Level 6 Module Descriptor Handbook by BSc Tourism Management

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University of Chichester Business School

Level Six

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 BML 301 Management Project........................................................................................................... 4 BML 302 Developing an Information Strategy ................................................................................. 8 BML303 Corporate ............................................................................................................................. 13 BML 304 Marketing Communications ............................................................................................. 17 BML 305 Strategic Human Resource Management ..................................................................... 20 BML 306 10 Week Work Placement ............................................................................................... 24 BML 307 Small Business Enterprise ............................................................................................... 28 BML308 Nature, Ecotourism and Adventure Tourism .................................................................. 31 BML 309 Sustainable Destination Management ........................................................................... 36 BML 311 Critical Issues in Managing IT Service Support Organisations .................................. 40 BML 312 Business Ethics and Social Responsibility .................................................................... 44 BML313 Rural Tourism ..................................................................................................................... 48 BML 314 Business Strategy ............................................................................................................. 52 BML 315 Contemporary Issues in E-Business .............................................................................. 55 BML 316 Personalising the Commercial Web Experience .......................................................... 59 BML 318 Current Issues in HRM ..................................................................................................... 65 BML 319 Applied Event Management 1 ......................................................................................... 69 BML 320 Applied Event Management 2 and 3 .............................................................................. 74 BML 321 Public Relations and Sponsorship .................................................................................. 79 BML322 Strategic Hospitality Management ................................................................................... 83 BML 323 Designing, Developing and Delivering Training Materials ......................................... 88 BML 325 Advanced Financial Accounting ...................................................................................... 94 BML327 Global Marketing ................................................................................................................ 97 BML328 The Professional Graduate ............................................................................................. 100 BML329 Strategic Marketing Management .................................................................................. 106 BML330 Tourism Placement .......................................................................................................... 110

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BML 301 Management Project Module Title: Management Project Module Code: BML301 Credits: 45 Level: 6 Academic Department: Business School. Programme to which the module contributes: Business School BA module contributes: (Hons) undergraduate degree route Tutor Responsible: Dr Jorge Gutic Prerequisites: Level 2 BML201 Business Research or equivalent

Aims: The module has a crucial role within the programme of study in that it provides the opportunity for students to research an area of particular interest within an appropriate business, public sector or third sector context. The module is designed to make a major contribution to the professional and intellectual development of students. Students are prepared for the project through the Business Research module (BML201) in level 5 where they are introduced to different approaches to research. Students will also be familiar with different types of research associated with disciplines studied previously in their chosen pathway. The project provides a vehicle for students to demonstrate the extent to which they have managed the final transition from a tutor-led approach to student centred learning. The issue is chosen, investigated and published by the student, with the support of a supervisor. It enables students to demonstrate their capacity for sustained independent thought, learning and critical reflection in a major piece of work. The subject chosen will normally be concerned with the investigation of one or more management issues within the context of a public or private sector organisation. For students undertaking the 10 week work placement the project will usually be set in the context of the host organisation. For students remaining in the university it is expected that students will approach and identify a suitable organisation as a focus for their project. The university has a range of external contacts that may require specific projects but it is within the nature of the module, even in these cases, that students must approach the organisation and agree suitable terms of reference. Another context for the management project is to pursue research in a range of organisations or identify specific groups of people to study in relation to a management issue. Whilst the topic might well be one that is of interest the end product must have findings that are generalisable and capable of broad application. A library based 4

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dissertation may also be acceptable, but it must consider the management implications of the study, and cannot be purely literature based.

Learning Outcomes:       

On successful completion of this module students will be able to: Identify, compare and evaluate appropriate research methods Identify and justify choice of topic and the methodology Apply chosen methodology in an intellectually rigorous manner Evaluate the research approach taken Analyse and evaluate results of research undertaken Determine and critically evaluate current literature and other sources in a field of study  Conduct research in an acceptable manner, taking due note of ethical considerations  Present their findings orally and in writing (using Harvard conventions)  Analyse findings and draw conclusions substantiated by the analysis

Indicative Curriculum Content: Each student will undertake their own management project/ personal study. This will require choosing, application and justification of recognised research methods, but the academic area of study will be unique to the individual student. In preparation for carrying out their management project/personal study students will be supported in modifying their proposal produced in the level 5 Business Research module or devising a new proposal. Within the first semester of the module’s delivery it is expected that students will want to revisit elements of the indicative content of Business Research. Coverage will be negotiated with students according to demand.

Learning Strategy: The module will be delivered over two semesters. In the first semester 15 credits of study will consist of supporting activities facilitated by academic staff. The issues that are appropriate for exploration by students within the module will be wide ranging. As part of the process of demonstrating the breadth of opportunity available to students, a selection of academic staff will share their own research to demonstrate different types of project, methodologies, and formats for presentation.

The end of the first semester will culminate in students presenting the introductory elements of their proposal. Formative feedback will be provided by tutors that will assess the student’s presentation against the following criteria:  Selection of a relevant topic and the formulation of a valid research aim/hypothesis;  Consultation and critical evaluation of a diversity of relevant authoritative sources; 5

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ď&#x201A;§ Evaluation and selection of an appropriate research methodology.

In the period leading up to this submission students will work in action learning sets (usually 4-6 students) and will meet with a tutor facilitator for approximately one hour fortnightly. Although these meetings will present opportunities for briefings (see indicative content) and tutor led discussions, the emphasis will be on action and sharing progress or problems. In the early sessions actions will focus on identifying access to organisations and resources. Later sessions will provide opportunities for students to present early drafts of the introductory elements of their project.

The remaining 30 credits of the module will be undertaken in Semester 2 and will be managed independently by each student with the support of their allocated project supervisor. The supervisor will act as an advisor and facilitator to student-centred learning, which allows participants to demonstrate their capacity for independent thought. The supervisor supports the student through the remainder of the project and it is likely that they will also have a role in advising the student on how best to act upon the formative feedback provided at the end of Semester 1.

Mode of Assessment: Formative: Students will present their early work to an action learning set and receive feedback from the tutor and their peers. Towards the end of the first semester students will be required to present the introductory elements of their project, up to and including the selection of a proposed methodology, to a panel of two members of the academic staff. Where there is an employer or other third party client involved, they will also be invited to the presentation and participate in the question and answer session. If an individual student fails to attend/participate effectively in the module and/or is not in a position to present a persuasive piece of work at the end of Semester 1, they will be deregistered from the module. Under the circumstances where such a course of action is identified as being a possibility, feedback will typically have been provided by the tutor team at an earlier stage in the semester with a view of encouraging the student to take an appropriate corrective course of action.

Summative At the end of semester 2 students will submit a 10,500 word (including the introduction and literature review) final version of their management project structured and presented according to module guidelines (weighting 100%).

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Assessment Criteria: Students will be assessed on their ability to:      

Select a relevant topic and to formulate a valid research aim and/or hypothesis. Consult and critically evaluate a diversity of relevant authoritative sources. Evaluate and select an appropriate research methodology. Carry out an investigation, using available resources and relevant approaches. Critically evaluate and analyse their findings and draw realistic conclusions. Identify the implications of the data generated for application to the workplace and/or individual development.  Produce a high quality document which is well structured, exhibits cogent and critical arguments, conforms to a high standard of literacy (and numeracy if relevant), and apply Harvard referencing conventions.

Indicative Reading: Anderson, V. (2004) Research Methods in Human Resource Management.London: Chartered Institute of Personnel and Development Bryman, A & Bell, E. (2007) Business Research Methods. 2nd Edition. Oxford: Oxford University Press. Collis, J. and Hussey, R. (2009) Business Research, 3rd Editon. Basingstoke: Palgrave Macmillan Fisher, C. (2004) Researching and Writing a Dissertation for Business Students. London: FT Prentice Hall. Horn, R. (2009) Researching and Writing Dissertations, a complete guide for business and management students. London: Chartered Institute of Personnel and Development Saunders, M., Lewis, P and Thornhill, A. (2009) Research Methods for Business Students 5th Edition. London: Pitman. Whitehead, J &Mcniff J. (2000) Action Research in Organisations. London: Routledge Whitehead, J &Mcniff J. (2006) Action Research Living Theory. London: Sage.

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BML 302 Developing an Information Strategy Module Title: Developing an Information Strategy Module Code: BML302 Credits: 15 Level: 6 Academic Department: Business School Programme to which the module contributes: Business School BA (Hons) undergraduate degree route Tutor Responsible: Dr David Cooper Entry Requirements: Pre-requisites BML106 (Business Information Systems), BML 215 (Networked World: Systems and Architectures) or equivalent

Aims: This module is the third of a theme that considers the application and impact of Business Information Systems and Technology within organisations. It will also be supported by another Level 3 Module, BML 311, (Critical Issues in Managing the Information Systems Organisation). It will look at what an Information Strategy is, its purpose, how it aligns with business strategy and how it is applied to an organisation. Students will evaluate the different elements that constitute the Information Strategy and consider how such a strategy can be implemented.

