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Session: 2022/23
Last modified: 06/06/2022 14:45:36
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Title of Module: Work-Based Learning Four |
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Code: BUSN10081 |
SCQF Level: 10
(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: | Alan
Martin |
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| Summary of Module |
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This 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 lthrough the delivery of a Capstone Dissertation Project relevant to their workplace setting and engage in critical reflection regarding the impact of this knowledge on organisational and personal performance. Building on the level 9 studies, this requires students to gain a conceptual understanding of business and management practice and apply this to a practical setting through a variety of means including primary research.
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 develop many of the personal and professional attributes found here at https://www.uws.ac.uk/current-students/your-graduate-attributes/.
- work based learning
- reflective practice
- applied learning
- applied research
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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 appropriate high level skills, attitudes and behaviours in business and management.
L2.
Using appropriate research methods synthesing and desemintion of relevant primary data.
L3.
Identify suitable aims and objectives before critically reviewing appropriate secondary data including academic literature.
L4.
Demonstrate and ability to complete critical primary research examining contemporary business and management issues. |
| 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 and/or work with:
Knowledge that covers and integrates most of the principal areas, features, boundaries, terminology and conventions of business and management.
A critical understanding of the principal theories, concepts and principles to allow an understanding between theory and practise to be demonstrated.
Detailed knowledge and understanding in one or more specialisms, some of which is informed by, or at the forefront of, a subject/discipline/sector.
Knowledge and understanding of the ways in which business and management is developed, including a range of established techniques of enquiry or research methodologies.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Apply knowledge, skills and understanding:
In using a wide range of the principal professional skills, techniques, practices and/or materials associated with business and management.
In using a few skills, techniques and practices and/or materials that are specialised, advanced and/or at the forefront of business and management.
In executing a defined project of research, development or investigation and in identifying and implementing relevant outcomes.
To practice in a range of professional level contexts that include a degree of unpredictability and/or specialism.
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| Generic Cognitive skills |
SCQF Level 10.
Critically identify, define, conceptualise and analyse complex/professional problems and issues.
Offer professional insights, interpretations and solutions to problems and issues.
Demonstrate originality and creativity in dealing with professional issues.
Critically review and consolidate knowledge, skills, practices and thinking in business and management.
Make judgements where data/information is limited or comes from a range of sources.
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| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Use a wide range of routine skills and some advanced and specialised skills in support of established practices in business and management for example;
Present or convey, formally and informally, information about specialised topics to informed audiences.
Communicate with peers, senior colleagues and specialists on a professional level.
Use a range of ICT applications to support and enhance work at this level and adjust features to suit purpose.
Interpret, use and evaluate a wide range of numerical and graphical data to set and achieve goals/targets.
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| Autonomy, Accountability and Working with others |
SCQF Level 10.
Exercise autonomy and initiative in professional/equivalent activities.
Exercise significant managerial responsibility for the work of others and for a range of resources.
Practice in ways that show awareness of own and others roles and responsibilities.
Work, under guidance, in a peer relatinship with specialised practitioners.
Work with others to bring about change, development and/or new thinking.
Manage complex ethical and professional issues in accordance with current professional and/or ethical codes or practices.
Recognise the limits of these codes and seek guidance where appropriate.
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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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Accordingly the majority of learning and teaching is delivered "in situ" with students undertaking specific projects and tasks within the workplace which enables them the application of theoretical principles and concepts from across their learning as well as encouraging reflection on both personal and professional practise.
Students will be asked to maintain a detailed online presence, in line with the work-based learning, learning, teaching and assessment strategy, which curates a range of reflections on both individual and professional practice. This will be assessed by means of a piece of detailed primary research.
It is the students own responsibility to plan and implement meetings with supervisor.
Relevant support through tutorials and other supporting workshops will be run through course of the academic sessions.
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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) |
| Independent Study | 360 |
| Tutorial/Synchronous Support Activity | 40 |
| 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:
Saunders, M.N.K., Lewis, P. and Thornhill, A. (2019) Research Methods for Business Students. 8th Edition. Harlow: Pearson Education Limited.
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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:
It is the students respnsibility to plan and attend meetings with their link tutor throughout their study and complete progress forms as they are required. |
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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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| Capstone dissertation project worth 100% of total mark. A minimum of 40% must be acheived to pass the module. |
(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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