a global platform |
| 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.
Demonstrating awareness and understanding of Scotland as a diverse nation.
Demonstrating knowledge of the scope, defining features, and main areas of Global citizenship
Demonstrating a discerning understanding of a defined range of core theories, concepts, principles and terminology global citizenship.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Apply knowledge in using a range of professional skills, techniques, practices and/or materials associated with examining Scotland and its role in a global world.
Carrying out routine lines of enquiry, development or investigation into professional level problems and issues.
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| Generic Cognitive skills |
SCQF Level 8.
Undertaking critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues that are within the common understandings in Global citizenship.
Using a range of approaches to formulate and critically evaluate evidence-based solutions/responses to defined and/or routine problems and issues.
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| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Use a wide range of routine skills and some advanced and specialised skills associated with examining global citizenship, for example:
• Convey complex information to a range of audiences and for a range of purposes.
• Use a range of standard ICT applications to process and obtain data.
• Use and evaluate numerical and graphical data to measure progress and achieve goals/targets.
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| Autonomy, Accountability and Working with others |
SCQF Level 8.
Exercising autonomy and initiative in some activities at a professional level in practice or in a subject/discipline/sector.
Managing resources within defined areas of work.
Practising in ways that show awareness of own and others’ roles, responsibilities and contributions when carrying out and evaluating tasks.
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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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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 | 12 |
| Independent Study | 88 |
| 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:
Scotland in a Global Economy : The 2020 Vision: Hood, Neil; Peat, Jeremy (Editor); Peters, Ewen (Editor); Young, Stephen (Editor) Basingstoke : Palgrave Macmillan, 2002.
Details of further resources, including textbooks, journals and online resources will be identified at the beginning of each delivery in the module handbook and made available via 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 | Gary Gillon |
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| External Examiner | Isla Kapisi |
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| Accreditation Details | |
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| Version Number | 1.04 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Written Assignment |
(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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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 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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