Level 4 Module Descriptor Handbook

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University of Chichester Business School

Level Four

Module Descriptors

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Introduction

This document contains the level four Business School module descriptors.

To gain quick access to a modular descriptor click on the specific module title in the index.

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Table of Contents

BML 103 Management and Organisations......................................................................................4

BML 104 Introduction to Marketing..................................................................................................8

BML 105 Business Decision Making..............................................................................................11

BML 106 Business Information Systems.......................................................................................15

BML 107 Introductory Law for Managers......................................................................................20

BML 108 Event Planning, Design and Creation...........................................................................23

BML 109 The Contemporary Tourism and Event Environment.................................................29

BML 110 Programming for the Web...............................................................................................32

BML 111 Tourism, Events and Destinations: Impacts and Sustainability................................36

BML 112 Business in Action............................................................................................................40

BML 114 Accounting Skills..............................................................................................................42

BML 115 Working with Others and Developing Self A................................................................45

BML 117 Enquiry into Economics...................................................................................................50

BML 125 Understanding Business Models...................................................................................53

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BML 103 Management and Organisations

Module Title: Management and Organisations

Module Code: BML103

Credits: 15

Level: 4

Academic Department: Business School

Programme to which the module contributes: Business School BA (Hons) undergraduate degree routes

Tutor Responsible: David Simmonds

Entry Requirements: No pre-requisites or co-requisites

Aims:

This module aims to provide students of various backgrounds and experiences with an introductory knowledge of management and organisational behaviour. Students should become aware of their personal and inter-personal skills and capabilities in learning about management issues and stimulate an interest and enthusiasm for further learning of this subject area.

Learning Outcomes:

On successful completion of this module students will be able to:

§ Understand the concept of group structure and processes and evaluate the relative effectiveness of group performance over individual performance

§ Examine systemic factors (environment, strategy, task, etc.) in organisational

models and apply these to case studies of diverse organisations § Describe, explain and compare content and process theories of motivation and

leadership theories and styles § Understand and explain cultural models of organisations § Understand the nature of and role of power in decision making and organisational

conflict § Apply knowledge to groups, organisations and workplace processes § Communicate through the presentation and writing up of a case study analysis

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§ Work as a member of a team by participating in group assignments and applying concepts to structured reflection on individual and team effectiveness. Develop research skills

Indicative Curriculum Content:

Students will explore ways of enhancing learning about management and themselves as managers. Management will be defined and the role of managers discussed. Students will be encouraged to develop their self-awareness in relation to their values and potential role as a manager. Group structures and processes will be introduced and the structures, functions and cultures of an organisation will be addressed. Students will explore how people are motivated, and relate this to job design factors. Power in organisations will be discussed, including theories of leadership and techniques to manage conflicts will be identified.

Learning Strategy:

The main mode of teaching is the workshop, which incorporates both traditional and interactive methods of teaching – this allows for a practical discussion of course topics, and for group analysis of case studies and scenarios that outline real organisational situations and problems. The integrated mode of assessment is designed to explore and link theoretical issues to students own practice in a way that will provide a relevant way of extending their own initiative and management competencies.

Mode of Assessment:

Formative:

All students will be required to contribute to the module through discussions and in class activities. They will be asked to complete inter-session tasks and receive verbal feedback for these from the module tutor as well as an opportunity to share work with the class. In preparing for their assignment they will be required to practise team work in deciding how to research and present an allocated aspect of Organisational Behaviour.

Summative:

There are two inter-related parts to the assessment:

1. An individually assessed oral presentation based on an assigned topic area or case study. Each student will prepare for this by working in a group on their assigned topic. Presentations will take place during the second half of the semester. Students will be organised into groups and a case study for the group assessment exercises will be allocated early in the term (50%).

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2. An individual written report on two or more of the topics/case studies (NB, different to the ones presented). Reports must show an understanding of the topics covered in the module (50%).

Assessment Criteria:

Presentations:

§ Appropriate choice of case study material § Structure of the presentation § Depth and knowledge of the subject § The use and quality of visual aids § Ability to convey information accurately and succinctly § The delivery of the presentation

Individual written report:

§ Clear and logical structure § Appropriate understanding of the case study material § Ability to research the subject area § Reference to wider reading § Clarity, conciseness and coherence of discussion

Indicative Reading

Brooks, I. (2008) Organisational Behaviour: Individuals, Groups and Organisation, 4thEdition.

London: FT Prentice Hall

Buchanan, D & Huczynski, A. (2006) Organisational Behaviour: An Introductory Text, 6th Edition.

London: Prentice Hall

Handy, C. (1993) Understanding Organisations, 4th Edition. London: Penguin

Morgan, G. (2007) Images of Organization Updated Edition. UK: Sage.

Mullins, L. (2008) Essentials of Organisational Behaviour, 2nd Edition. London: FT Prentice Hall.

Mullins, L. (2007) Management and Organisational Behaviour, 8th Edition. London: FT Prentice Hall.

Rollinson, D. (2008) Organisational Behaviour and Analysis An Integrated Approach, 4th Edition. London: FT Prentice Hall.

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Journals:

Human Resource Management Journal

Industrial Relations Journal

Journal of Business Ethics

British Journal of Industrial Relations

New Technology, Work and Employment

People Management

Work and Occupations

Work, Employment and Society

Human Resource Development Journal

Personnel Review

Electronic Resources:

Some of the journals above are available free of charge to you as students of the university through the library. You can locate relevant articles to support your areas of interest through the Business Source Elite and e journals databases. I will also post items and links on the University’s managed learning site Portia.

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BML 104 Introduction to Marketing

Module code BML104 Title Introduction to Marketing Programme Business School Level 4 Credits 15 ECTS* Contact time Acceptable for Business School BA (Hons) undergraduate degree

routes Excluded combinations Core/Optional Module Co-ordinator Graham Bailey Description This introductory marketing module explores the role of marketing in the modern business environment and familiarises students with the core tools and concepts of marketing. The module provides a foundation for later marketing based modules which students might undertake either as a core or optional Level 5 and 6 modules. Outline Syllabus & Teaching & Learning Methods Through a range of lectures, workshops and individual presentations, key areas in the module will include: § Definitions and purpose of marketing § Role and types of marketing research § The marketing internal and external environments § Consumer and Business-to-Business (B2B) buyer behaviour § Segmentation, targeting and positioning (STP) § The marketing mix § Presenting clear and structured marketing plans for product launch Intended Learning Outcomes How assessed** On successful completion of this module students will be able to: § Define the role of marketing in organisations, referring to

the marketing concept and market orientation. § Appreciate the importance of marketing research to

decision making § Conduct an internal audit/environmental analysis § Segment, target and position products and services § Apply the marketing mix to a business scenario § Conduct desk research on organisations that practice

marketing § Develop a range of employability skills linked to a

product launch, such as presentation, team working and time management skills

Assessment Scheme Weighting % Formative Workshops will focus on developing the students’ capability to research a specific role within a product launch, present

0%

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those findings to their group and refine that for the final product launch. Assessment Scheme Weighting % Summative: Small groups (3-4) students will present an element of the product launch each week, with feedback being provided by tutors Assessment criteria: Evidence of research into the assigned role Application of marketing research within the product area Evidence ability to present data in a business format A final presentation of the product launch in front of a panel, involving all members of the workshop group (maximum 20) Assessment criteria: Evidence of group work in a clear presentation of the product launch Evidence of application of marketing concepts to a business scenario Evidence of selection of appropriate segmentation tools and application to specific markets Self and Peer assessment based on perception of the individual’s contribution to the final product launch Assessment criteria: Ability to communicate information in a clear and concise manner

