Level 5 Module Descriptor Handbook by BSc Tourism Management

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University of Chichester Business School

Level Five

Module Descriptors

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Introduction This document contains all the modular descriptors for all Business School courses. To gain quick access to a modular descriptor click on the specific module title in the index.

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Table of Contents Contents BML 201 Business Research ................................................................................................ 5 BML202 Developing Real Systems for Customers ................................................................ 9 BML 202 Developing Real Systems for Customers ............................................................... 9 BML203 Project Management ............................................................................................. 16 BML 205 Operations Management...................................................................................... 21 BML 206 Human Resource Management ........................................................................... 27 BML 207 Purple Goldfish and the Art of Service Experience ............................................... 32 BML 208 Marketing with Digital Media ................................................................................ 37 BML 209 Competitive Advantage in the Contemporary Service Environment ..................... 41 BML 210 Sustainable Business Management ..................................................................... 45 BML 212 Dynamic and Data-Driven Online Systems .......................................................... 50 BML 214 Analysing and Improving Website Design and Performance ................................ 54 BML 215 Networked World Systems and Architectures ...................................................... 59 BML 219 Employee Development ....................................................................................... 65 BML 220 Leadership ........................................................................................................... 69 BML221 Employee Relations .............................................................................................. 72 BML 222 Consumer Buyer Behaviour ................................................................................. 76 BML 223 Managing Mega Event Destinations ..................................................................... 80 BML224 Data Analysis for Research................................................................................... 85 BML 225 Planning and Managing Events: Principles to Practice......................................... 88 BML227 Financial Reporting ............................................................................................... 92 BML 228: Management Accounting for Control ................................................................... 97 BML 230 Preparation for Internship................................................................................... 101 BML231 Financial Management ........................................................................................ 105 BML232 Brands and Branding .......................................................................................... 109 BML233 Taxation .............................................................................................................. 111 BML234 Approaches to Niche Marketing .......................................................................... 115 BML235 Corporate Governance ....................................................................................... 121 BML236 Critical Introduction to Microeconomics ............................................................... 125 BML237 Controversies in Macroeconomics ...................................................................... 129 BML238 Analysing the Spatial Economy ........................................................................... 133 BML239 Finance for Managers ......................................................................................... 138 BML241 Guru Lectures ..................................................................................................... 142 3

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BML 201 Business Research

Module Title: Business Research Module Code: BML201 Credits: 15 Level: 5 Academic Department: Business School Programme to which the Business School module contributes: (Hons) undergraduate degree Module Co-ordinator: Dr Jorge Gutic Aims: The module aims to contribute to students’ preparation for their final year management project, or equivalent personal study. It introduces students to the range of approaches available to identify and carry out business research. Whilst it is expected that students will engage with the philosophical issues of research, the emphasis will be on the relationship between the credibility of a business proposal and a well-constructed research approach. Although this module focuses on qualitative research applications in business, comparisons with quantitative research approaches will be covered and the way in which both methodologies may be combined in one project. Learning Outcomes: On successful completion of this module students will be able to:  Identify the purpose, main types and qualities of a viable research project.  Critically analyse and evaluate different philosophical research positions and methodological approaches in relation to specific research.  Formulate, justify, plan, structure and manage a research proposal based on preliminary investigation of a suitable project.  Develop group work and presentation skills.  Critically evaluate the relevance and suitability of secondary sources of information used.  Reference information sources using appropriate referencing conventions. Indicative Curriculum Content:  The nature of business research.  Choosing a business research project and practical issues.  Research concepts, paradigms and assumptions.

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 Different types of study: cross- sectional, experimental, survey, case study, action research, ethnography, grounded theory, participative enquiry.  Reviewing and evaluating existing knowledge through a literature search.  Research design: problem or research question, project limits, methodological decisions, writing a project proposal.  Data collection: samples, questions, coding, recording.

Learning Strategy: Students will be introduced to the knowledge required to successfully prepare their proposal through guided readings and tutor-led discussions. This will be accompanied by student-centred team activities to encourage critical consideration of alternative research methodologies and methods through, for example, critically reviewing journal articles, case studies and completing attitude questionnaires. As the module progresses students will be encouraged through action learning to experiment with developing their own proposal and present them in a mutually supportive environment facilitated by the tutor. In this way constructive feedback can be provided to enable students to further develop and refine their ideas. Mode of Assessment: Formative a. Team work presentation (35%; 1,225 word equivalent per student) Students working in small teams will be required to do a presentation on a scenariobased methodological discussion (approximately 6 minutes per student; 35%; 1,225 word equivalent per student). b. Peer-assessment of team work (15%; 525 words equivalent) In determining an individual student mark for the team 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 team work assessment. Summative a. Research Proposal (50%; 1750 words) Students will select a research topic of their own interest relevant to their degree route and will be required to submit a methodological proposal that outlines the aim,

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research objectives and expected outcome of the proposal, preliminary literature review and the presentation of a suitable methodology. Assessment Criteria: Students will be assessed according to the following criteria: Team Work Presentation • Appropriate rationale and justification for chosen methodology in relation to the research scenario • Critical comparison of the different methodological approaches chosen by the team • Evidence of background reading and case studies to support research scenario and methodology • Structure and delivery of the presentation Peer Assessment • Attendance and contribution to team work • Quality of work produced • Timeliness of team work contribution • Reflection on, understanding of, and critique of colleagues’ contributions Research Proposal • Formulation of viable research objectives and defined research outcomes. • Evidence of engagement with the academic literature to support a critical awareness of existing theory and previous research • Critical evaluation and justification of a proposed methodological framework • Presentation of a viable project plan and appropriate research timetable • Correct application of appropriate referencing conventions.

7) Indicative Reading Bryman, A. and Bell, E. (2015) Business Research Methods. 4th edition. Oxford: Oxford University Press. Denscombe, M. (2012) Research Proposals: A Practical Guide. Maidenhead: Open University Press. (Available as an E-Book) Easterby-Smith, M.; Thorpe, R.; Jackson, P. (2015) Management and Business Research. Fifth edition. Los Angeles: SAGE.

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Hague, P., Hague, N. and Morgan, C. (2013) Market Research in Practice: How to get greater insight from your market. 2nd edition. London: Koogan-Page. (Available as an EBook) Ng, W. and Coakes, E. (2014) Business Research: Enjoy Creating, Developing and Writing your Business Project. London: Kogan Page. . (Available as an E-Book) Saunders, M. and Lewis, P. (2012) Doing Research in Business and Management: an essential guide to planning your project. Harlow: Pearson Education. (Available as an EBook) White, B. and Rayner, S. (2014) Dissertation Skills for Business and Management Students. 2nd Edition. Melbourne: Cengage Learning.

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BML202 Developing Real Systems for Customers BML 202 Developing Real Systems for Customers

Module Title: Developing Real Systems for Customers Module Code: BML202 Credits: 15 Level: 5 Academic Department: Business School Programme to which the module contributes: Business School BA (Hons) undergraduate degree route Tutor Responsible: Dr David Cooper Entry Requirements: Programming for the Web, Project Management, Analysing Website Design and Performance and/or Dynamic and Data Driven Systems

Aims: This module is part of the systems development and programming theme running through the course and pulls together much of the students’ previous learning in order to develop and deliver a real computer system. The aims of the module are:  To introduce students to the practices and procedures for designing and developing computer systems and software that meet organisational requirements.  To demonstrate the importance of following a prescribed project management  methodology and an associated systems development lifecycle  To allow the student to explore the complexities of managing a customer relationship The emphasis of the module is on undertaking a real assignment for an external customer. Students will be required to capture the requirements for the system, develop it and deliver it.

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Learning Outcomes: On successful completion of this module students will be able to:  Design and model effective information systems and software to meet the needs of people and organisations.  Be conversant with systems development lifecycles and the main techniques of systems analysis and design.  Recognise the importance of testing in the lifecycle  Apply the principles of small scale project management using the PRINCE2  methodology  Apply the necessary interpersonal skills necessary to capture requirements and mange customer relationships

Indicative Curriculum Content: The course will follow a typical Waterfall systems development lifecycle and cover various techniques to support the capture of System Requirements and the subsequent Feasibility Study. A range of structured systems analysis techniques will be introduced to support the modelling of the existing system and the design of new systems. These will include; data flow diagrams, entity-relationship diagrams, entitylife histories, data dictionaries. Different testing strategies will be covered. The importance of documentation for both the user and for future system support will also form part of the discussion.

Learning Strategy: The module will be based around a series of group projects for external businesses and organisations. These will typically be small website or database projects where the emphasis is on the capture and analysis of the requirements rather than the development of complex information systems. Teaching will follow the structure of a systems development lifecycle that mirrors the group projects. Tasks will be allocated on a weekly basis such that the completion of the projects closely follows the structure of lectures. Additional tasks will be undertaken during seminars to reinforce some of the more difficult analysis concepts.

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Mode of Assessment: Formative: All students will be required to contribute to the module through inter-session tasks. Each week will include workshop sessions when students will work on focused tasks for that week which will necessitate co-operation and collaboration, including peer and tutor review; the module tutor(s) will also review progress on the students’ ongoing projects as they develop.

Summative: Assignment (100%) Part I (750 words per individual equivalent) Working in Groups of 4 pre-selected by the Tutor, students will be given a small systems development project in week 2 of this module. As far as possible, the project will be based on a real issue and require the delivery of a working solution or prototype at the end of the assignment. It will have a project sponsor and the Group will be required to develop the solution following a formal development lifecycle using appropriate project management controls. In week 4/5 of the module, the group will be required to perform a preliminary 10 minute presentation which will be assessed and account for 20% of the final mark. This should cover all elements of the Project Initiation Document (PID) according to PRINCE2 including but not limited to:    

Project Brief (approved by the sponsor) Systems development process and rationale Project Plan Project Quality Plan

Part II (80%) Using the project initiation documentation (PID) from Part I as the starting point, the Group will use suitable analysis and design techniques to develop the requirements specification into an IT solution to meet the organisation’s needs. It is expected that this will require them to capture requirements from the wider user community. The Group must deliver a working solution or prototype as agreed with the module tutor, and groups must identify progress throughout the project and how individual contributions have led to the final product. Assessment will therefore give credit for the ability of individual students to work and co-operate in groups, as well as for

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individual expertise in developing a solution (1750 words per individual equivalent). The assessment will be based on;  A demonstration of the solution developed including documentation  A report documenting; the development approach taken and why, the thinking behind the design (with reference to the specification, feasibility study, human computer interface, database structure as appropriate), the effectiveness of the testing regime applied, approach taken to quality planning and risk management. Each individual will also be asked to submit a self-evaluation (1000 words equivalent) outlining their group role, reflecting upon their own learning and evaluating the techniques used for the management of the project.

Peer Group Assessment At three different times during the project, students will evaluate each of the members of their team. Evaluations are completed anonymously against a set of 5 criteria with an overall mark being awarded from a „pot. of 100 points per team member. The marks are used to adjust the final result for each student. For an average mark higher than 100, students receive an additional % point of their mark for each point, to a maximum of 15%. For an average mark lower than 100, students lose a % point of their mark for each point. In order for these evaluations to be meaningful, students are also requested to provide their colleagues with constructive feedback. 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 PID Presentation:    

Clear articulation of the project requirements and plans Demonstration of a logical systems development approach Appropriate project controls in place Effective structure and presentation quality

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Part 2 Systems Project: . Effective approach to systems analysis, design and development using an appropriate lifecycle  Quality of solution delivered and evidence of testing  Quality of documentation provided  Evidence of good project management and teamwork  Clarity, conciseness and coherence of discussion using appropriate textual references to support designs.

Part 2 Self-Evaluation:  Identification of individual role in group;  Reflection upon own learning;  Evaluation of techniques for Management of project;

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Indicative Reading: Avison, D & Shah, H. (1997) The Information Systems Development Life Cycle. London: McGraw-Hill. Avison, D & Fitzgerald, G. (2003) Information Systems Development Methodologies, Techniques and Tools, 3rd Edition. London: McGraw-Hill. Augernou, C & Cornford, T. (1998) Developing Information Systems, 2nd Edition. London: Palgrave. Bell, S & Wood-Harper, T. (2003) How to Set Up Information Systems. London: Earthscan. Checkland, P. (1999) Systems Thinking, Systems Practice. Chichester: John Wiley.. Curtis & Cobham (2002) Business Information Systems, 4th Edition. London: Chapman and Hall. Dennis A. et al. (2006) Systems Analysis and Design, 3rd Edition. Chichester: Wiley Fowler, A & LOCK, D. (2006) Accelerating Business and IT Change: Transforming Project Delivery. Aldershot: Gower. Ghezzi, C., ET AL. (1999) Fundamentals of Software Engineering .London: PrenticeHall. Harry, M. (2003) Business Information: A Systems Approach, 3rd Edition. London: Prentice Hall. Hawryszkiewycz, I. (2001) Introduction to Systems Analysis and Design, 5th Edition. London: Prentice Hall. Hoffer et al. (2002) Modern Systems Analysis and Design, 3rd Edition. London: Prentice Hall. Holt, L. (2004) UML for Systems Engineering, 2nd Edition. London: IEE Fortune, J & Peters G. (2005) Information Systems: Achieving Succcess by Avoiding Failure.Chichester: Wiley. Lecky-Thompson, G. (2005) Corporate Software Project Management, USA: Charles River Media

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Mcconnell, S. (1999), Software Project Survival Guide. USA: Microsoft Press. Pinto, J & Millet, K. (1999) Succesful Information System Implementation: The Human Side, 2nd Edition. Pennsylvania: PMI Pressman, R. (2001) Software Engineering – A Practicioner’s Approach, 5th Edition. New York: McGraw-Hill. Rosen, A. (2004) Effective IT Project Management. New York: Amacom. SMITH, J. (2001), Troubled IT Projects – Prevention and Turnaround, IEE, London Sommerville, I. (2007) Software Engineering, 8th Edition. London: Addison-Wesley. Vigden, R. (2002) Developing Web information systems :from strategy to implementation. Oxford: Butterworth Hienemann. Whitehead, R. (2001) Leading a Software Development Team: A Developer's Guide to Successfully Leading People and Projects. London: Addison Wesley. Wieczorek, M & Meyerhoff, D. (2001) Software Quality. London: Springer

Other Resources: Websites: http://www.ogc.gov.uk/ http://www.pmi.org/info/default.asp

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BML203 Project Management

Module Title: Project Management Module Code: BML203 Credits: 15 Level: 5 Academic Department: Business School Programme to which the module contributes: Business School BA (Hons) undergraduate degree routes Tutor Responsible: Paul Kooner-Evans Entry requirements: None

Aims: This module aims to equip students with the tools and skills necessary to manage projects effectively. Specific objectives are:  To demonstrate the importance of following a prescribed project management methodology  To introduce the concepts of project management in a practical way including; • effective scoping • planning • resource allocation • risk and issue management • project monitoring • reporting and review

Provide the basis for business case development and subsequent budget management

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

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 Demonstrate the capability to be able to plan and manage small projects using the PRINCE2 methodology  Be able to undertake product and work based planning techniques  Effectively use a project management tool e.g. Microsoft Project in the development of a project plan.  Apply techniques for managing change; people, processes and technology  Demonstrate a critical understanding of project closure activities

Indicative Curriculum Content: Students will be introduced to the essential tools and methodologies for managing an effective project. The methodology used will be PRINCE2 and includes techniques for change management control and version control. Project planning will be undertaken using a project management software package. The content of the module will fall into three broad headings as follows:

Introduction to Project Management        

Why do we need project management? Critical Success Factors Overview of the PRINCE 2 project management methodology Setting up a project Business Cases Project Governance Introduction to project planning, Gannt charts Introduction to Microsoft Project planning tool

Planning a Project        

Product Based Planning Stakeholder Management The project team and other resources Requirements Capture Estimating Feasibility Studies Critical Paths Quality Management

Managing Successful Projects

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      

What makes a good project manager What leads to a successful project Leadership and the politics of change Managing risk Project Control and Communication Change control and management Problem resolution

The course will include discussion of a mixture of real-life and interactive case studies of projects.

Learning Strategy: Workshops will be delivered interactively. Techniques and tools will be introduced by the lecturer and supplemented by a range of activities and case studies designed to give students the opportunity to reinforce their learning. Extensive use of case studies will be made with students applying techniques and tools to create detailed project plans using the Microsoft Office project management tool.

The workshops will be supported using a range of materials including PowerPoint presentations available in hard copy and electronically from the University.s portal, Portia, which will also contain supplementary information.

Mode of assessment: Formative assessment All students will be required to contribute to the module through inter-session tasks. Each workshop will include sessions when students will work on focused tasks for that week which will necessitate co-operation and collaboration.

Summative assessment (3500 words equivalent) Students will be presented with a range of project cases appropriate to their discipline for example; planning a marketing campaign, organising an event, arranging a conference, planning a service improvement, developing a website. During the module, they will be expected to produce a detailed set of plans for the proposed project, which will essentially comprise a project file to be submitted as a portfolio at the end of the module. 18

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Assessment criteria: Students at this level will be expected to demonstrate:  A complete and comprehensive project file demonstrating in depth understanding of the planning process through the quality of the documentation maintained  Attention to detail in terms of the products described and plans produced  Critical reflection on the techniques used  Effective communication, structure and presentation quality

Indicative Reading: Bentley, C. (2002) Prince2 a practical handbook, 2nd Edition. Oxford: Butterworth Heineman Bentley, C. (2002) “Practical Prince”. UK: The Stationary Office. Burton, C & MICHAEL, N, (1995) Practical Guide to Project Planning. New Zealand: Reed. Burke, R. (2007) Introduction to Project Management. UK: Burke Publishing. Gray, C & Larson, E. (2006) Project Management; The Managerial Process. New York: McGraw Hill Haynes, M,G.(1994) Project Management; From Idea to Implementation, 2nd Edition. London: Kogan Page. Mantel, S. et al (2005) Project Management in Practice, 2nd Edition. Chichester: Wiley Obeng, E. (1994) All Change; The Project Leader’s Secret Handbook. London: FT Prentice Hall Obeng, E. (2003) Perfect Projects. London: Pentacle OGC (2002) Managing Successful Projects with Prince2, 3rd Edition. London: Stationary Office Project Management Institute. (2000) A Guide to the Project Management Body of Knowledge. Pennsylvania: PMI Reiss, G. (1995) Project Management Demystified, Today’s Tools and Techniques, 2nd Edition. UK Spon Press

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Shtub, A et al. (2005) Project Management; Processes, Methodologies and Economics. London: FT Prentice Hall Turner, J. (2003) People in Project Management. Aldershot: Gower Watson, M, (2002) Managing Smaller Projects, 2nd Edition. UK : Project Manager Today Publications Young, T.L. (2003) The Handbook of Project Management, A Practical Guide to Effective Policies and Procedures, 2nd Edition. London : Kogan Page Ltd

Other Resources: Websites: Students are particularly encouraged to view the considerable useful information available from the website of the Office of Government Commerce (http://www.ogc.co.uk) formerly the CCTA. www.prince2.com www.prince2.org.uk www.crazycolour.com/p2/ www.prince2.technorealism.org http://www.ogc.gov.uk/ http://www.pmi.org/info/default.asp http://www.pmi.org/pmief/teachingzone.html

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BML 205 Operations Management

Module Title: Operations Management Module Code: BML 205 Credits: 15 Level: 5 Academic Department: Busine ss School Programme to which the module contributes: Business School BA (Hons) undergraduate degree routes. Tutor Responsible: Michel Leseure Entry Requirements: No pre-requisites or co-requisites

Aims: Operations management is about the way organisations produce goods and services, and in particular the activities that are directly concerned with making and delivering these products. In principle, operations management is very simple. Organisations will take a variety of inputs (materials, money and human resource); perform operations (such as manufacturing and service provision) which in turn will give outputs (the finished goods and services). In practice the business processes by which this is achieved can become very complex. The aim of this module is to enable students to appreciate how organisations effectively manage facilities, assets and resources for the efficient delivery of consistent quality goods and services.

