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Session: 2022/23
Last modified: 29/03/2022 09:48:02
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Title of Module: Theoretical Perspectives of Management |
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Code: LNDN09007 |
SCQF Level: 9
(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: | Melissa
Kerr |
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| Summary of Module |
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This module will introduce students to the major contemporary developments in business and the most influential contemporary management theories, encouraging seminal debates about management practice. While students are encouraged to reflect on past developments, the overall focus of the module is on the likely future direction of management practice and on the key explanatory factors. The aim of the module is to introduce you to a range of significant issues in today's business and management world.
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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.
Assess the impact of different historical developments in management and organisation studies
L2.
Evaluate the changing characteristics of organisations and explain the causes of key contemporary developments in their management
L3.
Explain the role of the manager in different organisational settings
L4.
Identify the increasing impact of regulation, technology, innovation and sustainability on the role of management |
| 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 9.
Understanding the ways in which business is impacted by emerging issues in management
Understanding how business can be proactive in preparing for change
Applying prior knowledge of business to perspectives of management
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Using analytical and problem-solving skills to identify how business can be proactive in response to theoretical perspectives in management
Applying prior knowledge of business to emerging issues
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| Generic Cognitive skills |
SCQF Level 9.
Undertaking critical analysis of theoretical perspectives in management
Identifying problems created for business by a changing business environment
Drawing on a range of sources to prescribe improvements to how businesses respond to change
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| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Presenting information on issues formally and informally
Interpret, use and evaluate information to help improve business responses to changes in management perspectives.
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| Autonomy, Accountability and Working with others |
SCQF Level 9.
Exercise autonomy and initiative in undertaking class activities
Working alone and with others in problem-solving
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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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| In line with UWS’ Curriculum Framework, providing a flexible and hybrid, student-centred and inclusive approach to learning and teaching, the module has been designed around the delivery of engaging, activity- and discussion-based workshops, nurtured by meaningful online content, including short videos, reading materials, quizzes, etc. This approach creates more flexibility for students, while also enhancing deeper learning through engagement with peers and teaching staff, both online and in the classroom. This is further supported by the assessment approach adopted, enabling students to develop both academic and employability-focused knowledge and skills within international business — all aligned to the overarching purpose and aims of the programme. |
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:
G.A. Cole & P. Kelly, Management Theory and Practice, 2020, Cengage
Details of further resources, including textbooks, journals and online resources will be identified at the beginning of each delivery in the module handbook and made available via 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 |
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Supplemental Information
| Programme Board | Marketing, Innovation, Tourism & Events |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | TBC |
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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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Video Diary (60%)
Video Diary 5 minutes video per week for 5 weeks reflecting on Management theories and contemporary developments. Each week students- are given an article relating to a management theory and they relate that to contemporary management practice. For example, for the topic of Scientific Management students evaluate the theory and its relevance today for example Call centres, McDonalds etc are all modern-day examples.
500 word reflective report summarising the key points from the videos
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Essay (40%) 2000 words
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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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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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