30% 50% 20%

Indicative Reading Lists/Key Texts/Websites/other resources Core text Jobber, D. and Ellis-Chadwick, F. (2012) Principles & Practice of Marketing, 7th Edition. McGraw Hill Brassington, F. and Pettitt, S. (2006), Principles of Marketing, 4th Edition. Harlow: FT Prentice Hall Palmer, A. (2009) Introduction to Marketing: Theory and Practice, 2nd Edition. Oxford: University Oxford Press Kotler, P and Armstrong, G. (2009), Principles of Marketing, 13th European Edition. Harlow:FT Prentice Hall Journals Journal of Marketing Management Marketing Week (UK) - Centaur Communications, London (available from Business Source Elite) Marketing (UK) - Haymarket Business Publications Ltd, London (available from Business Source Elite) International Journal of Nonprofit & Voluntary Sector Marketing

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Other Business Source Elite (for company profiles and publications, available via Portia). Online Comprehensive supplementary text, case studies & video on Moodle Mashable Brandchannel Marketingteacher.com Cim.co.uk Businessballs.com Ft.com Video Digby Jones - New Troubleshooter

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BML 105 Business Decision Making

Module Code: BML105 Credits: 15 Level: 4 Academic Department: Business School Programme to which the module contributes:

Business School BA (Hons) undergraduate degree routes

Tutor Responsible: Chris Dancer Entry Requirements: No pre-requisites or co-requisites

Aims: This module aims to provide students with a practical introduction to business decision making. The interplay between decisions around the organisation, operations, sales and marketing, and finance is explored through students engaging with a business start-up simulation. A key focus to the module is the role that financial literacy plays in supporting effective management of a business. Scenarios will be used as the basis for supporting the understanding of key financial statements and techniques that are used to inform business planning and decision making. In addition the module provides a hands-on introduction to the use of financial modelling as a tool to support the business planning process. Learning Outcomes: On successful completion of this module students will be able to demonstrate: § The ability to identify and justify appropriate recommendations in

response to a wide range of business scenarios. § An understanding of how management decisions in one area of a

business can impact on other areas of the organisation. § An understanding of the underlying principles and concepts used in the

construction of a profit and loss account. § An understanding of how budgeting techniques (particularly in relation to

cash flow and income/expenditure) can be used to support business planning and decision making processes.

§ How an understanding of the nature of different types of cost can be used to aid decision making.

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§ The ability to use a spreadsheet to support the development of financial models.

§ The ability to interpret financial data and use this information in support of judgements made.

Indicative Curriculum Content: § Key considerations relating to operations, sales and marketing, finance

and organisational structure within the context of a simulated start-up business.

§ Financial information and its benefit to the range of stakeholders associated with a business.

§ The construction of trading, profit and loss accounts and their use as an indicator of financial performance.

§ The importance of cash to the business, cash flow forecasting and cash management.

§ Financial modelling and its use in support of the business planning process.

§ The nature and behaviour of costs and how the understanding of this aspect of finance can support decision making.

Learning Strategy: The module will be built around weekly workshops. Learning will be primarily scenario led. In part this will focus on the use of a software based business start-up simulation that will enable students to develop an understanding of the range of business decisions that are encountered when running a business and how the outcomes of such decisions can impact on the organisation. Additional scenarios will be explored as the basis for introducing students to the core accounting based concepts that are explored within the module. The workshops are designed to be participative with an emphasis upon students discussing and working through problems as a means of developing further their knowledge and understanding of the subject area. A significant element of the module will focus upon the development of financial modelling techniques using a spreadsheet package. In addition to being directly relevant to the Business Decision Making module, this area of skills development will have a wider application to other areas of a student’s programme of study.

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Mode of Assessment: Formative: The workshops provide an opportunity for students to apply their skills and develop their knowledge and understanding of the subject area in an environment that allows for formative feedback both from the tutor and also from other students. Additionally, reflection on the inter-workshop directed tasks is another source of feedback. Summative: Examination (60%): A 1½ hour examination will include a spreadsheet based test to examine students’ ability to develop a financial model that can be used as an aid to financial decision making. In addition there will be a series of short answer questions. (N.B. It is recognised that the standard length of time allocated to a Level 4 time limited assessment that accounts for 60% of the module grade would normally be approximately 1 hour and 10 minutes. However, it is envisaged that the total time required by students in preparation of this assessment would not exceed the preparation time required for a ‘typical’ Level 4 examination with a 60% weighting. The additional 20 minutes is to provide sufficient time to develop the financial model). Presentation (40% - 1,000 words equivalent) A brief presentation (approximately 5 minutes), with supporting documentation, followed by tutor questions. Assessment Criteria: Examination: § Development of an effective financial model that enables a user to vary input data. § Quality of the presentation § Accurate application of the underlying accounting principles Presentation: § Evidence of the identification and justification of an effective decision

making strategy in response to a business scenario. § Clear structure and presentation of materials that are aligned to the

requirements laid down in the assessment brief.

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Indicative Reading: Recommended text: Dyson, J.R. (2010), Accounting for Non-Accounting Students, 8th Edition. London: Prentice Hall McLaney, E. & Attril, P. (2007), Accounting: An Introduction, 4th Edition. London: FT Prentice Hall Additional Reading: Millichamp, A.H. (2000), Finance for Non-Financial Managers. 3rd Edition London: Continuum International Publishing Group. Software: SimVenture

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BML 106 Business Information Systems

Module Title: Business Information Systems

Module Code: BML106

Credits: 15

Level: 4



Tutor Responsible: Paul Kooner-Evans


Aims:

This module is designed to introduce all management students to business information systems and how they are used to support businesses effectively. It is the first part of an information systems theme running through the course that will be undertaken by all IT Management for Business students. The second part, will consider the technology infrastructure and architecture necessary to support an organisation’s use of information systems. The final Level 6 modules will look at the management of information systems organisations and Information Systems Strategy

During BML106, students will investigate the impact of information systems on organisations and begin to recognise that their successful implementation is a business issue. As prospective employees and managers of these organisations, regardless of whether they work within an IT department, graduates are very likely to be involved in discussing, specifying and working with a range of business systems. This module has been designed to provide an introduction to information systems within the business or organizational context. The focus will be on how businesses are using IS to deliver real benefits. Specific aims of the module are to:

§ Enable students to appreciate the role of information systems in organisations and recognise the relationship between them and how they support the management decision-making process.

§ Explore the interactive relationships between individuals, organisations and wider

society that are promoted by IT.

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Learning Outcomes:


§ Understand the basics of data, information and knowledge management

§ Explore how information systems are used to support business processes and management decision making

§ Appreciate the benefits arising from the successful implementation of information

systems and the associated issues involving change

§ Recognise the increasing importance of enterprise systems and e-commerce to the efficient operation of both small and large businesses

§ Examine some of the issues raised as IT impacts on society at large together with

the growing importance of security as an issue


The course will begin with an introduction to information systems and fundamental concepts, ideas and critical components. This will be followed by an introduction to the role, application and management of information systems in supporting business processes. Students will be expected to reflect upon the impact of IT on individuals, organisations and the wider society and become aware of security and ethical issues. Students will be introduced to a wide range of enterprise systems covering, for example, supply chain management, knowledge management and collaborative working. The underpinning infrastructures will also be briefly introduced.

Learning Strategy:

The sessions have been designed as far as possible to promote active learning. Short sessions of content delivery, usually in the form of lecture style delivery, supported using PowerPoint presentations on the interactive whiteboard will be interspersed with a range of group workshop activities. Extensive use of electronic resources will be made to support activities. Presentation slides will be made available as handouts and electronically through the University’s VLE. The key messages will be summarised at the end of each session.

A range of self-directed activities will also be assigned with the objective of enhancing knowledge of the subject and providing input to subsequent teaching sessions. Whilst these will not be formally assessed, they will provide students with an opportunity to develop their overall analytical and communication skills.

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Mode of Assessment:

Formative:

Students will be formatively assessed through active involvement in seminar discussion and individual/group tasks during sessions including operating and managing of software and hardware.

Summative:

The assessment will take the form of a single case study based report (word-count 2500). Towards the end of the module, students will be presented with a case study related to a given business scenario. They will be expected to produce a report discussing how business information systems could be used effectively within the business. This will include a detailed discussion of specified business processes and the implementation of an associated enterprise application (e.g. Customer Relationship Management or Supply Chain Management).