Learning Outcomes: On successful completion of this module students will be able to: ď&#x201A;§ Demonstrate the extent of the operation managerâ&#x20AC;&#x2122;s role, and how it differs across different goods and service sectors, through developing an operational plan that meets the need of a specific client brief ď&#x201A;§ Describe the key production processes for a business model and apply these as the basis for building an operational plan for an organisation, identifying key resource requirements and capacity

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 Demonstrate the importance of efficient supply chain management through documenting a basic supply chain within their operations plan  Apply principles of quality management and customer relationship management within the context of their case study  Write a detailed sustainable business practice policy that is informed by best practice and reflects the circumstances of their case study organisation

Indicative Curriculum Content:        

Introduction to Operations Management Product and service design for efficient delivery Designing business processes Job design and capacity planning Efficient supply chain management and logistics Quality control and management Customer relationship management Business sustainability

Learning Strategy: The intention with this module is not to turn students into industrial / production engineers with a detailed understanding of the content of complex manufacturing procedures. Instead, the learning undertaken within this module will have a very practical orientation that enables student’s to develop a clear understanding of the operations challenges that businesses have to encounter and manage. The assignment will form an integral part of the teaching of this module. In week one, students will be given a case study of a business for which they will be required to develop an operational plan. The weekly sessions will be used to introduce key concepts relevant to operations management. These will be explored using a variety of active tasks and also applied to the case study as it builds on a week-by-week basis.

Mode of Assessment:

Formative:

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The seminars will provide an opportunity for students to apply their skills and develop their knowledge and understanding of this subject area in an environment that allows for formative feedback both from the tutor and also from other students.

Summative: In Session 1 of the module students will be introduced to a number of case scenarios. Each of the scenarios involves a business start-up. Outline details in relation to the business, its intended target market and envisaged scale of production will be provided in briefing documents. Students will be required to prepare the operations plan for the business start â&#x20AC;&#x201C;up. Typically 3-4 students will be focusing on the same scenario throughout the course of the module. Although individuals will be working on the same scenario, sharing ideas and providing feedback to one another (for which time will be allocated in the workshop sessions), they will be responsible for their own output which will be judged on an individual basis for assessment purposes. There are two parts to the assignment.

Students will be required to prepare a poster detailing their operation plan and deliver a 10 minute presentation outlining these plans. Plans are expected to provide information on the customer lifecycle, business processes, supply chains, facilities, capacity and customer management. They will also be expected to submit two written, researched and detailed policies covering quality management and sustainable business practices.

Assessment Criteria: Students will be assessed against their ability to demonstrate relevant knowledge and understanding of the prescribed Operations management concepts, plans and policies. Students must present within a prescribed time scale, and use appropriate presentational techniques. A clear structure that illustrates a fluent and developmental approach to meeting the needs of the brief must be demonstrated. The policies should be comprehensive and clearly constructed from the perspective of the case study business. Evidence of research should be provided.

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Indicative Reading: General Operations Management

Chase, R.B. (2000) Operations Management for Competitive Advantage. Boston : McGraw-Hill. Codling, S. (1998) Benchmarking. Aldershot: Gower. Heizer, J. & Render, B. (2004) Operations Management, 7th Edition. Harlow: Prentice Hall Hill, T. (2000) Operations Management, Strategic Context & Management Analysis. Basingstoke: Palgrave. Johnston, R & Clark, G. (2001) Service Operations Management. Harlow: FT Prentice Hall.

Krajewski, L. et al. (2010) Operations Management; Processes and Supply Chains, 9th Edition. London: Pearson Naughton, S. (2000) Understanding Operations Management in a Week. London: Hodder. Nevan-Wright, J. (2001) The Management of Service Operations. London: Continuum. Ritzman, L. P & Krajewski, L. J. (2003) Foundations of Operations Management. New Jersey: Prentice Hall. Russell, R. & Taylor, B. (2005) Operations Management. USA: John Wiley and Sons Slack, N. et al. (2004) Operations Management, 4th Edition. Harlow: FT Prentice Hall. Slack, N. et al. (2009), Operations and Process Management, 2nd Edition. Harlow: FT Prentice Hall. Tum J. (2005) The Management of Event Operations.Oxford: Butterworth-Heiemann Waters, D. (1999) Operations Management. London: Kogan Page.

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Waters, D. (2002) Operations Management. Producing Goods and Services, London: Prentice Hall Wild, R. (2002), Operations Management. London Continuum.

Quality Management Dale, B. (2003), Managing Quality, 4th Edition. Oxford: Blackwell Mohanty, R & Lakhe, R. (2000) Handbook of Total Quality Management. Jaico Mohanty, R & Lakhe, R. (2000) TQM in the Service Sector. Jaico Oakland, J. (2003) TQM Text with Cases. Oxford: Elsevier Tennant G. (2001) Six Sigma, SPC and TQM in Manufacturing and Services. UK: Gower

Customer Relationship Management Buttle, F. (2004) Customer Relationship Management: Concepts and Tools. Oxford: Butterworth-Heinemann

Supply Chain Management Gattorna, J & Walters, D. (1996) Managing the Supply Chain. Basingstoke: Paulgrave. Gaurdin, K. (2006) Global Logistics Management, 2nd Edition. Oxford: Blackwell

Business Sustainability Charter, M & Tischer, U. (2001) Sustainable Solutions; Developing Products and Services for the Future. California: Greanleaf Publishing Laszlo, C. (1996) The Sustainable Company. Californina: Island Press Schaltegger, S. et al. (2003) An Introduction to Corporate Environmental Management â&#x20AC;&#x201C; Striving for Sustainablity. California: Greanleaf Publishing

Other Resources:

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Websites: http://www.mhhe.com/omc/index.html http://ocw.mit.edu/OcwWeb/Sloan-School-of-Management/15-761OperationsManagementSummer2002/LectureNotes/index.htm http://www.bized.ac.uk/

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BML 206 Human Resource Management

Module Title: Human Resource Management Module Code: BML206 Credits: 15 Level: 5 Academic Department: Business School Programme to which the module contributes: Business School BA (Hons) undergraduate degree routes. Module Co-ordinator: TBA Entry Requirements: Management and Organisations (taken pre-requisite)

Aims: This module builds upon the Level 1 module, Management and Organisations, and aims to provide and develop students. understanding of key issues concerning human resource management (HRM). It outlines the theory and practice of HRM and reviews the skills that are needed to manage people within various types of work organisations. The workshop learning activities and literature provide a structure through which to locate HRM within both the context of organising and the field of contemporary management from a national and international perspective.

Learning Outcomes: On successful completion of this module students will be able to:  Explain why there are a variety of HRM approaches and assess their appropriateness in specific business contexts  Discern and explain systematically the difference between „best practice and best fit. approaches to HRM  Logically analyse and critically evaluate the generic HRM functions operating in an organisation and their impact on a range of stakeholders.  Make systematic recommendations, based on evidence and theory, for particular HRM approaches

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 Work effectively within a team  Undertake/experience a coaching session (in the role of coachee) and receive constructive feedback in relation to their own performance  Display effective communication skills

Indicative Curriculum Content:  Introduction to the HRM function– it’s emergence, current trends and perspectives  The Ulrich Model of HR Delivery  Employee Engagement, Participation & Involvement Practices  Recruitment and Selection operational aspects of HR, legalities  Training and Development  Reward Systems, performance management and appraisal  Change Management – Models, the HR impact and roles played by HR in managing change  Managing Conflict/Employee Relations – Theories & Approaches

Learning Strategy: A series of workshops will provide the environment in which conceptual frameworks and perspectives can be introduced. These sessions will be used as a forum to provide students with an opportunity to extend their knowledge in more depth, and to develop the methods and techniques appropriate for human resource management. Where appropriate, use will be made of case studies and role-plays as a means of extending students critical abilities. In addition, individual and group research will be undertaken within the context of this module. Planning and working on the completion of the assessed papers will be fostered through the weekly meetings with a ‘surgery’ approach taken for students to obtain feedback and generate ideas. This module will make use of the e-portfolio technology for recording, monitoring and assessment of student performance.

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Mode of Assessment: Formative: The seminars will provide an opportunity for students to apply their skills and develop their knowledge and understanding of this subject area in an environment that allows for formative feedback both from the tutor and also from other students.

Summative: 1. Group Report: Students will be required to make a contribution to a group report (1,400 words / 40% equivalent)that examines HR practices within specific case organisations)

2. Individual Coursework: Students will be required to submit a case- related paper (1,400 word / 40% equivalent) outlining a responses to typical, practical HR challenges justifying an approach and integrating theory with practice.

3. Eportfolio creation; Students will be required to create a work portfolio using the relevant university approved system (700 word / 20% equivalent)

Assessment criteria Group Report

The report will be assessed against the following criteria:  Clear and accurate descriptions of the HR practices in each of the case organisations  Comparison and analysis of the strengths and weaknesses of each case  Recommendations for improvements based on theory and practice for each organisation  Structure of the report and quality of academic referencing

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Individual Coursework Paper The paper will be assessed against the following criteria:  Identification of an appropriate case (excluding the cases used in group report)  Clear, concise and accurate explanation of the HR challenges in the case  Description and assessment of the approach taken  Integration of theory with practice  Academic referencing

E-portfolio The student’s e-portfolio will be assessed against the following criteria;  Clear, complete and concise layout of materials  Effective categorising/indexing of content

Indicative Reading: Bratton, J. and Gold, J. (2007) Human Resource Management: Theory and Practice, 4th Edition Palgrave Macmillan, London. Marchington, M., and Wilkinson, A. (2008) Human Resource Management at Work, CIPD, London Torrington, D., Hall L., and Taylor S. (2010) Human Resource Management, FT Prentice Hall, Harlow.

Additional reading; Carnell C (2002) Managing Change in Organisations Harlow Prentice Hall Daniels, K (2006) Employee Relations in an Organisational Context London CIPD Mullins, L (2006) Essentials of Organisational Behaviour FT Prentice Hall Mullins L. (2007), Management and Organisational Behaviour, 8th Edition, FT Prentice Hall, London.

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Redman, T and Wilkinson, A (2001) Contemporary Human Resource management: text and cases Harlow: FT Prentice Hall Students should also sign up for FREE updates from CIPD www.cipd.com to keep abreast of current issues and research.

Journals Journal of Business Ethics Human Resource Management Journal Industrial Relations Journal British Journal of Industrial Relations New Technology, Work and Employment Work and Occupations Work, Employment and Society Human Resource Development International

Electronic Resources Alongside the journals used for general business programmes you should familiarise yourself with the website of CIPD www.cipd.co.uk where current research and thinking in the HR area resides.

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BML 207 Purple Goldfish and the Art of Service Experience

Module code Title Programme Level Credits ECTS* Contact time Acceptable for

BML207 Purple Goldfish and the Art of Service Experience University of Chichester Business School 5 15 7.5 3hrs per week + tutorials Mandatory for BA (Hons) Tourism Management and BA (Hons) Event Management - option module for other routes

Excluded combinations Mandatory/Optional

n/a Mandatory for BA (Hons) Tourism Management and BA (Hons) Event Management - option module for other routes

Module Co-ordinator Description

Dr Andrew Clegg

Within increasingly competitive tourism and business environments, experience and service have become core elements of strategy, as businesses seek to improve the quality and competitiveness of products, services, and experiences they offer. Businesses have placed greater emphasis on service differentiation, the so called ‘Purple Goldfish’, where increasing emphasis is placed on meeting the needs of an increasingly quality conscious consumer market by adding value in service and experience. The aim of this module is to introduce students to the principles and practices related to the development and management of customer service strategies from which they can creatively deliver high quality customer experiences. Outline Syllabus & Teaching & Learning Methods A weekly lecture programme will introduce the key themes of the module within which particular emphasis will be placed on student-directed activities and in-class discussion. For example, students will have the opportunity to gain ‘hands-on’ experience with the different tools and techniques that can be used to enhance service quality and the wider customer experience. Sessions focusing on quality circles, benchmarking, cause and effect diagrams (fish-bone diagrams) and flow charts will be inherently student-led. The discussion generated in these sessions will help students plan their fieldwork report/exercise, which will involve applying one of the tools or techniques identified to a specific business environment. For example, students could benchmark the museum environment of Fishbourne Roman Palace against local and regional competitors. It is also envisaged that as part of the programme students will have the opportunity to undertake ‘Welcome Management’, a one-day training programme that focuses on developing a customer service strategy. While not part of the formal assessment regime, it represents a distinct value-added component and a valuable addition to a student CV. Key areas in the module include:   

Defining quality and experience economy – concepts and approaches Measuring quality and developing quality indicators Developing customer service and experience strategies 32

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      

Developing quality assurance systems Developing a culture of continuous service improvement Tools and techniques for experience enhancement Benchmarking Customer profiles, expectations and priorities E-Service Servicescapes – industry case studies

Intended Learning Outcomes

How assessed**

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

Learning outcomes will be assessed in both assessment components detailed below



Distinguish between the ways in which customer service, quality and experience have been defined and conceptualised Debate the factors influencing the emergence of experience and quality as management tools Practically apply the tools and techniques that can be used to critically assess customer service and to facilitate service enhancement Apply the key stages in developing a customer service strategy to support the customer experience for a specific business environment



Communicate effectively in written and verbal form



Display appropriate IT skills

Assessment Scheme

Weighting %

Formative: Students will receive support and guidance through in-class discussions on how to approach both aspects of their assessment. Students will be encouraged to reflect on the tools and techniques used in practical sessions to be utilised in the assessment. Assessment Scheme

Weighting %

Summative: 30% Team Experience and Service Strategy Pitch (30%) (approx. 5-10 minutes per student) based around a synoptic exercise relating to aspects of customer service and experience strategies.

Updated February 2016 In determining an individual student mark for the team-based 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. [While not fully equating to the usual equivalency (10 minutes = 30%) the required outcome of this assessment achieves the required levelness i.e. a shorter pitch requires a more concise, focused and succinct discussion] Assessment Criteria Structure, content and succinctness of the pitch Appropriate application and relevance of customer service and experience management principles in relation to the assessment brief Evidence of best practice case studies and accurate referencing to the academic literature using appropriate conventions The use and quality of visual aids to support the pitch

70%

Summative contâ&#x20AC;&#x2122;dâ&#x20AC;Ś Fieldwork report/exercise (70%) (2,450 word equivalent), utilising tools and techniques discussed during the module (for example, a benchmarking exercise, quality/experience audit or customer satisfaction survey) in the context of a specific tourism, business or event environment. Students will work in small teams to complete the fieldwork exercise but will be asked to submit an individual report. Assessment Criteria: Clear and logical structure making reference to the key deliverables outlined in the assessment brief Appropriate use and application of tools and techniques used to measure and improve service quality and experience Ability to convey results of fieldwork accurately and succinctly using appropriate formats in line with the requirements of the assessment

Updated February 2016 brief Evidence of engagement with the academic literature and use of accurate referencing conventions

Reassessment Scheme

Weighting %

Fieldwork Report (3,500 words)

100%

Indicative Reading Lists/Key Texts/Websites/other resources Bell, C. Zenuke, R. and Zielinski, D. (2007) Managing Knock Your Socks Off Service, ACACOM, New York. CLARK, R. (2015) Move Your Bus, Simon and Schustrer, London. Drummond, S. and Yeoman, I. (2001) Quality Issues in Heritage Visitor Attractions, Butterworth Heinemann, London. Fornell, C. (2009) The Satisfied Customer, Blackwell, London. Francis, N. (2010) Tourist Customer Service Satisfaction – An Encounter Approach, Routledge, London. Goodman, A. (2009) Strategic Customer Service, ACACOM, New York. Gronroos, C. (2007) Service Management and Marketing: Customer Management in Service Competition, Wiley, Chichester. Harris, E. (2010) Customer Service – A Practical Approach, Fifth Edition, Pearson, London. Hill, N. and Brierley, J. (1999) How to Measure Customer Satisfaction, Gower, Aldershot. Hill-Wilson, M. and Blunt, C. (2010) Delivering Effective Social Customer Service, Wiley, Chichester. Hudson, S. (2013) Customer Service for Hospitality and Tourism, Goodfellow, Oxford. Hyken, S. (2009) The Cult of the Customer, Wiley, Chichester. Kandampully, J., Mok, C. and Sparks, B. (2001) Service Quality Management in Hospitality, Tourism and Leisure, Haworth Clinical Practice, London. Motwani, G. and Sower, E. (2006) Benchmarking in Services, Emerald Group Publishing, London. Phelps, S. (2012) What’s Your Purple Goldfish? How to Win Customers and Influence Word of Mouth, 9-Inch Marketing, United States. Tisch, J. and Weber, K. (2009) Chocolates on the Pillow Aren’t Enough – Reinventing the Customer Experience, Wiley, Chichester. Toman, N. and Delisi, R. (2013) The Effortless Experience - Conquering the New Battleground for Customer Loyalty, Penguin Books, London. * ECTS (European Credit Transfer and Accumulation System): Framework for Qualifications of the European Higher Education Area recommend that two UK credits

Updated February 2016 are equivalent to one ECTS credit * * eg examination, presentation, coursework, performance, case study, portfolio, etc. *** QAA Glossary: Formative assessment comprises feedback on students' performance, designed to help them learn more effectively and find ways to maintain and improve their progress. It does not contribute to the final mark, grade or class of degree awarded to the student. See also summative assessment, which is a formal assessment of students' work, contributing to the final result.

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BML 208 Marketing with Digital Media . Module code Title Programme Level Credits ECTS* Contact time Acceptable for Excluded combinations Core/Optional Module Co-ordinator Description

BML208 Marketing with Digital Media BA (Hons) Marketing and Joint Pathways plus option on other Business School pathways 5 15 30 hours Marketing, Joint Marketing pathways Core Marketing Single honours, optional on other pathways Jennie White

Marketing using digital media and mobile technologies, alongside traditional communication channels, is now an integral component of organisations’ marketing strategies. The main focus of this module is to provide learners with a critical appreciation of Digital Marketing, through the integration of emergent media and mobile technologies, with offline communications. Students will be introduced to current and relevant examples of marketing initiatives using digital media and they will be encouraged to create their own Marketing campaign, using both offline and online media. Students will critically appreciate contemporary issues and developments in the marketing industry in relation to digital tools, models and concepts. Outline Syllabus & Teaching & Learning Methods Through a combination of workshops, video, student-led activities and case studies, students will cover the following areas: • The relationship between Marketing, traditional marketing communications, digital media, and mobile technologies • How to undertake a Digital audit, develop engaging (and creative) content and measure success within a campaign • Digital marketing campaign frameworks, their implementation, management and control • An understanding of the key digital channels: search marketing, display advertising, email, social media marketing, mobile and affiliate marketing • The future of Digital Marketing, new media and mobile technology and their potential impact Intended Learning Outcomes How assessed**

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On successful completion of this module students will be Coursework able to: • Critically evaluate the components and techniques of a Digital marketing plan/campaign, through use of appropriate models • Contextualise the Digital Marketing process within the wider marketing communications environment, through application of the planning process within different scenarios • Critically analyse the issues impacting upon the use of new media and mobile technologies for marketing such as the cultural context, globalisation, advertising and emergent media through evaluation of a campaign • Demonstrate appreciation of the creative process through development of a creative theme for a Digital campaign • Produce innovative and creative ideas for Digital marketing strategies through selection of appropriate channels Assessment Scheme Weighting % Formative: The seminars and student-led activities, will provide an opportunity for students to apply their skills and 0% develop their knowledge and understanding of this subject area in an environment that allows for formative feedback both from the tutor and also from other students Assessment Scheme Summative: Students will have a choice of assignments, as follows: EITHER: 1a) Working in groups (maximum of 3 students per group), students will create a Digital Marketing campaign which will be delivered as a 15 minute presentation to assessors (1750 word equivalent) AND 1b) Students will individually write up a persuasive briefing that reasons and justifies the creativity and operation of the poster campaign to clients. Models, tools and concepts of Digital Marketing should be applied. 1,750 words OR 2) Students will individually develop a persuasive

Weighting %

50%

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briefing that reasons and justifies the creativity and operation of a Digital marketing campaign for a specific client. Models, tools and concepts of Digital Marketing should be applied 3,500 word equivalent

100%

Assessment Criteria Students will be expected to evidence: 1a) Presentations (50%) delivered as group of 3 maximum • The capability to develop a well organised and creative campaign • The ability to reason and justify their selection of appropriate media for a given campaign • Application of at least 2 digital marketing tools, models or concepts within their campaign • Application of the most appropriate tools for measuring success of their campaign 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.

