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Session: 2022/23
Last modified: 11/01/2022 18:43:28
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Title of Module: Emerging Issues in Business |
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Code: BUSN09078 |
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: | Dr Muzammal
Khan |
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| Summary of Module |
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This module aims to give you, the student, an opportunity to develop your analytical and problem-solving skills. Through a series of workshops, you will consider emerging issues in business and you will have the opportunity to apply your prior knowledge to consider how these issues might be best tackled. The module will be participative, and you will be expected to engage fully in applying your knowledge and skills to these emerging business issues.
The module will prepare you for the business environment by supporting the development of your critical thinking skills, understanding of the wider context of business, and improving your capacity to be proactive regarding changes in the 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.
Demonstrate a comprehensive and critical understanding of the latest emerging issues impacting businesses and organisations
L2.
Interpret, use and evaluate information to help improve business responses to emerging issues
L3.
Demonstrate the ability to work with others in examining issues impacting businesses and organisations |
| 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 ways in which business is impacted by emerging issues
Understanding how business can be proactive in preparing for change
Applying prior knowledge of business to emerging issues |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Using analytical and problem-solving skills to identify how business can be proactive in response to a changing environment
Applying prior knowledge of business to emerging issues |
| Generic Cognitive skills |
SCQF Level 9.
Undertaking critical analysis of emerging business issues
Identifying problems created for business by a changing environment
Drawing on a range of sources to prescribe improvements to how businesses respond to emerging issues |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Presenting information on emerging business issues formally and informally
Interpret, use and evaluate information to help improve business responses to emerging issues |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Exercise autonomy and initiative in undertaking class activities
Working alone and with others in interpreting issues and problem-solving |
| 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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The teaching strategy for this module is built around principles of collaboration and group learning.
Students will attend workshops as outlined in the module handbook and will be expected to take part in continuous module activity, and an end-of-module event.
Assessment will include both a structured essay on a topic of current relevance and a structured debate. The structured debate will be used to allow students to present views and opinions relating to a specific topic of currency in business and will involve teams arguing specifically for and against particular issues, regardless of their own personal opinions. This is designed to encourage open-minded approaches where examination of alternative or even contradictory views can be researched and proposed. |
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 | 36 |
| Independent Study | 164 |
| 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:
Crane, Matten et al. (2019), 5th edition, Business Ethics: Managing Corporate Citizenship and Sustainability in the Age of Globalization. OUP.
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 VLE.
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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 and People |
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| Moderator | Wojciech Kwiatkowski |
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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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| Debate (30%) |
| Essay (70%) |
(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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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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