Learning Outcomes: On successful completion of this module students will be able to:  Understand what is an Information Strategy (IS) and the purpose for having one  Align the IS with the business strategy  Develop an IS for an organisation following an appropriate methodology and using a range of analysis tools  Ensure that basic principles of business sustainability are applied  Critically consider issues associated with managing change and ensuring that the strategy is capable of being implemented  Articulate the management processes and governance required to develop and maintain an IS

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Indicative Curriculum Content: Students will review Information Strategies (IS) and identify, what they are, who are they for and how and why they were created. They will learn how an IS can be aligned with an organisationâ&#x20AC;&#x2122;s strategy and consider the three dimensions of strategy: Information Systems Strategy, owned by senior management, business and applications focused and linked closely to key business drivers; Information Technology Strategy, technically focused, supportive of the Information Systems Strategy and linked to departmental priorities; and the Information Management Strategy, the management and organisational aspects of the strategy. Students will need to know how to analyse the competitive priorities of the business, the impact these might have on Information Systems and the impact and business benefits, Information Systems may have on the business strategy. They will also need to know how to consult people in organisations to consider their role and function within the strategy and tailor the strategy to the needs of an organisation.

They will critically debate issues about ensuring that the strategy is fully functional, recognising what core IT competencies any organisation must maintain, together with the associated organisational structures. Issues concerning the management of change will be discussed including the problems that arise with staff that do not wish to make changes.

Learning Strategy: The approach will be based on active and student centred sessions focused on individual and small-group learning. It will be structured in line with a process for creating an IS strategy for a business using a contemporary case study based scenario. A number of tools will be presented to assist with the analysis. The first three sessions on evaluating the organisational aspects of strategy development and the last two sessions on change management will be taught in association with the equivalent Level 3 Business Strategy Module. Where practicable one of the sessions on change management will utilise a computer based simulation available from INSEAD. The case study will be developed during the sessions and form the basis of the summative assignments.

Mode of Assessment: Formative: Students will be formatively assessed through active involvement in seminar discussion and individual/group tasks during sessions. They will be expected to research and use directed reading tasks to inform discussions.

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Summative: The assignment for this module will consist of two parts. Both parts are based on a case study that will be presented in the Handbook and discussed in week 1. The case study will present an existing business scenario, that students will be expected to analyse.

Part 1 (30%) Part way through the module, Students will be asked to present an initial analysis of the current environment in which the case study business is operating, the key business objectives, principle business processes and associated issues and the current status of the existing IT infrastructure and operations. The format (1050 words equivalent) should be in the style of a short (10 minutes) PowerPoint or equivalent consultancy slide set for review by a senior management board of an organisation. This analysis will be the foundation for the development of the full IS strategy.

Part 2 (70%) The second part of the assessment will be the preparation of the IS strategy in report format (2450 words equivalent) for the case study business introduced in Part 1 of the assessment. The strategy will need to discuss the applications, technologies and organisational changes required to meet the changing business needs. An overview of the implementation plans and change management implications will also need to be presented.

Assessment Criteria Part 1:  Coherent critical analysis of the business strategy and objectives  Coherent analysis of the critical business processes and the way in which IT might improve these  Analysis of the existing IT applications, infrastructure and organisation and their fit for purpose  Ability to present information accurately and succinctly

Part 2:  Coherent and critical presentation (using appropriate analysis tools to support the argument) of the IS following a logical argument and covering applications, infrastructure and organisation  Critical discussion of the necessary governance, plans and change management issues associated with the implementation of the IS  Discuss the business benefits of adopting the IS and the alignment with business strategy  The report should be presented in a clear and logical manner being appropriately structured and supported using high-quality referencing. 10

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Indicative Reading: Alter, S. (2002) Information Systems; The Foundation of E-Business, 4th Edition. New Jersey: Prentice Hall Benyon-Davies, P. (2009) Business Information Systems. Basingstoke: Palgrave. Bloomfield, B. et al. (1997) Information Technology and Organisations; Strategies, Networks and Integration. Oxford: Oxford University Press BocijJ, P. et al. (2006) Business Information Systems, 3rd Edition. Harlow: Pearson Education Callon, J. (1996) Competitive Advantage through Information Technology. London: McGraw-Hill Carbone, J. 2004) IT Architecture Toolkit. New Jersey: Prentice Hall Earl, M. (1989) Management Strategies for Information technology. New Jersey: Prentice Hall Earl, M. (1998) Information Management – The organisational dimension, Oxford: Oxford University Press Galliers R. & Leidner, D. (2003), Strategic Information Management, 3rd Edition. Oxford:Elsevier Gates, W. (1996) The Road Ahead. London: Penguin. Hagel, J. (2002) Out of the Box – Strategies for Achieving Profits Today and Growth Tomorrow through Web Services. Boston: Harvard Business School Press Isaksen, S. & Tidd, J. (2006) Meeting the Innovation Challenge: Leadership for Transformation and Growth. Chichester: Wiley Johnson, G & Scholes, K. (2002) Exploring Corporate Strategy, 6th Edition. Harlow: FT- Prentice Hall. Keen, J & Digrius, B. (2003) Making Technology Investments Profitable. Chichester: Wiley Lucas, H. (2005) Information Technology – Strategic Decision Making for Managers. Chichester: Wiley Mckeen, J & SMITH, H. (2003) Making IT Happen – Critical Issues in IT Management. Chichester: Wiley Mcnurlin, B & Sprague, R. (2001) Information Systems Management in Practice, 5th Edition. Prentice-Hall: New Jersey

Moss-Kanter, E. (2001) eVolve – Succeeding in the Digital Culture of Tomorrow. Boston: Harvard Business School Press 11

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DiBona, C & Ockman, S. (1999) Open Sources:Voices from the Open Source Revolution. Dublin: O.Reilly. Orna, E. (2004) Information Strategy in Practice. Aldershot: Gower. Pearson, K.E & Saunders, C.S. (2006) Managing and Using Information Systems: A Stratagic Approach, 3rd Edition. New York: Wiley Schapiro, C & Varian, H. (1999) Information Rules â&#x20AC;&#x201C; A Strategic Guide to The Network Economy. Boston: Harvard Business School Press. Thompson, J & Martin, F. (2005) Strategic Management; Awareness and Change, 5th Edition. London: Thomson Learning Ward, J & Peppard, J. (2002) Strategic Planning for Information Systems, 3rd Edition. Chichester: Wiley Willococks, P. et al. (2002) Making IT Count; Strategy, Deliver, Infrastructure. Oxford: Elsevier

Other Resoures: Journals: Hax, W & Wilde, D. (1999) The Delta Model: Adaptive Management for a Changing World. Sloan Management Review Chan Kim, W & Mauborgne, R. (2002) Charting Your Company.s Future, Harvard Business Review, June 2002

Web Sites: http://ocw.mit.edu/OcwWeb/Sloan-School-of-Management/15-902Fall2006/LectureNotes/index.htm - MIT Open Courseware on Management Strategy http://rms.net/tut_perform_map.htm - performance management tutorial http://www.ifm.eng.cam.ac.uk/dstools/ - business support tools from University of Cambridge

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BML303 Corporate Module code Title Programme Level Credits ECTS* Contact time Acceptable for Excluded combinations Core/Optional Module Co-ordinator Description

BML303 Corporate Finance BA(Hons) Accounting and Finance, BA (Hons) Business Studies and joint routes 5 15 7.5 30 Hours

Core for the BA (Hons) Accounting and Finance route David Marshall

This module aims to give students an insight into the practical implications of key areas of corporate finance. The module will commence with an overview of the core concepts of corporate finance and progress to focusing on specific areas related to e.g. corporate valuation and merger and acquisition activity. More complex aspects of finance theory will also be introduced including Portfolio Theory, the Capital Asset Pricing Model and Capital Structure Theory. A key aim of the module is to encourage students to examine â&#x20AC;&#x153;corporate finance in actionâ&#x20AC;? essentially linking theory and practice. With the nature of the module students work is likely to be influenced by current developments and occurrences in the corporate world.

Outline Syllabus & Teaching & Learning Methods Indicative Outline Syllabus: Corporate finance principles reviewed Investment appraisal complications (including risk and capital rationing) Corporate Valuation Mergers & Acquisitions Capital Structure (including a review of WACC) Dividend Theory Portfolio Theory & CAPM Foreign exchange risk management 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 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 13

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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 fundamental concepts of corporate finance. Identify and critically assess techniques for valuing companies and the benefits and risks of merger and acquisition activity. Display a critical awareness of the potential implications concerning a company’s choice of capital structure and dividend policy via discussion and appropriate calculations. Discuss the nature of risk and return and the diversification of risk along with the limitations of related theoretical models. Provide illustrative calculations for estimates of expected return and risk. Apply techniques for foreign exchange risk management and discuss the limitations of these.

Individual essay and individual examination

Assessment Scheme

Weighting %

Formative:

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.

Assessment Scheme

Weighting %

Summative: Individual essay normally requiring an examination of the practical application or a current development in corporate

30% (1,050 words equivalent) 14

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finance. Assessment Criteria - Essay: • Clear expression and logical structure • Evidence of critical assessment and identification of key arguments in relation to techniques and principles covered in the module. • Evidence of background reading, with the appropriate use of referencing conventions.