1b) Individual Briefing (50%,) • The ability to produce a professional, persuasive and coherent briefing for clients • Justification for the chosen creative approach within the context of the target audience • A critical appraisal of the potential success of the campaign within the current marketing context 2) Individual briefing (100%) • The capability to develop a well organised and creative campaign • The ability to reason and justify their selection of appropriate media for a given campaign • Application of at least 2 digital marketing tools, models or concepts within their campaign • Application of the most appropriate tools for measuring success of their campaign • The ability to produce a professional, persuasive and coherent briefing for clients • Justification for the chosen creative approach within the context of the target audience • A critical appraisal of the potential success of the campaign within the

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current marketing context

Indicative Reading Lists/Key Texts/Websites/other resources Chaffey, D, & Ellis-Chadwick, F,(2012) Digital Marketing, Strategy and Implication and Practice, 5th Edition. Harlow: FT Prentice Hall Marketing Week (UK) - Centaur Communications, London (available from Business Source Premier) Marketing (UK) - Haymarket Business Publications Ltd, London (available from Business Source Premier) Marketing Magazine (USA) â&#x20AC;&#x201C; Rogers Media, Toronto (available from Business Source Premier) Marketing Management (USA) â&#x20AC;&#x201C; American Marketing Association, Chicago (available from Business Source Premier)

* ECTS (European Credit Transfer and Accumulation System): Framework for Qualifications of the European Higher Education Area recommend that two UK credits are equivalent to one ECTS credit * * eg examination, presentation, coursework, performance, case study, portfolio, etc. *** QAA Glossary: Formative assessment comprises feedback on students' performance, designed to help them learn more effectively and find ways to maintain and improve their progress. It does not contribute to the final mark, grade or class of degree awarded to the student. See also summative assessment, which is a formal assessment of students' work, contributing to the final result.

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BML 209 Competitive Advantage in the Contemporary Service Environment

Module Title: Competitive Advantage in the Contemporary Service Environment Module Code: BML209 Credits: 15 Level: 5 Academic Department: Business School Programme to which the module contributes: Business School BA (Hons) undergraduate degree route Module Co-ordinator: Dr Andrew Clegg Entry Requirements: No specific pre-requisites

Aims: The aim of this module is to examine the importance of competitive strategy in securing a position of competitive advantage in the contemporary service environment. The module is designed to introduce students to basic management principles and contextualise approaches to competitive strategy and competitive advantage by examining indicative sectors across the service environment, such as tourism, events, retail, and hospitality. The module will also look at how competitive advantage is influenced by key issues such as entrepreneurship, particularly in relation to micro-business and SMEs, and how wider forces of globalisation are impacting on business strategy.

Learning Outcomes: On successful completion of this module students will be able to: ď&#x201A;§ Define and explain the concepts of strategy and competitive advantage, and understand the need for strategic management within the service sector ď&#x201A;§ Evaluate the influence of internal and external influences on the management function, competitive strategy and competitive advantage ď&#x201A;§ Critically evaluate business and entrepreneurial approaches to developing competitive strategy and competitive advantage 41

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 Communicate effectively in written form  Demonstrate research skills and interpret, evaluate and synthesise material

Indicative Curriculum Content: Key areas covered in the module will include:  Strategic management and the geography of the service sector  Competitive strategy and competitive advantage  Defining the strategy process, conceptual frameworks and approaches to business planning for competitive advantage  Internal and external environments for competitive advantage  Sector approaches to competitive strategy  Competitive strategy through information technology  Entrepreneurship and competitive advantage  Globalisation, internationalisation and competitive advantage

Learning Strategy: The key themes will be introduced around a lecture programme, augmented with the use of videos, in-class activities and group discussion to address the conceptual and applied aspects of the management process, competitive strategy and competitive advantage. To facilitate an understanding of these areas guest speakers draw from businesses across the local service sector will also form an important part of the module. The nature of the local tourism and business environment and the range of operators will serve to highlight aspects of entrepreneurial activity amongst micros and SMEs, and the types of motivational and attitudinal factors influencing the management process, the adoption of competitive strategy and business competitiveness.

Mode of Assessment:

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Formative: Individual presentation (30%) (approx. 10 minutes per student) examining aspects of competitive strategy linked to the content and key themes to be included in the research essay. Students will receive feedback from peers and module tutors that that can be integrated in to the final submission of the research essay.

Summative: Research essay (70%) (2,450 words) examining aspects of strategic management and competitive strategy discussed in the module in relation to a specific business sector(s).

Assessment Criteria: Presentation:  Structure and delivery of the presentation  Depth, knowledge and relevance of the subject in relation to the chosen research essay  Ability to convey information accurately and succinctly  The use and quality of visual aids  Evidence of background reading and the quality, choice and exposition of support material

Research Essay:  Content quality and relevance in terms of applying specific aspects of the management process covered in the module, to the chosen business sector  Clear and logical structure, including introduction, main body and conclusion  Quality, choice and exposition of support material and case studies accurately referenced using appropriate referencing convention  Effective use of tables, figures and illustrations

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Indicative Reading: Danziger, P. (2006), Shopping: Why we Love it and How Retailers Can Create the Ultimate Customer Experience, Dearborn Trade, USA. Esty, D.C & Winston, A.S. (2006), Green to Gold: How Smart Companies Use Environmental Strategy to Innovate, Create Value and Build Competitive Advantage, Yale University Press, London. Evans, N., Campbell, D. & Stonehouse, G. (2002), Strategic Management for Travel and Tourism, Butterworth Heinemann, London. Grimm, C.M., Hun. L. & Smith, K. (2005), Strategy as Action – Competitive Dynamics and Competitive Advantage, Oxford University Press, Oxford. Hanton, P. (2007), Global Airlines – Competition in a Transnational Industry, Butterworth Heinemann, London. Huggins, R. & Izushi, H. (2010), Competition, Competitive Advantage and Clusters: The Ideas of Michael Porter, OUP, Oxford. Lee-Ross, D. & Lashley, C. (2009), Entrepreneurship and Small Business Management in the Hospitality Industry, Butterworth Heinemann, London. Marcus, A. (2010), Management Strategy – Achieving Sustained Competitive Advantage, McGraw-Hill, London. Page, S. (2009), Tourism Management – Managing for Change, Third Edition, Butterworth Heinemann, London. Poon, A. (1993), Tourism, Technology and Competitive Strategies, CABI Publishing, Oxon. Porter, M. (1998), Competitive Advantage – Creating and Sustaining Superior Performance, Free Press, London. Schafler, L. (2010), Social Media and the Retail Industry – A Guide to Building a Comprehensive Strategy and Action Plan, Wiley, Chichester.

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BML 210 Sustainable Business Management

Module Title: Sustainable Business Management Module Code: BML210 Credits: 15 Level: 5 Subject Area: Business School Programme to which the module contributes: Business School BA (Hons) undergraduate degree route Tutor Responsible: Dr. Jorge Gutic Entry Requirements: No Pre-requisites or co-requisites

Module Aims: Businesses are increasingly having to recognise the importance of giving consideration to the widest range of stakeholders who may be affected or have an influence over their business, giving rise to calls for greater social corporate responsibility, while the wide impact of businesses on the environment has highlighted the need to ensure the long-term viability of the resources they use. This has resulted in the emergence of a â&#x20AC;&#x17E;triple-bottom. line where not only economic but also social and environment issues are regarded as important, giving raise to the development of sustainable development principles in business. Thus, the moduleâ&#x20AC;&#x2122;s aims to examine the concept of sustainable development, and critically appraise the concept of sustainable business management by applying it to a range of case studies, including tourism, events and the wider business environment,, at a national and international level. The purpose of the module is to enable students to become familiar with the ideological underpinnings, principles and practices relating to sustainable business management, and have a coherent and functional understanding of this concept within a range of business and operational environments.

Learning Outcomes: On successful completion of this module, students will be able to: ď&#x201A;§ Debate the evolution of the sustainability agenda, and place business management within the wider context of sustainable development issues

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 Evaluate and define the concept of sustainable business management and explain the contexts and business areas where it can be applied

 Assess the principles and practices of sustainable business management  Evaluate the frameworks, approaches and tools that have been developed to support sustainable business management  Apply management tools used to support the sustainable management of businesses  Communicate effectively in written and verbal form.  Work independently or co-operatively with others  Demonstrate the ability to research, interpret, evaluate and synthesise material.

Indicative Curriculum Content: Key areas covered in the module will include:  Understanding the principles of sustainable development  UK policy & legal context for sustainability  The business case for sustainability  Global climate change: causes, consequences for businesses; industry responses  Sustainability tools: environmental audits, voluntary schemes and environmental impact assessments  Introduction to certification schemes: GTBS, ISO14000, BS7750, BS8901  Carbon footprint calculation, reduction and management for businesses  Environmental Management Systems: principles of a management system approach, certification system overview, initial review, impact identification, policy development, objectives and targets, implementation, measurement and review  Recycling and waste management: legal obligations, costs, service providers

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ď&#x201A;§ Analysis of sustainable businesses. case studies of best practice at national and international level ď&#x201A;§ Corporate social responsibility, stakeholders and ethical issues, biodiversity, Fairtrade ď&#x201A;§ Sustainable business marketing

Learning Strategy:

A series of interactive sessions, including lectures, workshops and student seminars 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 workshops and seminars during each session. Students will be encouraged to critically appraise current understanding and tools used in the sustainable management of businesses, and they will have the opportunity to demonstrate their understanding of the subject matter with the development of a training or advisory resource aimed at a specific type of business.

Mode of Assessment: Formative: Formative feedback on the draft contents and materials to be used on the design of the sustainable business advisory pack (20%, approximately 700 word equivalent, individual task). Each student will present a draft of their own personal contribution to the advisory business pack, and will receive appropriate guidance on to best integrate that material into the final pack.

Summative: Sustainable business advisory pack, discussing sustainable issues based in best practice from across different sectors of the service industry (80%, approximately 2,800 word equivalent, group mark, maximum four students per group). Students will select a specific area or business sector and prepare a compilation of practical advice about the main sustainability issues confronted by the chosen sector, and will provide practical guidance of how any business within the chosen sector can become more sustainable, with this advice supported by case studies demonstrating 47

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best practice within the chosen sector. The final product can be delivered in a format of either [a] a hard copy information pack including a handbook or leaflet or [b] a video or podcast (to be specified by the tutor – some flexibility has been built in as podcasting will be dependent on available IT support]

Assessment Criteria: Sustainable business advisory pack  Clear and logical structure / navigation  Clarity, conciseness and coherence of content  Evidence of integration of the module learning outcomes  Appropriate content in relation to the requirements of the chosen business sector  Evidence of case studies and reference to the academic literature to support discussion  Effective use of relevant media-support tools  Quality of layout overall design elements and final production (for media-based elements)

Formative feedback on the design of the sustainable business advisory pack  Clear identification of individual role in group  Contribution to group work  Evidence of integration of the module learning outcomes  Appropriate content in relation to the requirements of the chosen business sector  Evidence of case studies and reference to the academic literature to support discussion

Indicative Reading:

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Ayre, G & Callway, R. (2005) Governing for Sustainable Development: A Foundation for the Future. London: Earthscan Publications Ltd. Brady, J, (2005) Environmental Management in Organizations: The IEMA Handbook. London: Earthscan Publications Ltd. HitchcocK, D & Willand, M. (2009) The Business Guide to Sustainability â&#x20AC;&#x201C; Practical Strategies and Tools for Organisations. London: Earthscan Publications Ltd. Jordan, A. (2005) Environmental Policy in the European Union: Actors, Institutions and Processes, 2nd Edition. London: Earthscan Publications Ltd. Lazlo, C. (2003) The Sustainable Company: How to Create Lasting Value Through Social and Environmental Performance. Washington: Island Press. Novacovici, A & Woofter, J. (2008) Sustainability 101 â&#x20AC;&#x201C; A Toolkit for Your Business. USA: Lulu Publishing. May. S, CHENEY, G & Roper, J. (2007) The Debate over Corporate Social Responsibility. Oxford: Oxford University Press. Musgrave, J. (2009) Event Management and Sustainability. Oxon: CABI Publishing.

Reed, D. (2001) Stalking the Elusive Business Case for Corporate Sustainability. Washington: World Resources Institute. Schaltegger. S, Burritt, R & Petersen, H. (2003) An Introduction to Corporate Environmental Management: Striving for Sustainability. Sheffield: Greenleaf Publishing Ltd. Steger, U. (2004) The Business of Sustainability: Building Industry Cases for Corporate Sustainability. Basingstoke: Palgrave MacMillan. World Business Council for Sustainable Development (2002) Business and Biodiversity: the Handbook for Corporate Action. Geneva: Earthwatch Institute.

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BML 212 Dynamic and Data-Driven Online Systems

Module Title: Dynamic and Data-Driven Online Systems Module Code: BML212 Credits: 15 Level: 5 Academic Department: Business School Programme to which the module contributes: Business School BA (Hons) undergraduate degree routes Tutor Responsible : Leigh Cook Entry Requirements: Programming for the Web (taken pre-requisite) or equivalent.

Aims: This module aims to introduce students to the design principles of online databases and how they can be integrated into a website to create dynamic content.

Learning Outcomes: On successful completion of this module students will be able to:  Demonstrate a critical understanding of the range of ways data can be organised and stored on computer systems for easy access and used to support management;  Show a knowledge of the theoretical bases of data-handling by designing a functioning online database;  Present data effectively making use of advanced features (e.g. complex macros or data structures);  Consider effective ease of use (HCI) and database security;  Develop problem-solving capability.

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Indicative Curriculum Content:  Characteristics of the range of database types in current use;  The Entity-Attribute-Relationship model of data;  Structured Query Language using Boolean type operators;  Network and hierarchical data models;  Practical creation of online databases;  The function of database management systems (DBMS);  Examples of current professional, academic and business databases;  Techniques of data-handling and methods of querying databases;  Database security in an online environment.

Learning Strategy: Delivery will be through computer aided learning, workshops, tutor presentation and demonstration. Students will work in pairs and individually and engage in individual research. They will use software e.g. MySQL to query and modify existing online databases, and create ones of their own.

Mode of Assessment: Formative: Formative assessment is through workshop tasks set throughout the first half of the course enabling the tutor to offer feedback and support during class and tutorial sessions.

Summative: Report (50%) - This will cover the basic concepts of online database design, outlining and justifying how such concepts and problems encountered are addressed (1750 words equivalent).

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Database submission (50%) - to demonstrate practical implementation, students will undertake an individual project to design and create an online database (1750 words equivalent).

Assessment Criteria: Report:  A focussed survey of the working program which demonstrates its design brief, structure and limitations;  Discussion of problems encountered and how these were addressed;  A clear discussion of basic concepts of relational online database construction using correct technical vocabulary;  The extent to which ease of use, efficiency and security have been considered and incorporated into the design;  Use of appropriate referencing and IT to enhance the clarity of the report.

Database submission:  A functioning online database;  An effective design and model of an online database system.

Indicative Reading: Alan, A. (1997) First Course in Database Systems. London: Prentice Hall. Atzeri, et al. (1997) Database Systems: Concepts, Languages and Architecture. London: McGraw Hill Bernstein, A, Kifer, M & Lewis, P. (2006) Database Systems (2nd Edition). New Jersey: Pearson Carter, J. (2000) Database Design and Programming with Access, SQL and Visual Basic. London: McGraw-Hill Connell, J. (1998) Beginning Visual Basic 6 - Database Programming. London: Wrox Press.

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Date, C. (1995) An Introduction to Database Systems, vol. II, 6th Edition. London: Addison-Wesley Dowling, N. (1998) Database Design and Management. London: Letts Educational Elmasri & Navathe. (2000) Fundamentals of Database Systems, 3rd Edition. London: Addison-Wesley Gillenson, M. (2005) Fundamentals of Database Management Systems. USA: Wiley. Hoffer, A, McFadden, F & Prescott, M. (2005) Modern Database Management, 7th Edition. New Jersey: Pearson: Koneman, P. (2001) Advanced Projects for MS Access 2000. London: Prentice Hall. Kroenke, D. (2005) Database Concepts, 2nd Edition New Jersey: Pearson. Kroenke, D. (2006) Database Processing. New Jersey: Pearson. Pratt, P & Adamski, J. (2002) The Concepts of Database Management. London: Course Technology. Powell, G. (2006) Beginning Database Design. USA: John Wiley and Sons. Oppel, A & Sheldon, R. (2009) SQL; A beginnerâ&#x20AC;&#x2122;s guide, 3rd Edition. London: McGraw Hill: Roman, S. (1997) Access database design and Programming. London: O.Reilly & Associates Smith, R & SUSSMAN, D. (1999) Beginning Access 2000 VBA. London: Wrox Press Stephens, R. et al (2008) Teach Yourself SQL in 24 Hours, 4th Edition. USA: SAMS Welling, L & THOMPSON, L. (2006) PHP and MySQL Web development. London: Addison-Wesley Valade, J. (2006) PHP & My SQL: your visual blueprint for creating dynamic, database-driven Web sites. Chichester: Wiley.

Other Resources: http://dialspace.dial.pipex.com/town/place/ggy11/ , Visual Basic Resource Centre, Present May 2006

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BML 214 Analysing and Improving Website Design and Performance

Module Title: Analysing and Improving Website Design and Performance Module Code: BML214 Credits: 15 Level: 5 Academic Department: Business School Programme to which the module contributes: Business School BA (Hons) undergraduate degree routes Tutor Responsible: Leigh Cook Entry Requirements: No pre-requisites or co-requisites

Aims: This module looks firstly at the technology behind web sites, then the current trends in the web community and finally looks at the principles of managing an internet site. It aims to introduce students to the principles of HTML and good design, providing opportunity for practical work, which will involve analysing and improving web sites.

Learning Outcomes: On successful completion of this module students will be able to:  Understand how a website is built;  Be aware of professional web design Standards;  Understand and demonstrate some of the techniques for improving a website design;  Use creative problem-solving;  Co-operate and develop team working skills;  Use IT to improve communication effectiveness.

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Indicative Curriculum Content:  Principles of effective web based human computer interface design  Accessibility  Page Optimisation  Navigation Design Principles  Layout Design Principles  Content Effectiveness  Graphic Optimisation  Improving Download Speeds  Effective use of HTML and style guides  Validation of CSS and HTML code  Interoperability  Search Engine Optimisation  Linking the design to the commercial objective of the site  Techniques and models for website analysis

Learning Strategy: The theoretical content of the module will be presented through lectures, demonstrations and workshops. Students will also be expected to use suitable reference sources, and especially the Internet to extend their understanding of the issues covered. Practical work will complement theoretical learning, and will focus on skills that will be relevant and useful beyond the end of the course.

Mode of Assessment: Formative:

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Formative assessment is through the students continuing demonstration of their skills in using media and co-operation, problem solving capability and using IT to improve communication effectiveness. It will also occur through tutor feedback during workshop and study sessions.

Summative: Assignment (100%) The assignment will be in two parts:

Part 1 (60%) will consist of the adaptation and technical development of a current website. This will be based on the technical profile of the site completed as a component of the Part 2 assignment. The site should meet accepted standards of design, be effective in meeting its intended goal, facilitate interoperability across platforms and have dynamic content that will change as necessary (2100 words equivalent).

Part 2 (40%) is a Group Management Log. Students will be required to produce this group document to provide a technical profile of the website used in Part 1 prior to change, a log with clear critical justification for any changes made to the site and an analysis of any potential problems (1400 words equivalent per student).

(3500 words equivalent in total)

Assessment Criteria:

Part 1: Website:  Knowledge and understanding of the process of website design;  Effective employment of appropriate standards and techniques to develop the site;  Allows for interoperability;  Coherent and logical progression of ideas.

Part 2: Group Management Log: 56

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 Effective technical profile of current website;  Clear critical justification of changes made to the site;

 Evidence of research including wider reading;  Detailed and consistent log;  Evidence of problem-solving through log.

