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Session: 2022/23

Last modified: 12/03/2021 15:48:58

Title of Module: Professional Management Skills

Code: LNDN11013 SCQF Level: 11
(Scottish Credit and Qualifications Framework)
Credit Points: 30 ECTS: 15
(European Credit Transfer Scheme)
School:School of Business & Creative Industries
Module Co-ordinator:TBC 

Summary of Module

This module enables students to set and manage aspirations for success and create a vision for their future self. It establishes the need to commence or continue with the concept of being a lifelong learner and how to develop appropriate skills and competences.  Both Professionalism and Continuing Personal Development are investigated. Key skills are explored such as emotional intelligence, influencing skills and networking. Understanding culture, including national culture, university culture and business culture is explored in order to give context for work and learning. Finally, academic and applied research techniques are examined, covering current theories and their application in general and with specific reference to the student’s chosen pathway.

  • Professional and personal knowledge and development In order to effectively negotiate the demands of modern workplaces, graduates need to understand the context in which they will be working and how they can acquire the required personal skills and competences. The module will explore various academic texts on corporate and work culture but also examine popular self-help texts in a critical fashion to understand trends in work culture and how the individual can ‘future proof’ themselves by knowing how, where, and when to engage in personal development and change.

  • The needs and particularities of specific pathways Content will be suggested by those leading the module development on those pathways. However, all will have material on: the history of that discipline/ sector type and key contemporary debates. The future of work in that pathway and suggested professional trajectories for those sectors/ pathways is explored.

  • Ability to engage with higher learning and apply such learning effectively within the workplace. In this, the foundational module of the programme, students engage fully with the expectations of the programme beyond induction-level activities. This will require students to examine carefully the programme handbook and relevant regulations of the University including academic integrity, style, behaviour and how to problem solve. A multiple-choice exam with a portion of credit may be used as way of testing the student’s knowledge and understanding of university requirements based on guided reading. The second part of this component examines academic and professional research skills, expectations of engagement and communication skills (particularly in an appropriately clear and high-level written form). There will be extensive work on academic research and writing including maintaining academic integrity and appropriate referencing.

Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

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.

Online with mandatory face-to-face learning on Campus

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.

Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:





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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1


Term 2


Term 3


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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Demonstrate an in-depth understanding of the relevant skills and knowledge required to ensure current professional and academic practices are attained.

L2. Demonstrate a critical understanding of the demands of university and professional life.

L3. Critically develop related practical competencies by showing how these can be applied to the world of professional practice and requirements of the specific pathways

L4. Critically develop a relevant professional persona and personal brand

L5. Critically evaluate key research theories, tools and techniques within an organisational context.

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 11.

This core introductory unit will explore a range of knowledge and understanding relating to personal development and planning through set reading, expectation of further reading and research and experiential learning through reflection and working with others.

Practice: Applied Knowledge and Understanding SCQF Level 11.

It is expected that theoretical and reflective work is related directly to students' past professional experience and linked to both their current studies and future aspirations in work and learning.

New and familiar academic texts will be used as a basis for creating critical insights.

Generic Cognitive skills SCQF Level 11.

Through a range of interactive workshops, lecture and peer learning together with independent study comprising research and reflection a range of generic cognitive skills will be developed intended to offer a foundation to all other component modules of the programme.

Communication, ICT and Numeracy Skills SCQF Level 11.

Peer learning and interactive class-based activities will foster effective communication and use of ICT which is a core requirement for all subsequent modules of the programme and are transferrable to the workplace.

In assessing experience and development needs at this point students will be able to address these needs for future modules.

Autonomy, Accountability and Working with others SCQF Level 11.

Summative assessment is 100% individual but relies upon effective engagement in module activities and peer learning to achieve an effective outcome.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:Previous work experience at entry level.
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
Initial sessions will be traditional lecture delivery to establish the parameters of the module and the expected outcomes. As the foundational module of the programme students are encourage to learn how to learn and access materials and reflect on their own approach to learning and how they may optimise it in the supportive but challenging environment of a master's level business programme.
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 Delivery12
Tutorial/Synchronous Support Activity12
Laboratory/Practical Demonstration/Workshop24
Asynchronous Class Activity24
Independent Study193
Personal Development Plan35
300 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Lowes, R; Peters, H and Turner, M (Latest edition)The International Student’s Guide to University. London: Sage.

Adidtional materials will be noted on the learning platform.

(**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)

Engagement Requirements

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 BoardManagement, Organisations & People
Assessment Results (Pass/Fail) No
Subject PanelManagement Operations and People
External ExaminerTBC
Accreditation Details
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
Electronic exam
Personal Development Plan Portfolio
(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.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Seen open bookcheck markcheck mark   201

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Portfolio of written work  check markcheck markcheck mark8035
Combined Total For All Components100% 36 hours

A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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  1. More than one assessment method can be used to assess individual learning outcomes.
  2. 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.

Equality and Diversity
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
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.