§ Knowledge and understanding of Information Systems within the context of the enterprise system to be implemented and the organisation in which it is to be implemented

§ Discussion of issues relating to information requirements within an organisation including security

§ Recognition of the change management issues associated with implementing

information systems

§ Quality and structure of report presentation

§ Recognition of the wider issues of the impact of the Information Systems on the business and society

Indicative Reading:

Benyon-Davies, P. (2009) Business Information Systems. Basingstoke: Palgrave

Berners-Lee, T. (1999) How the Internet was Born. London: Orion Business Books

Bloomfield, B. (1999) Information Technology and Organisations. Oxford: Oxford University Press.

Bocij, P. et al. (2006) Business Information Systems, 3rd Edition. Harlow: Pearson Education

British Computer Society. (2002) A Glossary of Computing Terms, 10th Edition. London: Addison-Wesley.

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Chaffey, D. (2004) E-Business & E-Commerce Management, 2nd Edition. Harlow: Pearson Education

Earl, M. (1998) Information Technology: the Organisational Dimension. Oxford: Oxford University Press.

Gillies, J. & Cailliau, R. (2000) How the Web Was Born, Oxford: Oxford University Press.

Gralla, P. (2002) How the Internet Works. USA: QUE

Hutchinson, (1999) Dictionary of Computing, Multimedia and the Internet, 3rd Edition. London: Helicon.

Ince, D. (2003) Oxford Dictionary of the Internet. Oxford: Oxford University Press.

Knight, J. (1999) Computing for Business. FT Prentice Hall

Laudon, K & Laudon, J. (2003) Management Information Systems, 8th Edition. London: FT Prentice Hall.

Mcleod, R & Schell, G. (2004) Management Information Systems ,9th Edition. New Jersey: FT Prentice Hall

Mcnurlin, B & Sprague, R. (2004) Information Systems Management in Practice, 6th EditionLondon: FT Prentice Hall.

Pearlson, K & Saunders, C. (2006) Managing and Using Information Systems; a Strategic Approach,3rd Edition. Chichester: Wiley

Open University (1997) DT 200 IT: Social and Technological Issues, Oxford: Oxford University Press.

Oxford University (2008) Oxford Dictionary of Computing, 6th Edition, Oxford: Oxford University Press.

Post, G & Anderson, D. (2002) Management Information Systems. London: McGraw-Hill Education.

Rainer. et al. (2007) Introduction to Information Systems; Supporting and Transforming Business. Chichester: Wiley.

Rowley, J. (2002) E-Business Principles & Practice. Basingstoke: Palgrave

Turban, E. et al. (2004) Information Technology for Management: Transforming Organisations in the Digital Economy. Chichester: Wiley.

White, R. (2002) How Computers Work , 6th Edition. USA : QUE.

Whiteley, D. (2004) Introduction to Information Systems, organisations, applications, technology and design. Basingstoke: Paulgrave Macmillan.

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Other Resources:

Web Sites:

www.howstuffworks.com good site for basic information on how computers work

http://www.cio.com/ general portal site to provide support to computer systems managers

http://www.it-director.com/ general portal site to provide support to computer systems managers

http://www.businesslink.gov.uk/bdotg/action/layer?r.l2=1073866263&r.l1=1073861197&r.s=m&topicId=1074448621 - government site introducing IT for business

http://www.oxfordreference.com/views/SUBJECT_SEARCH.html?subject=s4 search specific computing terms

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BML 107 Introductory Law for Managers

Module Title: Introductory Law for Managers

Module Code: BML 107

Credits: 15

Level: 4



Tutor Responsible: Andrew Myerson


Aims:

This module aims to introduce students to the subject of law relevant to the commercial world. It is not intended to make the students expert in the subject, but to provide them with sufficient understanding of it that as managers they are able to recognise its existence and effects within commercial activities that may require them to seek appropriate professional assistance.

Learning Outcomes:


§ Demonstrate by means of oral skills and appropriate visual aids, an understanding of the essential elements of contract, tort and employment rights, and how they apply to commercial life;

§ Describe the basic elements of a contract and a tort of negligence;

§ Define the principle features of the relationship between employer and employee;

§ Develop lines of argument in relation to specific scenarios and make reasoned judgements, verbally and in writing, that have been informed by the knowledge and understanding gained of the subject;

§ Communicate in a cogent and authoritative manner, using appropriate formats.

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Key areas in the module will include:

Law of obligations:

§ Contract: formation of contract (elements, terms and discharge) § Tort: nature of tort (elements and examples)

Employment law:

§ Employee or contractor § Terms of employment contract § Unlawful/unfair dismissal/redundancy

Learning Strategy:

The module will be built around weekly workshops. The emphasis is upon the adoption of a practical, participative approach to the study and understanding of legal issues that are relevant to the commercial environment. The purpose of the assessments is to develop and gauge students’ understanding of how law affects the operation of business and their awareness of the role of law within commercial and working life.

Mode of Assessment:

Formative:

Students will be formatively assessed through active involvement in individual as well as group tasks within the seminar sessions.

Summative:

In-class Test (50%) – 1 hour

Examination (50%) – 1 hour

(N.B. For both the in-class test and the examination, students will be provided with a range of scenarios in advance of each assessment. They will have the opportunity to carry out research in advance of the assessment in relation to the key points of law that relate to the scenarios. The questions asked of the students in the assessments will require them to respond to some, but not all, of the scenarios previously distribute.)

Assessment Criteria (In-class test and examination):

• Evidence of research relevant to a problem-based scenario • Application of research to a given problem-based scenario

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• Clear, logical and concise structure and discussion

Indicative Reading:

Adams, A. (2008) Law for Business Students, 5th Edition. London: Longman

Atiyah, P. et al. (2005) The Sale of Goods, 11th Edition. London: Longman

Charman, M. et al(2006). AS Law, 4th Edition. Devon: Willian Publishing.

Kelly, D. (2005) Business Law, 5th Edition. London: Cavendish.

MacIntyre, E. (2008) Business Law, 4th Edition. London: Longman

Routledge. Cavernish. (2008) Contract Lawcards, 6th Edition. UK: Routledge-Cavendish.

Routledge. Cavernish. (2008) Employment Lawcards, 6th Edition. UK: Routledge-Cavendish

Routledge. Cavernish. (2008) English Legal System Lawcards, 6th Edition. UK: Routledge-Cavendish

Routledge. Cavernish. (2008) Tort Lawcards, 6th Edition. UK: Routledge-Cavendish

Weir, T. (2006) An Introduction to Tort Law, 2nd Edition. Oxford: Oxford University Press.

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BML 108 Event Planning, Design and Creation

Module Title: Event Planning, Design and Creation

Module Code: BML108

Credits: 15

Level: 4



Module Co-ordinator: Dr Wendy Sealy


Aims:

During the last 30 years the events industry has emerged as an important component within the economies of most countries. Increasingly, events are seen as an integral part of regeneration and development strategies in many different settings and destinations. The aim of this module is to introduce students to the principles of event planning, design and creation, providing a detailed understanding and appreciation of the range of event environments that can be designed, the inherent management challenges that event managers will face in delivering a successful event, and the basic design tools that an event manager should have to deliver them. Local fieldtrips and case studies from the national and international event environment will be used to emphasise the diverse nature of event design and creation, and the different settings in which these could be planned.

Learning Outcomes:

Knowledge and Understanding


§ Define and conceptualise the context and characteristics of events and event experiences.

§ Discuss the nature, characteristics and needs of different event stakeholders.

§ Display an understanding of the different elements that must be managed in order to design a successful event.

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§ Clarify and implement the key steps required for product and service development in event design.

§ Evaluate the characteristics, suitability and requirements of different types of event venues.

§ Design, plan and write a conceptual event proposal.

§ Demonstrate effective organisational and interpersonal skills needed to work effectively as a member of an event team.

§ Demonstrate research and critical analysis skills.