Indicative Reading: Bradenbaugh, (1999) JavaScript Application Cookbook. Dublin: O'Reilly. Burns, J. (1999) HTML Goodies. London: EarthWeb Press. Castro, E. (2006) HTML, XHTML, and CSS, Sixth Edition Visual QuickStart Guide: With XHTML and CSS (Visual QuickStart Guides) (6th Edition). London: Peachpit Press. Cererholm, D. (2008) Bulletproof Web Design, 2nd Edition. Berkeley: New Riders. Eccher, C. (2008) Professional Web Design: Techniques & Templates (CSS and XHTML), 3rd Edition. Boston: Course Technology. Flanders, V & Willis, M. (1996) Web Pages that Suck. USA: Sybex. Gray, D. (1999) Looking good on the Web. London: Coriolis. Greenspun, P. (1999) Philip and Alex's Guide to Web Publishing. Frankfurt: Morgan Kaufmann. Holzchlag, M & Oliver, D. (1997) Teach Yourself HTML 4 in 24 Hours. USA: SAMS. Horton, S & Lynch, P. (2001) Web Style Guide, 2nd Edition. London: Yale UP. Ireland, T. (2000) Creating a Website. London: Net-Works. Kslbach, J. (2007) Designing Web Navigation. Farnham: O.Reilly. King, A. (2008) Website Optimisation. Farnham: O. Reilly. Krug, S. (2006) Don't make me think! A common sense approach to web usability. Berkeley: New Riders. Moncur, M. (2000) Teach Yourself JavaScript in 24 hours, 2nd Edition. London: SAMS. 57

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Nielsen, J. (2000) Designing Web Usability. London: New Riders. Niederst Robbins, J. (2007) Learning Web Design. Farnham: O.Reilly. SUH, W. (2005) Web Engineering: Principles and Techniques. London: Idea Group. Tollet, J & Williams, R. (1998) The Non-Designer's Web Book. London: Peachpit Press.

Other Resources: Internet magazines, e.g.: Wired, EMAP PC magazines, e.g.: Byte, esp. special issues, Byte Publications

Websites: http://www.cnet.com, Various web design & build documents. Accessed July 2008. http://www.davesite.com/webstation/html http://www.developer.com/directories/pages/dir.javascript.html , JavaScript directory. Accessed July 2008. http://www.killersites.com , Creating Killer Web Sites. Accessed July 2008. http://javascript.internet.com , JavaScript Source. Accessed July 2008. http://www.pageresource.com/jsscript/index6.htm , JavaScript Tutorial. Accessed July 2008. http://www.wsabstract.com/javaindex.shtml , JavaScript Tutorial. Accessed July 2008. http://werbach.com/barebones , Barebones Guide to HTML. Accessed July 2008.

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BML 215 Networked World Systems and Architectures

Module Title: Networked World; Systems and Architectures Module Code: BML215 Credits: 15 Level: 5 Academic Department: Business School Programme to which the module contributes: Business School BA (Hons) undergraduate degree routes Tutor Responsible: Paul Kooner-Evans Entry Requirements: BML106 Business Information Systems,

Aims: This module is the second part of the theme running through the course considering the application and impact of business information systems, and technology on organisations leading to Information Systems Strategy. It also aligns with the technical modules that consider PC focused computer architectures and website implementation and design.

The aim of this module is to: ď&#x201A;§ Enable students to appreciate the importance and implications of the multi-user IT approaches that are more prevalent in the world of work. ď&#x201A;§ Develop an understanding of the technology and design of enterprise systems and architectures that have capacity beyond the desktop.

The emphasis of the course will be on approaching these aims from a general management perspective rather than a detailed technical evaluation.

Learning Outcomes: On successful completion of this module students will:

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 Have developed an understanding of the difference between the demands of desktop and multi-user computing and recognise the need for developing a holistic approach to an organisations information systems infrastructure.  Recognise developments in systems architectures from simple one to one integration up to present day thinking in for example, enterprise architectures, grid computing and service oriented cloud computing.  Understand the principles of systems development and management including the need for data management, reliability and security in a multi-user system.  Be able to articulate principles of data based network communications, the different types of network topologies and the associated business benefits and apply them to the design of simple systems.  Recognise the different characteristics of operating systems and associated systems management tools.  Be able to design a simple IT infrastructure for a small business.

Indicative Curriculum Content: This module will begin by introducing the need for an information systems infrastructure to support an organisation and develop the concept of an enterprise architecture. The constituent components will be explored and will include:  Systems architectures – their development and differences  Software architectures – including an introduction to and comparison of, different operating systems  Computing hardware components, specifically server based architectures  Data management and storage devices  Network architectures and systems including wireless  Remote/personal communications  Service oriented architectures – including web services

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Within the context of the enterprise, students will further explore the issues of systems management, reliability and security and advanced architectural concepts including cloud computing.

Learning Strategy:

The theoretical content of the module will be presented through lectures, demonstrations and workshops. Students will also be expected to use suitable reference sources, and especially the Internet to extend their understanding of the issues covered. Practical work will complement theoretical learning and will focus on (practical) skills that will be relevant and useful beyond the end of the course. Simulation tools will also be used to support learning. A case study will be used during part of the course, with a view to evaluating the requirements for and issues associated with implementing a small system. Each week the students will be expected to develop an aspect of the system in readiness for discussion the following week. The finished solution will form the basis of the report element of the summative assessment.

Mode of Assessment: Formative: Formative assessment is through the students continuing demonstration of their skills in managing tasks and projects, self-motivation, presentations and problem solving capability. It will also occur through tutor feedback during workshop and study sessions.

Summative: Examination (50%) Assessment will consist of a two part assignment. The theoretical content of the module will be assessed through a one-and-a-half hour exam covering the concepts and components underlying networked systems and architectures including; principles of data communication, comparison of different operating systems, various aspects of systems management and data management. (1750 words equivalent).

Report (50%) This will be based on a case study business that will be handed to the students early in the module. Students will be required to analyse the case study and

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design an appropriate IT system for the business discussing the components of the system, the associated rationale for their selection and the benefits of the overall design. (1750 words equivalent).

Assessment Criteria: Examination:  Ability to discuss and compare the hardware and software components for different enterprise and networked systems;  Ability to apply the concepts of information system infrastructures to practical examples of commercial computer systems.  Report: Identify the key business requirements and demonstrate how these will be met by the systems  Develop and describe an appropriate technical solution, selecting an appropriate suite of components based on a stated rationale  Assess the costs, benefits, timeline and risks associated with implementing the system

Indicative Reading: Barnes, S. (2003) Mbusiness; The Strategic Implications of Wireless Communications. Oxford: Elsevier Barry, D. (2003) Web Services and Service Oriented Architectures: The Savvy Manager’s Guide. London: Morgan Kaufmann Benyon-Davies, P. (2009) Business Information Systems. Basingstoke: Palgrave. Bocij, P. et al (2006) Business Information Systems, 3rd Edition. Harlow: Pearson Education Britton, C & BYE, P. (2004) IT Architecture and Middleware 2nd Edition. London: Addison- Wesley Burd, S. (2001) Systems Architecture 3rd Edition. USA: Course Technology Chalk, B. et al (2004) Computer Organisation and Architecture: An Introduction 2nd Edition. Basingstoke: Paulgrave Macmillan Coulouris, G. et al (2001) Distributed Systems 3rd Edition. Harlow: Pearson

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Crichlow, J. (2000) The Essence of Distributed Systems. London: Prentice-Hall Cummins, F. (2002) Enterprise Integration. Chichester: Wiley Enlander, I. (2003) The Architecture of Computer Hardware and Systems Software. Chichester: Wiley Fitzgerald, J & Dennis, A. (2006) Business Data Communications and Networking 8th Edition. Chichester: Wiley Gold-Bernstein, B & Ruh, W. (2004) Enterprise Integration. London: Addison-Wesley Gollman, D. (1999) Computer Security. Chichester: Wiley. Goncalves, M. (1999) Firewalls Complete. London: McGraw-Hill. Gralla,P. (2002) How the Internet Works, 6th Edition. USA: Que Hagel, J. (2002) Out of the Box â&#x20AC;&#x201C; Strategies for Achieving Profits Today and Growth Tomorrow through Web Services. Boston: Harvard Business School Hirsch, F. et al (2006) Mobile Web Services; Architecture and Implementation. Chichester: Wiley Kelly, S. (1997) Data Warehousing in Action. Chichester: Wiley. Matthews, J. (2005) Computer Networking; Internet Protocols in Action. Chichester: Wiley Mcgovern, J. et al (2003) A Practical Guide to Enterprise Architecture. New Jersey: Prentice-Hall. Mcnurlin, B & Sprague, R. (2004) Information Systems Management in Practice 6th Edition. London: Prentice-Hall. Pearson, K & Saunders, C. (2006) Managing and Using Information Systems; a Strategic Approach 3rd Edition. Chichester: Wiley Silberschatza. et al (2002) Operating Systems Concepts 6th Edition. Chichester: Wiley Shelly et al, (2004) Business Data Communications, 4th Edition. Thomson: Boston. Shneier, B. (2004) Secrets and Lies- Digital Security in a Networked World. Chichester: Wiley Stallings, W. (2000) Operating Systems, 4th Edition. London: Prentice-Hall.. Stallings, W. (2002) Network and Inter-network Security 3rd Edition. London: Prentice-Hall..

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Tanenbaum, A. (2002) Computer Networks, 4th Edition. London: Prentice-Hall. Tanenbaum, A. (2001) Modern Operating Systems, 2nd Edition. London: PrenticeHall. Thomas Manes, A. (2003) Web Services; A Managerâ&#x20AC;&#x2122;s Guide. London: Addison Wesley Turban, E. et al (2004) Information Technology for Management: Transforming Organisations in the Digital Economy. Wiley: Chichester

Websites: http://computer.howstuffworks.com/ - Useful site on how basic computing works http://www.ebizq.net/?s=home - Lots of information on systems integration issues including webinars http://webservices.xml.com/pub/a/ws/2001/04/04/webservices/index.html Webservices portal http://ocw.mit.edu/OcwWeb/Sloan-School-of-Management/15564Spring2003/LectureNotes/index.htm - MIT open courseware on IT infrastructures http://www.teradatastudentnetwork.com/ - Educational site on data warehouses

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BML 219 Employee Development

Module Title: Employee Development Module Code: BML219 Credits: 15 Level: 5 Academic Department: Business School Programme to which the module contributes: Business School BA (Hons) undergraduate degree Tutor Responsible: David Simmonds Entry Requirements: No pre-requisites or co-requisites

Aims: This module is designed to provide a thorough evaluation of current thinking and practice in the development of employees. The aim is to critically examine the contribution that learning and development makes to individual and organisational performance. The module will also provide a range of frameworks and approaches for students to build their practice in developing people within the context of overarching human resource and business strategies.

A range of approaches to the application of learning and development within organisations will be investigated and critically evaluated. The module aims to develop studentsâ&#x20AC;&#x2122; knowledge of: the national and international context of learning and development; the role of employee development as part of business strategy; the role of learning and development in career management; the practical aspects of implementing development programmes and different approaches to learning for individuals and organisations.

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

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 Critically evaluate a range of different learning strategies and their impact on individuals and organisations.  Develop and assess models of employee development practice.  Identify and select resources to support individual and organisational learning.  Carry out a small scale action research project to improve their own learning and /or learning of others.  Plan, organise, deliver and critically evaluate an employee development session.

Indicative Curriculum Content  History of human resource development (HRD)  National frameworks for learning and development  Theories of learning  Learning in organisations  Policy and strategy  HRD function  Organisation learning needs analysis  Role analysis  Approaches to evaluation  Development of new workers  Managers and leaders  Learning and culture  Learning to learn and future of learning

Learning Strategy:

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In the early delivery of the module students will be required to familiarise themselves with the key issues arising from the indicative content through discussion of journal articles, book chapters and case studies. As their knowledge develops they will be asked to identify an aspect of development practice they would like to investigate and improve. The focus of this task is flexible; it could be organisation based if they have access or it could be about their own learning and development. The process of completing the task will be carried within an action learning framework so that students can experience this approach to development as well as receive feedback from the tutor and their peers and learn from others. The module will culminate with students experiencing the challenges of delivering development workshop on an aspect of their investigation. Mode of Assessment: Students will be required to submit a report on their investigation into employee development practice improvement (2,500 words) and deliver a workshop on an aspect of their investigation (1000 words equivalent).

Assessment Criteria: Students will be assessed on their ability to: ď&#x201A;§ Critically investigate and justify an approach to employee development practice and improvement. . Critically analyse an HRD intervention and the possible effects it may have on organisational performance. ď&#x201A;§ Effectively plan, deliver and evaluate a employee development workshop.

Indicative Reading: Harrison, R. (2005) Learning and Development, 4th Edition. London: Chartered Institute of Personnel Development. Harrison, R & Kessels, J. (2003) Human Resource Development in a Knowledge Economy. London: Chartered Institute of Personnel Development. Reid,M,A, Barrington, H & Brown, M. (2009) Human Resource Development: Beyond Training Interventions, 7th Edition. London: Chartered Institute of Personnel Development. Senge, P,M.( 1990) The Fifth Discipline: The art and practice of the learning organisation. London: Century Business. SchĂśn , D. (1987) Educating the Reflective Practitioner. San Francisco: Josey Bass.

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Stewart, J, Rigg, C & Trehan, K. (2007) Critical Human Resource Development: Beyond Orthodoxy. London: FT Prentice Hall Whitehead, J & Mcniff J. (2000) Action Research in Organisations. London: Routledge Whitehead, J. & McNiff, J. (2006) Action Research Living Theory. London: Sage:

Journals The following are available through Business Source Elite: International Journal of Human Resource Management Human Resource Management Review

Journal of Management Studies Human Resource Development International British Journal of Industrial Relations Industrial Relations Journal People Management

Websites: Chartered Institute of Personnel and Development ACAS Equality and Human Rights Commission

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BML 220 Leadership Module code Title Programme Level Credits ECTS* Contact time Acceptable for Excluded combinations Mandatory/Optional Module Co-ordinator Description

BML220 Leadership Business School BA (Hons) undergraduate degree routes 5 15 7 2.5 hrs per week n/a Mandatory David Goodman

This module invites students to explore the challenges of leadership in organisations through a critical examination of theory, practice and possible future directions. It encourages students to avoid simplified prescriptions for effective leadership and encourages them to expand their thinking on alternative strategies as they look forward to their future role as potential leaders in organisations.

Outline Syllabus & Teaching & Learning Methods Teaching and Learning Methods The core concepts and theories relating to the study of leadership will be delivered through a student-centred series of workshops / seminars. Students will also be required to undertake preparatory reading from selected texts, chapters and journal articles so they can fully contribute to discussions. Students will be required to undertake additional individual research. The purpose of the workshops / seminars will be to develop the cognitive skills needed through a participative, interactive series of discussions, case studies and exercises, in order to apply their knowledge and understanding of leadership issues, challenges and scenarios to different organisational settings. Formative assessment will be used to give feedback on activities to inform students, subsequent performance and summative assessment. Outline Syllabus            

The nature, function and purpose of leadership Leadership studies Leadership traits Power and leadership Participation, delegation, and empowerment Leaders and followers Leaders and teams Situational leadership Transformational leadership Leading change Strategic leadership Leadership development

Intended Learning Outcomes

How assessed**

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

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• •

Critically evaluate a range of theories of leadership and leadership roles within organisations, and their relevance to strategic change management Critically assess the strategies that leaders and organisations can pursue in order to develop leadership capabilities Critically evaluate a range of recent concepts, frameworks and models in order to produce a critical paper on an aspect of leadership

Assessment Scheme Formative***: 1

In class activity: a. Small team exercises b. Individual case study feedback

Assessment Scheme

Presentation/Research paper Presentation/Research paper Presentation/Research paper

Weighting %

60% 40% Weighting %

Summative:

Individual Presentation – undertake research and investigation on an individual leader of the student’s choice. 10 minutes (1050 words equiv.) • Clear rationale and justification for choice of an individual leader based on engagement with module concepts and theory • Evidence of current thinking and background reading in the field of leadership, demonstrated by the use of accurate referencing convention • Clarity and structure of presentation, ‘slide-craft’, spelling and punctuation Research paper – undertake research and investigation to complete a critical analysis on no more than three aspects of leadership theory drawn from current leadership literature (2450 words) • Relevance of the information obtained from the research in relationship to Leadership concepts and theory • Evidence of current thinking and background reading in the field of leadership, by the use of accurate referencing convention • Clarity, structure, layout and presentation, including grammar, spelling, punctuation and accurate referencing convention.

Reassessment Scheme 1. Research Paper – undertake research and investigation on

30% weighting

70% weighting

Weighting % 100% weighting

an individual leader of the student’s choice. This paper should include critical analysis and evaluation of this leader using no more than three aspects of leadership theory drawn from current leadership literature (3500 words).

Indicative Reading Lists/Key Texts/Websites/other resources Adair, J., (2009), Effective Leadership: How to be a successful leader, London: Pan *Bennis, W., & Townsend, R., (1997), Reinventing Leadership, London: Piatkus

Updated February 2016 *Blanchard, K., Zigarmi, P., & Zigarmi, D., (1994), Leadership and the 1 Minute Manager, London: Fontana Dalton, K., (2010), Leadership and Management Development: Developing Tomorrow's Managers, Harlow: Financial Times / Prentice Hall Gill, R., (2011), Theory and practice of Leadership, London: Sage Goleman, D., McKee, A., & Boyatzis, R., (2002), The new leaders: transforming the art of leadership into the science of results, London: Little Brown *Handy, C., (1999), Understanding Organisations, London: Penguin Iszatt-White, M., & Saunders, C., (2014), Leadership, Oxford: Oxford University Press *Kakabadse, A., Ludlow, R. & Vinnicombe, S., (1988), Working in Organisations, London: Penguin *Kakabadse, A., & Kakabdse, N., (1999), Essence of Leadership, London: Thomson Northouse, P., (2009), Leadership: theory and practice, London: Sage Pardey, D., (2007) Introducing Leadership, Oxford: Butterworth-Heinemann. Reissner, S. & Watson, G., (2014), Developing skills for business leadership, London: CIPD Stevenson, J., & Kaafarani, B., (2011), Breaking away: how great leaders create innovation that drives sustainable growth--and why others fail, New York: McGraw-Hill *Tichy, N., & Devanna, M., (1986), The Transformational Leader, Chichester: Wiley Journals: Harvard Business Review Leadership Leadership Excellence Leadership Quarterly *Seminal works * ECTS (European Credit Transfer and Accumulation System): Framework for Qualifications of the European Higher Education Area

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BML221 Employee Relations Module title

Employee relations

Module Code:

BML221

Credits:

Level:

Academic Department:

Business School

Programme to which the module contributes:

Business School BA (Hons) undergraduate degree routes

Tutor Responsible:

TBA

Entry Requirements:

BML206 Human Resource Management or equivalent

Aims: The main aim of this module is to provide a general introduction to employee relations (ER) and develop a knowledge and understanding of the changes which have taken place in recent times with respect to employee participation (EP) and employee relations in the UK. The module will enable the students to explore the new realities of work, understand the changing context and meaning of work (e.g. deskilling of work and workers) and develop their own survival and success strategies for the future in the changing working environment. The unit considers the nature of workplace conflict and the resolution of collective disputes in the employment context. Relevance is maintained through the identification of current ER issues and themes and their practical application and consequences. A major aspect of this unit is therefore to introduce students to new, critical thinking around the general employment relationship through concepts such as the ‘high performance workplace’, ‘employee engagement’ and the emerging attitudinal changes of workers to work in the post-industrial, knowledge-based working era. Learning Outcomes: On successful completion of this module students will be able to: 72

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1. Evaluate why there are a variety of perspectives from which to examine the employment relationship 2. Analyse the concept of employee representation and participation, and assess the potential role these might have in the achievement of stated organisational objectives 3. Investigate the shift from industrial relations through to employee relations, and the relationship of this with employee engagement 4. Examine the nature of employment conflict and the methods of resolution of collective disputes 5. Organise and complete an ‘ER diary’ to reflect current issues and features of the area

Indicative Curriculum content;

• • •

• • • •

Unitary and pluralistic frames of reference- the changing work context The methods and role of worker representation (trade unions, employee councils, staff associations etc.) The meaning of work, the in-built tensions and their resolutions, ‘policing’ the employment relationship through legislative, managerial and organisational policies Collective bargaining and negotiation Employee participation and engagement, deskilling versus empowerment Survival strategies at work, unfair discrimination, work-life balance The future of work

Learning Strategy This module wil make use of an e-portfolio to enhance, record and organise students work. A series of workshops and preloaded case studies will provide the environment in which practical and conceptual frameworks of the employment relationship can be examined. These sessions are designed to be participative and will use a range of learning methods. There will be an emphasis upon students preparing, running and then reflecting on a series of seminars, exercises, participation in eportfolio discussion groups and reviewing/resolving case study work. Students will be expected to read and research information for themselves to enable them to contribute effectively to tutorial work and complete both assessed work and nonassessed coursework.

