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Session: 2022/23
Last modified: 22/04/2022 16:10:23
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Title of Module: Equality, Diversity & Inclusion |
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Code: HURM10008 |
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: | Silvio
Hofmann |
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| Summary of Module |
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The aim of this module is to provide learners with a fundamental understanding of equality, diversity and inclusion in an organisational context, including policy approaches, support and the elimination of barriers for minority people. The module also provides a foundational discussion around key elements that aim at advancing the equality agenda, including the following:
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Introduction & Fundamental Ideas & Concepts within EDI;
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Elementary Arguments for EDI (i.e. Legal Requirement; Social Obligation;? Organisational Success);
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Organisational Approaches towards EDI (i.e. Organisational Support;? Policy Approaches; Recruitment & Talent Management).?
The module is designed in a flexible manner, around three scheduled workshops, fostered by weekly support drop-in sessions — ideal for students in full-time employment.
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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.
Critically define and evaluate fundamental theoretical concepts within the equality, diversity and inclusion debate;
L2.
Assess elementary arguments for equality, diversity and inclusion along the lines of the legal, social justice and business case;
L3.
Demonstrate the ability to identify and critically evaluate organisational approaches towards the equality, diversity and inclusion agenda;
L4.
Demonstrate the ability to critically self-reflect on key behaviours and abilities helping to eliminate potential barriers to EDI 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.
Knowledge and critical understanding of the development of theoretical approaches in equality, diversity and inclusion.
Knowledge and critical understanding of the development of empirical research in equality, diversity and inclusion. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Interpreting and explaining complex equality, diversity and inclusion concepts and their application to organisational contexts.
Developing solutions to complex equality, diversity and inclusion problems and their relevance in organisational contexts. |
| Generic Cognitive skills |
SCQF Level 10.
Critically define, conceptualise and analyse complex equality, diversity and inclusion problems and issues, identifying flaws in arguments and justifying analysis.
Retrieving, interpreting and manipulating secondary information from a variety of sources, including academic research publications and electronic sources. |
| Communication, ICT and Numeracy Skills |
SCQF Level 10.
Communicating effectively and appropriately in speech and writing. Making effective use of information retrieval systems and use information technology applications to present documents in an appropriate form. |
| Autonomy, Accountability and Working with others |
SCQF Level 10.
Working effectively, together with others in groups or teams, taking a leadership role where appropriate.
Systematically identifying and addressing their own learning needs both in current and in new areas, making use of primary equality, diversity and inclusion source materials as appropriate. |
| 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.
Along with a strong emphasis on self-directed studying, and the delivery of fewer workshops, 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 Equality, Diversity and Inclusion. |
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) |
| Laboratory/Practical Demonstration/Workshop | 12 |
| Asynchronous Class Activity | 24 |
| 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:
Kirton, G. and Greene, A.M., (2022), “The Dynamics of Managing Diversity: A Critical Approach”, 5th Edition, Routledge, London
Details of further resources, including textbooks, journals and online resources will be identified at the beginning of delivery in the module handbook and made available via 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 |
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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 | |
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| Version Number | 1 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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50% of the overall marks will be accounted for by one group presentation.
Individuals who fail to pass this instrument of assessment will be required to undertake an individual written assessment. |
| 50% of the overall marks will be accounted for by CPD portfolio. |
(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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