§ Demonstrate appropriate IT skills.


Key areas covered in the module will include:

§ Context and significance of events

§ The event experience

§ Understanding the customer – demand and motivations for event experiences

§ Event industry stakeholders

§ Introduction to the event lifecycle: pre – during – post

§ Event feasibility and the planning process (SWOT analysis for event design, SMART objectives, PIDs, budgetary concerns, financial planning and budget control)

§ Product and service development (Service design and quality, design of

gastronomy and other consumables)

§ Marketing and sponsorship planning

§ Timescales and time management implications in planning

§ Introduction to supply chain management

§ Location management: indoor events and outdoor events

§ Venue suitability assessment

§ Event planning and design assessment

§ Location management: large capacity events

§ Principles of risk management for events

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Learning Strategy:

A series of interactive sessions, including lectures, student seminars and fieldtrips will form the basic structure of this module. The lectures will introduce students to the key themes under investigation each week, and students will be asked to supplement these sessions through self-directed activities and contribution to discussion and activities during sessions.

It is also envisaged that a number of local fieldtrips will help students to recognise the existence of a range of different event requirements and venues, and the management challenges these requirements and venues pose.

Mode of Assessment:

The assessment for this module will consist of group conceptual event proposal (50%, approximately 1,250 word equivalent per student - group mark), venue evaluation / event assessment report (30%, approximately 750 word equivalent - individual mark) and a peer assessment process (20%) (500 word equivalent - individual mark) which requires students to keep track of their own group performance and reflect on how each group member has contributed to the successful completion of the module assignments.

Formative:

Event evaluation debriefs presentation (20%, approx. 5 mins per student, approximately 500 word equivalent). As part of the module students will be required to volunteer at an event as part of the Event Volunteer Programme (EVP). Based on their experiences at this event, students will then be required to present a short evaluation of the event, in which they apply and reflect on the application of the key event design and creation concepts that are covered during the course of the module. The aim of the assessment is to help students appreciate the complex nature of the event first hand.

Summative:

(a) Group conceptual event proposal (50%, approximately 1,250 word equivalent per student, maximum four students per group). Students need to prepare an event proposal that develops and conceptualise an event, which considers and includes all the elements of event design and planning covered during the module.

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(b) Venue evaluation report (30%, approximately 750 word equivalent). As part of a field visit to a local event venue, students will individually assess and prepare a report of the suitability of the venue location to held different types of events. Alternatively, students may visit an on-going event as ‘secret shoppers’ and produce an evaluation report assessing the design and planning elements of the event.

In determining an individual student mark for the group work assessment, appropriate processes will be adopted that enable both the collaborative and individual student contribution to be assessed. Detailed guidance to the processes adopted will be provided to students and approaches adopted will reflect Assessment Standards Knowledge exchange (ASKe) best practice in relation to group work assessment.


Event Evaluation Debrief

§ Evidence of reflective practice relating to the evaluation and application of key event design tools and concepts

§ Ability to convey and discuss relevant concepts accurately and succinctly in the context of a specific event

§ Appropriate structure and delivery of the presentation

§ Appropriate use of visual aids

§ Evidence of reading the relevant and assigned academic event management

literature

Group Event Proposal

§ Structure and content of the report

§ Appropriate relevance and contextualisation of chosen case study / theme

§ Ability to convey and discuss results accurately and succinctly using appropriate formats

§ Evidence of background reading in relation to chosen case study / theme

§ Evidence of integration of the module learning outcomes

§ Quality of data, graphics, cartography and overall presentation

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Event /Venue Evaluation Report

§ Clear and logical structure. § Clarity, conciseness and coherence of content. § Clear consideration of practical elements of event design. § Evidence of reading the relevant and assigned academic event management

literature § Effective use of tables, figures and illustrations. § Quality of page layout and overall design elements.

Indicative Reading:

Berridge, G. (2007) Events Design and Experience, Elsevier, Oxford.

Bowdin, G., ALLEN, J., O.TOOLE, W., HARRIS, R. AND MCDONNELL, I. (2006), Events Management, Second Edition, Elsevier, Oxford.

Fenich, G. (2005), Meetings, Expositions, Events and Conventions, Pearson Prentice Hall, New Jersey.

Getz, D. (2007), Event Studies: Theory, Research and Policy for Planned Events, Elsevier, Oxford.

Jones, M. (2010), Sustainable Event Management, Earthscan, London.

Matthews, D. (2008), Special Event Production – The Process, Butterworth Heinemann, London.

Shone, A & Parry, B. (2004), Successful Event Management – A Practical Handbook, Thomson, London.

Rogers, T. (2008), Conferences and Conventions – A Global Industry, Second Edition, Butterworth Heinemann, London.

Rotherford Silvers, J. (2008), Risk Management for Meetings and Events, Butterworth Heinemann, London.

Seekings, D. (1999), How to Organise Effective Conferences and Meetings, Seventh Edition, Kogna Page, London.

Tum, J., Norton, P. & Wright, J.N. (2006), Management of Event Operations, Elsevier, Oxford.

Yeoman, I., Robertson, M., Ali-Knight, Drummond, S. & Mchanon-Beattie, U. (2004), Festivals and Events Management, Butteworth Heinemann, London.

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BML 109 The Contemporary Tourism and Event Environment

Module Title: The Contemporary Tourism and Event Environment

Module Code: BML109

Credits: 15

Level: 4


Programme to which the module contributes: Business School BA (Hons) undergraduate Degree routes

Module Co-ordinator: Dr Andy Clegg


Aims:

The aim of this introductory module is to introduce students to the characteristics of the contemporary tourism and event environment. The module is designed to provide a foundation unit for the study of tourism and events at a local, regional, national and international level.

Learning Outcomes:


§ Discuss the concepts and characteristics of tourism and events as areas of applied academic study

§ Identify the structural and spatial processes determining the demand and supply

of tourism and events § Discuss the institutional framework for tourism planning and the involvement of

public and private sector organisations in the tourism industry, at a local, regional, national and international scale

§ Evaluate the spatial awareness of the economic, social and environmental

impacts of tourism and events in a range of different destination environments § Demonstrate an understanding of the character and composition of the different

sectors of the tourism and event industry § Work co-operatively with others

§ Communicate effectively in written and verbal form

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§ Seek, handle and interpret information § Demonstrate appropriate IT skills


§ Defining the contemporary tourism and event environment § Festivals to mega-events § Understanding consumer demand for tourism and events § Markets for tourism and events § Impacts of tourism and events § Governance for tourism and events § Tourism Sectors 1: Attractions accommodation § Tourism Sectors 2: Accommodation § Environments for tourism and events 1: Rural tourism § Environments for tourism and events 2: Urban tourism § Environments for tourism and events 3: Resorts

Learning Strategy:

The module will be based upon interactive lectures that encourage student participation through video-based discussion and group-based discussion and activities. The programme will be structured so that particular themes are addressed each week, and students will be expected to read a number of key articles to facilitate class discussion. Fieldtrips and guest speakers will also be integral to this introductory module.

Mode of Assessment:

Formative:

Feedback will be provided through in-class discussion. Additional formative feedback relating to the assessment elements will be provided through the generic Level 1 skills-based modules and supporting tutorials.

Summative:

Group presentation (approx. 7-8 min per student) (40%) and essay (1,500 words) (60%)


Essay:

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§ Content quality, relevance and coherence of answer in relation to chosen essay title

§ Clear and logical structure, including introduction, main body and conclusion § Quality, choice and exposition of support material and case studies § Effective use of tables, figures and illustrations § Evidence of referencing to the academic literature using correct referencing

conventions

Indicative Readings

Boniface, B & Cooper, C. (2001) Worldwide Destinations - The Geography of Travel and Tourism. London: Butterworth Heinemann.

Bowdin. G, Allen. J, O.toole. W, Harris. R & Mcdonnell. (2006) Events Management, 2nd Edition. London: Elsevier.

Cooper, C & Hall, M. (2008) Contemporary Tourism – An International Perspective. London: Butterworth Heinemann.