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In this module it is essential to be up to date and maintain relevance by reference to current ER challenges disputes/cases and legislative changes. Consequently the students will be required to maintain an ER diary in their eportfolio both for reference and learning. This diary will effectively enable and underpin the seminar work. Assessment: E portfolio The eportfolio content will be assessed against the following criteria; • The ER diary needs to exhibit creativity, clarity of organisation and should typically cover a minimum period of 6 weeks • Student’s reflection on their learning covering personal strengths and weaknesses and a future focussed PDP or action plan Reassessment Should your work be under the required standard the resit work will be a 3500 word report into a topic that will be set at a later date. Indicative Reading Core text Noon, M. Blyton, P., (2007), The Realities of Work, Experiencing Work and Employment in Contemporary Society, Palgrave MacMillan, London (This book has a companion website at www.palgrave.com). Blyton, P and Turnbull, P. (2012) The dynamics of Employee Relations, Palgrave Macmillan Bolchover, D. (2005), The Living Dead, The Shocking Truth About Office Life, McGraw Hill, London. Boxall, P., & Purcell, J. (2003) Strategy and Human Resource Management, London, Palgrave McMillan, London. Bratton, J. & Gold, J. (2008), Human Resource Management – Theory and Practice, 4th Edition, Palgrave MacMillan, London. Business Basics (2004), Human Resource Management, BPP Publishing.

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Hollinshead, G., Nicholls, P & Tailby, S (2003), Employee Relations, 2nd Edition. F/T Prentice Hall, London. Leopold, J., Harris, L. & Watson, T. (2005), The Strategic Managing of Human Resources, Prentice-Hall, London.

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BML 222 Consumer Buyer Behaviour

Module Title: Consumer Buyer Behaviour Module Code: BML222 Credits: 15 Level: 5 Academic Department: Business School Programme to which the module contributes: Business School BA (Hons) undergraduate degree routes Tutor Responsible: Jennie White Entry Requirements: BML104 Introduction to Marketing or equivalent.

Aims: This module will equip learners with the fundamentals of consumer behaviour. Students will critically appreciate the importance of psychology to decision making and the field of marketing. Learners will analyse and evaluate individual aspects of consumer behaviour and social and group aspects of consumer behaviour during their studies.

Learning Outcomes: On successful completion of this module students will be able to:  Apply tools and decision making techniques to both individual aspects of consumer behaviour and social and group aspects of consumer behaviour  Analyse the influences that shape consumer behaviour.  Reflect critically upon their own consumer behaviour.

Indicative Curriculum Content: Key areas in the module will include:  The importance of consumer behaviour to marketing decision making  Consumer motives and values 76

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    

Consumer responses to marketing actions Consumer buying decision making processes Consumer demographics and psychographics Social, group and household buying influences Cultural and sub-cultural influences

Learning Strategy: The consumer behaviour module will last for a single semester, and will consist of a series of twelve workshops. The workshops will be active and each student will encounter and record his or her own experience both as an individual consumer and as part of group of consumers. Learners will encounter a series of learning strategies such as case studies, group activities, experiments, discussions, and personal reflection, in addition to tutor facilitation, guidance and input.

Modes of Assessment: Formative: Students will Blog – using an online learning log such as Blogger.com, audit their personal buying behaviour, write a series of weekly reflections based upon their consumer experiences, and conclude with a final reflection upon their own buying behaviour over the period of the module. A recommended format/structure will be given to students.

Portfolio – build a portfolio of campaigns in parallel with their blog. Students will collect evidence which will enable them to analyse and critically reflect upon buyer behaviour in relation to past, current and future campaigns. Examples of sources might include journal articles, professional magazines, and the publications of professional bodies such as The Chartered Institute of Marketing (CIM) and The American Marketing Association (AMA). A recommended format/structure will be given to students.

Summative: Student will  Blog – submit the complete weblog (80%) (2400 words).  Portfolio – submit the complete portfolio (20%) (At least 4 campaigns conforming to a prescribed structure).

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Assessment Criteria: Coursework (100%) Blog (80%)

Students will

 Complete an online learning log, using Blogger.com or similar.  Audit their personal buyer behaviour.  Write a series of weekly reflections applying tools and techniques learned during the module to at least 4 campaigns from either the past, current and/or future (with evidence such as articles contained in the portfolio – see below). At least one campaign must relate to social and group aspects of buyer behaviour.  Write a final reflection on their personal buyer behaviour, containing an evaluation the usefulness of consumer behaviour tools, concepts and theories to marketing decision making.

Portfolio (20%)  Include evidence of at least 4 different campaigns to form the basis of analysis and reflection. At least one campaign must relate to social and group aspects of buyer behaviour.

Indicative Reading Recommended text: Solomon, M, Bamossy, G & Askgaard, S. (2009) Consumer Behaviour: A European Perspective, 4th Edition. London: FT Prentice Hall

Additional Reading: Deaton, A. (2008) Essays in the Theory and Measurement of Consumer Behaviour: In Honour of Sir Richard Stone. USA: Cambridge University Press

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Evans, M, Ahmad, J & Foxall, G. (2009) Consumer Behaviour, 2nd Edition. Chichester: Wiley Parsons, E & Maclaran, P. (2009) Contemporary Issues in Marketing and Consumer Behaviour. UK: Butterworth-Heinemann Other Resources: Business Source Elite (for company profiles and publications, available via Portia). Marketing Week (UK) - Centaur Communications: London. Marketing (UK) - Haymarket Business Publications Ltd. Marketing Magazine (USA) â&#x20AC;&#x201C; Rogers Media: Toronto. Marketing Management (USA) â&#x20AC;&#x201C; American Marketing Association: Chicago.

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BML 223 Managing Mega Event Destinations

Module Title: Managing Mega Event Destinations Module Code: BML223 Credits: 15 Level: 5 Academic Department: Business School Programme to which the module contributes: Business School BA (Hons) undergraduate degree routes Tutor Responsible: Dr. Jorge Gutic Entry Requirements: The Contemporary Tourism and Event Environment or equivalent

Aims: The staging of large scale mega-events is now regarded as a key catalyst for regeneration and development strategies in cities. The aim of this module is to introduce students to the range of challenges and opportunities confronted by destinations that use mega events as part of their development strategies, providing a detailed understanding and appreciation of the range of urban tourism environments that have applied this approach, the inherent management challenges that these destinations face, and the strategic responses that have ensued in response. The module will also consider mega events as part of wider economic regeneration strategies for urban areas, and will highlight how place-promotion has been prominently used by urban areas to market and brand themselves as event destinations. Fieldtrips and case studies from the national and international tourism environment will be used to emphasise the distinctive nature of mega event destinations.

Learning Outcomes: On successful completion of this module, students will be able to: ď&#x201A;§ Define and conceptualise the nature of the urban tourism product and the role of mega events as catalysts for economic, social and cultural development

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 Evaluate how the patterns and processes of demand and supply influence the evolution of mega events.  Distinguish between the economic, social, environmental and cultural impacts of mega events within destination environments.  Assess the key challenges facing mega event destinations and evaluate the policy frameworks for mega event destinations and the role of the public and private sector involved in the development, management and marketing of mega event destinations.  Communicate effectively in written form.  Work independently and co-operatively with others.  Research, interpret, evaluate and synthesise material.  Display effective organisational and time management skills.  Demonstrate appropriate IT skills.

Indicative Curriculum Content: Key areas covered in the module will include:         

The nature, significance, impacts and management of mega events. Mega event destinations: definition, evolution and context. Components of the mega event destination experience. Supply and demand in mega event destinations. Economic, social and environmental impacts of mega event-related tourism. Planning and managing mega event destinations. Mega event destinations and public policy. Mega event destinations and economic regeneration. Legacies of mega events. Destination Management Organisations (DMOs): structure, services, stakeholders, management.  Marketing mega event destinations.

Learning Strategy: A series of interactive sessions, including lectures, 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

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these sessions through self-directed activities and contribution to in-class activities. It is also envisaged that fieldtrips will be used to help students recognise the range of management challenges that mega event destinations face.

Mode of Assessment: The assessment for this module will consist of a PowerPoint interactive resource tool relating to specific types of mega event destinations or key management themes (50%, approximately 1750 word equivalent, individual mark), and a field visit report (50%, approximately 1750 word equivalent per student, maximum four students per group, group mark), which will discuss how the development of mega events has impacted the destination, or what management strategies has the destination applied to direct the development of the mega eventâ&#x20AC;&#x2122;s legacy. Students will also receive formative feedback on the PowerPoint interactive resources tool at regular intervals through the semester.

Summative: (a) PowerPoint interactive resource tool relating to specific types of mega event destinations (e.g. sport-related) or key management themes (e.g. legacy management) (50%, approximately 1,750 word equivalent, individual mark). (b) Field visit report (50%, approximately 1,750 word equivalent per student, maximum four students per group, group mark). The report should discuss, within the specific context of the national or international destination visited, and with reference to the academic literature, either [A] how the development of mega events has impacted the destination, or [B], what management strategies has the destination applied to direct the development of the mega eventâ&#x20AC;&#x2122;s legacy. 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.

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Formative: Students will receive feedback on all aspects of their assessment throughout the module. They will also be asked to submit drafts of their interactive resource tool at regular intervals through the semester on which they will receive feedback.

Assessment criteria: PowerPoint Resource Tool     

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.

Field Visit Report  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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Indicative Reading: Close. P, Askew, D & Xin, X. (2006) The Beijing Olympiad: the Political Economy of a Sporting Mega-event. London: Routledge. Getz, D. (2007) Event Studies: Theory, Research and Policy for Planned Events. Oxford: Elsevier. Gratton, C & Henry, I. (2001) Sport in the City: The Role of Sport in Economic and Social Regeneration. London: Routledge. Hall, C. M. (1997) Hallmark Tourist Events: Impacts, Management and Planning. Chichester: Wiley. Hayllar. B, Griffin, T & Edwards, D. (2008) City Spaces - Tourist Places : Urban Tourism Precincts. Oxford: Butterworth-Heinemann/Elsevier. Hoffman. L, Fainstein, S & Judd, D. (2003) Cities and Visitors: Regulating Tourists, Markets and City Space. Oxford: Blackwell. Kolb, B. (2006) Tourism Marketing for Cities and Towns: Using Branding and Events to Attract Tourists. Burlington: Butterworth-Heinemann. Page, S & Hall, C.M. (2003) Managing Urban Tourism. Harlow: Prentice Hall. Roche, M. (2000) Mega Events and Modernity: Olympics, Expos and the Growth of Global Culture. London: Routledge. Smith, M. (2006) Tourism, Culture, and Regeneration. Wallingford: CABI Publishing. Tallon, A. (2009) Urban Regeneration in the UK. London: Routledge. Weed, M. (2007) Olympic Tourism. London: Butterworth Heinemann.

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BML224 Data Analysis for Research Module Title:

Data Analysis for Research

Module Code:

BML224

Credits:

Level:

FHEQ Level 5

Programme(s) to which the module contributes:

BA (Hons) Tourism Management, BA (Hons) Event Management, BA (Hons) Marketing, BA (Hons) Business Studies, BA (Hons) Human Resource Management, BA (Hons) Accounting and Finance

Module Co-ordinator:

Dr Andrew Clegg

Entry Requirements:

No pre-requisites

Aims: The acquisition, manipulation, interpretation and presentation of data are important skills for graduates. The aim of this module is to introduce students to the use of computer-based statistical techniques for the analysis and presentation of quantitative data sources. The module provides an appropriate link to Business Research, where more qualitative research methodologies will be discussed. The module is designed to reflect the lack of confidence and anxiety felt by students when dealing with statistical techniques, often for the first time. The module will take the students on a structured and applied journey, starting at an introductory level looking at the rationale and contextualisation for the use of quantitative research methodologies. From here consideration will be given to the generation and use of descriptive statistics, through to the application of more advanced statistical techniques. Learning Outcomes: On successful completion of this module students will be able to:  

 



Relate and critically apply the use of quantitative methodologies to their own research Distinguish between the characteristics of different data types and apply to quantitative methodologies and data collection strategies Acquire, analyse, interpret and present quantitative data appropriately using SPSS and Excel Accurately select and apply appropriate advanced statistical techniques in SPSS Statistics and analyse the output accordingly Relate underlying statistical theory, such as the normal distribution, to statistical analysis

Indicative Curriculum Content: Key areas covered in the module will include:       

Contextualising quantitative research methodologies Collecting your data – primary and secondary sources of quantitative data Working with quantitative data - data types, manipulation, interrogation and presentation Creating data files and using descriptive statistics – mean, median and mode Inferential statistics to examine interval, ratio, nominal and ordinal data Using computer-based statistical packages (SPSS Statistics) Effective presentation and analysis of data

Learning Strategy: The module will be based around a series of introductory lecture sessions, accompanied by comprehensive online Moodle-based resources, including support notes, online simulations, quizzes and self-directed activities. Practical sessions will be used to help students contextualise the application of quantitative methodologies, and will focus on the analysis and presentation of data using SPSS and Excel.

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Mode of Assessment: Formative:

Online quizzes and self-directed activities will provide students with formative assessment as they progress through the module and will be used to test familiarity with the statistical concepts and techniques discussed during the course of the module. To support the research project, students will also have the opportunity to meet with the module tutor to discuss their intended survey, and subsequent line of analysis. To allow the module tutor(s) to fully support this process and to provide clear and articulate guidance, the students will be asked to complete a log all group meetings and a record of the work programmes agreed and assigned to different members of the group. If this record provides evidence of a lack of engagement by certain group members, the module tutor retains the right to impose an individual mark and offer peer assessment to the group.

Summative:

(i) Research Project The assessment will be based the output of a group-based research project consisting of a short questionnaire survey. Students will be assessed on the following components of this project: (a) Research Briefing (30%; 1,050 word equivalent): Students will be asked to give a short press briefing (approx.10 minutes per group) detailing an aspect of their research methodology and related findings. (b) Research Poster (70%; 2,450 word equivalent): Students will be asked to present a supporting poster which will outline the overall themes and results of their research project. Students will then be invited to discuss and critically reflect on the research process as a part of the ‘live marking’ of their poster with the module tutor(s)

Assessment Criteria: Research Presentation:  



Evidence of clear research aims and objectives informed by background research Clear and logical structure of the presentation demonstrating progression from basic to advanced statistical techniques referencing a specific aspect of the research process/results Clear extrapolation of answers and analysis based on the use of the appropriate statistical techniques and the interpretation of SPSS output Ability to present results accurately, succinctly and to a high standard using appropriate formats and referencing conventions

Research Poster:  



Evidence of clear research aims and objectives informed by background research Clear and logical structure of the poster demonstrating progression from basic to advanced statistical techniques referencing the entire research process/results Clear extrapolation of answers and analysis based on the use of the appropriate statistical techniques and the interpretation of SPSS output Ability to present results accurately, succinctly and to a high standard using appropriate formats and referencing conventions Quality of the demonstrated critical reflection of chosen research methodology and results as part of the ‘live marking’ of their poster with the module tutor(s)

Updated February 2016 Indicative Reading: BRYMAN, A. AND CRAMER, D. (2011), Quantitative Data Analysis with IBM SPSS 17, 18,19, Routledge, London. CLARK, M., RILEY, M., WILKIE, E. AND WOOD, R. (1998), Researching and Writing Dissertations in Hospitality and Tourism, Thomson Business Press, London. COLMAN, A. AND PULFORD, B. (2008), A Crash Course in SPSS for Windows, Fourth Edition, Wiley, Chichester. DANCEY, C. (2014), Statistics Without Maths for Psychology, Pearson, Harlow. FIELD, A. (2013), Discovering Statistics Using SPSS, Fourth Edition, Sage, London FINN, M., ELLIOTT-WHITE, M. AND WALTON, M. (2000), Tourism and Leisure Research Methods, Longman, London. HINTON, P., BROWNLOW, C., McMURRAY, I. AND COZENS, B. (2004), SPPS Explained, Routledge, London. JARMAN, K. (2013), The Art of Data Analysis – How to Answer any Question Using Basic Statistics, Wiley, Chichester. KINNEAR, P. AND GRAY, C. (2011), IBM SPSS 19 Made Simple, Psychology Press, London. MORGAN, G.,LEECH, N., LOECKNER, G. AND BARRETT, K. (2010), SPSS for Introductory Statistics: Use and Interpretation, Routledge, London. PALLANT, J. (2013), SPSS Survival Manual – A Step by Step Guide to Data Analysis using IBM SPSS, McGraw-Hill, Maidenhead. WILSON, N. (2014), Business Research – Enjoying Creating, Developing and Writing Your Business Project, Kogan Page, London.

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BML 225 Planning and Managing Events: Principles to Practice

Module Title: Planning and Managing Events: Principles to Practice Module Code: BML225 Credits: 15 Level: 5 Academic Department: Business School Programme to which the module contributes: Business School BA (Hons) undergraduate degree route Tutor Responsible: Dr Wendy Sealy Entry Requirements: The Contemporary Tourism and Event Environment; Event Planning, Design and Creation

Aims: The aim of this module is to provide students with the conceptual knowledge and practical understanding of the tools, steps and requirements necessary to run a successful event. This module provides students with detailed understanding and appreciation of the specific and complex requirements that must be managed in order to plan and stage an event, as well as understanding of the implications and impacts that events create in the physical and social context where they are organised. A vocational, hands-on approach will be used to enable students to develop practical experience in planning and implementing a small-scale event.

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

Identify and conceptualise the key steps to implement a live event. Develop a critical appreciation of the logistical requirements to run an event. Identify, define and justify the impacts and implications of an event. Write an event management plan. Implement and evaluate a live event. Communicate effectively in written form. Work co-operatively with others. Demonstrate research / information skills. Demonstrate appropriate IT skills. 88

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Indicative Curriculum Content:  From event concept to completion: planning stages, pre-production and implementation.  Meeting requirements and identifying objectives. Contract negotiations. Gathering information and screening process.  Specific event planning issues: venue or site selection, organisational hierarchy, staff recruitment, supplier management, communications, budgeting, logistics and catering.  Legal responsibilities and compliance, risk management, emergency services planning and coordination, crowd dynamics and stewarding.  Event impact management: sustainability, ethical and social considerations.  Economic and environmental management of event impacts.  Writing the event management plan: allocation of roles and resources, systems setup, timelines and timetabling, action plans, progress charting, contingency plans.  Site mapping (CAD), pinch point analyses, walk-rounds, load-in and pre-event briefing. Organisational structure, production schedule and communications.  Event operations: on-site implementation, trouble-shooting, checking, delegation and team-work, communications, customer service, contingency control and crisis management.  Post-event operations: de-rig and debrief, area clearing, evaluation and feedback loops.  Live event: Presentation of event management plan, event preparation and setup.  Live event: event running, debrief and evaluation.

Learning Strategy:

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A series of interactive sessions, including lectures, student seminars, presentations and on-site activities 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 in the sessions. Students will develop hands-on experience by planning and implementing a live internal event that supports the university aims or those of a local charity. Mode of Assessment: Formative a. Live event implementation (50%, approximately 2-hours live event time plus preparation and de-rigging maximum eight students per group). The event will be aimed at students and/or staff from Chichester University, and must serve to (a) either support and promote the University mission and aims, or (b) those of a local charitable organisation. b. Preparation of an event management plan (30%, approximately 1,050 word equivalent per student, maximum eight students per group).

