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Session: 2022/23
Last modified: 31/05/2022 16:19:12
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Title of Module: Work Based Learning Two |
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Code: BUSN08064 |
SCQF Level: 8
(Scottish Credit and Qualifications Framework) |
Credit Points: 40 |
ECTS: 20
(European Credit Transfer Scheme) |
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| School: | School of Business & Creative Industries |
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| Module Co-ordinator: | Elaine
Jackson |
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| Summary of Module |
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The Work Based Learning (WBL) Two module is designed to give students the opportunity to integrate the academic knowledge gained through this level of study into a practical work-based setting through the delivery of project(s) relevant to their workplace setting and engage in meaningful reflection regarding the impact of this knowledge on organisational and personal performance.
Building on the level 7 'Work Based Learning (WBL) One' module, this module requires students to gain a deeper understanding of managerial issues within the workplace.
This module is developed in accordance with the UWS Graduate Attributes and helps students to develop the skills, qualities and abilities which will prepare them for success both out with university and beyond their period of study at UWS. The module also helps to develop many of the personal and professional attributes found at https://www.uws.ac.uk/current-students/your-graduate-attributes/
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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.
On successful completion of this module the student will be able to:
L2.
L1. Demonstrate skills, attitudes and behaviours appropriate to the workplace
L3.
L2. Demonstrate application of appropriate theories and principles within personal and organisational practice
L4.
L3. Demonstrate a deep reflective understanding of personal professional practices and the need for continued personal development planning
L5.
L4. Demonstrate a detailed reflective understanding of specific workplace issues and practices |
| 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.
Demonstrate and/or work with:
• A knowledge of the scope, defining features, and main areas of business and management
• Specialist knowledge in some areas.
• A discerning understanding of a defined range of core theories, concepts, principles and terminology.
• Awareness and understanding of some major current issues and specialisms.
• Awareness and understanding of research and equivalent scholarly/academic processes |
| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Apply knowledge, skills and understanding:
• In using a range of professional skills, techniques, practices and/or materials associated within business and management, a few of which are advanced
and/or complex.
• In carrying out routine lines of enquiry, development or investigation into professional level problems and issues.
• To adapt routine practices within accepted standards. |
| Generic Cognitive skills |
SCQF Level 8.
Undertake critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues that are within the common understandings within business and management
• Use a range of approaches to formulate and critically evaluate evidence-based solutions/responses to defined and/or routine problems and issues. |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Use a wide range of routine skills and some advanced and specialised skills associated within business and management, for example:
• Convey complex information to a range of audiences and for a range of purposes.
• Use a range of standard ICT applications to process and obtain data.
• Use and evaluate numerical and graphical data to measure progress and achieve goals/targets. |
| Autonomy, Accountability and Working with others |
SCQF Level 8.
Exercise autonomy and initiative in some activities at a professional level in practice or in business and management.
• Exercise managerial responsibility for the work of others within a defined structure.
• Manage resources within defined areas of work.
• Take the lead on planning in familiar or defined contexts.
• Practice in ways that show awareness of own and others’ roles, responsibilities and contributions when carrying out and evaluating tasks.
• Work, under guidance, with others to acquire an understanding of current professional practice.
• Manage, under guidance, ethical and professional issues in accordance with current professional and/or ethical codes or practices |
| 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 is a work based learning module. Accordingly, the majority of learning and teaching is delivered 'in situ' with students undertaking specific projects and tasks within the workplace which enable the application of theoretical principles and concepts from across their learning as well as encouraging reflection on both personal and professional practices.
Information relating to PDP, and what is expected of them will be made available prior to the start of the module. The module handbook and other detailed materials will be made available to students which will set out the requirements and expectations of the module.
The student’s workplace mentor will monitor the student throughout their involvement with the work environment and will liaise with the student’s Link Tutor to ensure that the student is undertaken a worthwhile WBL project. The student and workplace mentor will meet individually with the Link Tutor at least once per academic term to discuss progress and resolve any work-based learning issues.
