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Session: 2022/23
Last modified: 25/01/2021 14:22:21
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Title of Module: Creating Business Advantage |
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Code: LNDN11004 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 30 |
ECTS: 15
(European Credit Transfer Scheme) |
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| School: | School of Business & Creative Industries |
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| Module Co-ordinator: | Catherine
Clark |
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| Summary of Module |
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This module explores the organisational pursuit of creating and sustaining a business advantage in the competitive environment, through the exploration of management theory, financial markets, human resource management, strategic marketing and operations management. The module will initially examine classic management theories on which the academic study of business is founded, and critically assess their contemporary application and relevance. This will include subjects such as scientific management, systems theory, and contingency theory. Then the organisational interaction with financial markets will be examined; where learners will develop an understanding of financial markets types, financial institutions and instruments that can help business grow and allocate resources effectively. It will also introduce learners to synthesis the different investing environment and the available tools that can be utilized.
This module will then critically examine the role of strategic human resource management. Organisational practices will be explored and assessed in their impact on and ability to develop a human resource advantage. Strategic marketing will explore the systematic approach to developing advantage through vision, environmental awareness, and marketing strategies. Then operations management will be examined in the dynamic business environment, with consideration of planning, management and control to create an organisational advantage.
Students will develop a critical awareness of the role of these functions and their interrelation in building and sustaining a competitive advantage within a dynamic business environment.
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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.
Critically evaluate contemporary management theories and practical application to business
L2.
Critically demonstrate an understanding of the role and functions of financial intermediation and financial institutions
L3.
Critically evaluate people management strategies leading to human resource advantage
L4.
Critically demonstrate an understanding of the strategic marketing planning process within various dynamic environments
L5.
Critically demonstrate the application of contemporary operations management within the overall business context |
| 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 11.
Demonstrate a critical understanding of management theory and its relevance to contemporary organisations.
Demonstrate a critical awareness of sources of business advantage from within the organisation, and approaches to maximising these in a competitive environment.
Develop a knowledge of the internal business environment and its interrelation in creating and sustaining a business advantage.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Demonstrate an ability to apply complex theories, models and concepts to identify sources of competitive advantage within an organisation.
Apply knowledge to develop sources of competitive advantage from organisational resources and the external environment.
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| Generic Cognitive skills |
SCQF Level 11.
The application of critical analysis, synthesis and evaluation to complex organisational issues.
Develop creative responses to organisational issues, which allows the maximisations of competitive advantage from the organisation’s internal and external environments.
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Effectively communicate, in both verbal and written forms, to peers and tutors complex theory. This includes critical discussion.
Understand and analyse data, and apply financial theory.
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| Autonomy, Accountability and Working with others |
SCQF Level 11.
Demonstrate autonomy through engaging in self directed learning and in academic activities, such as critical discussion.
Demonstrate accountability through taking responsibility for learning and time management.
Collaborate with peers through learning activities and engage in constructive discussions and peer-learning.
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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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| This module is delivered via a combination of lectures, tutorials and workshops. Lectures involve the delivery and exposition of the material forming the basis of the module. Though this is structured and led by the lecturer, it is also intended that there will be a reasonable degree of student participation. Tutorials and workshops however, make quite specific demands upon students in relation to preparation and participation. Tutorial questions and case studies will be available on VLE at the beginning of the trimester, allowing students to prepare appropriately. Asynchronous discussion boards are used for group discussions and formative assessment. |
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 | 18 |
| Tutorial/Synchronous Support Activity | 36 |
| Asynchronous Class Activity | 36 |
| Independent Study | 210 |
| 300
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:
Kelly, P. (Latest edition) International Business and Management. Cengage.
Lasserre, P. (Latest edition) Global Strategic Management. Palgrave MacMillan: Basingstoke.
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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 | 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 report 70% weighting |
| Group presentation 30% weighting |
(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.
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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