Summative c. Event management plan presentation (10%, approximately 350 word equivalent, individual assessment). Each student will present and discuss a relevant and substantial part of the event management plan as assigned by their group. d. Peer assessment of contribution to event planning and implementation (10%, approximately 350 word equivalent, individual assessment). Students will assess the contribution of their peers to group work. 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: Live event implementation 90

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 Clear structure and preparation for the event  The quality of organisation and delivery  Evidence of knowledge and understanding of the conceptual event environment in the delivery of the event  Perceived success of the event and quality of materials from the point of view of students/staff attending the event Event management plan  Structure and content of the plan  Appropriate relevance and contextualisation of methodological and practical considerations  Ability to convey and discuss relevant steps and requirements accurately and succinctly using appropriate formats  Evidence of background reading in relation to chosen event  Evidence of integration of the module learning outcomes  Quality of data, graphics, cartography and overall presentation

Event management plan presentation  Appropriate relevance and contextualisation of methodological and practical considerations  Ability to convey and discuss relevant steps and requirements accurately and succinctly using appropriate formats

Peer assessment of contribution to group work     

Identification of individual role in group Reflection upon own and colleagues. learning Contribution to group work Support provided to other group members (as appropriate) Evidence of completion of assigned tasks (as appropriate)

Indicative Reading: Berridge, G. (2007) Events Design and Experience. Oxford: Elsevier. 91

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Bowdin. G, Allen. J, O.toole. W, Harris, R & Mcdonnell, I. (2006) Events Management, 2nd Edition. Oxford: Elsevier. Fenich, G. (2005) Meetings, Expositions, Events and Conventions. New Jersey: Pearson Prentice Hall. Getz, D. (2007) Event Studies: Theory, Research and Policy for Planned Events. Oxford: Elsevier. Matthews, D. (2008) Special Event Production – The Process. London: ButterworthHeinemann. Shone, A & Parry, B. (2004) Successful Event Management – A Practical Handbook. London: Thomson. Rogers, T. (2008) Conferences and Conventions – A Global Industry. 2nd Edition. London: Butterworth Heinemann. Rotherford Silvers, J. (2008) Risk Management for Meetings and Events. London: Butterworth Heinemann. Seekings, D. (1999) How to Organise Effective Conferences and Meetings, 7th Edition. London: Kogna Page. Tum. J, Norton, P & Wright, J.N. (2006) Management of Event Operations. Oxford: Elsevier. Watt, D.C. (1998) Event Management in Leisure and Tourism. London: Longman. Yeoman. I, Robertson. M, Knight. A, Drummond, S & Mchanon-Beattie, U. (2004) Festivals and Events Management. London: Butterworth Heinemann.

BML227 Financial Reporting

Module Title: Financial Reporting Module Code: BML227 Credits: 15 Level: 5 Academic Department: Business School Programme to which the module contributes: Business School BA (Hons) undergraduate degree routes 92

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Module Co-ordinator: Andrew Appiah Entry Requirements: BML 114 Accounting Skills (or equivalent)

Aims: The aims of this module are to enable the student to describe and critically discuss how financial reporting can be regulated, including the system of international accounting standards. In addition the module aims to provide the necessary knowledge that will enable the student to prepare the statutory accounts in the appropriate form for a single company.

Learning Outcomes: On successful completion of this module students will be able to:  Explain the regulatory framework affecting published accounts, both from a domestic and an international viewpoint. This will include a factual and conceptual knowledge of the role and structure of the International Accounting Standards Board (IASB) and the International Organisation of Securities Commission (IOSCO).  Prepare financial statements in a form suitable for publication, including cash flow statements.  Evaluate the impact on the financial statements of appropriate International Accounting Standards.  Develop ability to carry out financial analysis through calculating a range of financial ratios and interpreting their results. Apply these tools and methods accurately and carefully to a well defined problem and begin to appreciate the complexity of issues in accounting. Indicative Curriculum Content: 

The need for regulation of Company Accounts and the elements in regulation of such accounts, to include GAAP v principle based standards and IASB framework for the presentation of published accounts.



Preparation of financial statements of a single company, including cash flow statements.

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

Treatment of specific accounting adjustments to include extraordinary items, prior period items, calculation of depreciation, Valuation of Inventories, Issue and redemption of shares.



Construction contracts and related financing costs.



Treatment of R & D costs. Post Balance Sheet events and provisions and contingencies.



Operating and finance leases.



Calculation and interpretation of simple ratios.

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

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 test (30%) A one hour in-class test will be used to test Financial accounting skills and techniques developed by students.

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The assessment will be made up of both essay and numerical type of questions. It will be the equivalent of 1,050 words.

Examination (70%) A two hour unseen examination will test studentsâ&#x20AC;&#x2122; ability to determine responses to a range of problems/scenarios.

Assessment Criteria: Students will be assessed against their ability to analyse information and respond clearly to problems / scenarios through the application of the concepts and techniques developed within the module to a range of scenarios / problems.

Indicative Reading: Jones, M. (2006) Accounting, 2nd Edition. Wiley Lunt, H. (2009) CIMA Learning System Fundamentals of Financial Accounting: CIMA Publishing McLaney, E. and Atrill, P. (2010) Accounting: an introduction, 5th Edition. Harlow: Financial Times Prentice Hall Mckenzie, W. ( 2010) FT Guide to Using and Interpreting Company Accounts: Financial Times Elliot, B. and Elliot, J. (2009) Financial Accounting and Reporting, 13th Edition. FT Prentice Hall (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.)

Journals Accountancy Accountancy Age Accountancy and Tax

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British Accounting Review- the Journal of the British Accounting Association Financial Times Financial Management (CIMA) Journal of Accountancy

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BML 228: Management Accounting for Control

Module Title: Management Accounting for Control Module Code: BML228 Credits: 15 Level: 5 Academic Department: Business School Programme to which the module contributes: Business School BA (Hons) undergraduate degree routes Tutor Responsible: Andrew Appiah Entry Requirements: BML114 Accounting Skills

Aims: The aims of this module are to develop students’ understanding of a range of management accounting techniques and how these can be applied to support decisionmaking. Through the course of the module students will be required to solve problems that require them to demonstrate thoughtful and effective reasoning in proposing solutions or responses to a given set of circumstances. The approach to learning adopted within the module also aims to enhance students’ financial modelling skills.

Learning Outcomes: On successful completion of this module students will be able to:  Produce effective answers to costing scenario tasks through demonstrating thoughtful evaluation of the problem, and application of appropriate costing techniques.  Demonstrate a detailed knowledge and conceptual understanding of the budgeting process through the application of appropriate budgeting methods and the critical analysis of results.  Critically evaluate the role of non-financial performance indicators.  Demonstrate a critical understanding of the different information needed to support management decision making within an organisation 97

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 Develop financial models that support the management decision making process.  Confidently communicate information, ideas, problems and solutions regarding the financial situation of an organisation.

Indicative Curriculum Content:  Full, marginal, and absorption costing techniques and comparisons between approaches.  The role of non-financial performance indicators both from a traditional and a balanced scorecard approach, and how they can be applied to make judgements relating to management decision making.  Capital investment decision making  Variance analysis.  The budgeting process and application of these methods and techniques (including planning, communication, co-ordination, motivation, authorisation, control and evaluation). Analysis of budget results and production of reports.  Cost-volume-profit (C-V-P) analysis  Management of working capital

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. A significant element of the module will focus upon the development of financial modelling techniques. 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

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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. Again, the feedback from the in-class test will allow students to deepen their understanding prior to the end of semester examination.

Summative: In-class test- (30%): A one hour in-class test will be used to test management accounting skills and techniques developed by students and how these can be used as an aid to financial decision-making. The assessment will be made up of both essay and numerical type of questions. It will be the equivalent of 1,100 words.

Examination - (70%): A two - hour examination will test students’ ability to determine responses to a number of problems/scenarios.

Assessment Criteria: In-class test: Students will be assessed against their ability to:  Apply techniques developed within the module in assisting them to demonstrate that clear and effective consideration has been given in response to a scenario/problem.  Present quality and coherent responses to scenario/problem. Examination: Student knowledge and understanding will be assessed against:  Their ability to apply financial decision-making techniques, and to appraise company performance in response to a number of scenarios.  Persuasiveness of the answers. N.B whilst presentation, spelling and grammar will not explicitly be assessed, it should be recognised that poor application in any of these areas is likely to undermine the clarity of their answer and could impact upon the mark awarded.

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Indicative Reading Atrill, P. and McLaney, E. (2009) Management Accounting for Decision Makers, FT Prentice Hall Bowhill, B.(2008) Business Planning and Control: Wiley CIMA, (2005), Management Accounting: Official Terminology, CIMA Publishing Drury, C. (2007) Costing: An Introduction, 7th Edition. International Thomson Business Press Jones, M. (2006) Introduction to Management Accounting: Wiley Lucey, T. (2008) Costing, 7th Edition. Letts Educational McLaney, E. &Attril, P. (2007), Accounting: An Introduction, 4th Edition. London: FT PrenticeHall Walker, J. (2009) CIMA Learning System Fundamentals of Management Accounting: CIMAPublishing (N.B. The length of the indicative reading list detailed is typically shorter than that in thedescriptors of many other modules that you will undertake. This reflects the consistency ofapproach to the areas of study explored within this module across text books.)

Journals Financial Management (CIMA) Accountancy Age Accountancy Financial Times Journal of Accountancy

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BML 230 Preparation for Internship

Module code Title Programme Level Credits ECTS* Contact time Acceptable for Excluded combinations Core/Optional

Module Co-ordinator Description

BML 230 Preparation for Internship Business School BA (Hons) Undergraduate Degree Routes 5 15 7.5

N/A Core for Business School BA (Hons) Professional Placement degree routes (where detailed in relevant programme specification). Module is also available as a Level 5 option module. Chris Dancer

This module is specifically designed to assist students in preparing them for a one-year internship (48-week work placement) with an employer. Whilst it is the responsibility of Business School students to secure their own placements, this module is designed to support students in developing the skills that will make the internship search as effective as possible. Although designed specifically with placement students in mind, the module remains of significant value to other students that are seeking to develop further their employability skills, hence its availability as an option module. Outline Syllabus & Teaching & Learning Methods The module will comprise of a series of workshops and activities designed to prepare students for their third year on professional placement. Students are responsible for finding and securing their own internship opportunities with the support of our Work Placement Coordinator and tutors. Weekly sessions will be run by tutors and colleagues from our Universityâ&#x20AC;&#x2122;s student support services. The regular workshops and student activities will act as briefing and feedback opportunities so that students can share their own experiences of the application, recruitment and selection processes for internships based upon their personal goals. The proactive search to secure a suitable internship will take place between sessions as part of weekly guided study. Students will reflect upon and critically appraise their learning.

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Workshops and student activities will address the preparation of targeted professional documentation (including curricula vitae), approaches as to how to find suitable placement opportunities with employers, the nature of the application processes, assessment centre preparation, and interview preparation. As well as receiving one-to-one curricula vitae preparation guidance, the module will also provide opportunities for mock interviews, and experience of participating in the interview process. Students will be advised how to make the most of the new learning opportunities that will be presented at work. Tutors will invite students who are currently placed with employers, and existing work placement employers, to elaborate upon their experiences of securing an internship and working for an employer.

Intended Learning Outcomes

How assessed**

At the conclusion of this module students will have:

Learning log portfolios submissions with accompanying CV.

ď&#x201A;§

Critically reflected on the skills and knowledge that they have developed to date (drawing on appropriate academic, leisure, and work-based experience); Demonstrated the ability to apply a focused and coherent approach in response to employment opportunity scenarios through the development of their CV and interview

Assessment Scheme Formative:

(N.B. In the case where reassessment is set, there will be a single assignment (3,500 words equivalent) based around a response to a job application scenario and accompanying CV) Weighting %

Formative feedback is a significant element of the workshop 0% structure in that the nature of the activities undertaken will also involve feedback from both tutors and peers (including a one-to-one CV review meeting with a careers specialist). The mock interview sessions, which underpin the second assessment, include a formative feedback element immediately after the interview has been completed, and typically students will also have access to a video recording of their interview which will enable them to reflect on their

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interview performance. Assessment Scheme Summative:

Weighting %

Assignment 1: Learning Log (2450 word portfolio) and CV submission

70%

Students will complete a series of learning logs. Students will initially write a reflection upon their experiences of work and learning so far in life, and then complete a personal audit that enables them to reflect upon their strengths and weaknesses in the context of gaining an internship. Students then complete a further series of learning logs that link directly with specified workshop activities. These logs require them to identify the key personal learning points arising from the workshop (and how they relate to the outcomes of their earlier personal audit), and identify personal SMART objectives arising from the workshops. N.B. A CV is submitted as an appendix to the logs. The content of the CV will be assessed, but is not included in the portfolio word count. Assessment criteria • Evidence of reflection in learning logs which have been supported by effective use of examples and key learning points clearly articulated and link to personal audit. • Personal objectives identified that meet ‘SMART’ criteria, and are supported by well-structured and logical reasoning. • A curriculum vita that aligns effectively with specific guidelines provided with the assignment brief. • High standard of presentation in relation to structure, grammar and quality of spelling.

30%

Assignment 2 – Learning Log (1050 word portfolio) Students will complete a learning log based on their experience of mock interview scenarios. As with Assignment 1, students will be required to identify key personal learning points and appropriate SMART objectives

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arising from the experience. Assessment criteria • Concise learning logs which have been supported by effective use of examples. Key learning points clearly articulated. • Personal objectives identified that meet ‘SMART’ criteria, and are supported by well-structured and logical reasoning. • High standard of presentation in relation to structure, grammar and quality of spelling. (N.B. Briefs for both assignments will be supported by detailed additional guidance)

Indicative Reading Lists/Key Texts/Websites/other resources Bolton, G. (2010) Reflective Practice: Writing and Professional Development, 3rd Edition, Sage Publications Ltd, London. Cottrell, S. (2010), The Study Skills Handbook, 2nd Edition, Palgrave Study Guides, Basingstoke. Fanthome, C (2004), Work Placements – A Survival Guide For Students, Palgrave Study Guides, Basingstoke. Herbert, I. and Rothwell, A. (2004), Managing Your Placement: A Skills-Based Approach, Palgrave Macmillan, Basingstoke. Littleford, D., Halstead J., and Mulraine C. (2004) Career Skills: Opening Doors into the Job Market, Palgrave Study Guides, Basingstoke. Peters, T (2006), The Brand You 50 : Or : Fifty Ways to Transform Yourself from an 'Employee' into a Brand That Shouts Distinction, Commitment, and Passion! Alfred A. Knopf Inc. New York.

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BML231 Financial Management Module code Title Programme Level Credits ECTS* Contact time Acceptable for Excluded combinations Core/Optional Module Co-ordinator Description

BML231 Financial Management BA(Hons) Accounting and Finance, BA (Hons) Business Studies and joint routes 5 15 7.5 30 Hours

Core for the Accounting and Finance route David Marshall

This module aims to introduce students to areas of key financial decision-making and related underlying theory. These decisions include the setting of corporate objectives, the funding of corporate operations and the appraisal of potential investments. In addition, the choices that are available to companies in terms of their working capital management and the implications of foreign exchange currency movements will be examined. The module will also provide students with an understanding of the operation of equity markets and the related implications for listed companies. Outline Syllabus & Teaching & Learning Methods Indicative Outline Syllabus:       

Corporate objectives Equity markets Investment appraisal with tax & inflation Sources of finance The weighted average cost of capital Working capital management Foreign exchange & currency movements

Teaching & Learning Methods: The module will be built around weekly workshops. Students will be required to regularly attempt exercises applying techniques and concepts introduced during these sessions. The majority of tasks will be undertaken on an individual

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basis but on occasion group work will be required and in all sessions peer support will be encouraged, and tutor support offered. In addition, students will normally be required to attempt tasks between sessions with suggested solutions being examined or provided at the commencement of the next workshop. The delivery of the module will be designed to regularly provide students with formative feedback on the progression of their learning and understanding. A regular theme of the module will be the linking of theory to practice, identifying current corporate examples of relevant activity when it arises.

Intended Learning Outcomes

How assessed**

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



 

Critically evaluate the concept of a prime corporate objective and of equity market information efficiency. Apply investment appraisal methods, whilst recognising key complications and limitations with these techniques. Discuss the sources of corporate funding and be capable of calculating a company’s cost of capital, whilst being able to recognise the limitations of the model used. Identify and discuss key considerations in the management of working capital. Critically assess theoretical reasons for currency movements and discuss the nature of transaction and translation risk.

Individual essay and individual examination

Assessment Scheme Formative:

Weighting %

As indicated above the classroom sessions and exercises will provide an opportunity for students to apply their skills and develop their knowledge and understanding of this subject area in an environment where formative feedback is regularly provided.

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Assessment Scheme Summative:

Weighting %

Individual essay normally requiring an examination of the practical application or a current development in accounting and finance.

30% (1,050 words equivalent)

Assessment Criteria for Examination: • Demonstration of a critical understanding of techniques and principles explored within module including via the accuracy of any required calculations and appropriate application of methodology and techniques • Evidence of knowledge and critical understanding of principles and theory • Clarity and relevance of expression • Appropriate critical assessment of broader financial theory, regulation and practice

Indicative Reading Lists/Key Texts/Websites/other resources Texts: Arnold, G. (2013) Essentials of Corporate Financial Management, 2nd Edition.

