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Session: 2022/23
Last modified: 11/01/2022 18:15:14
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Title of Module: The Common Good |
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Code: BUSN10079 |
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: | Kae
Reynolds |
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| Summary of Module |
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This module expands the fundamental understanding of ethical organisational leadership and individual social responsibility by advancing students’ awareness of power and value systems and the roles of organisations and individuals in the psycho-social wellbeing of society.
Students will investigate and question the extent to which state institutions, private businesses and third sector organisations in power contribute to and promote the Common Good. Knowledge of moral foundations, ethical perspectives, social justice theories of the Common Good, and normative leadership theories is facilitated, and contemporary issues in social wellbeing are explored.
Students will be challenged to reflect on and critically assess their values and envision their future role as leaders and contribution to the Common Good.
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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 understanding of a variety of perspectives on ethics, leadership, and conceptualisations of the common good
L2.
Critically analyse and evaluate arguments concerning the role of business and organisations in promoting the common good
L3.
Demonstrate an ability to critically reflect and apply concepts of ethics and leadership in the process of reflecting
L4.
Develop and articulate a vision of ethical leadership and individual contribution to the common good |
| 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.
In relation to ethical leadership and social justice in the context of the common good:
Systematically identify and address own learning needs in terms of ethical development, in current and new areas by making use of research and professional materials.
Demonstrate and/or work with:
Detailed knowledge and understanding that covers and integrates most of the principal features and terminology,
Develop a critical understanding of the principal approaches, perspectives and concepts |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
In relation to ethical leadership and social justice in the context of the common good:
Interpret and explain complex concepts,
Analyse problems and
Apply knowledge, skills and understanding
Apply appropriate principles to propose solutions. |
| Generic Cognitive skills |
SCQF Level 10.
In relation to ethical leadership and social justice in the context of the common good:
Engage in discourse
Give reasons for opinions and identify flaws in arguments
Adopt an evaluative approach
Bring together information from a variety of sources, including research publications
Critically identify, define, conceptualise and analyse complex/professional problems and issues
Offer professional insights, interpretations and solutions to problems and issues
Demonstrate some originality and creativity in dealing with professional issues.
Critically review and consolidate knowledge, skills, practices and thinking |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
In relation to ethical leadership and social justice in the context of the common good
Communicate effectively and appropriately orally and in writing
Distinguish between alternative opinions on the basis of evidence presented in coherent and logical arguments.:
Present or convey, formally and informally, information
Communicate with peers and senior colleagues on a professional level.
Use a range of ICT applications to support and enhance work at this level and adjust features to suit purpose.
Make effective use of information technology applications to present documents in an appropriate form. |
| Autonomy, Accountability and Working with others |
SCQF Level 10.
In relation to ethical leadership and social justice in the context of the common good
Work effectively together with others in groups or teams, taking a leadership role where appropriate.
Systematically identify and address own learning needs both in current and in new areas, making use of research source materials as appropriate.
Demonstrate the ability to learn independently with minimal guidance. Practise in ways that show awareness of own and others’ roles and responsibilities. |
| 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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| Core content delivery will be made available via the virtual learning environment asynchronously and will include activities such as online lectures, videos, podcasts, recommended reading and signposting to additional content and resources. Online activities will include discussion, live chat, contribution to collaborative documents and webinars. Face to face workshop sessions on campus will also be delivered to provide students with the opportunity to engage with their peers and university academic and support staff. |
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:
The following materials form essential underpinning for the module content and ultimately for the learning outcomes:
Johnson, C. E. (2020). Meeting the ethical challenges of leadership: Casting light or shadow (7th ed.). Sage.
Kotler, P. (2019). Advancing the Common Good: Strategies for Businesses, Governments, and Nonprofits. Praeger.?
Johnson, C. E. (2020). Meeting the ethical challenges of leadership: Casting light or shadow (7th ed.). Sage.
Details of further resources, including textbooks, journals and online resources will be identified at the beginning of each delivery in the Module Handbook and on the 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
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
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 VLE, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
For the purposes of this module, academic engagement equates to the following:
Attending taught classes, contributing positively to the learning environment, behaving in a professional manner, engaging with online activities, collaborating on classwork and assessments, contributing actively to group work, engaging in independent study. |
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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 | Mbusiro Chacha |
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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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| Creative output/ Audiotapes/ Videotapes/ Games/ Simulations 50% |
| Essay 50% |
(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
Please ensure any specific requirements are detailed in this section. Module Co-ordinators should consider the accessibility of their module for groups with protected characteristics..
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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