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Session: 2022/23
Last modified: 30/11/2021 14:05:22
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Title of Module: Workplace Health and Wellbeing |
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Code: BUSN08066 |
SCQF Level: 8
(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: | Mbusiro
Chacha |
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| Summary of Module |
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Employee health and wellbeing is at the core of managing healthy workplaces. This module will explore the fundamental principles of health and wellbeing in the workplace. It will aim to provide an understanding and facilitate the application of major theories relating to workplace health and wellbeing. Additionally, the module will explore the factors that influence workers health and wellbeing in contemporary and dynamic workplaces. Furthermore, it will provide the basis for protecting and promoting employee mental health and well-being through the exploration of current and relevant research. The module will also promote students understanding of their own mental health and wellbeing.
The key themes that will be addressed in this module include, legislation relating to workplace health and wellbeing, management of emerging workplace health risks, relevant theories and models of employee health and wellbeing, and strategies for the promotion of health and wellbeing.
This module is of a multidisciplinary nature, allowing students from different schools to participate and link their knowledge and skills from different subjects. As such, it meets the university’s ‘I am UWS’ graduate attributes:
- Universal: supporting students in becoming critical thinkers, who can demonstrate analytical and collaborative skills;
- Work-ready: developing motivated, ambitious and knowledgeable future professionals, with effective communication skills;
- Successful: helping our students to be autonomous, resilient and transformational individuals who have the drive to succeed in their future careers.
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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 an awareness and understanding of challenges related to workplace health and wellbeing
L2.
Identify strategies for promoting and supporting healthy workplaces
L3.
Identify the key legislation that guide and support workplace health and wellbeing
L4.
Demonstrate the ability to reflect on one’s own mental health and wellbeing at work |
| 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 8.
An overall appreciation of the body of knowledge of health and wellbeing in the work place.
Main theories, concepts and principles of health, and wellbeing in the work place.
The key legislation guiding the management of health and wellbeing in the workplace.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Use a range of professional skills and techniques in addressing health and wellbeing issues in the workplace.
Provide evidence based solutions to workplace health and wellbeing problems.
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| Generic Cognitive skills |
SCQF Level 8.
Present and evaluate arguments, information and ideas that are routine to health and wellbeing in the workplace.
Use a range of approaches to address defined and/or routine problems and issues within familiar contexts.
Reflecting on one’s own mental health and wellbeing to promote mindfulness and resilience.
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| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Use a range of communication forms to effectively communicate in a variety of settings.
Use numerical and graphical data to measure progress and achieve goals/targets.
Demonstrating competence in a range of ICT applications and digital technologies in multiple contexts including engagement with digital learning platforms.
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| Autonomy, Accountability and Working with others |
SCQF Level 8.
Exercise some initiative and independence in carrying out defined activities at a professional level in practice or in a subject/discipline.
Take the lead in implementing agreed plans in familiar or defined contexts.
Take account of own and others’ roles and responsibilities when carrying out and evaluating tasks.
Work, under guidance, with others to acquire an understanding of current professional practice.
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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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| The learning and teaching activities developed for the module were crafted in accordance with the UWS Education Enabling plan in terms of providing variety in learning and assessment practice and engaging students in learning practices. The formative and summative learning and teaching activities and assessment instruments are adopted with the aim of providing learners with the opportunity to manage partnerships with fellow students in informal group activities and to develop individual independence in the practical report. The instrument of assessment provides learners with externally facing workplace relevant knowledge that is enhanced by a commitment to scholarly practice. Students will gain core knowledge in interactive classes, applying that knowledge in student discussion. |
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 | 36 |
| Asynchronous Class Activity | 18 |
| Independent Study | 146 |
| 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:
Mitchell, D., 2018. 50 Top Tools for Employee Wellbeing: A Complete Toolkit for Developing Happy, Healthy, Productive and Engaged Employees. Kogan Page Publishers.
Hesketh, I. and Cooper, C., 2019. Wellbeing at work: how to design, implement and evaluate an effective strategy. Kogan Page Publishers.
Hesketh, I. and Cooper, C., 2022. Managing Workplace Health and Wellbeing during a Crisis
How to Support your Staff in Difficult Times. Kogan Page Publishers.
Green, D. (2020). The Age Of Wellbeing: A new leadership model for a happier world. KDP
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 myUWS.
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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
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
In line with the Academic Engagement and Attendance 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 Moodle, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic engagement and attendance 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 | 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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| Written assessment: 80% of the overall mark will be accounted for by an written assessment |
| Reflective: 20% of the overall mark will be accounted for by a written CPD/reflective element |
(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
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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