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Pearson. Atrill, P. (2014) Financial Management for Decision Makers, 7th Edition. Pearson McLaney, E. (2011) Business Finance: Theory and Practice, 9th Edition. FT Prentice Hall. Pike, Neale, & Linsley (2012) Corporate Finance and Investment: Decisions and Strategies, 7th Edition. Pearson. Watson, D. and Head, A. (2013) Corporate Finance: principles and practice, 6th Edition. Pearson Periodicals: The Economist The Financial Times The Journal of Applied Corporate Finance Money Week

Online resources: Accountingweb.co.uk FT.com BBC.co.uk Business News

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BML232 Brands and Branding Module code Title Programme

Level Credits Contact time Acceptable for

Excluded combinations Core/Optional Module Co-ordinator Description

BML232 Brands and Branding BA (Hons) Marketing and joint honours routes with Marketing 5 15 30 hours Students taking the Business Studies, Event Management and Tourism degrees BA (Hons) Marketing (core) Lionel Bunting

This module introduces students to the topic of branding, the role of branding within marketing and advertising strategy and the concepts and principles of brand management. Outline Syllabus & Teaching & Learning Methods The module will be delivered via a mix of lecture, workshop and student-led activity, including video to cover the following syllabus: • What makes a brand – components. e.g. logos, symbols, taglines • Defining ‘cool’ within the context of brands • The key branding theorists on brand personality, equity, resonance, identity, image, brand image transfer and the development of customer-based brand equity • Branding in the not-for-profit sectors • Emerging themes in branding strategies, such as characteristics of online brands Intended Learning Outcomes How assessed** Critique the key elements of successful brand Coursework 1 strategies Understand the role of brand within marketing strategy and differentiate the main intellectual perspectives on the components of a successful brand

Coursework 1

Demonstrate knowledge/insight in contemporary branding theory through application to a variety of brand scenarios

Coursework 1 & 2

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Develop and apply analytical skills in designing branding strategies for commercial and not-for-profit organisations

Coursework 2

Demonstrate a critical understanding of online and offline branding strategies through application to real life situations Assessment Scheme Formative Formative assessment will be based on contributions within workshops with feedback provided by the tutors Assessment Scheme - Summative assessment:

Coursework 2

Weighting % 0% Weighting %

Assessment 1: students will be required over a period of 5 weeks to make 3 contributions to online discussion boards on topics related to branding Assessment criteria: The robustness of the contribution to the on-line discussion The insight shown on the role of branding within marketing and advertising strategies Evidence of the ability to critique components for successful branding The range of contemporary supporting sources used

Assessment 2: An individual 2500 word report looking at the application of branding theory in a real life branding context Assessment criteria: Demonstrable knowledge of contemporary branding theory Critiquing of successful branding strategies Application of branding concepts, components and theory to a real world situation Evidence of an understanding of comparative aspects of commercial and notfor-profit approaches to branding A range and depth of literature referenced

30%

70%

Indicative Reading Lists/Key Texts/Websites/other resources Roper, S. and Fill, C., Corporate reputation, Brand and Communication, 2012, Pearson Keller, K.L., Aperia, T. and Georgson,M., Strategic Brand Management: A European Perspective, (2008), FT Prentice Hall

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BML233 Taxation Module code Title Programme Level Credits Contact time Acceptable for Excluded combinations Core/Optional Module Co-ordinator Description

BML 233 Taxation Business School BA (Hons) undergraduate degree routes 5 15 30 Hours

Core for Accounting and Finance Pathway Andrew Appiah/David Marshall

The aim of this module is to introduce students to key concepts and the underlying principles of major aspects of the UK taxation system. The module will provide an overview of the framework of UK taxation structures, identifying key principles and functions underlying the system of taxation. The module will cover an overview and many of the key calculations involved in computation of income tax and corporation tax liabilities. In addition, the module aims to provide an overview and coverage of introductory calculations in relation to value added tax, inheritance tax and an examination of the scope of national insurance contributions. Outline Syllabus & Teaching & Learning Methods Indicative Outline Syllabus: • • • • • • • • •

The structure and function of taxation. The scope of Income tax Income tax calculations The scope of corporate tax Corporate tax calculations Value added tax fundamentals and calculations Inheritance tax fundamentals and calculations National insurance contributions Tax avoidance and evasion

Teaching & Learning Methods: The module will be built around weekly workshops. Students will be required to regularly attempt exercises applying techniques and concepts introduced during 111

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these sessions. The majority of tasks will be undertaken on an individual basis but on occasion group work will be required and in all sessions peer support will be encouraged, and tutor support offered. In addition, students will normally be required to attempt tasks between sessions with suggested solutions being examined or provided at the commencement of the next workshop. The delivery of the module will be designed to regularly provide students with formative feedback on the progression of their learning and understanding. A regular theme of the module will be a focus on the underlying purpose and functioning of the element of taxation under consideration.. Intended Learning Outcomes

How assessed

On successful completion of this module students will be able to: • Critique the structure and function of the UK system of taxation. • Explain the scope of UK income tax system and be capable of calculating a taxable income and related income tax liability. • Explain the scope of the UK system of corporation tax and be capable of providing calculations estimating a company’s taxable profit and the related corporate tax liability. • Discuss the scope and underlying principles of both value added tax and inheritance tax and be capable of completing introductory calculations of liability for these taxes. • Critically assess the costs and benefits associated with the taxation of individuals and corporations. Assessment Scheme Formative:

Individual essay and/or individual examination

Weighting %

As indicated above the classroom sessions and exercises 0% will provide an opportunity for students to apply their skills and develop their knowledge and understanding of this subject area in an environment where formative feedback is regularly provided. Assessment Scheme Summative:

Weighting %

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Individual essay normally requiring an examination of the practical application or current development in taxation

30% (1,100 words 1hr equivalent)

Examination: Students will be required to undertake a twohour examination at end of the semester. The examination questions will be based on the concepts, exercises and scenarios introduced to students during the workshops.

70% (2Hrs 2,500 words equivalent)

Assessment Criteria for Examination: • Demonstration of a critical understanding of techniques and principles explored within module including the accuracy of any required calculations • Appropriate application of methodology and techniques • Evidence of knowledge and critical understanding of principles and theory • Clarity and relevance of expression • Appropriate critical assessment of tax theory, regulation and practice Indicative Reading Lists/Key Texts/Websites/other resources Books: Dolton, A & Walton G. (2013) Tolley’s Tax Cases 2013. LexisNexis UK Tiley, J. & Loutzenhiser G. ( 2013) Advanced Topics in Revenue Law. Hart Publishing Tiley, J. & Loutzenhiser G. (2012) Revenue Law. Hart Publishing Tolley’s (2013) Tolley's Tax Guide 2013-14. LexisNexis UK

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Tolley’s. (2013). Tolley’s Yellow Tax Handbook 2013-14. LexisNexis UK.

Periodicals: The Economist The Financial Times

Online resources: Accountingweb.co.uk HMRC.gov.uk Tax.org.uk

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BML234 Approaches to Niche Marketing Module code Title

Programme

BML234

Approaches to Niche Marketing

BA (Hons) Marketing & joint honours routes with Marketing

Level

Credits

Contact time

Acceptable for

Students taking the Business Studies, Event Management and Tourism degrees

Excluded combinations Core/Optional

Core - BA (Hons) Marketing & Optional - joint honours routes with Marketing

Module Co-ordinator

Lionel Bunting

Description

This module will provide students with the opportunity to explore and appraise the concepts & principles of niche marketing and marketing in a number of sectors including sport, luxury and the social & not for profit sector. It will provide students with an understanding of the key principles and theories of marketing within the sectors and discover critical issues relating to the specific nature and needs of each of the sectors covered. More specific contemporary issues such as capacity building, corporate reputation, globalisation & social media will also be covered.

Outline Syllabus & Teaching & Learning Methods This module takes an innovative approach to marketing across a number of niche sectors. Building on a central theme students will learn through core marketing workshops, group sessions along with specialised content workshops and online 115

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learning. In this first iteration students will be encouraged to focus on one particular niche for the assessed element of the module and given the opportunity to indicate their chosen route on their CVs as Approaches to Niche Marketing: Sport or Approaches to Niche Marketing: Luxury or Approaches to Niche Marketing: Third Sector.

This module will equip students with a good understanding of a number of niche sectors and how marketing models and concepts can be applied. Demonstrating the application of marketing techniques and concepts to organisations e.g. roles of stakeholders, segmentation & high net worth individuals, values & beliefs, dimensions of luxury, endorsements, funding & sponsorship as well as exploring the marketing mix in relation to the niche sector.

There is a large emphasis on application of theory to problems and on practical examples. The module will be delivered using a combination of lectures, tutorials and individual consultancy sessions supported by an extensive and structured learning resource.

Students have the opportunity to work on their own and within small groups and be actively involved in offline and online discussion. Intended Learning Outcomes

How assessed**

Building on prior learning of business, management and marketing students will develop a comprehensive understanding of marketing & branding models and tools and apply through discussion & research on a specific niche sector

Assessment 1 & 2

Critique the complexities of niche business sector and associated marketing strategy particularly how it differs from other marketing activities.

Assessment 2

Evaluate the nature and drivers of the increasingly global nature of the marketing environment. Critically assess the factors that influence the planning and development of marketing strategies and implementing promotional activities.

Assessment 1

Solve a marketing problem for an organisation through a 116

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practical project. Appraise & evaluate current text and thought in the niche marketing sector.

Assessment 1

Apply professional transferable skills such as discussion, presentation, team working and report writing.

Assessment 1 & 2

Assessment 2

Assessment 2 Assessment Scheme & Criteria

Weighting %

Assessment 1

80%

Assessed as an individual working within a group to develop online collateral - with specific components to demonstrate how the company could revise their offering to a new target segment. Accompanied by a business presentation deconstructing their chosen niche business.

Assessment criteria Students will be assessed as a group producing online collateral, incorporating and effectively using marketing models for an existing company. Students will also be assessed individually for their contribution to this final group piece having taken specific responsibilities to

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contribute to the overall assignment. Students should demonstrate creative thinking in relation to a business situation and propose sound innovative and relevant promotional activities that make use of digital media within a suitable marketing strategy. Word equivalent 2,750

Assessment 2 Individually assessed online discussion of a topical marketing issue. Students will be required to contribute to an asynchronous online discussion to demonstrate their understanding of a business issues ad formulate opinion and sound academic argument.

20%

Assessment criteria Students will be assessed on the robustness of their argument and that their discussion postings are soundly based on further reading and research and demonstrate their understanding of marketing theory, business strategy and the marketing environment. Discussion postings must also show that students have listened to others and formulated a response in a timely and appropriate manner. Word equivalent 750

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Indicative Reading Lists/Key Texts/Websites/other resources

Module titles Arnold, C. (2009) Ethical Marketing and the New Consumer: Marketing in the New Ethical Economy. John Wiley & Sons Weinstein, A. (2005) Handbook of Niche Marketing: Principles and Practice. Routledge

Comprehensive supplementary text, case studies & video on Moodle Niche specific titles Chevalier, M. (2012) Luxury Brand Management: A World of Privilege. John Wiley & Sons Kapferer, J.N. (2012) The Luxury Strategy: Break the Rules of Marketing to Build Luxury Brands. Kogan Page

Blakey, P. (2011) Sport Marketing. Exeter Learning Matters. Pits, B.G., Stotlar, D.K. (2007) Fundamentals of Sport Marketing. Sports Management Library. Lagae, W. (2005) Sports Sponsorship and Marketing Communications: A European Perspective. Harlow: Financial Times Prentice Hall. Adkins, S. (1999) Cause Related Marketing: Who Cares Wins. ButterworthHeinemann

Ottman, J.A. (2010) The New Rules of Green Marketing: Strategies, Tools, and Inspiration for Sustainable Branding. Greenleaf Kotler, P.A., Lee, N.R. (2011) Social Marketing: Influencing Behaviors for Good. Sage Publications Arnold, C. (2009) Ethical Marketing and the New Consumer: Marketing in the New Ethical Economy. John Wiley & Sons

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Journals

Journal of Brand Management International Journal of Nonprofit & Voluntary Sector Marketing International Journal of Sport Management and Marketing International Journal of Sport Marketing and Sponsorship Sport Marketing Quarterly

* ECTS (European Credit Transfer and Accumulation System): Framework for Qualifications of the European Higher Education Area recommend that two UK credits are equivalent to one ECTS credit

* * eg examination, presentation, coursework, performance, case study, portfolio, etc.

*** QAA Glossary: Formative assessment comprises feedback on students' performance, designed to help them learn more effectively and find ways to maintain and improve their progress. It does not contribute to the final mark, grade or class of degree awarded to the

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BML235 Corporate Governance

Module code Title Programme Level Credits ECTS Contact time Acceptable for Excluded combinations Core/Optional Module Co-ordinator Description

BML 235 Corporate Governance Business School undergraduate programmes 5 15 7.5 30 Hours

Optional TBA

This module aims to provide students with a critical appreciation of the origins, development and objectives of corporate governance issues and their regulation. The focus will largely be on the development and practice of corporate governance in the UK but international comparisons will on occasion be made. In addition, the module aims to raise students’ appreciation of ethics with a particular focus on ethical behaviour and standards of professional conduct. Students will also develop an appreciation of key arguments and complexities in the consideration of stakeholder theory and corporate social responsibility Outline Syllabus & Teaching & Learning Methods Indicative Outline Syllabus: • • • • • • • • • •

The development of corporate governance in the UK The regulatory framework Agency and stakeholder theory The UK Corporate Governance Code Directors’ duties and their stewardship role The role of non-executive directors Corporate committees (including remuneration) Risk management and corporate governance Corporate social responsibility Ethics and codes of professional conduct

Teaching & Learning Methods:

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The module will delivered via weekly workshops where key themes in corporate governance will be introduced and where students will frequently be given the opportunity to debate the relevant regulation, structure or practice. Case studies will also be used on occasion to examine past and current behaviour and areas of controversy. Students will, in addition, frequently be required to attempt tasks between sessions with the results of their efforts being discussed and examined at the start of the next workshop.

Intended Learning Outcomes

How assessed

Having completed this module a student should be able to: • Critique the development of corporate governance concepts, practices and structures. • Critically evaluate the regulatory environment and the codes of practice within which corporate governance currently resides. • Discuss and assess the impact that ethics and codes of professional practice have upon corporate behaviour. • Provide an informed contribution to the debate on how corporate governance and corporate social responsibility should develop in the future

Individual in-class test and/or individual essay

Assessment Scheme Formative:

Weighting %

As indicated above the workshop method of delivery of the module will provide an opportunity for students to apply their skills and develop their knowledge and understanding of the subject area, in an environment where formative feedback will be received from their colleagues and the module tutor.

Assessment Scheme Summative:

Weighting %

A short time restricted in-class test will assess student’s factual and conceptual understanding of the material covered up to the date of the test.

25% (45min. 875 words equivalent)

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Assessment Criteria- Test : •

Accuracy of answers

•

Appropriate selection concept/criteria

relevant

An individual essay normally either requiring a review of an aspect of the current regulatory environment or the examining of current corporate or organisational practice (2,800 words, 80% weighting).

75% (2,625 words, 2hr 15min equivalent)

Assessment Criteria- Essay : • • • •

Clear expression and logical structure Relevance and coherence of answer to the question(s) poised Quality of critical assessment and identification of key arguments Evidence of wider reading, including appropriate referencing to academic and other relevant sources.

Indicative Reading Lists/Key Texts/Websites/other resources Books : Blowfield, M, & Murray, A. (2008) Corporate Responsibility: A Critical Introduction. Oxford University Press Chrysside, G. & Kaler, J. (1996) Essentials of Business Ethics. McGraw-Hill Crane, A. & Matten, D. (2007) Business Ethics. 2nd Edition. Oxford University Press Davis, A. (2006) A Strategic Approach to Corporate Governance. Gower Monks, R. & Minow, N. (2011) Corporate Governance. 5th Edition, Wiley Mallin, C. (2013) Corporate Governance, 4th Edition. Oxford University Press Solomon, J. (2010) Corporate Governance and Accountability. 3rd Edition, Wiley

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Tricker, B. (2009) Corporate Governance: Principles, Policies and Practices, Oxford University Press Periodicals: Business Ethics - A European Review Corporate Governance - An International Review The Financial Times Online resources: FRC.org.uk (the Financial Reporting Council) BBC.co.uk (business news) Accountingweb.co.uk ACCAglobal.com CIMAglobal.com

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BML236 Critical Introduction to Microeconomics Module Title: A Critical Introduction to Microeconomics

Module Code: BML236

Credits: 15

Level: Five

Academic Department or collaborative partner : SEMAL

Programmes to which the module contributes: BA Business Studies and Economics, BA Finance and Economics

Tutor responsible: Chris Downs

Entry requirements: BML117 Enquiry into Economics or equivalent

Aims: The aims of the module are as follows. 1. To enable students to develop a critical appreciation of the neoclassical approach to microeconomic questions. 2. To enable students to develop a critical appreciation of the approach of behavioural economics. 3. To enable students to build on the knowledge gained and enquiry skills developed in Enquiry into Economics by studying a microeconomics topic of interest to them with a high degree of independence, using a range of appropriate sources and seeking advice and guidance when needed from peers and academic staff. 4. To enable students to develop subject specific skills and knowledge in preparation for International Business Economics.

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Indicative Curriculum content: The module will have a core syllabus and an element of choice of study for students. Students can expect to be asked to study: theories of consumption choices; theories of suppliersâ&#x20AC;&#x2122; behaviour in markets; and theories of labour market behaviour. In doing this, students will encounter core concepts such as: opportunity cost; Pareto efficiency; utility; framing; consumer sovereignty; perfect competition; strategic behaviour; marginal product. In addition, students may be invited or may choose to study issues pertaining to, for example, public goods, environmental sustainability, innovation, financial capital.

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, and students encouraged to use other online resources. (There are many high quality blogs from economists as well as open access learning materials online.) There will be very few, if any, lectures. Timetabled classroom meetings will be used to work on problems, for discussion, and possibly to undertake experiments. Students will be expected to use their private study time to ensure they are appropriately prepared to participate in classroom meetings. The module will have two clear phases: study of the core syllabus material, at the end of which students will take an in-class test; and, in the latter part of the module, study of a topic of studentsâ&#x20AC;&#x2122; own choice. It is anticipated that the experience of planning and undertaking their own enquiry in Enquiry into

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Mode of assessment: Summative assessment In-class test – one hour twenty minutes (40%, equivalent to 1,400 words) Presentation of findings of students’ chosen study – 2,100 words or equivalent (60%) Students may choose one of two formats for this presentation: a written essay or a ‘digital essay’. A digital essay refers to a video recording with voice (eg a whiteboard animation, also known as an explainer video or videoscribe) or a Powerpoint Slideshow with voice. The presentation of findings should include a brief reflection on the students’ own learning and a statement of interests for possible further study.

Formative assessment Discussion and problems/exercises undertaken in class will allow for much formative feedback from peers and tutor throughout the module. The in-class test will be marked and returned to students before they submit their essays (written or digital). Assessment Criteria In-class test: •

quality of interpretation of economics diagrams;

•

quality of analysis of economics problems/questions and accuracy of solutions.

Presentation of findings: •

clarity of communication to the audience;

•

accuracy with which economic concepts are used;

•

quality of use of appropriate resources;

•

fitness for purpose of references;

•

quality of reflection on learning;

•

quality of explanation of topic(s) of interest for possible further study.

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Updated February 2016 Reassessment requirements Students failing the module will be required to re-sit the test, and to re-submit their presentation of findings with amendments and additional material in response to feedback from the module tutor. Students failing due to non-submission will be required to sit the test and submit a presentation of findings as described above.

Indicative Reading:

Adler, M (2010) Economics for the Rest of Us. The New Press Ariely, D (2008) Predictably Irrational: The hidden forces that shape our decisions. Harper Collins Ariely, D (2008) Are We in Control of Our Own Decisions? [Online: http://www.ted.com/talks/dan_ariely_asks_are_we_in_control_of_our_own_dec isions] Dixit (2014) Microeconomics: A Very Short Introduction. Oxford University Press Dorman, P (2014) Microeconomics: A fresh start Springer Frank, R & E Cartwright (2013) Microeconomics and Behaviour (McGraw Hill) Gruber, J. (2011) Principles of Microeconomics. MIT OpenCourseWare [Online: http://ocw.mit.edu/courses/economics/14-01sc-principles-of-microeconomicsfall-2011] Hill, R & T Myatt (2010) The Economics Anti-Textbook. Zed Books Mankiw, N G & M P Taylor (2014) Economics 3rd edition. Cengage Learning Real World Economics Review [Online: ] Thaler, R H & C R Sunstein (2009[2008]) Nudge: Improving decisions about health, wealth and happiness. Penguin Wilkinson, N (2008) An Introduction to Behavioural Economics. Palgrave

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BML237 Controversies in Macroeconomics Module Title: Controversies in Macroeconomics Module Code: BML237 Credits: 15 Level: Five Academic Department or collaborative partner : SEMAL Programmes to which the module contributes: BA Business Studies and Economics, BA Finance and Economics

Tutor responsible: Chris Downs

Entry requirements: BML117 Enquiry into Economics or equivalent Aims: The aims of the module are as follows. 1. To enable students to develop a critical appreciation of a variety of ways in in which economists have attempted and continue to attempt to understand the behaviour of industrial economies. 2. To enable students to develop a critical appreciation of the observed behaviour of industrial economies and of their historical development. 3. To enable students to build on the knowledge gained and enquiry skills developed in Enquiry into Economics by studying a macroeconomics topic of interest to them with a high degree of independence, using a range of appropriate sources and seeking advice and guidance when needed from peers and academic staff. 4. To enable students to develop subject specific skills and knowledge in preparation for International Business Economics.

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Updated February 2016 Learning Outcomes Students will demonstrate the ability to: 1. research and write critically about controversial ideas and/or phenomena in macroeconomics; 2. use a range of appropriate sources to investigate relevant research questions that fall within the scope of microeconomics; 3. present the findings of their research in a clear, critical, intellectually honest and engaging way; 4. select a topic of interest to them and specify an appropriate research question for investigation; and 5. assess a peerâ&#x20AC;&#x2122;s essay with reference to agreed criteria and provide actionable feedback. Indicative Curriculum content: The module will have a core syllabus and an element of choice of study for students. Students can expect to be asked to study: national accounting; the circular flow of income model; money; credit creation; money illusion; central banks. In doing this, students will encounter the ideas of Keynes, Irving Fisher, Milton Friedman, Joseph Schumpeter and others. Students may be invited or may choose to study, for example: Marxâ&#x20AC;&#x2122;s economics; globalisation; happiness; economic development. 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 work on problems, for discussion and debate, to provide tutor advice/coaching, and possibly to undertake experiments. Students may expect that the tutorâ&#x20AC;&#x2122;s role will be more directive in relation to the core syllabus material and more facilitative otherwise. Students will be expected to use their private study time to ensure they are appropriately prepared to participate fully in classroom meetings. Students should expect to read regularly throughout the module, to discuss in class their choices of what to read, and to raise questions about what they are reading. An action learning type process may be employed. It is anticipated that the experience of planning and undertaking their own enquiry in Enquiry into Economics, and devising their own research question for possible further study, will benefit students throughout the module. Independent study within a supportive community of peers and staff will be encouraged.

