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Session: 2022/23
Last modified: 28/01/2021 10:10:45
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Title of Module: Organisation, Structures & Development |
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Code: BUSN10074 |
SCQF Level: 10
(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: | Melissa
Kerr |
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| Summary of Module |
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In a highly dynamic and competitive world organisations have been increasingly active in restructuring and designing their firms in pursuit of competitive advantage. The module introduces students to the principles that underpin organising and designing organisations. The module covers three broad and interrelated areas: The organisation and its environment; organisational design and organisational change. The module will examine organisational structures from their inception to contemporary forms. Examining both the strengths and limitations of these approaches. The module considers the ways in which organisational design constitutes a means of managerial control. Various alternative manifestations of control are also discussed including culture and organisational development. The module explores the process of organisational change as both a strategic and operational intervention.
- This module is aimed at introducing level 10 graduate students to the principles that underpin designing and structuring organisations
- The module covers three broad and interrelated areas: The organisation and its environment; organisational design and organisational change.
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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.
Describe how changes in the environment in both national and global contexts e.g. the economic, political and cultural factors influence organizational structure and design
L2.
Critically discuss the principles of designing and structuring organisations
L3.
Identify how organisational design can be a means of managerial control.
L4.
Discuss recent developments in organisational structure |
| 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 10.
Understand and critical evaluation of the links between organisational design and organisational performance. Understanding and critical evaluation of use of organisational design as a form of managerial control. Critically identifying the relationship between organisational design and change. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Interpretation and explanation of key concepts in organisational design. Producing documents and presentations based on research from primary and secondary information drawn from a variety of reputable academic and business sources, including electronic journals. |
| Generic Cognitive skills |
SCQF Level 10.
Critical analysis, evaluation and synthesis of the key concepts of organisational design. Collating, analysing and interpreting information from a variety of sources, including academic research publications. Carrying out research from a variety of reputable academic and business sources. Presenting and evaluating information, arguments and ideas on the contemporary context and themes of organisational design and change management. |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Communicating effectively in speech and writing. Using, interpreting and evaluating numerical, statistical and graphical data. Using a range of IT applications to support and enhance work.
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| Autonomy, Accountability and Working with others |
SCQF Level 10.
Exercising independence and initiative in preparing assessed work, while systematically identifying and addressing their own learning needs. Planning, organising and prioritizing personal and group workload. Providing evidence of reflection on own role and contribution in group work |
| 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 | 24 |
| Tutorial/Synchronous Support Activity | 12 |
| Asynchronous Class Activity | 12 |
| Independent Study | 152 |
| 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:
Authors: Gareth R Jones
Title & Edition: Organizational Theory, Design, and Change: Global Edition, 7/E
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 Operations and People |
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| Moderator | TBC |
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| External Examiner | TBC |
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| Accreditation Details | |
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| Version Number | 1 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Group written Report 40% of 2000 words |
| Individual Essay 60% of 1500 words |
(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
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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