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 2,450 words equivalent)

Assessment Criteria for Examination: • Demonstration of a critical understanding of techniques and principles explored within module via the accuracy of any required calculations and appropriate application of methodology and techniques • Evidence of knowledge and critical understanding of principles and theory • Concise and relevant discussion responses. • Evidence of critical assessment of broader financial theory and practice

Indicative Reading Lists/Key Texts/Websites/other resources Texts: Arnold, G. (2013) Essentials of Corporate Financial Management, 2nd Edition. Pearson. Atrill, P. (2014) Financial Management for Decision Makers, 7th Edition. Pearson Brealey, Myers and Allen (2014) Principles of Corporate Finance, 11th Edition. McGraw-Hill. Lumby, S. and Jones, C. (2015) Corporate Finance Theory and Practice, 9th Edition. Cengage McLaney, E. (2011) Business Finance: Theory and Practice, 9th Edition. FT Prentice Hall. Pike, Neale, & Linsley (2012) Corporate Finance and Investment: Decisions 15

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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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BML 304 Marketing Communications Module Title: Marketing Communications Module Code: BML304 Credits: 15 Level: 6 Academic Department: Business School Programme to which the module contributes: Business School BA (Hons) undergraduate degree routes Tutor Responsible: Jennie White Entry Requirements: Marketing Principles or equivalent

Aims: The marketing communications module will familiarise students with the formulation, preparation and implementation of integrated marketing communications plans. Learners will apply and evaluate marketing communications tools, models and concepts to case studies and scenarios, taking into account current developments from the marketing communications industry.

Learning Outcomes: On successful completion of this module students will be able to:  Analyse the context in which marketing and corporate communications are to be implemented  Determine promotional objectives and positioning  Formulate creative and innovative communications strategies for different types of organisations, products and services  Determine message and media strategies for a range of target audiences  Evaluate the suitability of a range of promotional techniques  Make recommendations for evaluating and controlling the marketing communications plan  Manage the client-agency relationship

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Indicative Curriculum Content:

Key areas in the module will include:  Definitions of marketing communications and integrated marketing communications  Creativity and innovation in marketing communications  The strategic role of branding  The client-agency relationship  Elements of the marketing communications plan, management and planning of the marketing communications process such as message and media strategies, and selecting and integrating promotional tools

Learning Strategy The delivery of core concepts and theories will be front-loaded to provide students with the knowledge and skills needed to develop their marketing communications planning skills. Teaching and learning material will encourage the application of theoretical concepts to practical marketing communications examples, using workshops, seminars, case studies and visual examples drawn from a variety of media.

Mode of Assessment: Formative: The workshops will provide an opportunity for students to evaluate and apply core concepts of marketing communications in an environment that encourages formative feedback from the tutor and other students.

Group Presentation (30%) - group pitch (3/4 students per group) of an outline marketing communications plan to be prepared in response to a practical clientbased brief. Students will take on the role of an advertising agency team pitching for the client’s business.

Summative: Individual Report (70%) – Individual students will build a more detailed marketing communications plan based upon their pitch from the group presentation. The report will be based upon a marketing communications planning structure, and will provide a vehicle for learners to generate innovative and creative marketing communications proposals.

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Assessment Criteria Presentation: Students will be assessed against their ability to demonstrate relevant marketing communications skills developed within the module, and their ability to apply them to a practical brief. Students must pitch within a prescribed time scale, and use appropriate presentation tools and visual aids. A clear structure that illustrates a fluent and focused approach to meeting the needs of the client must be demonstrated.

Individual report: Students will be assessed against their ability to evaluate and apply core concepts introduced in the module. Marketing communications plans will be assessed against the studentsâ&#x20AC;&#x2122; ability to communicate in a concise, creative and innovative style.

Indicative Reading: Recommended text: Fill, C. (2009) Marketing Communications: Interactivity, Communities and Content, 5th Edition. Harlow: Pearson Education

Additional reading: Dahlen, M. (2009) Marketing Communications: A Brand Narrative Approach.UK: Wiley. Picton, D & Broderick, A. (2009) Integrated Marketing Communications, 3rd Edition. Harlow: FT- Prentice Hall Russell, E. (2009) Fundamentals of Marketing Communications. UK: AVA Publishing.

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 305 Strategic Human Resource Management Module Title: Strategic Human Resource Management Module Code: BML305 Credits: 15 Level: 6 Academic Department: Business School Programme to which the module contributes: Business School BA (Hons) undergraduate degree routes. Tutor Responsible: TBC Entry Requirements: BML 206 Human Resource Management (taken pre-requisite)

Aims: This module builds upon the Level 5 module, Human Resource Management (BML206). The module starts from a “macro” perspective where particular strategic business and the associated HRM issues are identified. The focus is then on the operational consequences that follow from these strategic issues and goals. Towards the latter part of the module the focus is on the micro issues of strategic HRM. The module focuses on the integrative nature of Strategic Human Resource Management and how it can be put into operation with a range of management tools and techniques. The importance of the subject area is maintained through the identification of current HRM issues and themes, and the practical application and consequences of such developments. In addition the spotlight is placed on the role of the HR specialist and the skills and abilities required for such a role.

Learning Outcomes: On successful completion of this module students will be able to:  Critically evaluate why there are a variety of approaches to strategic HRM.  Critically evaluate and review generic HRM policies and practices, and be able to critically assess the potential role these might have in the achievement of stated organisational objectives (i.e. Labour Productivity, Organisational Flexibility.  Design and implement a specific organisational development intervention exercise (OD) or a Coaching and Mentoring programme (C&M).  Devise operational proposals that follow from specific strategic HRM goals, after conducting appropriate research and consultation  Critically analyse the principles and practices used in the field of Strategic Human Resource Management within different organisations, and their impact upon line managers

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Indicative Curriculum Content: Key areas in the module will include:  Introduction to Strategic HRM – models and current perspectives  Work design & Organisational Structures – implications for strategic planning  External and Internal factors – triggers for change and re-appraisal of HRM strategies  Globalisation – Convergence/divergence issues in HR strategies (International dimension)  Human Resource Development (HRD) – philosophies, models and practices  Individual & Organisational HRD  HRD diagnostics – Training needs analysis  Introduction to Organisational Development (OD) concepts, models & interventions.  Introduction to coaching and mentoring at work

Learning Strategy: A series of workshops will provide the environment in which practical and conceptual frameworks can be considered. These sessions are designed to be participative and will use a range of learning methods. There will be an emphasis upon students researching, running and then reflecting on a either a series of Organisational Development interventions (OD interventions) or running a programme of coaching and mentoring sessions, as a means of developing their depth of knowledge and critical analysis skills. Students will be required to complete an activity-based tutorial in order to extend their practice management skills and encourage independent study. In addition the students undertaking this module will gain a significant and innovative learning opportunity by being expected to conduct a review of level 5 work portfolios and develop and deliver a coaching session for that student.

Mode of Assessment: It will include students reviewing the work of level two students in the HR field, conducting a coaching session and writing up the session.

Formative: The workshops 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.

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Summative: 1. Coaching and ePortfolio Review – students will review a work eportfolio from Level 5 HRM students, and complete a TNA based on its content. They will subsequently prepare and deliver a coaching session for the level 5 student, and write up a critical review of the session (2100 words / 60% equivalent). The coaching session will normally be recorded (audio or video), for subsequent quality control and tutor review. The critical review must include an assessment of the coaching session by the coachee.

2. Individual Report - students will submit a report (1400 words / 40% equivalent) which outlines differing approaches to Strategic HRM using real life examples, and which critically evaluates the approach in relation to stated organisational outcomes. Typically, this report will focus on an aspect of the coaching exercise previously undertaken.

Assessment Criteria Coaching and ePortfolio Review- This element of the assessment will be assessed against the following criteria:  Design and delivery of the coaching session, as described in the write up  Critical review of the session to cover preparation, delivery and outcomes and the coachee review  Integration of theory and practice, evidenced with appropriate academic referencing

Individual report – The report will be assessed against the following criteria:  Presentation, style and relevance to a business/coaching situation  Reference to and application of theory to practical situations, evidenced withappropriate academic referencing  Discussion of the relative values of a number of approaches and their strengths/weaknesses

Indicative Reading Armstrong, M. (2009), Armstrong's Handbook of Human Resource Management Practice, Kogan Page, London

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Boxall, P & Purcell, J. (2003), Strategy and Human Resource Management, Palgrave Macmillan, London. Bratton, J & Gold, J. (2003), Human Resource Management â&#x20AC;&#x201C; Theory and Practice, 3rd Edition, Palgrave MacMillan, London. Harrison, R & Kessels J. (2004), Human Resource Development in a Knowledge Economy, Palgrave Macmillan, London. Marchington, M. & Wilkinson, A., (2005), Human Resource Management at Work, Third Edition, CIPD, London. Torrington, D. et al. (2009), Fundamentals of Human Resource Management, Prentice Hall, London

Additional reading Porter, C., Bingham, C. and Simmonds, D. (2007) Exploring Human Resource Management McGraw-Hill ISBN 0077111028 Ellis, S. Knowledge-Based Working, Intelligent Operating for the Knowledge Age. (2005), Chandos

Other Resources: 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 23

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BML 306 10 Week Work Placement Module code Title Programme

BML 306 10 Week Work Placement

Business School BA (Hons) Undergraduate Degree Routes

Level

Credits

ECTS*

Contact time

Placement module and therefore no formalised contact time

Acceptable for Excluded combinations

N/A

Core/Optional

Optional

Module Co-ordinator

Chris Dancer and Lionel Bunting

Description

This double module aims to provide an opportunity for students to gain valuable experience of working in an organisation for 10 weeks in Semester 2 of Level 6. Students will typically be conducting their Management Project (BML301) in parallel with this module whilst on work placement, although for a minority of students (typically those that are studying part-time), the module can be undertaken as a stand-alone module. The primary aim of the module is to enable students, within the context of their work placement, to focus on areas of personal development with a view to enhancing their employability skills.

