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Session: 2022/23
Last modified: 23/03/2021 10:38:19
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Title of Module: Professional Development Experience 1 |
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Code: BUSN08033 |
SCQF Level: 8
(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: | Peter
McGuire |
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| Summary of Module |
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This module has been designed to support students reflecting on the development of knowledge, employability skills and attributes relevant to their future careers.
The student is expected to conduct an in-depth investigation into a business topic either in the workplace or in a business environment; to collect and analyse data relevant to the issue being studied and to present findings, conclusions and recommendations as appropriate.
The scope of this module allows for the student to participate in Professional development in any field of business and can be carried out within a variety of business sectors. It is envisaged that this module and its associated learning can be applied to public and private sector businesses as well as those involved in social enterprise.
The module also provides students with an opportunity to identify employability skills and competencies and reflect on personal development.
The student can undertake this module within any business environment and is suited to full time and part time students alike. Students can also undertake this module as part of any volunteering activities they may do.
The student should conduct research of relevant literature and then investigate the problem using appropriate concepts, practices and techniques.
The student will finally develop conclusions and recommendations based on the investigation carried out and present these as part of a formal report. The report will be submitted on-line using the SWAY software package.
- Development of employability skills through volunteering activities (Scouts, Cubs, Brownies, Sports activites)
- Refection on the development of graduateness through part time employment.
- Exploration of viability of potential business ideas.
- Reflection on the UK political decisions on a specific aspect of the business sector.
- Impact of the Learning Environment on students in the Business School.
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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.
Identify an appropriate topic for investigation related to the students field of study
L2.
Conduct an investigstion into the chosen project topic.
L3.
Demonstrate ability to reflect upon the practices and abilities, and the range of skills and knowledge used.
L4.
Develop and present in an innovatinve manner, the conclusions and reccomendations found |
| 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 8.
Working within an agreed scope of knowledge and understanding in a specific subject area
Understanding of principal theories and concepts from the subject of study
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| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Gathering primary and secondary information related to the subject of study
Using already acquired skills and knowledge to meet project objectives
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| Generic Cognitive skills |
SCQF Level 8.
Analsis, evaluatation and / or synthesis of evidence |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Use of a range of IT applications to enhance work.
Communication of results accurately and reliably in a variety of formats and settings.
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| Autonomy, Accountability and Working with others |
SCQF Level 8.
Working autonomously, taking responsibility for own learning objectives developed under supervision.
Making effective use of supervision to manage a project
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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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| This is an independent study module. Students will be allocated a personal tutor for their project who will agree the scope and shape of the project and supervise the completion of the work across the academic year. This will be achieved via regular supervision meetings on a monthly basis. |
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) |
| Tutorial/Synchronous Support Activity | 12 |
| Independent Study | 188 |
| 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:
Indicative Resources, dependent on topic area
Durrant, A, Rhodes, G and Young, D (2011), Getting Started With University Level Work Based Learning, Libri Publishing
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 Moodle.
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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 | Alan MacDonald |
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| External Examiner | S Kok |
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| Accreditation Details | |
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| Version Number | 1.06 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Submission of project proposal including timeline and rational 20% of overall Mark |
| Submission of Portfolio including reflective log 80% of overall mark |
(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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The Equality, Diversity and Human Rights policy underpins student engagement. We aim to make UWS a fair and equal place to study an institution which addresses specific issues covering all aspects of equality, diversity and human rights. Where required module assessment will be adapted to meet student requirements.
http://www.uws.ac.uk/equality/
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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