Cooper. C, Fletcher. J & Gilbert, D. (2005) Tourism: Principles And Practice, 3rd Edition. London: Pitman.

Getz, D. (2007) Event Studies – Theory, Research and Policy for Planned Events. London: Elsevier.

Hall, C. & Page, S. (2006) The Geography Of Tourism And Recreation, 3rd Edition. London: Routledge.

Holloway, J.C. (2006) The Business Of Tourism, 7th Edition. London: Prentice Hall.

Mason, P. (2008) Tourism – Impacts, Planning And Management, 2nd Edition. London: Butterworth Heinemann.

Middleton, V. (2005) British Tourism – A Remarkable Story Of Growth, London: Butterworth Heinemann.

Page, S. (2009) Tourism Management – Managing For Change, 3rd Edition. Elsevier: London.

Wall, G & Mathieson, A. (2006) Tourism – Change, Impacts And Opportunities, 2nd Edition. London: Pearson.

Yeoman. I, Robertson. M, Ali-Knight. J, Drummond. S. & Mcmahon-Beattie, U. (2004) Festivals And Events Management, London: Butterworth Heinemann.

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BML 110 Programming for the Web

Module Title: Programming for the web

Module Code: BML 110

Credits: 15

Level: 4


Programme to which the module contributes: Business School BA (Hons) undergraduate degree routes.

Tutor Responsible: Leigh Cook


Aims:

This module aims to introduce students to the basic principles of programming in a practical context and provide them with a solid foundation in program specification, general programming design and testing. The module involves the study of a single computer language in detail, but examples from other languages will be used to illustrate the general concepts involved. The second year module, Dynamic and Data Driven online Systems will build upon knowledge and skills gained in this module.

Learning Outcomes:


§ Create clear, unambiguous program specifications that meet the needs of the user;

§ Produce effective programs from specifications and test programs against specifications;

§ Create clear documentation to support future developments of an application; § Communicate effectively regarding programming principles; § Integrate into a programming team situation; § Manage programming tasks and projects within necessary constraints; § Develop creative solutions to challenges arising from programming situations.


Students gain an understanding of computer programming through practical application and development of a project. Students completing the module will be able to apply skills learnt in design and development to most mainstream computer languages. Concepts covered may include, for example, structure, modular design, hierarchy charts and documentation, writing a program, beginning decisions:

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boolean logic, using loop structures such as `while`, `repeat` and `case`, arrays, data types, boolean variables and expressions, pseudo code, debugging and code re-use, UML modelling and structures including Class and Object Diagrams.

Learning Strategy:

The module places a strong emphasis upon practical work in the sessions to enhance the development of students. own knowledge and skills through participation in tasks and discussion with peers. Reflective tasks will generally be part of the summary and/or intersession tasks to follow each seminar.

Mode of Assessment:

Formative:

In weekly workshops, tasks will be set for the students to work through. Attention to these workshop tasks and intersession tasks will prepare students for the final assignment.

Summative: Assignment (100%)

The assignment will be in two parts.

Part 1 (60%) involves planning and developing aspects of a program to meet the needs of a particular scenario or problem. Working in Programming teams, students will need to write a clear specification, develop aspects of the program and document this (1500 words equivalent).

Part 2 (40%) involves an in-class test (1 hour). Students will be asked to debug a program and document the changes, to enable the program to meet a set specification (1000 words equivalent).


Part 1: Designing a Program to meet a need/ solve a problem:

§ Design a program specification that assists with solving a problem; § Implement aspects of the specification as a program; § Document the program created and discuss how it has met the specification; § Outline programming techniques used; § Explain how any problems encountered were overcome; § Document future developments.

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Part 2: In-Class Test:

§ Working from a program specification and coding, identify errors in a program and debug it;

§ Document all changes

Indicative Reading:

Appleman, D. (2000) How Computer Programming Works. London: Apress.

Bates, C. (2006) Web programming. Chichester: Wiley:

Converse, T & Park, J. (2006) PHP Bible, 2nd Edition. London: Wiley.

Farrell, J. (1999) A Guide to Programming Logic and Design, London: Course Technology.

Knuth, D. (1997) The Art of Computer Programming: Fundamental Algorithms , 3rd Edition. London: Addison-Wesley.

Lerdorf, R & Tatroe, K. (2006) Programming PHP. UK: O.Reilly.

Nance, D. (1995) Pascal: Understanding Programming & Problem Solving. London: West Publishing Company.

Powers,D. (2006) PHP Solutions. US: Apress.

Ullman, L, E. (2007) PHP for the World Wide Web.,US: Peachpit.

White, E & Eisenhamer, J. (2006) PHP 5 in practice.USA: SAMS.

Other Resources:

PC magazines, e.g.: Byte, esp. special issues, Byte Publications

Internet magazines, e.g.: Wired, EMAP

Websites:

Available at: http://www.phpbuddy.com/, PHP Quick Start. Accessed May 2009.

Available at: http://www.php.net/manual/en/langref.php, PHP: Language Reference – Manual. Accessed May 2009.

Available at: http://www.goodphptutorials.com/tag/all/beginner+tutorials, PHP Programming. Accessed May 2009.

Available at: http://www.phpfreaks.com/, PHP Freaks: Help! Accessed May 2009.

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Available at: http://www.webmonkey.com/programming/php/, Webmonkey Programming PHP. Accessed May 2009.

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BML 111 Tourism, Events and Destinations: Impacts and Sustainability

Module Title: Tourism, Events and Destinations: Impacts and Sustainability

Module Code: BML111

Credits: 15

Level: 4


Programme to which the module contributes: Business School BA (Hons) Undergraduate Degree Routes

Module Co-ordinator: Dr Andrew Clegg


Aims:

The aim of this module is to introduce students to the economic, social, cultural and environmental impacts of tourism and events within the context of specific destination environments. The module will also introduce students to the concept of sustainable tourism and consider the factors influencing the development of the sustainability agenda within the tourism and events industry.

Learning Outcomes:


§ Identify the various impacts associated with tourism and events development, for example on the environment and the host community

§ Develop an understanding of how the impacts of tourism and events can be

assessed, and the strengths and limitations of different approaches § Discuss the conceptual and methodological frameworks and typologies that have

been developed to examine the impact of tourism and events § Define the concept, meaning and application of sustainability in relation to the

tourism and events industries § Work co-operatively with others § Communicate effectively in written and verbal form § Seek, handle and interpret information

§ Demonstrate appropriate IT Skills

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Key areas in the module will include:

§ Economic impacts – the economic characteristics of tourism, economic benefits, economic costs, measuring the economic impacts of tourism

§ Social and cultural impacts – the nature of socio-cultural impacts, factors influencing socio-cultural impacts, the socio-cultural effects of tourism, frameworks for measuring socio-cultural impacts,

§ Tourism and host communities – host perceptions of tourism, planning and

management issues

§ Environmental impacts – the nature and scope of environmental impacts, positive and negative environmental impacts, frameworks for measuring environmental impacts

§ Sustainable tourism – the meaning and development of the sustainability concept

Learning Strategy:

The key themes in the module will be introduced through a series of lectures, videos and class-based activities. The inclusion of case studies from a variety of destination environments will be central to these sessions, and students will be encouraged to explore the learning resources available in order to develop their own research skills. It is envisaged that guest speakers and fieldtrips will also form part of the programme to highlight the impacts of tourism activity and tourism management issues in the local area.

Mode of Assessment:

Formative:

Case study presentations (approx. 5-7 minutes per student) (30%) (to be specified by the tutor) (1,750 word equivalent)(70%)

Summative:

Group briefing sheet /executive summary report or website


Presentation:

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§ Structure and delivery of the presentation § Depth, knowledge and relevance of the subject material including the use of

appropriate case study material § Ability to convey information accurately and succinctly § The consistent use and quality of visual aids

Briefing Sheet/Report:

§ Clear and logical structure § Clarity, conciseness and coherence of discussion § Evidence of case studies and reference to the academic literature § Effective use of tables, figures and illustrations § Quality of page layout and overall presentation

Website

§ Clear and logical structure/navigation § Clarity, conciseness and coherence of content § Evidence of case studies and reference to the academic literature § Effective use of tables, figures and illustrations § Quality of page layout and overall design elements

Indicative Reading:

Boniface, B & Cooper, C. (2001) Worldwide Destinations - The Geography Of Travel And Tourism. London: Butterworth Heinemann.

