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Session: 2022/23
Last modified: 10/01/2022 16:55:07
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Title of Module: Organisation Strategy and Culture |
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Code: BUSN09080 |
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: | stephen
gibb |
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| Summary of Module |
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This module will study theories and models of strategy, culture, and their integration. A set of common organisational challenges in practice emerge from the integrated management of strategy and culture. These include addressing social, economic and environmental missions; challenges for leadership, the design of work and workplaces, and effective organisational communication and internationalisation contexts.
- High performing and sustainable organisations engage in and depend on a combination of strategic planning and culture management, and aligning these. This has always generated challenges in practice for private, public and 3rd sector organisations, in some common and some distinct ways. It is even more of a challenge in an era of global change and expectations around achieving missions around economic, social and environmental goals.
- The module and assessment has been designed with our students as future academics and professionals including the development of fundamental skills in research.
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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.
Describe and use theories and models of strategy, culture, and integration for alignment, in different types of work organisation.
L2.
Identify and analyse common organisational challenges in practice which are associated with the integrated management of strategy and culture
L3.
Critically evaluate and propose solutions for real world cases of contemporary integrated strategy and culture management which address economic, social and environmental missions. |
| 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.
Demonstrate and/or work with:
• An understanding of the scope and defining features of a subject/discipline/sector, and an integrated knowledge of its main areas and
boundaries.
• A critical understanding of a range of the principles, principal theories, concepts and terminology of the subject/discipline/sector.
• Knowledge of one or more specialisms that is informed by forefront developments.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Apply knowledge, skills and understanding:
• In using a range of the principal professional skills, techniques, practices and/or materials associated with the subject/discipline/sector.
• In using a few skills, techniques, practices and/or materials that are specialised and/or advanced.
• In practising routine methods of enquiry and/or research.
• To practise in a range of professional level contexts that include a degree of unpredictability.
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| Generic Cognitive skills |
SCQF Level 9.
Undertake critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues in a subject/discipline/sector.
• Identify and analyse routine professional problems and issues.
• Draw on a range of sources in making judgements.
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| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Use a wide range of routine skills and some advanced and specialised skills in support of established practices in a subject/discipline/
sector, for example:
• Present or convey, formally and informally, information on standard/mainstream topics in the subject/discipline/sector to a range of audiences.
• Use a range of ICT applications to support and enhance work.
• Interpret, use and evaluate numerical and graphical data to achieve goals/targets.
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| Autonomy, Accountability and Working with others |
SCQF Level 9.
• Exercise autonomy and initiative in some activities at a professional level in practice or in a subject/discipline/sector.
• Exercise managerial responsibility for the work of others and for a range of resources.
• Practise in ways that show awareness of own and others’ roles and responsibilities.
• Work, under guidance, with specialist practitioners.
• Seeking guidance where appropriate, manage ethical and professional issues in accordance with current professional and/or ethical codes or practices.
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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-/discussion-based and subject-specific 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 research methods and design — all aligned to the overarching purpose and aims of the students’ respective programme of study.
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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) |
| Lecture/Core Content Delivery | 36 |
| Tutorial/Synchronous Support Activity | 0 |
| 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:
Alvesson, M. (2012) Understanding Organizational Culture, 2nd Edition, Sage.
Other resources are on 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
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
In line with the Academic Engagement Procedure, Students are academically engaged if they are regularly engaged with timetabled on-campus and online teaching sessions, asynchronous online learning activities, course-related learning resources, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement and attendance 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 | MOP |
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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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| Assessment 1; Groupwork presentation (30%). The presentation will be a description and analysis of the management of strategy-culture in an organisation. |
| Assessment 2; 2,000 word Individual written report assignment (70%); this will allow students to select a thematic area of strategy-culture integration and explore it in depth. |
(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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