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Updated February 2016 Mode of assessment: (to include weighting of assessment - the mode of assessment must reflect module objectives) Summative assessment Essay 1 – a written document of 1,550 words (45%) peer and tutor assessed. Essay 2 – a written document OR digital essay of 1,550 words or equivalent (45%) tutor assessed. Digital essay refers to a video recording with voice (eg a whiteboard animation, also known as an explainer video or videoscribe) or a Powerpoint Slideshow with voice commentary. Peer assessment – written feedback to a peer of 400 words (10%) tutor assessed. Formative assessment Discussion and problems/exercises undertaken in class will allow for much formative feedback from peers and tutor throughout the module. The first essay will be peer assessed and returned to students around mid-semester before being submitted for tutor assessment. This peer assessment will be discussed in class to ensure students receive detailed and well informed feedback. Assessment Criteria Essays: •

clarity of communication to the audience;

•

accuracy with which economic concepts are used;

•

accuracy with which economic theories are explained;

•

quality of reasoning used in critical discussion;

•

quality of use of appropriate resources;

• fitness for purpose of references. Peer assessment: •

clarity of communication;

•

use of agreed assessment criteria;

•

level of detail and specificity of actionable feedback.

Reassessment requirements Students failing the module will be required to re-submit their essays with amendments and additional material in response to feedback from the module tutor. Students failing due to non-submission will be required submit two essays as described above. In all cases the word limits for essays for reassessment will be 1,750.

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Updated February 2016 Indicative Reading: Akerlof, G A & R J Schiller (2009) Animal Spirits: How human psychology drives the economy and why it matters for global capitalism. Princeton University Press Callahan, G (2004) Economics for Real People 2nd edition. Ludwig von Mises Institute Cleaver, T (2012) Understanding the World Economy. 4th edition. London: Routledge David Smithâ&#x20AC;&#x2122;s EconomicsUK.com [Online: http://www.economicsuk.com/blog] Inside Job. (2011) [Film] Charles Ferguson, dir. Sony Pictures Journal of Economic Perspectives. American Economic Association Mankiw, N G & M P Taylor (2014) Macroeconomics 2nd European edition. Cengage Learning Martin, F (2013) The Unauthorised Biography of Money. Bodley Head Money Week. MoneyWeek Ltd Nasar, S (2012) Grand Pursuit: the story of the people who made modern economics. Fourth Estate Real World Economics Review [Online] Rivoli, P. (2006) The Travels of a T-shirt in the Global Economy. Wiley

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BML238 Analysing the Spatial Economy

Module Title: Analysing the Spatial Economy Module Code: BML238 Credits: 15 Level: Five Academic Department or collaborative partner: SEMAL Programmes to which the module contributes: BA Business Studies and Economics, BA Finance and Economics

Tutor responsible: Dr Dawn Robins

Entry requirements: BML117 Enquiry into Economics or equivalent Aims: One of the key requirements for a successful business is â&#x20AC;&#x2DC;location, location, locationâ&#x20AC;&#x2122;. In this module students will explore the competitive positioning of businesses and sectors, and the economics behind location, considering for example the issue of space utilisation. A key aim of the module is to encourage students to develop skills accessing, analysing and presenting data from publicly available data sources through mapping, whilst further developing their skills in independent study and critical thinking. The module also aims to encourage students to look at the wider issues of infrastructure, natural resources, transport, supply chains and customer markets, and to develop research and analysis skills that will be of value in their future study of economics and business careers.

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Updated February 2016 Learning Outcomes Students will demonstrate the ability to: 1. plan a research project, including a timeline of actions 2. search, select and analyse data from a variety of sources, including National Statistics and Eurostat. 3. present their findings in a mixed methods approach using Google Maps, graphs and tables, as well as exploring the use of photographs and qualitative visual and descriptive evidence as suited to the topic. 4. conclude their results by outlining a research problem for future study. Indicative Curriculum content: The module will start by questioning why it is important to think of the economy in geographic terms. This will introduce the spatial aspects of business location and lead to the interlinking of infrastructure natural resources and population demographics. The module will also include aspects of theory on business location, including Porterâ&#x20AC;&#x2122;s cluster theory. Transport infrastructure and the variety of transport connections available to businesses in terms of freight and human resources will be explored along with the relationship between skills, demography and local policy. This will enable students to see the wider impacts of economic growth and sustainability and encourage them to develop a breadth to their degree studies. Basic GIS (Geographic Information System) will be introduced through the use of Google maps and other visual presentation aids such as graphs and photographs will develop their understanding of qualitative and quantitative research methods and presentation skills.

Learning strategy: The module will draw on the notion of enquiry based learning, which involves engaging students in the research process, with instructors supporting and coaching students at a level appropriate to their starting skills. Direction will be provided to students on how and where the data can be sought and links to online sources and written guides will be available to encourage students to explore additional resources. Students will choose a region in the UK or EU (or elsewhere if data is available) and plan an enquiry into the supporting infrastructure, natural resources, geographical location and demographics, guided by the tutor. The module will start with a general theme to act as a starting point or trigger for learning. Good researchable questions on how and why businesses are located

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Updated February 2016 where they are will be encouraged, and students will be coached in achieving this. Students will be supported in exploiting opportunities for building library, web search, and presentation skills, along with the critical thinking skills necessary for thoughtful analysis of the information. Students will be encouraged to explore different methods of reporting their findings and will be encouraged to support each other in developing the skills to use new research methods such as Google Maps and using photographic evidence. Action learning sets will be used when appropriate to explore difficult issues of researching, analysing and presenting and students will be encouraged to share their development of their project plans throughout the module. The expertise and knowledge of the academic staff will be used to model effective enquiry and to promote reflection. Mode of assessment: Formative Students will develop a plan in the early stages of the module that will be used to provide discussion during class and formative feedback from the tutor and peers. Summative There are three components of the assessment: the first two to be completed in pairs in order to allow the breadth and depth of resources to be considered; the third to be completed by students individually. Project plan – of 1,000 words, 30% – identifying the topic chosen, the type of data needed, the possible sources of data, and the programme of work to be undertaken. Regional economic profile – of 2,100 words or equivalent, 60% – identifying the characteristics of the chosen area through a mixed method approach, including a selection of maps, charts and graphs and tables, and a research question suitable for possible future research. The profile may be in the form of a written document OR in the form of a video or Powerpoint slideshow with voice commentary. Reflective commentary – of 400 words, 10%, completed on an individual basis – to accompany the regional economic profile and outlining the learning outcomes achieved and possibilities for future personal development. Assessment Criteria: Plan: • the plan should be SMART and include a timeline for profile completion; •

evidence of reading and data searches over time;

•

achievability of the plan (the data and reading chosen should represent the region of study and be accessible to the student);

•

clarity of communication.

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Updated February 2016 Regional economic profile: • •

relevance of data and literature used; accuracy of analysis;

• •

clarity of communication, including appropriate use of charts and maps; fitness for purpose of references;

• quality of research question formulated for possible future research. Reflective commentary: • use of evidence to support claims made about achievement; •

detail with which learning outcomes (other than those specified in advance by the tutor) are described; • clarity of possibilities identified for future personal development. Reassessment Students failing the module will be required to submit a 3,500 word report on a chosen region’s economic and demographic structure using maps and regional data to highlight the strengths of the region.

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Updated February 2016 Indicative Reading: Cope, M. & Elwood, S. (2009) Qualitative GIS: A mixed methods approach. Sage, London Google Fusion Forum (2014) Google Fusion User Community Help Centre. [Online: https://productforums.google.com/forum/#!forum/google-fusion-tables accessed March 2014 Hardhill, I. Graham, D T. & Kofman, E. (2001) Human Geography of the UK: an introduction. Rouledge London Harm de Blij (2011) The Power of Place: Geography, Destiny, and Globalization's Rough Landscape. OUP USA. Hudson, R. (2005) Economic Geographies. Sage, London Knox, P. L. (2014) The Geography of the World Economy 6th ed. Arnold, London. Lagendijk, A. & Oinas, P. (2005) Proximity, Distance and Diversity: issues on economic interaction and local development Longley, P., Goodchild, M., Maguire, D. & Rhind, D. (2005) Geographic Information Systems and Science. Wiley, Chichester Mankiw, N G & Taylor, M P. (2014) Economics 3rd Edition. Cengage Learning Matthews, M. H. & Gardiner, V. (2000) The Changing Geography of the United Kingdom 3rd ed. Routledge, London. Porter, M. (2000) â&#x20AC;&#x153;Location, Competition, and Economic Development: Local Clusters in a Global Economy.â&#x20AC;? Economic Development Quarterly, vol. 14 no. 1 pp 15-34 Sheppard, E. & Barnes, T. (2000) A Companion to Economic Geography. Blackwell Publishing, Oxford.

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BML239 Finance for Managers Module code BML239 Title Finance for Managers Programme BA (Hons) Business Studies and BA (Hons) Business Studies joint routes Level 5 Credits 15 ECTS* 7.5 Contact time 30 Hours Acceptable for Excluded combinations If students choose to take BML 231 Financial Management as an option module, BML 228 Management Accounting for Control to be taken in place of this module. Core/Optional Module Co-ordinator David Marshall Description The aim of this module is to provide an introduction to, and the development of, several key financial concepts and tools necessary to the understanding and evaluation of business performance from a primarily financial perspective. The module assumes minimal prior accounting knowledge and aims to provide a practical understanding and conceptual awareness to students who typically will not be intending to follow an Accounting and Finance degree pathway.

Outline Syllabus & Teaching & Learning Methods Indicative Outline Syllabus: • • • • • • •

An Introduction to the Financial Environment The Essentials of Financial Accounting Financial Accounting Adjustments and Complications An Introduction to Limited Company Reporting Performance Analysis using Ratio Analysis An Introduction to Management Accounting An Introduction to Investment Appraisal and Financial Management

Teaching & Learning Methods:

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The module will be built around weekly workshops. Students will be required to regularly attempt exercises applying techniques and concepts introduced during these sessions. The majority of tasks will be undertaken on an individual basis but on occasion group work will be required and in all sessions peer support will be encouraged, and tutor support offered. In addition, students will normally be required to attempt tasks between sessions with suggested solutions being examined or provided at the commencement of the next workshop. The delivery of the module will be designed to regularly provide students with formative feedback on the progression of their learning and understanding. A regular theme of the module will be a focus on the underlying purpose, principles and outputs from the particular accounting and finance function being examined.

Intended Learning Outcomes

How assessed**

On successful completion of this module students will be able to : 1 2 3

5 6

Critique a range of underlying financial concepts and principles. Explain and critically assess the role and propose of selective financial statements and reports. Provide a critical evaluation of the performance of an a company from an analysis of its published financial statements Discuss key management accounting principles including identifying the relative strengths and weakness of Absorption and Marginal Costing. Explain the aims and limitations of budgetary control. Identity and critically evaluate a selection of the most commonly used investment appraisal techniques

Individual essay and individual examination

Assessment Scheme Formative:

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Assessment Scheme Summative:

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Individual essay normally requiring an examination of the practical application or a current development in accounting and finance.

30% (1,050 words equivalent)

Assessment Criteria - Essay: • Clear expression and logical structure • Demonstration of critical understanding of techniques and principles explored within module through the quality of critical assessment and identification of key arguments in response to questions posed. • Evidence of wider reading, including appropriate referencing to academic and other relevant sources. 70% (2Hrs 2,450 words equivalent) Examination: Students will be required to undertake a twohour examination at end of the semester. The examination questions will be based on the concepts, exercises and scenarios introduced to students during the workshops. Assessment Criteria for Examination: • Demonstration of a critical understanding of techniques and principles explored within module including via the accuracy of any required calculations and appropriate application of methodology and techniques • Evidence of knowledge and critical understanding of principles and theory • Clarity and relevance of expression • Appropriate critical assessment of broader financial theory, regulation and practice

Indicative Reading Lists/Key Texts/Websites/other resources Texts:

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Atrill, P. and McLaney, E. (2014) Accounting and Finance: An Introduction, 7th Edition, Pearson Bhimani, Horngren, et al (2012) Introduction to Management Accounting, Pearson Dury C (2012) Management and Cost accounting, 8th Edition, Cengage Dyson J R. (2010) Accounting for non-accounting students, 8th Edition, Financial Times Prentice Hall Weetman P. (2013) Financial and Management Accounting: An Introduction, 6th Edition, Pearson

Periodicals: The Financial Times

Online resources: Accountingweb.co.uk

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BML241 Guru Lectures

Module code Title Programme Level Credits ECTS* Contact time Acceptable for Excluded combinations Mandatory/Optional Module Co-ordinator Description

(To be assigned by Academic Registry) Guru Lecture Evaluation University of Chichester Business School - undergraduate degree routes (FHEQ Level 5) 15 30 hours Students successfully completed BML106 Business Information Systems Mandatory Paul Kooner-Evans

This module is part of the IT for Business Management (ITMB) & Software Development for Business programme undertaken in association with the e-skills. During the academic year the students will participate in Guru Lectures (industry leaders give talks and impart their knowledge and expertise to students). It is anticipated that taking part in the lectures will provide the students with the opportunity to appreciate and apply the theoretical knowledge gained within the IT based programmes. Additionally the students should recognise that Technology can rapidly evolve and it is important they stay current with industry thinking and practice.

Outline Syllabus & Teaching & Learning Methods •

The module will be based on lectures delivered by industry Gurus to all Universities with e-skill accreditation.

•

When a Guru lecture is not delivered tutorials will be provided with the opportunity for students to discuss past and future guru lecture themes in addition gaining feedback on the development of resource

•

A review of web design and build

•

The University will be expected to host one of the lectures on a rota basis with other Universities involved in the e-skills accredited courses. When the University is not hosting the Guru lecture students will be involved via the use of web based technology.

•

When the University host the Guru Lecture; students are expected to be involved in identifying and approaching a suitable speaker (if required), arrange an appropriate venue with the necessary technology in place and working, allowing for participation of lecturer and attendees regardless of location.

Intended Learning Outcomes

How assessed**

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

Evaluate and offer critique and opinion on contemporary topics addressed through the Guru Lecture series (1)



Research and synthesis available resources which provide the

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Updated February 2016 basis of a web-based resource portal (2) 

Apply theoretical knowledge and understanding through the population of a web-based resource portal that focuses on a contemporary IT theme that has been highlighted in the Guru Lecture series (2)



Apply practical e-skills in the design and layout of the component elements of the user interface to access the resource portal (2)

Assessment Scheme Formative***: The supporting tutorial programme will provide an opportunity for students to discuss key themes raised in the Guru Lecture series, and for student to report back and receive guidance on the development of their web-based portal.

Assessment Scheme

Weighting % 0%

Weighting %

Summative: 1. A synopsis of a Guru lecture (1,000 words, 30%)

30%

2 .Web-based Resource Portal (2,500 words, 70%)

70%

Assessment Criteria: •

Critically evaluate knowledge and understanding of the chosen topic(s)

•

Ability to synthesise strengths and limitations, developing a coherent argument;

•

Reflective, analytical and cohesive writing;

•

Standard English and consultation of a diversity of authoritative sources.

•

Format and layout of Web Based Resource Portal meet standards indicated by best practice

Indicative Reading Lists/Key Texts/Websites/other resources Due to the nature of the module resource will be made available when the subject of the session is announced. Bates, C. (2006) Web programming. Chichester: Wiley: Converse, T & Park, J. (2006) PHP Bible, 2nd Edition. London: Wiley. Lerdorf, R & Tatroe, K. (2006) Programming PHP. UK: O.Reilly. Powers,D. (2006) PHP Solutions. US: Apress. Ullman, L, E. (2011) PHP for the Web.,US: Peachpit. White, E & Eisenhamer, J. (2006) PHP 5 in practice.USA: SAMS.

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Other Resources: Internet magazines, e.g.: Wired, EMAP Technology Research Websites; e.g Gartner, Forrester

Websites: Available at: http://www.phpbuddy.com/, PHP Quick Start. Accessed February 2015. Available at: http://www.php.net/manual/en/langref.php, PHP: Language Reference â&#x20AC;&#x201C; Manual. Accessed February 2015. Available at: http://www.webmonkey.com. Accessed February 2015.

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Updated February 2016 BML242 Data Analytics (SQL & No SQL)

Module code Title Programme Level Credits ECTS* Contact time Acceptable for Excluded combinations Mandatory/Optional Module Co-ordinator Description

(To be assigned by Academic Registry) Data Science & Analytics (SQL/No SQL) University of Chichester Business School undergraduate degree routes (FHEQ Level 5) 15 30 None Mandatory Paul Kooner-Evans

This module will provide students with the background to the core concepts of Big Data and data mining with a focus on Business activity and decision making. In addition students will be made aware of the fundamental difference between structured and unstructured data types. Outline Syllabus & Teaching & Learning Methods Students through a combination of workshops and practical’s will look at the following aspects of data science: • • • • • • •

What is data and how is it relevant to industry. The concept of Big Data and Data Mining. The Big Data Process Lifecycle Introduction to basic statistical concepts enabling a sympathetic approach to the selection of appropriate data types and sets. The introduction and discussion of a range of data types including time series, spatial, sentiment and text analysis. Data visualisation Data and Ethics; including agreements between data suppliers and understanding the various sources of data (1) public data, (2) private data, (3) data exhaust, (4) community data, and (5) self-quantification data

Intended Learning Outcomes 6. Knowledge and critical understanding of the well-

established principles of Big Data and Data Mining to support decision making within the business environment, and the way in which those principles have developed. 7. To evaluate critically the appropriateness of different

array of data sets and types; apply underlying concepts of correlation (and regression) and create insight which

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Updated February 2016 8. Effectively communicate information, arguments and analysis through the concepts of data visualisation to specialist and non- specialist audiences Assessment Scheme 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.

Weighting %

Assessment Scheme Summative: (3500 words)

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(Part 1) Report and Analysis Identify a suitable organisation and possible challenge to be agreed with tutor. Identify and source an existing series of large data then using statistical tools and other large data tools (e.g. Hadoop/ SPSS) to provide insight and a possible response to the challenge.

60%

40% (Part 2) Visualisation To create a visualisation of the data and insights appropriate for non- technical users. The choice of how this will be presented will be left to the student but it must be able to be captured and circulated through electronic medium (emails, web pages etc) Assessment Criteria: Part 1 Report and Analysis • Appropriate selection of a business and challenge • Choice of data is reasonable and will allow for insights to be developed • Evidence of sympathetic analysis of data and use of available tools and techniques • Conclusion is supported by the analysis undertaken Part 2 The visualisation: • Represents the context, analysis and conclusions • Is easily understood and unambiguous • In a style that is representative of the current preferences in terms of colour, contrast and themes. • The choice and application of techniques and tools e.g. overlaying maps, grouping, animation etc. Indicative Reading Lists/Key Texts/Websites/other resources Rajaraman, A. Ullman, Jeffrey D. (2012) Mining of massive datasets. Cambridge University Press. Robinson, I. Webber, J, (2013) Graph databases. O'Reilly.

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Hurwitz, J et al (2013) Big Data For Dummies. Chichester: Wiley.

Useful Websites http://datahub.io/; accessed February 2015 https://aws.amazon.com/datasets?_encoding=UTF8&jiveRedirect=1; accessed February 2015 https://dev.twitter.com/streaming/public ;accessed February 2015

IBM academic Website â&#x20AC;&#x201C; Registration Required

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