Outline Syllabus & Teaching & Learning Methods

Prior to the start of placement tutors will provide guidance to students as to how to undertake a personal audit .The outcome of this process will be used by students to identify (typically) two priority areas of personal development that will form the basis of SMART objectives. 24

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Whilst on placement students will be required to identify and implement approaches and techniques that will support them in meeting their SMART objectives. They will record their progress in a series of on-line reflective logs.

Over the course of the module there will be scheduled workshops that are designed to support students at key stages. Students will be introduced to models of reflection that will help them to analyse their professional learning and development. Detailed guidance to students will be provided throughout the course of the module.

On completion of the placement students will be required to deliver a final presentation. The presentation will be focused on a final reflection of their personal and professional development over the ten weeks of their placement.

Intended Learning Outcomes

How assessed**

On successful completion of this module students will be able to demonstrate: ď&#x201A;§

ď&#x201A;§

through a personal audit a critical evaluation of their employability skills, which in turn will have led to the identification of key areas of focus for personal development whilst on placement. initiative and personal responsibility in developing appropriate strategies relevant to the completion of SMART objectives identified in relation to areas of personal development; skills of reflection, independent learning and Personal Development Planning (PDP)

Assessment Scheme

Learning log portfolio

and

Final presentation

Weighting %

Formative: 0%

Updated December 2015

If submitted in line with scheduled deadlines, individual formative feedback will be provided by tutors in relation to the following: • •

Initial draft of personal audit and SMART objectives; Initial learning logs

Assessment Scheme

Weighting %

Summative:

Learning Log Submission (5,600 words equivalent)

80%

Assessment criteria – • • • • • •

Clear and concise personal audit supported by relevant examples SMART objectives that build effectively on personal audit Complete learning log portfolio that demonstrates deep reflection, and critical thought of their role in the organisation Identification and application of techniques and concepts well matched to supporting achievement of SMART objectives Focused, insightful log entries that build upon one another and clearly identify cycle of learning Clear and effective communication

Individual Presentation (15 minutes)

Assessment criteria • • •

Clear and effective communication Robust structure Professional layout and design

20% 26

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• •

Professional use of technology Demonstration of critical reflection and analysis • Effective application of relevant theories and models Indicative Reading Lists/Key Texts/Websites/other resources

Bolton, G. (2010) Reflective Practice: Writing and Professional Development, 3rd Edition, Sage Publications Ltd, London. Clark, T., Osterwalder, A., & Pigneur, Y. (2012) Business Model You: A OnePage Method For Reinventing Your Career. John Wiley & Sons Cloke, K. and Goldsmith, J. (2003), The art of waking people up: Cultivating authenticity and awareness in the workplace. John Wiley & Sons 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. Stoakes, C (2011), All you need to know about commercial awareness, Longtail Publishing Ltd, London.

Updated December 2015

BML 307 Small Business Enterprise Module Title: Small Business Enterprise Module Code: BML307 Credits: 15 Level: 6 Academic Department: Business School Programme to which the module contributes: Business School BA (Hons) undergraduate degree route Tutor Responsible: Lionel Bunting Entry Requirements: Introduction to Marketing (taken pre-requisite)

Aims: The module aims to focus on the environmental factors that are directly relevant to a small business context, and to allow students to develop a critical understanding of the entrepreneurial process. The module has a very practical emphasis that draws upon students’ earlier business related studies. Whilst relevant to business studies students in general, it is designed to be of particular use to those students that are studying business as either a joint or minor element in combination with another degree programme.

Learning Outcomes: On successful completion of this module students will be able to:  Produce a persuasive business plan in support of a new business proposition through undertaking a critical analysis of the market within which the business is to operate.  Demonstrate effective communication and presentation skills, both written and oral, with the aid of Communications and Information Technology.  Work independently and take responsibility for their leaning.

Indicative Curriculum Content:    

Business planning Small business finance Entrepreneurial characteristics Marketing research 28

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Learning Strategy: The module adopts a very practical focus. It concentrates upon the planning that needs to be undertaken prior to the start-up of a small business. From the studentâ&#x20AC;&#x2122;s perspective, the primary output of the module is to produce a persuasive business plan. The main intention of the module is to allow students to draw on the toolkit of understanding that they have developed to date within their studies to date. As a consequence, there is no significant teaching of new concepts or ideas, and students are required to independently manage their own progress in achieving the learning outcomes and preparing for the assessment. Module delivery is based around a series of regular workshops that provide a forum whereby peers and tutors can review progress, and the quality of the reasoning used to support studentsâ&#x20AC;&#x2122; thinking tested. The workshop approach is supported by early sessions in the module specifically designed to set the scene and support students in the planning of their ideasâ&#x20AC;&#x2122; there will be a relatively early element of assessment that takes the form of a presentation that enables students to put forward, and receive feedback, in relation to their preliminary thinking. Additional support will be provided through tutor led sessions focusing on key components of the planning process.

Mode of Assessment: Formative: Students will be formatively assessed through the tutor and peer group feedback provided during the seminar sessions.

Summative: Presentation (20%) - students will be required to make a brief presentation (approximately 10 minutes followed by questions), in which they will be asked to provide an outline summary of their business proposition and identify, explain and justify the key factors relating to the product and market that the final plan will need to include. Assignment (80%) - students will be required to produce a written business plan (2,800 words). 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.

Updated December 2015

Assessment Criteria: Presentation: Students will be asked to give a brief presentation and will be assessed against the following criteria:

Through demonstration of a clear understanding of the principle factors relevant to their proposal, students will be able to respond convincingly to questions that require them to reflect and expand upon key aspects of the start-up proposal. Assignment: Students will be assessed against the following:  Persuasiveness in relation to the key elements of the business plan that demonstrates that the student has developed a critical understanding of the key factors impacting upon the market in which the business will operate.  Clear and logical sequencing within the plan, and communication of information in a manner that is easily accessible to a „non-expert. within the field of business at the centre of the proposal.  The quality of the presentation of the business plan.

Indicative Reading: Beaver, G. (2002) Small Business Entrepreneurship and Enterprise Development. Harlow: FT Prentice Hall Burns, P. (2002) Entrepreneurship and Small Business. Basingstoke: Palgrave MacMillan. Burke, R. (2006) Small Business Entrepreneur: Guide to Running a Small Business. UK: Burke Publishing: Carter, S. (2000) Enterprise and Small Business. Harlow: FT Prentice Hall Chaston, I. (2002) Small Business Marketing Management. Basingstoke: Palgrave MacMillan. Cohen, W. (2005) The Entrepreneur and Small Business Problem Solver, 3rd Edition. Chichester: Wiley. Deakins, D. (1999) Entrepreneurship and Small Firms. London: McGraw Hill Education. Wickham, P. (2000) Strategic Entrepreneurship. Harlow: FT Prentice Hall Williams, S. (2001) Lloyds TSB Small Business Guide. London: Vitesse Media.

Updated December 2015

Other Resources: www.business link.co.uk www.young-enterprise.org.uk

Software: SimVenture BML308 Nature, Ecotourism and Adventure Tourism Module code Title Programme Level Credits Contact time Acceptable for Excluded combinations Core/Optional Module Co-ordinator Description

BML308 Nature, Eco and Adventure Tourism (NEAT) BA(Hons) Tourism Management 6 15 36 hours BA(Hons) Tourism Management degree (all combinations) Routes without Tourism Management component Optional for Tourism Management only Jorge Gutic

Faced with increasing competition from existing and new destinations and often limited resources to develop new attractions, most Destination Management Organisations (DMOs) are increasingly turning towards Nature, Eco and Adventure Tourism (NEAT) as a way to promote their unique natural and heritage resources in a way that adds value to the destination and creates unique USPs aimed towards a significant niche sector within the tourism industry. Increasingly tourists are moving away from traditional sun and sea holidays and looking for a more unique, authentic, and increasingly â&#x20AC;&#x2DC;thrill-basedâ&#x20AC;&#x2122; destination experience. The aim of this module is to introduce students to the diverse nature of the Nature, Eco and Adventure Tourism industry and develop the practical skills required to audit NEAT resources and create packages focused on NEAT products. The module will briefly detail how this industry has developed, particularly in relation to the emergence of the Nature, Eco and Adventure Tourist, and will consider the distinctive characteristics of nature-based tourism, ecotourism and adventure tourism. The module will highlight the operational and management issues related to Nature, Eco and Adventure Tourism, with particular emphasis on their impacts and management approaches, while drawing on examples from the domestic and international tourism industry to highlight examples of best practice. Outline Syllabus & Teaching & Learning Methods A lecture programme and field visits will introduce students to the key themes running through the module. The lecture programme will be supported by practical workshops in which the students will have the opportunity to practice the skills developed in the classroom. Students will be asked to report back on key 31

