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Session: 2022/23
Last modified: 29/06/2022 17:49:47
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Title of Module: Graduate Apprenticeship Work Based Learning 3 |
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Code: BUSN09069 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 60 |
ECTS: 30
(European Credit Transfer Scheme) |
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| School: | School of Business & Creative Industries |
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| Module Co-ordinator: | Gary
Gillon |
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| Summary of Module |
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Work Based Learning (WBL) 3 module is designed to give students the opportunity to integrate the academic knowledge gained through this level of study into a practical Work-Based setting through the delivery of project(s) relevant to their workplace setting and engage in transformative reflection regarding the impact of this knowledge on organisational and personal performance. Building on the level 8 'Graduate Apprenticeship Work Based Learning 2' module, this module requires students to gain a deeper understanding of strategic issues within the workplace.
This module is developed in accordance with the UWS Graduate Attributes and helps students to develop the skills, qualities and abilities which will prepare them for success both out with university and beyond their period of study at UWS. The module also helps to develop many of the personal and professional attributes found at https://www.uws.ac.uk/current-students/your-graduate-attributes/
- Work Based Learning
- Reflective Practice
- Applied Learning
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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 high level skills, attitudes and behaviours appropriate to the workplace
L2.
Demonstrate a critical understanding of relevant theories and principles within personal and strategic organisational practice
L3.
Demonstrate a deep reflective understanding of personal professional practices and the need for continued personal development planning
L4.
Demonstrate a detailed reflective understanding of strategic and managerial issues impacting upon the workplace. |
| 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 9.
Demonstrate and/or work with:
• An understanding of the scope and defining features of business and management, and an integrated knowledge of its main areas and boundaries.
• A critical understanding of a range of the principles, principal theories, concepts and terminology of business and management
• Knowledge of one or more specialisms that is informed by forefront developments. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Apply knowledge, skills and understanding:
• In using a range of the principal professional skills, techniques, practices and/or materials associated with business and management.
• In using a few skills, techniques, practices and/or materials that are specialised and/or advanced.
• In practising routine methods of enquiry and/or research.
• To practise in a range of professional level contexts that include a degree of unpredictability |
| Generic Cognitive skills |
SCQF Level 9.
Undertake critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues in business and management.
• Identify and analyse routine professional problems and issues.
• Draw on a range of sources in making judgements. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Use a wide range of routine skills and some advanced and specialised skills in support of established practices in business and management, for example:
• Present or convey, formally and informally, information on standard/mainstream topics in business and management to a range of audiences.
• Use a range of ICT applications to support and enhance work.
• Interpret, use and evaluate numerical and graphical data to achieve goals/targets |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Exercise autonomy and initiative in some activities at a professional level in practice or in business and management.
• Exercise managerial responsibility for the work of others and for a range of resources.
• Practise in ways that show awareness of own and others’ roles and responsibilities.
• Work, under guidance, with specialist practitioners.
• Seeking guidance where appropriate, manage ethical and professional issues in accordance with current professional and/or ethical codes or practices. |
| 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: | Only accessible to students undertaking a Graduate Apprenticeship programme of study. |
| 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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This is a work based learning module. Accordingly, the majority of learning and teaching is delivered 'in situ' with students undertaking specific projects and tasks within the workplace which enable the application of theoretical principles and concepts from across their learning as well as encourgaing reflection on both personal and professional practices.
Students will be asked to maintain a detailed online presence, in line with the Graduate Apprenticeship learning, teaching and assesssment strategy, which curates a range of reflections on both individual and professional practices. This will be assessed at 2 key points in the academic session. |
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) |
| Work Based Learning/Placement | 555 |
| Personal Development Plan | 45 |
| 600
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:
Pears, R. and Shields, G. (2019) Cite Them Right: The essential referencing guide. 11th edn. London. Red Globe Press.
Needle, D. (2019) Business in Context: An introduction to business and its environment. 7th ed. Hampshire: Cengage Learning EMEA.
Saunders, M., Lewis, P., and Thornhill, A. (2019) Research methods for business students. 8th ed. Pearson education.
Details of further resources, including textbooks, journals and online resources will be identified at the beginning of each delivery and made available via the VLE platform (Google Site).
Students will also have access to UWS library facilities so that core texts will be supplemented by case studies, academic journal articles and bespoke on-line resources.
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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
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Engagement with materials and discussions on the learning platform. Students will also be required to keep in regular contract with their appointed Link Tutor. |
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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 | Elaine Jackson |
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| External Examiner | Peter Robertson |
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| Accreditation Details | |
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| Version Number | 1.02 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Work Based Learning Proposal (worth 30% of overall mark) |
| Interim E-Portfolio (worth 30% of overall mark) |
| Final E-Portfolio (worth 40% of overall mark) |
(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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In accordance with the University’s proposed Single Equality Scheme every effort will be made to accommodate any equality and diversity issues brought to the attention of the school.
UWS Equality and Diversity Policy
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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