The student will have a direct line of communication to their Link Tutor at all times via e-mail and the University’s Virtual Learning Environment (VLE). |
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) |
| Practice Based Learning | 300 |
| Independent Study | 80 |
| Personal Development Plan | 20 |
| 400
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:
Pears, R. and Shields, G. (2019) Cite Them Right: The essential referencing guide. 11th edn. London. Red Globe Press.
Done, J., and Mulvey, R. (2016) Brilliant Graduate Career Handbook. 3rd edn. Harlow: Pearson.
Kirton, B. (2011) Brilliant Workplace Skills for Students & Graduates. Harlow: Pearson.
Needle, D. (2019) Business in Context: An introduction to business and its environment. 7th ed. Hampshire: Cengage Learning EMEA.
Saunders, M., Lewis, P., and Thornhill, A. (2019) Research methods for business students. 8th ed. Pearson education.
Details of further resources, including textbooks, journals and online resources will be identified at the beginning of each delivery and made available via the VLE platform.
Students will also have access to UWS library facilities so that core texts will be supplemented by case studies, academic journal articles and bespoke on-line resources.
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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
For the purposes of this module, academic engagement equates to the following:
Engagement with materials and discussions on the learning platform. Students will also be required to keep in regular contract with their appointed Link Tutor. |
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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 | Alan MacDonald |
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| External Examiner | Peter Robertson
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| Accreditation Details | None |
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| Version Number | 1 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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The first component for assessment on the WBL module will consist of a WBL proposal (20%).
The student will negotiate and agree learning objectives with their workplace mentor and academic tutor.
The student will produce a portfolio of evidence for the agreed objectives.
The proposal will introduce an identified business issue that will be developed into a viable project, where the student will provide a detailed background and rationale for undertaking the project.
The report will discuss the work environment, activities planned and undertaken by the student, relationships with stakeholders, challenges faced, and a personal development record that will provide the basis of their continued personal development plan. The student will be supplied with a detailed specification of the requirement for this assessment, including the assessment criteria and a recommended structure for the written report.
A minimum overall 40% is required to achieve a pass on the WBL Two module.
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The second component for assessment on the WBL module will consist of an individual reflective journal (30%).
The student will negotiate and agree learning objectives with their workplace mentor and academic tutor.
The student will produce a portfolio of evidence for the agreed objectives.
The reflective journal will critically evaluate employability development and performance throughout the work experience as part of the student’s personal development plan (PDP).
The report will discuss the work environment, activities undertaking by the student, relationships with stakeholders, challenges faced, and a critical evaluation of their own work and how they perceive the whole experience to impact their employer. The student will be supplied with a detailed specification of the requirement for this assessment, including the assessment criteria and a recommended structure for the written report.
A minimum overall 40% is required to achieve a pass on the WBL Two module.
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The third component for assessment on the WBL module will consist of a final WBL portfolio (50%).
The student will negotiate and agree learning objectives with their workplace mentor and academic tutor.
The student will produce a portfolio of evidence for the agreed objectives.
The final e-portfolio will serve as an opportunity for the student to detail the close out of the project.
The e-portfolio will discuss the conclusion of the project, activities undertaking by the student, relationships with stakeholders, challenges faced, and a critical evaluation of their own work and how they perceive the whole experience to impact their employer. The student will be supplied with a detailed specification of the requirement for this assessment, including the assessment criteria and a recommended structure for the written report.
A minimum overall 40% is required to achieve a pass on the WBL Two module.
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(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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All students, irrespective of their age, gender, ethnic background or disability are entitled to attempt this module.
In order to complete this module, students must be able to undertake a range of duties that an employer would expect them to undertake. All necessary, reasonable adjustments to teaching methods and assessments and the workplace environment will be made to encourage the full participation of disabled students.
In accordance with the University’s proposed Single Equality Scheme every effort will be made to accommodate any equality and diversity issues brought to the attention of the school.
UWS Equality and Diversity Policy
UWS Equality and Diversity Policy
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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