Updated December 2015

issues in relation to their assigned area. Feedback and discussion will be generated through an investigation of key themes and related activities such as the analysis of the academic literature, management strategies, marketing material, and website reviews. Intended Learning Outcomes How assessed At the end of this module students will be able to: 1. Critique the key characteristics of the Nature, Eco and Fieldwork audit / NEAT proposal Adventure Tourism industry 2. Critically evaluate the economic, social and Fieldwork audit / environmental impacts of Nature, Eco and Adventure NEAT proposal tourism in a variety of destination environments. 3. Demonstrate a critical understanding of the key Fieldwork audit / operational issues and management frameworks NEAT proposal relating to Nature, Eco and Adventure tourism and propose appropriate strategies to guide its sustainable development through auditing and project development. 4. Critically reflect on the use of interpretation as an NEAT proposal effective management tool of natural and heritage resources used by Nature, Eco and Adventure tourism. 5. Communicate effectively in written form. Fieldwork audit 6. Work independently and co-operatively with others. NEAT proposal 7. Demonstrate and apply research, information reasoning NEAT proposal and critical analysis skills. 8. Interpret, evaluate and synthesise material and NEAT proposal demonstrate appropriate IT skills. Assessment Scheme Weighting % Formative: Informal feedback will be provided through in-class 0% discussion and fieldwork visit, and students will also have the opportunity to meet the module tutor in their project groups to review the progress of their assessments. Assessment Scheme Weighting % Summative: Assessment 1: NEAT Site Audit Students will take the role of specialist consultants to assist 40%; 1,400 words in the auditing of key Nature, Eco and Adventure Tourism equivalent per (NEAT) sites. Using a standard auditing proforma template, student students will be asked to complete a site(s) assessment audit, evaluating how the development of NEAT has impacted on destination environments. Assessment 2: NEAT Initiative Proposal 50%; 1750 words Students will act as commissioned consultants to help plan equivalent per and implement a NEAT-based initiative / project. student Assessment 3: Peer-assessment of group work Students will be requested to rate each group member on 10%; 350 words 100% scale against a set of criteria relating to group equivalent performance, using a peer assessment form, which should be submitted individually and anonymously to the module 32

Updated December 2015

tutor, who will prepare a summary peer assessment feedback sheet for each student. Assessment Criteria: Assessment 1: NEAT Site Audit 1. Full adherence to the auditing requirements outlined in the site audit proforma. 2. Ability to convey and discuss audit results accurately and succinctly within the auditing proforma. 3. Relevance and contextualisation of the chosen audit site in relation to NEAT. 4. Evidence and application of background reading in relation to chosen NEAT site. Assessment 2: NEAT Initiative Proposal 1. Evidence of the ability to work to guidelines and output targets outlined in a consultancy brief. 2. Evidence of a subsequent investigation focusing on NEAT products and markets on a destination, using available sources and relevant approaches, reflecting the module learning outcomes. 3. Evidence of potential positive impacts on the local visitor economy arising from the trail design. 4. Evidence of visitor guidance information and interpretation that is viable and relevant to the chosen site. 5. Evidence of identification of risk assessment and management related to the implementation of NEAT activities on the chosen site. 6. A high quality proposal which is well structured, exhibits cogent and critical arguments, conforms to a high standard of literary, and displays good referencing skills. Assessment 3: Peer-assessment of group work 1. Identification of individual role in the group. 2. Contribution to group work. 3. Support provided to other group members appropriate). 4. Evidence of completion of assigned tasks appropriate). 5. Reflection upon own and colleaguesâ&#x20AC;&#x2122; learning.

(as (as

Updated December 2015

Indicative Reading Lists/Key Texts/Websites/other resources Barton, B. (2006) Safety, risk and adventure in outdoor activities. London, Sage Publications. Beck, L. and Cable, T. (2002) Interpretation for the 21st century: fifteen guiding principles for interpreting nature and culture. 2nd ed. Champaign, Sagamore. Buckley, R. (2010) Adventure tourism management. Butterworth-Heinemann, London. Bushell, R. and Eagles, P. (2006) Tourism and protected areas: benefits beyond boundaries. Wallingford, CABI. Fennell, D. (2008) Ecotourism: An Introduction. 3rd edition, Routledge, London. Jennings, G. (2007) Water-Based Tourism, Sport, Leisure, and Recreation Experiences [editor] Gayle. London, Taylor & Francis Ltd. McNamee, M. (2007) Philosophy, risk, and adventure sports. London, Routledge. Newsome, D., Moore, S. and Dowling, R. (2001) Natural area tourism: ecology, impacts and management. Clevedon, Channel View. Pigram, J. and Jenkins, J. (2006) Outdoor recreation management. (2nd ed). Routledge, Oxon. Prideaux, B. Cooper, M. (2009) River Tourism. Wallingford, CABI Publishing. Raju, G.P. (2009) Ecotourism Guidance for Tour Operator. Delhi, Global Media. Top of Form Singh, T. (2005) New Horizons in Tourism: Strange Experiences and Stranger Practices. Cambridge, CABI Publishing. Varley,P., Taylor, S. and Johnson, T. (2013) Adventure Tourism : Meanings, experience and learning. London, Routledge.

Updated December 2015

Wearing, S. and Neil, J. (2009) Ecotourism impacts, potentials and possibilities? (2nd ed). Butterworth-Heinemann, Oxford.

Updated December 2015

BML 309 Sustainable Destination Management Module Title: Sustainable Destination Management Module Code: BML309 Credits: 15 Level: 6 Academic Department: Business School. Programme to which the module contributes: Business School BA (Hons) undergraduate degree routes. Tutor Responsible: Dr Andy Clegg Entry Requirements: Sustainable Business Management

Aims: The aim of this module is to encourage students to reflect on the management principles and practices identified in earlier modules at Levels 4 and 5, and capitalise on their knowledge and expertise when thinking about the operational dimensions of preparing a sustainable and integrated destination management plan. This module has been designed around the Destination Management Handbook - A Sustainable Approach published by the Tourism Management Institute and the English Tourism Council in 2003. This module provides the culmination to the sustainability theme that runs through the Tourism Management degree programme; while BML210 Sustainable Business Management provided a detailed examination of sustainability concepts and principles, this module is more specifically focused on the operational dynamics and practical realities of creating and managing a sustainable destination environment, and its links to other policy areas.

Learning Outcomes: On successful completion of this module students will be able to:  Identify and critically assess the main approaches to Sustainable Destination Management . Critically evaluate the basic principles and practices related to Sustainable Destination Management through applied project work  Practically apply the VICE model (Visitor, Industry, Community, Environment) and demonstrate how the objectives of sustainable tourism can be achieved and operationalised within the context of a destination environment  Synthesise good practice in sustainable destination management from a variety of destination environments  Communicate effectively in written and verbal form  Work co-operatively with others  Demonstrate planning, organisational and time management skills 36

Updated December 2015

 Demonstrate appropriate IT skills

Indicative Curriculum Content: Key areas covered in the module will include:  Approaches to sustainable destination management – typologies and destination development models  Public and private sector involvement in destination management  The VICE Model (Visitor, Industry, Community, Environment) – implementing a framework for destination management  Stakeholder engagement in destination management  Destination auditing  Destination development  Destination management and technology  Marketing destinations  Destination Management Organisations  Local Distinctiveness  Visitor Payback Schemes  Planning, regeneration, and sustainable destination management

Learning Strategy: The main focus of this module will be on workshops and student-led activities, supported by a series of introductory lectures. Many of the key themes covered in this module will have been introduced at some point within the degree programme, and the sessions will encourage students to reflect on management principles and practices and apply them specifically in the context of sustainable destination management. Guest speakers will form part of the programme, and it is envisaged that students will spend a day on the Isle of Wight or in the New Forest, to look at examples of best practice in relation to sustainable destination management.

Updated December 2015

Mode of Assessment: Formative: Informal feedback will be provided through in-class discussion, and students will also have the opportunity to meet the module tutor in their project groups to review the progress of their assessment. The development of the management project will be linked to the main themes covered during the taught sessions and students will work in their consultancy groups during the course of the module.

Summative: The assessment consists of three main elements: (a) Group consultancy report (50%) (equivalent 1,500 words per student) based around a live destination management project. Students will also be asked to apply and attend an interview for a destination management post. Specifically this will consist of: 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.

(b) Individual presentation (approx. 10 minutes per student) (30%)

Assessment Criteria: Consultancy Report  Ability to work to guidelines outlined in a consultancy brief  Ability to carry out a subsequent investigation, using available sources and relevant approaches  Ability to produce a high quality report which is well structured, exhibits cogent and critical arguments, conforms to a high standard of literary (and numeracy if relevant), and displays good referencing skills

Presentation  Structure and delivery of the presentation  Depth and knowledge of the subject 38

Updated December 2015

 Ability to convey information accurately and succinctly  The use and quality of visual aids

Interview  Evidence of knowledge and understanding in relation to the principles and practices related to Sustainable Destination Management  Clarity and conciseness of responses, in relation to the consultancy report and presentation

Indicative Reading: Countyside Agency (2001) Sustainable Tourism Management in the New Forest. Cheltenham: Countryside Agency. Hall, D & Richards, G. (2003) Tourism and Sustainable Community Development. London: Routledge. Howie, F. (2003) Managing the Tourist Destination. London: Thomson. Laws, E. (1995) Tourism Destination Management. London: Routledge. Morgan. N, Pritchard, A & Pride, R. (2002) Destination Branding - Creating the Unique Destination Proposition. London: Butterworth Heinemann. Murphy, P & Murphy, A. (2004) Strategic Management for Tourism Communities Bridging the Gaps. Clevedon: Channel View Publications. Partners For England (2008) Place Making – A Charter for Destination Management. London: Partners for England. Ritchie, J. (2003) The Competitive Destination. Oxon: CABI Publishing. Singh, S. (2003) Tourism in Destination Communities, Oxon: CABI Publishing. Swarbrooke, J. (1999) Sustainable Tourism Management, Oxon: CABI Publishing. Tourism Management Institute (2003) Destination Management Handbook. London: TMI.

Other Resources: Climpson, A. (2008) Sustainable Destination Management – The VICE Model. TourismInsights, www.insights.org.uk.