Bowdin. G, Allen. J, O.toole. W, Harris. R & Mcdonnell (2006) Events Management, 2nd Edition. London: Elsevier.

Chon, K & Herremans, I. (2006) Cases In Sustainable Tourism. London: Routledge.

Chon, K & Edgell, D. (2006) Managing Sustainable Tourism. London: Routledge.

Cooper, C & Hall, M. (2008) Contemporary Tourism – An International Perspective.

London: Butterworth Heinemann.

Cooper. C, Fletcher. J & Gilbert, D. (2005) Tourism: Principles And Practice, 3rd Edition. London: Pitman.

Getz, D. (2007) Event Studies – Theory, Research And Policy For Planned Events.

London: Elsevier.

Hall, C & Page, S. (2006) The Geography Of Tourism And Recreation, 3rd Edition. London: Routledge.

Holloway, J.C. (2006) The Business Of Tourism, 7th Edition. London: Prentice Hall.

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Mason, P. (2008) Tourism – Impacts, Planning And Management, 2nd Edition, London: Butterworth Heinemann.

Page, S. (2009) Tourism Management – Managing For Change, 3rd Edition, London:

Elsevier.

Wall, G & Mathieson, A. (2006) Tourism – Change, Impacts And Opportunities, 2nd Edition. London: Pearson.

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BML 112 Business in Action

Credits: 15 Level: 4 Academic Department:

Business School

Programme to which the module contributes:

Business School BA (Hons) undergraduate Degree Routes

Tutor Responsible: Lyn Batchelor Entry Requirements: No pre-requisites or co-requisites Aims: The aim of this module is to allow students the opportunity to consider key themes discussed at Level 1 in the context of a series of evaluations of different business, tourism, and event environments at a local, regional, national and international level. The approach will allow students to look at real business environments and also provide an opportunity to apply basic analytical skills and techniques to research business and management issues. Learning Outcomes: It is envisaged that each section of the module would be delivered in relation to a specific set of learning outcomes that related to the business environment and key management themes being addressed. These would link to general learning outcomes for the module which are to: § Evaluate key themes and issues within the context of the

contemporary business environment § Discuss the nature of management, business strategies adopted in

relation to the specific environments studied § Work co-operatively with others § Demonstrate the application of research skills § Communicate effectively in written form § Demonstrate appropriate IT skills. Indicative Curriculum Content: The precise module content will depend on the nature of businesses examined. All examples will be topical and locally based if possible.

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Mode of Assessment: Formative: Inter-session activities and in-session activities will provide students with advice and guidance on aspects of their assessment. Summative: Part 1 - Individual assessment will be in the form of using the Business Model Canvas to de-construct a well-known business (50%). Part 2 - Students will be asked to work in small groups to present a business idea using the Business Model Canvas framework (50%). The mark is derived from two components - 20% individual contribution 30% group presentation. In determining an individual student mark for the group work assessment, appropriate processes will be adopted that enable both the collaborative and individual student contribution to be assessed. Detailed guidance to the processes adopted will be provided to students and approaches adopted will reflect Assessment Standards Knowledge exchange (ASKe) best practice in relation to group work assessment.

Assessment Criteria: Part 1 - Clear and logical structure § Content quality, relevance and coherence of content § Quality, choice and exposition of support material § Effective use of tables, figures, photographs and illustrations where

appropriate Part 2 - Clear and logical structure § Content quality, relevance and coherence of content § Quality, choice and exposition of support material § Effective use of tables, figures, photographs and illustrations where

appropriate § Clear and effective oral communication Indicative Reading: Given the varied nature of the themes covered in the module, specific reading would be provided for each section of the Module.

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BML 114 Accounting Skills

Module Title: Accounting Skills

Module Code: BML114

Credits: 15

Level: 4


Programmes to which the module contributes: Business School BA (Hons) undergraduate degree routes

Tutor Responsible: David Marshall


Aims:

This module aims to provide students with the fundamental accounting concepts, skills and techniques to enable the collection and recording of data and transactions for the preparation of accounting statements and management accounts. It will concentrate, primarily, on requirements for the internal use of single entities.

Learning Outcomes:


§ Identify the underlying regulatory framework impacting upon accounting information including assumption, concepts, conventions, financial reporting statements and legislation.

§ Apply appropriate accounting methods to enable the student to prepare accounting records for single entities.

§ Apply relevant techniques to prepare final accounts for single entities.

§ Explain basic costing concepts at an introductory level and their relevance to

decision making.

§ Apply methods of stock valuation and the treatment of labour costs.

§ Identify costing and accounting systems.

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§ The functions and differences between financial and management accounting. Identification of the regulatory framework.

§ The accounting system and accounting records at an introductory level including ledger accounts, double entry bookkeeping and correction of errors. Completion of records to trial balance.

§ Introduction to the preparation of Final Accounts incorporating accounting

adjustments (e.g. accruals, prepayments, provisions, depreciation) for a variety of organisations (e.g. manufacturing v non-manufacturing, profit v not-for-profit).

§ Classification, measurement and accounting for costs.

§ Job, Batch and Process Costing

Learning Strategy:

The module will be built around weekly workshops. Learning will be primarily scenario led whereby students will be required to develop answers/responses to a range of different problems. This approach will be used to introduce the core concepts that are explored within the module, and will underpin the assessment. The workshops are designed to be participative with an emphasis upon students discussing and working through problems as a means of developing further their knowledge and understanding of the subject area. The module is an introduction to skills and material which will be built on in later accounting modules.

Mode of Assessment:

Formative:

The workshops provide an opportunity for students to apply their skills and develop their knowledge and understanding of the subject area in an environment that allows for formative feedback both from the tutor and also from other students. Additionally, reflection on the inter-workshop directed tasks is another source of feedback.

Summative:

In-class tests:

Two 45 minute in-class tests (multiple choice/short descriptive answers/calculations). Each test will account for 25% of the module grade.

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(N.B. It is recognised that the standard length of time allocated to a Level 1 time limited assessment that accounts for 25% of the module grade would normally be 30minutes. However, it is envisaged that the total time required by students in preparation for these assessments would not exceed the preparation time required for a ’typical’ 45 minute assessment at Level 1.)

Examination (50%):

A 1 hour unseen examination will test students. ability to determine responses to a number of problems/scenarios.


Students will be assessed against their ability to respond effectively to problems / scenarios through the application of the accounting skills and techniques developed within the module.

Indicative Reading:

McLaney, E. and Atrill, P. (2010) Accounting: an introduction, 5th Edition. Harlow: Financial Times Prentice Hall

Jones, M. (2006) Accounting, 2nd Edition. Wiley

Journals:

Accountancy

Accountancy Age

Financial Times

(N.B. The length of the indicative reading list detailed is typically shorter than that in the descriptors of many other modules that you will undertake. This reflects the consistency of approach to the areas of study explored within this module across text books.)

