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Session: 2022/23
Last modified: 13/07/2021 13:33:53
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Title of Module: People in Business |
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Code: HURM08008 |
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: | Catherine
Clark |
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| Summary of Module |
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This module incorporates two strands of theory which impact on people in organisations and their management. Firstly, the module reviews developments in organisation theory which contribute to existing knowledge and understanding of organisational goals, controls, structures, processes and organisational effectiveness. Secondly, it develops an understanding through incorporating contemporary organisational behaviour theory and its implications for the management of people in businesses.
The additional practical activities will then consider the extent to which organisational practices draw on organisational behaviour theory in areas such as motivation, learning, work groups, power, conflict and communications.
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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.
Discuss theories of organisations including, strategy, structures, and culture and leadership.
L2.
Assess the implications of organisational behaviour theory for the management of people in businesses.
L3.
Demonstrate an understanding of the group/team processes in an organisational context.
L4.
Evaluate individual behaviour in an organisational context. |
| 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.
Demonstrate and/or work with:
A broad knowledge of the scope, defining features, and main areas of organisation theory and organisational behaviour.
Detailed knowledge in some areas of organisational behaviour.
Understanding of a limited range of core theories, principles and concepts in organisation theory and organisational behaviour.
Limited knowledge and understanding of some major current issues and specialisms in organisation theory and organisational behaviour.
An outline knowledge and understanding of research and equivalent scholarly/academic processes in organisation theory and organisational behaviour. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Use a range of routine skills, techniques, practices and/or materials associated with organisation theory and organisational behaviour, a few of which are advanced or complex.
Carry out routine lines of enquiry, development or investigation into problems and issues of managing people in organisations.
Adapt routine practices within accepted standards. |
| Generic Cognitive skills |
SCQF Level 8.
Undertake analysis, evaluation and/or synthesis of ideas, concepts, information and issues that are within the common understandings of organisation theory and organisational behaviour.
Use a range of approaches to formulate evidence-based solutions/responses to defined and/or routine problems/issues of managing people in organisations.
Evaluate evidence-based solutions/responses to defined and/or routine problems/issues of managing people in organisations. |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Use a range of routine skills and some advanced and specialised skills associated with organisation theory and organisational behaviour, for example:
Convey complex information to a range of audiences and for a range of purposes.
Use a range of standard applications to process and obtain data.
Use and evaluate numerical and graphical data to measure progress and achieve goals/targets. |
| Autonomy, Accountability and Working with others |
SCQF Level 8.
Exercise autonomy and initiative in some activities at a professional level.
Take continuing account of own and others’ roles, responsibilities and contributions in carrying out and evaluating tasks.
Work in support of current professional practice, under guidance.
Deal with ethical and professional issues in accordance with current professional and/or ethical codes or practices, under guidance. |
| 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: | Enrolment in the Graduate Apprenticeship Programme and completion of level 7 |
| 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 module is delivered via Accelerated and Immersive Education (AIE) approach. The AIE is designed to digitally deliver teaching and learning in a mobile, immediate and interactive manner. It responds to the challenges of a digitally accelerating world by providing a versatile, student-centred and empowering educational experience that flexibly adapts to the field, industry and lifestyles of individual students.
Core educational content is hosted through a cloud-based virtual learning platform that allows staff to customise and digitally deliver content that is visual, vibrant and engaging. Through the integration of digital, social and transformational technologies student learning is a facilitated, convergent and immersive process being co-created between staff, students and their social networks. Therefore, the AIE is specifically designed to provide a collaborative, interactive and immersive educational experience for the modern learner. |
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 | 24 |
| Tutorial/Synchronous Support Activity | 24 |
| Asynchronous Class Activity | 48 |
| Independent Study | 104 |
| 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:
Buchanan, D. and Huczynski, A. (2017) “Organisational Behaviour”, 9th Edition. Harlow: Pearson
The following materials form essential underpinning for the module content and ultimately for the learning outcomes: *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 in 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 | Marketing, Innovation, Tourism & Events |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Marketing, Innovation, Tourism & Events |
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| Moderator | Andrew Burnett |
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| External Examiner | tbc |
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| Accreditation Details | |
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| Version Number | 1.02 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| 100% of the overall marks will be accounted for by an individual report. |
(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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