Updated December 2015

BML 311 Critical Issues in Managing IT Service Support Organisations

Module Title: Critical Issues in Managing IT Service Support Organisations Module Code: BML311 Credits: 15 Level: 6 Academic Department: Business School Programme to which the module contributes: Business School BA (Hons) undergraduate degree routes Tutor Responsible: Dr David Cooper Entry Requirements: BML 106 Business Information Systems, BML 215 Networked World; Systems and Architectures,

Aims: It is anticipated that many of the students upon graduation from this course will either work within, or closely with, departments responsible for information systems. The module will be closely aligned with the Level 3 module on Information Systems Strategy. Building on the third year theme, ‘Developing the Professional’ the aims of this module are to:

 Ensure that students are familiar with information systems organisations and departments and the various activities undertaken within them  Develop an understanding of the role of the Chief Information Officer  Prepare students to be able to contribute effectively to the delivery of business goals through the successful procurement, implementation and management of information systems.

Learning Outcomes: On successful completion of this module students will be able to:  Contribute effectively to the management of an Information Systems organisation  Support information systems evaluation, selection and procurement programmes  Critically analyse the effectiveness of IT support services and execute appropriate improvement strategies  Demonstrate familiarity with the principles of facilities management, applications management and desktop support  Design an appropriate business continuity plan

Updated December 2015

 Apply basic principles of relationship management focussed on building effective communications between the IS organisation and the rest of the business. Indicative Curriculum Content: Students will be expected to explore different organisational structures, considering the implications of and strategies for managing business systems and operations that are available 24 hours a day around the globe. Particular attention will be given to the ITL standards. They will also critically analyse many of the issues of day-today management of an IS organisation including for example;

        

Facilities and service support Service Level Management Service sourcing including outsourcing Systems evaluation and procurement Managing budgets and forecasting spend Business continuity planning Relationship management Socially responsible IT management Global IT management

Learning Strategy: Students will explore these issues through lecture inputs by module tutors and guest speakers; workshop sessions exploring the various management issues using case studies, role play, problem solving techniques, online discussion; seminar group discussion and directed reading/tasks. The emphasis will be on self-directed learning with students researching the different aspects of IS management and presenting back their findings. Students will be expected to be active participants in session and module development.

Mode of Assessment: Formative: Students will be formatively assessed through attendance at all sessions; active involvement in seminar discussion and individual/group tasks during sessions. Students will receive on going feedback from the module tutor.

Summative: Presentation (50%): this assessment will be in two parts. In the first, students will be presented with a case study based on either a service management problem or a systems evaluation and procurement exercise. One week later they will be required to individually present their analysis of the problem, recommended solution and approach to implementing the solution to an examination panel. They will be given 41

Updated December 2015

10 minutes for the presentation with 5 minutes for questions. (1750 words equivalent). Report (50%): the second part will require the students to write an individual account, critically analysing one aspect of the management of an information systems support organisation from a selection of topics provided. (1750 words equivalent).

Assessment Criteria: Presentation:  Demonstration of a clear understanding and analysis of the problem presented in relation to the given case scenario.  Clear explanation and appropriate rationale for the recommended solution and approach to implementation.  Quality of presentation skills.  Persuasiveness of responses given to questions.

Report:  Reflective, analytical and cohesive writing;  Critical analysis of the element of the IS support organisation selected;  Breadth and depth of the discussion beyond that covered within the course sessions.

Indicative Reading: Aalders, R. (2001) The IT Outsourcing Guide, PA Consulting. Chichester: Wiley. Addy, R. (2007) Effective IT Service Management. New York: Springer. Barton, R. (2003) Global IT Management – A Practical Approach. Chichester: Wiley. Bloomfield, B. et al. (1997) Information Technology and Organisations; Strategies, Networks and Integration. Oxford: Oxford University Press Brown, C & TOPI, H. (2003) IS Management Handbook. London: Auerbach. Calder, A & WATKINS, S. (2005) IT Governance – a managers guide to data security, 3rd Edition. London: Kogan Page. Earl, M. (1998) Information Management – The organisational dimension. Oxford: Oxford University Press. Erbschloe, M. (2003) Socially Responsible IT Management.USA: Elsievier. Fried, L. (1995) Managing Information Technology in Turbulent Times. Chichester: Wiley.

Updated December 2015

Hares, J & Royle, D. (1996) Measuring the Value of Information Technology. Chichester: Wiley. James, D. (2004) Buying Information Systems. Aldershot: Gower. Llientz, B & Larsssen, L. (2004) Manage IT as a Business. Oxford: Elsevier. Mckeen, J & Smith, H. (2003) Making IT Happen â&#x20AC;&#x201C; Critical Issues in IT Management. Chichester: Wiley. Mcnurlin, B & Sprague, R. (2001) Information Systems Management in Practice, 5th Edition. UK: Prentice-Hall OGC. (2002) ICT Infrastructure Support. Norwich: TSP. OGC. (2002) Business Perspective: The IS view on Delivering Services to the Business. Norwich: TSP. OGC. (2002) Planning to Implement Service Management. Norwich: TSP. OGC. (2002) Service Delivery. Norwich: TSP. OGC. (2007) The Official Introduction to the ITIL Service Lifecycle. Norwich: TSP. OGC. (2007) ITIL Service Design. Norwich: TSP. Pearson, K & Saunders, C. (2006) Managing and Using Information Systems; a Strategic Approach, 3rd Edition. Chichester: Wiley. Pinto, J & Millet, K. (1999) Succesful Information System Implementation: The Human Side, 2nd Edition. Pennsylvania: PMI. Plotnick, N. (2000) The IT Professionalâ&#x20AC;&#x2122;s Guide to Managing Systems, Vendors and End Users. California: Osborne/McGraw-Hill. Van-Bon J. (2004) IT Service Management; an Introduction. Holland: Van Haren Publishing Ward, J. (2002) Strategic Planning for Information Systems. Chichester: Wiley. Willcocks, L & LACITY, M. (2006) Global Sourcing of Business and IT Services. Basingstoke: Palgrave Macmillan. Weill, P & ROSS, J. (2004) IT Governance. USA: Harvard. Whitehead, R. (2001) Leading a Software Development Team: A Developer's Guide to Successfully Leading People and Projects. London: Addison Wesley.

Other Resources: Websites http://www.cio.com/ - Portal for CIO magazine 43

Updated December 2015

www.drj.com - Disaster Recovery Journal www.itil-live-portal.com – Interactive support centre for ITIL not fully operational yet www.computerweekly.com – weekly magazine for the IT profession BML 312 Business Ethics and Social Responsibility Module Title: Business Ethics and Social Responsibility Module Code: BML 312 Credits: 15 Level: 6 Academic Department: Business School Programme to which the module contributes: Business School BA (Hons) undergraduate degree routes Tutor Responsible: Chris Downs Entry Requirements: No pre-requisites or co-requisites

Aims:  To raise awareness of ethical considerations relevant to many business practices and issues, and of corporate social responsibility.  To introduce students to the concepts, theories and techniques used in addressing such ethical considerations.  To develop students’ skills in critical analysis and argument, in particular ethical reasoning.  To have students discuss critically current business and government policies relating to corporate social responsibility.  To have students reflect on their own moral values, their attitudes and behaviour.

Learning Outcomes: On successful completion of this module students will be able to:  . Examine a range of ethical theories, distinguishing between them on the basis of what are accepted as their most salient differences.  . Reflect on their own attitudes to ethical issues in the business sphere using appropriate concepts from ethical theory.  . Identify ethical issues that arise in business situations.  . Analyse and evaluate ethical reasoning and debate about ethical issues.  . Apply a range of ethical approaches to such issues in order to analyse them and produce prescriptions for action or policy. 44

Updated December 2015

 . Evaluate corporate and government policies relating to corporate social responsibility.

Indicative Curriculum Content:  Approaches to ethical thinking: teleological and deontological; utilitarianism; virtue ethics; relativism; justice etc.  Approaches to thinking about business including the development of stakeholder theory and the notion of corporate social responsibility.  Environmental and sustainability issues.  Fair trade.  Human rights and social justice.  Whistle-blowing.  The ethics of financial reporting, human resource management, marketing etc.  Socially Responsible Investment.  Ethical consumerism.

Learning Strategy: The strategy of the module is to place critical analysis at its centre, ensuring students are aware that the role of business ethics is to develop prescriptions for action, and that the purpose of studying business ethics is to develop skills of practical importance. The various approaches to ethical thinking (ethical theories) will be introduced through readings and subsequent discussion and workshop activities. Armed with an understanding of theory, students will subject a broad range of issues to critical analysis to produce prescriptions for business practice and public policy. Workshops based around case studies and issues will thus become the norm as the module progresses. Use will also be made of classroom experiments. Formal lectures are only expected to have a role if and when guest speakers are invited. Students will use published questionnaires (e.g. those available online from the Institute of Business Ethics) as a stimulus to reflect on and discuss their own ethical attitudes and behaviour. Full use will be made of Portia and the internet to make resources and module materials available.

Mode of Assessment: Students will be required to keep a learning log in which they will record their reflections on and responses to module activities and resources and other stimuli, eg news items students might hear or read about, events at their workplaces etc. They will be required to choose one or two issues from their learning log on which to write an essay (word limit 1,750 words). At the end of the module students will be required to complete a time constrained exercise on an individual basis. 45

Updated December 2015

Formative: Students will receive feedback on exercises and their learning log entries from peers and staff throughout the module.

