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Session: 2022/23
Last modified: 14/01/2022 15:04:30
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Title of Module: THE KNOWLEDGE ECONOMY AND WORK |
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Code: BUSN10078 |
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: | Wojciech
Marek
Kwiatkowski |
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| Summary of Module |
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Knowledge is widely regarded as being instrumental to the success of many organisations in the modern, knowledge-based economy. However, the managerialist conceptualisation of knowledge as a transferrable, controllable resource is naive and sometimes even dangerous. It can result in the misidentification of the knowledge that forms the basis of an organisation's success and competitive advantage; misunderstandings with regard to how organisations learn, evolve and innovate; misconceptions with regard to the use of consulting firms as external knowledge providers; sub-optimal technology development efforts; and disregard for the challenges associated with the implementation of new technologies. It may also have destructive effects on labour.
The module provides the students with an opportunity to develop the necessary awareness which will allow them to avoid the above pitfalls through the exploration of both orthodox and critical literature covering topics such as:
- Organisational knowledge and learning;
- Knowledge management;
- Becoming a competent practitioner;
- Politics of collaborative knowledge work;
- New technology development;
- Consequences of new technologies;
- The role of consultants in the knowledge economy.
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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 of the key concepts, theories and frameworks associated with the topics of the knowledge economy, organisational knowledge and organisational learning.
L2.
Critically appraise the key concepts, theories and frameworks associated with the topics of the knowledge economy, organisational knowledge and organisational learning.
L3.
Understand the key challenges associated with technology development and the key consequences of the implementation of new technologies.
L4.
Position oneself within the ongoing discourse on a selected topic through an appreciation of contrasting scholarly and professional perspectives and independent, evidence-based judgment. |
| 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.
Demonstrating a critical understanding of the principal theories, concepts and principles relevant to the knowledge economy and working within it. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Apply the developed knowledge and theoretical understanding to appreciate and devise means for addressing the challenges associated with the role knowledge and new technologies play in the knowledge economy and work. |
| Generic Cognitive skills |
SCQF Level 10.
Critically identify, define, conceptualise and analyse complex knowledge- and technology-related problems and issues affecting work in the knowledge economy. |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
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. |
| Autonomy, Accountability and Working with others |
SCQF Level 10.
Exercise autonomy and initiative in individual and group course activities. Work with others to bring about new thinking. |
| 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 module is delivered in a hybrid learning format. It comprises workshops revolving around highly interactive discussion-based activities, asynchronous activities students should complete online after the workshops to ‘keep the conversation going’, and independent study.
Discussions within a collaborative learning environment are at the heart of the module’s design and delivery. They are intended to allow the students to not only develop an understanding of the relevant literature, but also to develop their own perspectives on the studied topics.
Delivery of the module is supported by a robust virtual learning environment via which core content is shared and which also serves as digital space for further interactions revolving around the module’s content. |
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 debate summarised in the following article forms the backbone of the module:
Gherardi, S. (2009) ‘Knowing and learning in practice-based studies: An introduction’, The Learning Organization, 16(5), pp. 352-359. doi: 10.1108/09696470910974144
A selection of further compulsory and supplementary readings and other resources will be made available to the students via the module VLE. Whenever possible, digital copies of readings and other resources will be made available to view or to download directly from the module VLE, or links to relevant online resources hosted elsewhere will be provided.
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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 | TBC |
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| External Examiner | TBC |
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| Accreditation Details | N/A |
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| Version Number | 1 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Poster – an individual poster on how new technologies change work and/or its organising. |
| Essay – an essay requiring students to position themselves within the discourse between orthodox and critical perspectives associated with one of the selected topics. |
(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 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.
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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