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BML 115 Working with Others and Developing Self A

Module Title: Working with Others and Developing Self A

Module Code: BML115

Credits: 30

Level: 4


Programmes to which the module contributes: Business School

BA (Hons) undergraduate degree routes

Tutor Responsible: Chris Downs


Aims:

Working effectively with others requires skills in communicating and thinking collaboratively. Getting the most out of their degree course requires that students develop their skills in reflective thinking and self management, as well as specific study skills. Business School courses aim to have students graduate as self-confident, self-aware, emotionally intelligent lifelong learners. BML115 is designed to support this aim from the outset of students’ degree study. BML115 is a skills focused module and is intended to directly address skills enumerated on pages 15-16 of The framework for higher education qualifications in England, Wales and Northern Ireland published by the QAA in August 2008. The module aims to assist students to develop their skills in presenting to an audience, and collaborating with others face to face and in writing. It encourages students to reflect on their epistemological beliefs and to use particular techniques and tools such as Edward de Bono’s six thinking hats (de Bono, 2000). It encourages students to reflect on and plan for their own personal development. It emphasises learning from each other and teaching each other, insofar as teaching is construed as simply activity intended to assist another to learn. It is hoped that students will gain in confidence that they can successfully take increasing responsibility for their own progress and become progressively more independent learners. It is further hoped that the module will make a significant contribution to the development of camaraderie and an inclusive culture among the Business School community. In considering working together, the module will draw attention to the way that members of the academic community work together and the role of conventions such as referencing, as well as focusing on skills needed for effective working together in other settings.

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Learning Outcomes:

On successful completion of this module students will have demonstrated, inter alia, their:

§ developing skills in speaking to an audience; § developing skills in reflective thinking; § developing skills in identifying and criticising reasoning/argument; § developing skills in working with others, including giving and receiving useful

feedback; § developing skills in self-management; and § ability to reflect upon the qualities and transferable skills they possess that are

necessary for employment and to consider their need for further training and to develop new skills.


§ Reflective thinking, eg using Bourner’s 12 questions (see Bourner, 2003). § Presentation skills. § Teamwork skills, eg listening, observation and feedback skills, parallel thinking

using the six thinking hats (see de Bono, 2000). § Critical thinking, rationality and logic, eg argument analysis (see Thomson, 2008). § The status of knowledge claims and ‘facts’. § Goal-setting. § Time management. § Using electronic resources effectively. § Referencing. § Using skills audits. § Issues raised by students.

Learning Strategy:

The module is expected to be taken by a large number of students but they will be divided into groups of normally no more than 18 students. The module will run across both semesters of the academic year, with classroom sessions generally once a week. However, the format of sessions will alternate: each group will meet once a fortnight for two and a half hours, and in the intervening weeks the class will meet in two halves, each for one hour. The smaller meetings will be referred to as Learning Set Meetings. In the full group sessions students will work sometimes together and sometimes individually. The emphasis will be placed on learning by doing and reflecting on the experience of doing. Students will be encouraged to participate fully in a supportive atmosphere. Learning set meetings will serve as a forum in which students can discuss any and all aspects of their degree studies and things impinging on their studies. The meetings will be facilitated so that each student is able to have some individual ‘air time’ and receive the support and assistance of their peers. There will be focus on students’ personal development planning. As far as possible, the aim will be to have students set the agenda throughout.

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Inter-session tasks will be used to enable students to pursue further work done in class and to practise techniques introduced. Student assessment on the module has been designed with a focus on peer assessment to emphasise the value of learning from peers and the importance of students’ own judgement and responsibility.

Mode of Assessment:

Formative:

There will be much in-class discussion, with opportunities for students to reflect, share experience, and to receive feedback from each other and from staff. Indeed, the learning set meetings could be said to be devoted to providing formative assessment for students.

Summative: 1. A short reflective essay (1,000 words, peer and faculty assessed). (20%) (This will

be done quite early in the academic year in order to allow students to receive an early assessment of their writing skills. Faculty-awarded marks may override peer-awarded marks at the discretion of faculty; the main purpose of the peer assessment activity is formative but it is a part of the peer assessment activities assessed under item 5 below.)

2. Peer assessment of role played in an in-class group activity. (10%, formally 500 words equivalent)

3. Peer assessment of role played in semester 2 learning set meetings. (50%, formally 2,500 words equivalent)

4. Peer assessment of an artefact communicating reflections on key aspects of personal development during the academic year. (20%, formally 1,000 words equivalent) (Each student will have a choice as to the form of the artefact produced (eg. poster, computer slide show, webpage, mind map, essay, podcast, portfolio, blog) and as to whether they produce an artefact individually or in a group. For group artefacts, all students in the group will be awarded the same mark, unless the module coordinator judges that exceptional circumstances require otherwise. ‘Artefact’ is not taken to include ‘event’, eg real time presentation.)

5. Portfolio of peer assessment contributions produced in response to the requirements of items 1 to 4 above – faculty assessed. (pass/fail)

NB Item 5 is not an additional assessment task; it is a requirement for students to submit for faculty assessment the documents they created in the process of assessing the work of their peers in items 1 to 4, and consequently no ‘words equivalent’ figure is given. Students must achieve a pass grade on item 5 in order to pass the module. The mark awarded will be calculated using marks for items 1 to 4 only. All peer assessment will be conducted within carefully designed frameworks and utilising de Bono’s six thinking hats, or a comparable tool that ensures attention is paid systematically to positive and negative aspects, evidence, and the assessor’s emotional response (yellow, black, white and red hats).

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Essay (item 1):

§ Quality of presentation (layout on page; ease of use by reader). § Clarity of expression (accuracy of use of English: vocabulary, punctuation,

grammar). § Quality of description of events § Quality of reflection, including use of evidence and reasoning to support

conclusions reached and judgments made. Peer assessments (items 2 and 3): § ‘Willingness’ – volume of contributions. § ‘Impact’ – quality of contributions. § Sensitivity to others. Artefact (item 4): § Quality of communication through the artefact produced. § Quality of reflection, including use of evidence to illustrate claims made and use of

(appropriately cited) public knowledge. Peer assessment contributions (item 5)

§ Completeness of documentation required in support of peer assessments of other

students. Reassessment:

Students failing the module will be required to re-submit two essays (1,500 words each) and an artefact as described under item 4 above but twice the size.

Indicative Reading:

Barrass, R. (2006) Speaking for yourself: a guide for students to effective communication. London: Routledge

Cameron, S. (2005) The Business Student's Handbook, 3rd Edition. Harlow: FT Prentice Hall

Cottrell, S. (2003) Skills for Success: the personal development planning handbook. Basingstoke: Palgrave

Cottrell, S. (2008) The Study Skills Handbook, 3rd Edition. Basingstoke: Palgrave

De Bono, E. (2000) Six Thinking Hats. London: Penguin

Levin, P. (2005) Successful Teamwork! For undergraduates and taught postgraduates working on group projects. Maidenhead: Open University

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Levin, P. and Topping, G. (2006) Perfect Presentations. Maidenhead: Open University Press

McCarthy, P. and Hatcher, C. (2002) Presentation Skills: the essential guide for students. London: Sage

Pears, R. and Shields, G. (2008) Cite Them Right: the essential referencing guide. Revised and expanded. edn. Newcastle-upon-Tyne: Pear Tree Books

Price, G. and Maier, P. (2007) Effective Study Skills. Harlow: Pearson

Siddons, S (2008) The Complete Presentation Skills Handbook. London: Kogan Page

Thomson, A. (2008) Critical Reasoning: a practical introduction, 3rd Edition. London: Routledge

Van Emden, J. and Becker, L. (2004) Presentation Skills for Students. Basingstoke: Palgrave Macmillan

West, M.A. (2004) Effective Teamwork: practical lessons from organizational research, 2nd Edition. Oxford: Blackwell

Sources cited Bourner, T. (2003) "Assessing reflective learning". Education and Training, Vol. 45, No. 5, pp.267-272 de Bono, E. (2000) Six Thinking Hats. London: Penguin Thomson, A. (2008) Critical Reasoning: a practical introduction, 3rd Edition. London: Routledge

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BML 117 Enquiry into Economics

Module Title: Enquiry into Economics

Module Code: BML117

Credits: 15

Level: 4

Academic Department or collaborative partner : Business School

Programmes to which the module contributes:

BA Business Studies and Economics, BA Finance and Economics

Tutor responsible: Chris Downs

Entry requirements: (pre-requisites, co-requisites) None

Aims:

The aims of the module are as follows.

1. To accommodate both students with prior experience of studying economics and those with none.

2. To encourage and facilitate students to develop skills in independent study, critical thinking, self-management and working with others.