Summative: Essay (50%). Time constrained exercise (50%) Assessment Criteria:  Ability to identify and explain ethical issues in broader business issues, practices and policies – to work with and produce descriptions of moral phenomena and behaviour.  Ability to reflect on own attitudes and behaviours from an ethical perspective (drawing on ethical theory).  Ability to apply ethical reasoning to produce prescriptions for action or policy (critical analysis).

Indicative Reading: Bakan, J. (2004) The Corporation: the pathological pursuit of profit and power. London: Constable. Boatright, J. (2004) Ethics and the Conduct of Business. 4th Edition. New Jersey: Pearson. Bradburn, Roger (2001) Understanding Business Ethics. London: Thomson Learning. Critical analysisPrescriptionsDescriptionsEthical theoryMoral phenomena(behaviour & beliefs) Chryssides &Kaler (1993) p16 Chryssides, G & Kaler, J.H. (2004) An Introduction to Business Ethics. 2nd Edition. London: Thomson. Fisher, C and A Lovell (2003) Business Ethics and Values. New Jersey: Pearson. Gini, A & Macoux, A.M. (2009) Case Studies in Business Ethics. 6th Edition. New Jersey: Pearson Newton, L.H. (2006) Permission to Steal: revealing the roots of corporate scandal. Oxford: Blackwell 46

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Selgin, J.L. (2003) The Right Thing: Conscience, Profit and Personal Responsibility in Today's Business. London: Spiro Press Thomson, Anne (1999) Critical Reasoning in Ethics. London: Routledge. Trevino, L.K & Nelson, K.A. (2007) Managing Business Ethics. 4th Edition. New Jersey: Wiley & Co. Other Resources: Periodicals Business and Society Business Ethics: A European Review Harvard Business Review Journal of Business Ethics

Online resources CorpWatch.org Transparency.org

References: Chryssides, G. and Kaler, J.H. (2004) An Introduction to Business Ethics. 2nd. edn. London: Thomson

Updated December 2015

BML313 Rural Tourism Module Title: Rural Tourism Module Code:

BML313

Credits:

Level:

Academic Department

Business School

Programme to which the module contributes:

BA (Hons) Tourism Management

Module Coordinator:

Dr Andrew Clegg

Entry Requirements:

BML109 Contemporary Tourism and Event Environment; BML111 Tourism, Events and Destinations â&#x20AC;&#x201C; Impacts and Sustainability

Aims: Rural areas have undergone a rapid and profound social and economic transformation in the last 25 years. Amidst economic restructuring processes, tourism has emerged as a vital component within the rural economy. Rural tourism therefore has considerable economic, social, cultural, political and environmental significance. The aim of this module is to examine the development, character, operation, impact and management of tourism in rural areas. Emphasis is given to the changing characteristics of tourism activity in rural areas, in terms of the demand and supply of the tourism product, and the impact of these changes on host communities and environments. Consideration will also be given to the emergence of the sustainability agenda in rural areas, the policy framework for rural tourism, the role of agriculture and farm diversification, and the way in which rural areas, communities and products are becoming increasingly commodified as part of regional marketing strategies. Learning Outcomes:

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



 

Critically define and conceptualise the nature of the rural tourism product Judge how the patterns and processes of demand and supply have influenced the economic, social and environmental development and wider restructuring of the countryside Critically discuss the policy framework for rural tourism and the role of public, private and voluntary organisations involved in rural tourism Critically assess the impact and management of tourism in a range of rural environments Interpret, evaluate and synthesise material applying reasoning, critical analysis and decision-making skills Communicate effectively in written and verbal form Demonstrate appropriate IT and media-based skills

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

Rural tourism and rurality Defining the rural tourism product Factors influencing the development and growth of rural tourism Policy frameworks for rural tourism Rural tourism and sustainability Impacts of rural tourism Planning and managing rural tourism Tourism in National Parks Tourism and agriculture Tourism, woodland and forestry resources

Learning Strategy: The module will be based around an interactive lecture programme augmented with video and slide presentations, in-class activities and a particular emphasis on the incorporation of fieldwork in the local area and guest speakers involved in rural tourism and countryside management. Indicative fieldtrip locations include Queen Elizabeth Country Park, the South Downs National Park and Chichester Harbour. Students will be encouraged to undertake independent field research as part of their assignment, and to develop effective links between issues discussed in class and the practical realities of managing rural tourism. To support the podcasting component of the assessment students will also receive guidance on using video cameras, and instruction in the use of media production packages (e.g. Windows Movie Makers/iMovie).

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Mode of Assessment: Formative: Informal feedback will be provided through in-class discussion and practical activities. Students will also have the opportunity to meet the module tutor in small groups to review the progress of their assessment. Summative: Group presentation and defence of grant/funding application (40%) (approx. 10 min per student and Q&As from the funding panel); group podcast (60%) (approx. 5-7 min per student).

Assessment Criteria:

Presentation: 



 

Ability to work to guidelines and instructions outlined in the grant/funding application Structure and delivery of the presentation in relation to grant/funding application Depth and knowledge of the supporting evidence to support and justify grant/funding application Ability to convey information accurately and succinctly The use and quality of visual aids

Podcast: 



  

Ability to work to production and content/investigative guidelines outlined in a consultancy brief Evidence of appropriate case studies and reference to the academic literature to support the consultancy brief Clear, logical and progressive structure Clarity of commentary in terms conciseness, coherence and criticality Quality of editorial content and overall design elements

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Indicative Reading: BUSHELL, S. (Ed.) (2007), Tourism and Protected Areas: Benefits Beyond Boundaries, CABI Publishing, Oxon. BUTLER, R. (2000), Tourism and National Parks, Wiley, Chichester. BUTLER, R., HALL, M. AND JENKINS, J. (1998), Tourism and Recreatio Rural Areas. Wiley, Chichester EAGLES, P.F.J. NAD McCOOL, S.F. (2004), Tourism in National Parks and Protected Areas: Planning and Management, CABI Publishing, Oxon. GEORGE, E.W., MAIR, H. AND REID, D.G. (2009), Rural Tourism Development – Localism and Cultural Change, Channel View Publications, Clevedon. FONT, X AND TRIBE, J. (1999), Forest Tourism and Recreation: Case Studies in Environmental Management, CABI Publishing, Oxon. HALL, D. AND MITCHELL, M. (2004), New Directions in Rural Tourism, Ashgate Publishing, London. HALL, D., KIRKPATRICK, I. AND MITCHELL, M. (2005), Rural Tourism and Sustainable Business, Channel View Publications, Clevedon. HM GOVERNMENT (2011), The Natural Choice – Securing The Value of Nature, HMSO, London. MACLEOD, D. AND GILLESPIE, S. (2010), Sustainable Tourism in Europe, Routledge, London. ROBERTS, L. AND HALL, D. (2001), Rural Tourism: Principles to Practice, CABI Publishing, Oxon. SHARPLEY, R. (1997), Rural Tourism: An Introduction, Routledge, London. SZNAJDER, M. AND SCRIMGEOUR, F. (2009), Agritourism, CABI Publishing, Oxon. TRIBE, J. ET AL. (2000), Environmental Management for Rural Tourism and Recreation, Cassell, London.

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BML 314 Business Strategy Module Title: Business Strategy Module Code: BML314 Credits: 15 Level: 6 Academic Department: Business School Programme to which the module contributes: Business School BA (Hons) undergraduate degree route Tutor Responsible: Rob Warwick/Michel Leseure Entry Requirements: None Aims: The module encourages learners to think critically about business strategy. It is designed for students that may have little or no personal experience of strategic management, whom may not go directly into roles that require strategic management skills. The Business Strategy module aims to deliver strategic management for nonstrategic managers. Learning and teaching take a student-centric orientation, to pull together core themes from business and management disciplines covered in previous modules. Learners will design business strategies, based upon tools and models, to analyse the strategic context. Consideration is given to the effectiveness of corporate vision, the application of strategic tools, models and concepts (such as value chains and approaches to segmentation), the processes of strategy, and critical success factors in the delivery of competitive advantage and customer value.

Learning Outcomes: On successful completion of this module students will be able to:  Construct a coherent business strategy  Select and justify business strategy tools, models and concepts, and make reasoned recommendations.  Apply business strategy skills to contemporary case material

Indicative Curriculum Content: Key areas in the module will include:  Distinguishing between business strategy and business operations  Use of tools, models and approaches to analyse the strategic context  Consideration of how well an organisation is delivering its business vision 52

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 Justification of the selection of strategic models, tools and approaches such as Five Forces Analysis, value curves and value chains, core competence identification, segmentation analysis, Ansoff.s matrix, Booze Balls, Balanced Scorecard and Critical Success Factors (CSF.s).

Learning Strategy: Business strategy is designed to be an active learning experience. Didactic input is kept to a minimum and students are encouraged to work individually and in groups to gather information, solve problems and make decisions, using content introduced in this business strategy module. Outside of workshop time, learners work week-byweek on assessments and guided study. The cohort feedback to each other most weeks, on their experiences of working on their assessments. Contemporary case studies and examples, using a range of technologies, help to keep learners engaged. The first three sessions on evaluating the organisational aspects of strategy development and the last two sessions on change management will be taught in association with Developing an Information Strategy (IT route). Where practicable one of the sessions on change management will utilise a computer based simulation available from INSEAD.

