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Session: 2022/23
Last modified: 31/03/2022 13:26:22
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Title of Module: Management Decision Making |
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Code: BUSN09070 |
SCQF Level: 9
(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: | Wojciech
Kwiatkowski |
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| Summary of Module |
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The overall aim of the module is to provide students with the opportunity to practice and evaluate realistic management decision making. This will be achieved by developing an understanding of management decision making concepts and process via digital content, tutorial exercises and workshop teaching and providing them with an opportunity to apply that knowledge in two case study-based assessments.
The module requires students to evaluate the impact of decisions from a business perspective, covering issues from areas such as operations, organisations, strategy and planning. As such, the module offers the students the opportunity to work on putting into practice skillsets learned in other business modules.
The module is highly interactive and encourages reflective learning throughout. This is achieved through:
- Examination of general business functions and application of relevant concepts in practical circumstances;
- Examination and critical evaluation of such issues as marketing, organisation, strategy, people, finance and operations from a business perspective; and
- Reflection and critical evaluation of management decisions and their subsequent impact on businesses.
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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.
Integrate theory and principles underlying business activity with management decisions.
L2.
Observe and critically evaluate the consequences of decisions using business case studies.
L3.
Develop a critical understanding of the dynamic aspects of the business environment, including the need to coordinate different business activities.
L4.
Apply and integrate knowledge and reflect on learning. |
| 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.
Understanding the nature and application of key business activities.
Demonstrating an awareness of the use of specific management techniques for a given situation.
Developing a critical understanding of a range of core theories, principles and concepts.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Using a range of routine skills, techniques, practices and/or materials relating to business.
Adapting routine practices within accepted standards.
Applying knowledge and understanding of various business issues and concepts in practical contexts via case study-based assessments. |
| Generic Cognitive skills |
SCQF Level 9.
Undertaking analysis and evaluation of ideas, concepts, information and issues within the common understandings of the business.
Critically evaluating evidence-based solutions/responses to defined and/or routine problems/issues relating to business. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Using routine and some advanced and specialised skills associated with general business.
Using word processing and other software to construct high quality case study-based reports. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Exercising autonomy and initiative in carrying out defined activities.
Managing resources within defined areas of work.
Working with others in determining solutions to business related problems in course of synchronous learning activities. |
| 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: | Enrolment in the Graduate Apprenticeship Programme and completion of level 8 |
| 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 module is delivered via Accelerated and Immersive Education (AIE) approach. The AIE is designed to digitally deliver teaching and learning in a mobile, immediate and interactive manner. It responds to the challenges of a digitally accelerating world by providing a versatile, student-centred and empowering educational experience that flexibly adapts to the field, industry and lifestyles of individual students.
Core educational content is hosted through a cloud-based virtual learning platform that allows staff to customise and digitally deliver content that is visual, vibrant and engaging. Through the integration of digital, social and transformational technologies student learning is a facilitated, convergent and immersive process being co-created between staff, students and their social networks. Therefore, the AIE is specifically designed to provide a collaborative, interactive and immersive educational experience for the modern learner.
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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) |
| Laboratory/Practical Demonstration/Workshop | 24 |
| Tutorial/Synchronous Support Activity | 24 |
| Asynchronous Class Activity | 36 |
| Independent Study | 116 |
| 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:
The module does not use a core text. However, the texts listed below are of general relevance. While you are advised to gain access to at least one of them, this is not absolutely necessary since alternative resources (see below) will be shared via the module virtual learning environment:
• Brazerman, M. H. & Moore, D. A. (2009). Judgment in managerial decision making. 2nd edn. New Jersey, US: Wiley.
• Goodwin, P. & Wright, G. (2014). Decision analysis for management judgment. 5th edn. Chichester, UK: Wiley.
• Hodgkinson, G. P. & Starbuck, W. H. (2008). The Oxford handbook of organizational decision making. Oxford, UK: OUP.
• Parnell, G. S., Bresnick, T.A., Tani, S. N. & Johnson, E. R. (2013). Handbook of decision analysis. New Jersey, US: Wiley.
Further resources specific to each weekly topic will be made available to students via the module virtual learning environment.
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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 | Thanos Kourouklis |
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| External Examiner | Steve Gibbs |
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| Accreditation Details | |
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| Version Number | 1.03 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Reflective case study – drawing on their professional experiences, students will be required to analyse and evaluate a past management decision using relevant concepts and frameworks learned on the module.
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| Practical case study – students will be required to apply relevant concepts and frameworks learned on the module to understand the current situation and recommend decisions which will ensure the continuous operation of the business featured in the provided case study. |
(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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