3. To encourage and facilitate students to develop understanding of the world around them through the lens of economics and the discipline’s specialist vocabulary and concepts.

4. To encourage and facilitate students to develop the attitudes, habits and skills that will be of value in their study of economics at levels 5 and 6.

5. To contribute to the successful transition to university level study for all students.

Learning Outcomes

Students will demonstrate the ability to:

1. plan their own enquiry into a clearly specified economic phenomenon/concept or a small number of such phenomena/concepts;

2. execute planned enquiry in an academic setting, utilising a range of sources and adjusting the plan as required;

3. clearly present the findings of their own enquiry in an appropriate fashion. 4. specify a research question relevant to the study of economics that they could

pursue in a further period of study; and 5. accurately convey information about economic phenomena and concepts

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Indicative Curriculum content:

Students will choose aspects of economics to pursue, guided by a tutor. It is anticipated that students may undertake enquiry into observed economic phenomena such as international trade, wage differentials, unemployment, differential employment by sex/ethnicity/etc, auction markets, crypto-currencies, and/or economic concepts such as gross domestic product, inflation, elasticity of demand, opportunity cost, the rational consumer, conspicuous consumption.

Learning strategy: (an indication of the projected student experience of the module)

A detailed module handbook will provide guidance for students. Use will be made of Moodle. There will be very few, if any, lectures. Timetabled classroom meetings will be used to discuss students’ progress and provide tutor advice/coaching. An action learning type process may be employed. The module will have three clear phases: planning, enquiry, and presenting, though plans will be ‘living documents’, amended and developed as necessary as enquiry proceeds. Students will be invited to reflect on phenomena that attract their attention, and to identify which are phenomena to which economics might contribute understanding. They will be invited to reflect on the reasons why these things interest them, to choose phenomena they wish to investigate further, and plan appropriate investigative activity. Students may also start by reading literature identified as belonging to the field of economics and identifying concepts that arouse their curiosity and that they wish to investigate. They will plan how they may best present the results of their study to others. One of the results will be a research question that they would be content to pursue during a further period of study. It is anticipated that students will work in pairs outside of class meetings but not in groups larger than this.

Mode of assessment: (to include weighting of assessment - the mode of assessment must reflect module objectives)

Summative assessment

Plan – a written document of 1,250 words or equivalent (50%)

Presentation of findings of students’ own enquiry – the format of this presentation may be chosen by students and posters, lectures, essays, websites might all be possible media – 1,250 words or equivalent (50%)

Formative assessment

The plan will be a document in use from the early stages and throughout the module. It will be discussed in class and form the basis of much formative feedback from peers and tutor.

Assessment Criteria

Plan:

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• readability; • evidence of purposeful development over time; • evidence of relevant reading & research through time; • fitness for purpose of references.

Presentation of findings:

• accuracy of findings; • fitness for purpose of references; • clarity of communication to the audience; • fitness for purpose of research question; • clarity of explanation of why this question interests the student.

Reassessment requirements

Students failing the module will be required to re-submit their assessed work with amendments and additional material in response to feedback from the module tutor. Students failing due to non-submission will be required to submit a plan and presentation of findings as described above.

Indicative Reading:

AmosWeb A Pedestrian’s Guide to the Economy [online: http://www.amosweb.com/cgi-bin/awb_nav.pl?s=pdg]

Coyle, D (2004) Sex, Drugs, and Economics: an unconventional introduction to economics. Texere

Frank, R H (2007) Authors @ Google: Robert Frank [online: http://www.youtube.com/watch?v=QalNVxeIKEE]

Frank, R H (2007) The Economic Naturalist. Basic Books

Harford, T Tim Harford The Undercover Economist [online: http://timharford.com]

Landsburg, S E (2012) The Armchair Economist: Simon & Schuster

Mankiw, N G & M P Taylor (2014) Economics 3rd edition. Cengage Learning

Mayer, T (2009) Invitation to Economics: understanding argument and policy. Wiley-Blackwell

Money Week. MoneyWeek Ltd

Porter, E. (2012) The Price of Everything. Windmill Books

Solow, R M & J Murray (2014) Economics for the Curious. Palgrave Macmillan

The Work Foundation The Work Foundation Blog [online: http://www.theworkfoundation.com/Blog]

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BML 125 Understanding Business Models Module code BML 125 Title Understanding Business Models Programme Business School BA (Hons) Undergraduate Business

Studies and BA (Hons) Business Studies Joint Routes

Level 4 Credits 15 ECTS 7.5 Contact time 30 Acceptable for Excluded combinations BML 105 Business Decision Making Core/Optional Core Module Co-ordinator Lyn Batchelor Description This module aims to provide students with a practical introduction to understanding business models. The interplay between decisions around the organisation, operations, sales and marketing, and finance is explored through students engaging with a business start-up simulation, and also with the business model canvas tool. A key focus to the module is the understanding how businesses create value for themselves. Scenarios will be used as the basis for supporting the understanding of key concepts and techniques that are used to inform business planning and decision making. In addition the module provides a hands-on introduction to the use of a computer simulation as a tool to support the understanding of the business planning process. Outline Syllabus & Teaching & Learning Methods

§ Key considerations relating to operations, sales and marketing, finance and

organisational structure within the context of a simulated start-up business. § The Business Model Canvas will be used to articulate the way businesses

create value using a series of scenarios The module will be built around weekly workshops with typically 50% of the workshops focusing on activities based around a simulated start-up business and 50% focused on understanding and then applying the business model canvas tool. The use of a software based business start-up simulation will enable students to develop an understanding of the range of business decisions that are encountered when running a business and how the outcomes of such decisions can impact on the organisation. Using the business model canvas will support students in their thinking around the various ways in which business can seek to create value, and as such enable them to develop as sustainable ventures. After being introduced to the business model canvas students will work to develop their own business model canvases in response to a range of case study briefs. The learning strategy adopted provides the opportunity for students to work collaboratively as well as independently, and requires them to undertake research to inform the judgements that they make in justifying the component elements of their model.

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Intended Learning Outcomes How assessed On successful completion of this module students will be able to demonstrate: § The ability to identify and justify appropriate

recommendations in response to a wide range of business scenarios.

§ An understanding of how decisions in one area of a business can impact on other areas of the organisation.

§ The ability to draw on financial data and use this information in support of judgements made.

§ Use the Business Model Canvas tool as a basis for developing a business model in response to a brief, and justify the component elements of the model with structured and coherent arguments.

Individual presentation and individual assignment.

Assessment Scheme Weighting % Formative: The workshops provide an opportunity for students to apply their skills and develop their knowledge and understanding of the subject area in an environment that allows for formative feedback both from the tutor and also from other students. Additionally, reflection on the inter-workshop directed tasks is another source of feedback.

0%

Assessment Scheme Weighting % Summative: Presentation: A brief presentation (approximately 5 minutes), with supporting documentation, followed by tutor questions. Assessment Criteria

§ Evidence of the identification and justification of an effective decision making strategy in response to a business scenario.

§ Clear structure and presentation of materials that are aligned to the requirements laid down in the assessment brief.

Assignment (1,500 words equivalent): Students will be required to submit a business model, using the Business Model Canvas tool, in response to a case based scenario. Assessment Criteria

40% 60%

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§ Clear and effective presentation of business model. § Persuasiveness of business model submitted in

relation to the context of the brief provided, and effective explanation of the individual components of the model (including supporting financial information).

§ Evidence of applicable research that clearly underpins component elements of the business model.

Indicative Reading Lists/Key Texts/Websites/other resources Dyson, J.R. (2010), Accounting for Non-Accounting Students, 8th Edition. London: Prentice Hall Osterwalder, A. and Pigneur (2010), Business Model Generation: A Handbook for Visionaries, Game Changers, and Challengers. Wiley, NY. Software: SimVenture

Level 4 Module Descriptor Handbook

Documents

Transcript of Level 4 Module Descriptor Handbook