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Session: 2022/23
Last modified: 31/05/2022 09:46:33
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Title of Module: SOCIAL INNOVATION IN ORGANISATIONS & SOCIETY |
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Code: BUSN10077 |
SCQF Level: 10
(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: | Aleksandra
Webb |
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| Summary of Module |
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The purpose of this module is to explore a paradigm of social innovation and its role in sustainable business and economic development, workplace performance, responsible management and professional practice. The content of this module will engage with a range of social innovation policies and theories, and their application in practice. It will examine examples of innovation that is social both in its ends and its means, often emerging at the ‘grassroots’ in communities and workplaces motivated by people seeking change.
Understanding and enabling social innovation is a growing and integral part of the leadership and management of a wide range of businesses, organisations, institutions and labour/professional and community groups. This module will therefore explore the ways in which social innovation is practiced, learned, led and evaluated. Knowledge and skills related to social innovation are already considered essential in developing future leaders, managers and practitioners, who need to a range of competences to implement social change programmes within their organisations and workplaces.
This module will provide students with opportunities to critically appraise examples of social innovation and practice designing of solutions for current and anticipated business and societal problems. It will cover themes related to UN Sustainable Development Goals on Gender Equality and Reduced Inequalities (Goals 5 and 10), Decent Work and Economic Growth (Goal8), Industry, Innovation and Infrastructure (Goal 9) and Responsible Consumption and Production (Goal 12).
This module will encourage creative, imaginative and critical thinking and will develop a range of graduate academic, personal and professional 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.
Describe social innovation as a paradigm in organisational and social contexts.
L2.
Critically appraise a range of theories, policies and practices associated with adopting socially focused innovations.
L3.
Identify factors influencing impactful implementation and leadership of social innovation programmes and initiatives in a wide-ranging business examples and workplace applications.
L4.
Design, evaluate and present potential solutions for more desirable economic, environmental and social futures in 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 10.
Demonstrate a broad knowledge and enhanced understanding of social innovation.
Review concepts and theoretical perspectives on social innovation.
Demonstrate a critical understanding of current policies and practices in the area of social innovation. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Apply knowledge and understandings of social innovation to support decisions related to a design and evaluation of innovative solutions.
Apply a range of skills and techniques to support the social innovation mindset in posing critical questions and formulating recommendations for actions.
Find, retrieve, interpret and manipulate primary and secondary information from a variety of sources (including electronic sources).
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| Generic Cognitive skills |
SCQF Level 10.
Define, identify, conceptualise and critically analyse complex problems and contemporary issues.
Make informed judgements drawing on a range of sources and use analytical and reflective skills to form arguments where data/information is limited.
Use originality, criticality and creative thinking in demonstration of gained knowledge, understanding and problem-solving competence.
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| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Communicate effectively with a range of audiences, including peers and tutors.
Convey complex concepts and theory in a coherent and concise manners (orally and in a written format).
Use a range of ICT applications and library resources to support and enhance your coursework.
Gain skill in creative digital presentation of knowledge and understandings related to social innovation.
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| Autonomy, Accountability and Working with others |
SCQF Level 10.
Become an autonomous, engaged and reflective learner. Undertake independent research and actively contribute to groupwork.
Learn and interact in ways that show awareness of own and others’ roles and responsibilities.
Exercise a significant responsibility for effective time and self-management, and coordination of the work of your team. Be culturally intelligent and practise principles of respect, inclusivity and fairness.
Manage complex ethical and professional issues in accordance with current professional and/or ethical codes or practices.
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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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| A range of in person and online activities will be used to deliver and interrogate the content of this module (a hybrid delivery using appropriate platforms). |
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 |
| Tutorial/Synchronous Support Activity | 0 |
| Asynchronous Class Activity | 0 |
| 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:
A wide range of book chapters, policy reports, academic articles and other digital resources will be used as essential underpinning of learning on this module.
A core text guiding the course will be: Franz, H.W., Hochgerner, J. and Howaldt, J. (2012) Challenge social innovation: An introduction. In Challenge social innovation (pp. 1-16). Springer, Berlin, Heidelberg.
A full list of resources will be identified at the beginning of each delivery. The list will be included in the Module Handbook and made available via Aula.
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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 | Dr Stephen Gibb |
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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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This module will be assessed by 100% coursework consisting of the two assignments. These will enable students to demonstrate knowledge as well as application of understandings gained during the module.
A literature review of 2,000 words (individual written assignment)
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| A creative briefing (individual assignment) |
(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
UWS is committed to advancing and promoting equality and diversity in all of its activities and aims to establish an inclusive culture free from discrimination and based upon the values of fairness, dignity and respect.
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.
http://www.uws.ac.uk/equality/
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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