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Session: 2022/23
Last modified: 14/04/2021 18:14:23
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Title of Module: Integration of Business Functions |
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Code: BUSN11078 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 10 |
ECTS: 5
(European Credit Transfer Scheme) |
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| School: | School of Business & Creative Industries |
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| Module Co-ordinator: | Tom
Keegan |
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| Summary of Module |
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Managers operate within increasingly complex and changing organisational and contextual circumstances, whether in the market, public or ‘third’ sectors and irrespective of the size of their organisations or the types of goods or services these enterprises produce for their customers or clients. This introductory module provides learners with an understanding of the principal internal and external environmental contexts of contemporary organisations, including the managerial and business context, within which businesses operate. These areas will be explored in more depth in other modules. The primary purpose of this module is to introduce learners to these concepts.
This module also introduces learners to a number of business structures, cultures and the political, social, economic, technological, legal and ethical considerations affecting business.
The module explores the question ‘What is a business?’ It investigates business functions including human resource management, accounting and finance, operations and marketing and considers the linkages between them and the challenges experienced in managing across functional boundaries.
This module seeks to provide an integrated and critical understanding of businesses and their core business functions including internal and external factors which impact on them. It enables learners to analyse how these functions operate in a real life context by utilising business case studies and online activities accessed through the UWS ‘MBA online interactive learning world’ website which bring together all the various functional elements to emulate 'real world' issues that need to be addressed. Specific scenarios will be created to simulate issues that impact on the on the overall success of the business.
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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 a critical understanding of the key tools for analysis of the internal and external environmental context within which businesses operate in order to exhibit knowledge and analyse the impact of changing and challenging environments on businesses and business functions in different sectors
L2.
Critically evaluate a number of business functions and their contribution to organisational success across a range of business settings
L3.
Synthesise the complexity and ambiguity of other factors which impinge on businesses and business functions including structure, culture, stakeholders and ethics |
| 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 11.
The development of a critical understanding of the key tools of analysis of the environmental context within which businesses operate
A broad and integrated knowledge of the main functional areas of organisations
Extensive and critical knowledge of organisational functions and how they should be inextricably linked in order to achieve competitive advantage and / or make best use of resources within organisations
The complexity and ambiguity of other factors which impinge on businesses and business functions including structure, culture, stakeholders, ethics and globalisation
A critical understanding of the theories and principles of organisations |
| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Use and practice a range of tools relevant to analyzing the context within which a business operates
Source and analyse information on changes within the internal and external environment in which businesses operate
Using a range of skills and techniques as appropriate to the discipline.
Apply a range of techniques of enquiry and research
Planning and executing the analysis and presentation of the findings of a business case study in report format |
| Generic Cognitive skills |
SCQF Level 11.
Applying critical analysis and evaluation of issues in relation to organisations, their internal and external environments and managing and integrating organisational functions within a business context
Synthesising knowledge, problem evaluation and solving, moving from conceptualisation to applied context
Identifying, abstracting, responding creatively to theoretical and practical issues
Critically reviewing and extending knowledge; and making informed judgements when information is inconsistent or incomplete |
| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Communicate effectively to a range of audiences, including peers and tutors, using oral and written means, academic and applied material relating to a variety of business context issues
Utilise a range of software and numerical skills to enhance synthesis and analysis of key environmental data to support and enhance learning
Critically evaluate a wide range of numerical and graphical data as appropriate |
| Autonomy, Accountability and Working with others |
SCQF Level 11.
Exercising substantial autonomy and initiative in studies
Taking responsibility for own work and the work of others in group work
Dealing with complex ethical issues raised in managing organisations and organisational functions
Working with others in a team context and accepting accountability for the decisions of the collective group |
| 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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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 | 10 |
| Tutorial/Synchronous Support Activity | 10 |
| Asynchronous Class Activity | 20 |
| Independent Study | 60 |
| 100
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:
Nickels, W. G., McHugh, S. and McHugh, J. (2012) Understanding Business, 10th Ed. New York: McGraw Hill
Additional recommended Reading:
Needle, D. (2015) Business in Context, 6th Ed; Andover, Hampshire: Cengage Learning EMEA
Thompson, J. L., and Martin, F. (2017) Strategic Management: Awareness and Change, 8th Ed; London: Thomson Learning
Students will have access to UWS library facilities so that core texts will be supplemented by case studies, academic journal articles and bespoke on-line resources.
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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 | Katie Clark |
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| External Examiner | I Gilhespy |
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| Accreditation Details | N/A |
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| Version Number | 2.04 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Report 80% |
| discussion thread 20% |
(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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This module is appropriate for all students irrespective of ethnic status, disability, age, gender, religious and sexual orientation. The University provides facilities and resources for all students through the Enabling Support Team.
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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