Mode of Assessment: Formative: Learners are encouraged to work on business strategy development week-by-week. An early assignment presentation takes place in week 3 or 4 so that tutors have the opportunity to provide early feedback on the development of business strategy (30%)

Summative: Learners submit their final individual assignment at the end of the module comprising justified and reasoned recommendations for business strategy to a case study organisation (70%).

Assessment Criteria:  The final business strategy should show evidence of critical thinking, and problem solving and decision making skills.  Business strategy tools, models and concepts should be applied competently to the specified case study.  Communication should be effectively a structured.  Business strategies should be reasoned and justified.

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Indicative Reading: Johnson, G, Scholes, K & Whittington, R. (2008) Exploring Corporate Strategy, 8th Edition.Harlow: FT-Prentice-Hall. Lynch, R. (2008) Strategic Management, 5th Edition. Harlow: FT-Prentice-Hall. Sanchez, R and Heene, A. (2004) The New Strategic Management: Organization, Competition and Competence. Chichester: Wiley. Sutherland, J & Canwell, D. (2004) Key Concepts in Strategic Management. Basingstoke: Palgrave MacMillan. White, C. (2004) Strategic Management. Basingstoke: Palgrave MacMillan.

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BML 315 Contemporary Issues in E-Business Module Title: Contemporary Issues in E-Business Module Code: BML315 Credits: 15 Level: 6 Subject Area: Business School Programme to which the module contributes: Business School BA (Hons) undergraduate degree routes. Tutor Responsible: Paul Kooner-Evans Entry Requirements: No pre-requisites or co-requisites.

Aims: This module will enable the students to critically debate a of range of contemporary issues about E-Business and its application, through the evaluation of case studies that highlight real-world problems encountered by organisations as they develop and implement e-commerce. Students will work collaboratively, communicating online and prepare to lead one of the online debates. They will reflect upon their role in working collaboratively and as a team leader through an online diary.

Learning Outcomes: On successful completion of this module students will be able to:  Demonstrate knowledge and a critical understanding of contemporary issues in EBusiness;  Relate theoretical knowledge to practical experience in the form of case studies;  Be aware of the problems associated with international transactions;  Understand how web enabled databases facilitate E-Business e.g. CRM;  Demonstrate competence in communicating online effectively;  Lead and be a member of a virtual team, collaborating through a variety of online activities;  Self-monitor effectiveness.

Indicative Curriculum Content:

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Students will be able to lead and participate in discussions around a range of current themes and case studies and develop their critical thinking skills. For example: the impact of the credit crunch upon e-business, international transactions and the electronic handshake; buy, lease or build; legal, ethical, and compliance Issues; building a customer base; cost effective advertising; sponsorships and the impact that social computing is having on the business world and global economy.

Learning Strategy: This module will be delivered as a series of online workshops involving a variety of activities and discussions. Students will have the opportunity to critically explore issues relevant to the module through online discussion with module peers and tutors. Students will be expected to be active online participants in the workshops, working within a variety of different groupings. They will debate a range of current, topical issues including case studies where E-Business is used. Throughout this module, students will be asked to keep an individual reflective e-diary of their learning experiences, which will form part of their assessment.

Mode of Assessment: Formative: Students will be formatively assessed through their participation in online seminar discussion and individual/group tasks. Students will have opportunity to develop their collaboration and leadership skills during the workshops and monitor their selfeffectiveness through participation in online tasks and discussion, receiving feedback from their peers and the module tutor. Individual assignment tutorial support using a choice of media (e.g. email, CHAT, telephone, webcast) will be offered to each student.

Summative: Assignment (100%) Students will be asked to submit an individual report which debates a contemporary issue in E-Business. Students will be expected to relate and evaluate strengths and limitations from case studies, and present clear lines of argument. All students will also present their online reflective diary and analysis of their participation in a workshop activity (3500 words equivalent).

Assessment Criteria: Report: ď&#x201A;§ Critically evaluate knowledge and understanding of a contemporary issue in EBusiness; ď&#x201A;§ Ability to synthesise strengths and limitations, developing a coherent argument; ď&#x201A;§ Ability to apply theoretical knowledge of E-Business to its practical application; 56

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 Reflective, analytical and cohesive writing;  Standard English and consultation of a diversity of authoritative sources.  Able to participate online to meet module objectives. Analysis of online participation  Reflective diary of learning compiled throughout workshops.

Indicative Reading: Chaffey, D. (2003) E-Business and E-Commerce Management, 2nd Edition. Harlow: FT Prentice Hall. Chaffey, D. (2007) E-business and E-commerce Management: Strategy, Management and Applications, 3rd Edition. Harlow: FT Prentice Hall. Chaffey, D et al. (2006) Internet Marketing: Strategy, Implementation and Practice, 3rd Edition. Harlow: FT Prentice Hall. Ghosh, A. (1998) E-Commerce Security. Chichester: Wiley. Kare-Siver, M. (2002) E-Shock - The new rules. Basingstoke: Palgrave. Rowley, J. (2002) E-Business Principles and Practice. Basingstoke: Palgrave. Timmers, P. (1999) Electronic Commerce. Chichester: Wiley. Turner, C. (2002) The Information Economy. London: Kogan Page. Webster, F. (1997) Theories of the Information Society. London: Routledge. Raisch, D. (2001) The Emarketplace. London: McGraw-Hill. Sparrow, A. (2000) E-Commerce and the Law. The Legal Implications of Doing Business Online. Harlow: FT Prentice Hall. Turban, E, Lee, J, King, D, McKay, J & Marshall, P. (2008) Electronic Commerce, 5th Edition. London: Pearson.

Other Resources: Web Sites: http://www.forests.com/cfpvideo/ethics.html [Online] Cyber Ethics Pioneers Accessed May 2009.

http://www.singstat.gov.sg/statsres/conferences/ecommerce/d8.pdf [Online]. Defining and Measuring Electronic Commerce Accessed May 2009. 57

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http://ec.europa.eu/internal_market/e-commerce/index_en.htm [Online]. European Commission, E-Commerce definition Accessed May 2009. http://www.keyitsolutions.com/e-commerce_ecommerce.htm [Online]. IBM, Key IT Solutions Accessed May 2009. http://www.microsoft.com/uk/smallbusiness/technology-in-business/sales-andmarketing/e-business.mspx [Online] Microsoft, E-Business and the Law Accessed May 2009. http://www.truste.org/ [Online]. TRUSTe. Promoting privacy policy disclosure, informed user consent, and consumer education Accessed May 2009.

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BML 316 Personalising the Commercial Web Experience Module Title: Personalising the Commercial Web Experience Module Code: BML316 Credits: 15 Level: 6 Academic Department: Business School Programme to which the module contributes: Business School BA (Hons) Undergraduate degree route Tutor Responsible: Leigh Cook Entry Requirements: BML214 Analysing and Improving Website Design and Performance (taken pre-requisite) or equivalent, BML212 Dynamic and Data-Driven Systems or equivalent.

Aims: This module aims to develop students. IT and business skills to implement effective web techniques, following on from the level 2 module Analysing and Improving Website Design and Performance. Students will critically analyse a commercial website and identify and justify ways that the visitor experience could be made more personal.

Learning Outcomes: On successful completion of this module students will be able to:  Demonstrate knowledge and understanding of a range of commercial web techniques;  Apply identified web techniques to enhance results;  Critically analyse a business. commercial website and identify opportunities to apply web techniques to make the visitor experience more personal;  Consider and debate relevant ethical issues in relation to the techniques used to personalise the web visitor experience;  Provide evidence of research including wider reading to inform choices.

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Indicative Curriculum Content: This module will build upon the Level 2 module Analysing and Improving Website Design and Performance. The key content will be exploring relevant commercial web techniques e.g.:  Ethics, debating White hat and Black hat issues and trends (e.g. Cloaking, link farming);  Contact Nurturing;  Tracking Visitors. Interests;  Delivering Dynamic Content;  Affiliate Program Management;  Online live chat;  Cookies;  Search Engine Optimisation;  Google Dance;  Shuffling and sandbox;  Data Harvesting;  Hosting;  Web and Customer Security, Payment Options;  Semantic web

Learning Strategy: This module will have a strong practical focus including the enhancement of an existing website. Practical work will complement theoretical learning with supporting debates, lectures, demonstrations and workshops. Students will also be expected to use suitable reference sources.

Mode of Assessment: Formative: Students will have the opportunity to work individually and as a group critically analysing case study based web techniques. Formative feedback will occur from peers and the tutor during workshop and study sessions.

Summative: Assignment (100%) The assignment will be in two parts. Part 1 (60%) Students will conduct a critical analysis of a current commercial website of a business and produce a professional report detailing key recommendations for improvement, based on informed choices. The report should also show evidence of ethical issues considered (2100 words equivalent).

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Part 2: (40%) Students will be required to effectively implement identified commercial web techniques, to address some of the key recommendations made in Part1 to personalise the visitor experience. Students will need to maintain a log to show what alterations have been made (1400 words equivalent).

Assessment Criteria:    

Part 1: Critical Analysis and Recommendations Knowledge and understanding of relevant commercial web techniques; Able to identify and debate relevant ethical issues; Critically analyse a commercial website and justify appropriate recommendations of personalisation;  Provide evidence of relevant research to inform choices;  Logical progression of ideas and good use of Standard English evident.

Part 2: Implementation  Effectively apply relevant identified techniques to enhance a chosen commercial website;  Provide a detailed log which documents changes to current website.

Indicative Reading: Bensky, P. (2007) Five Simple Steps to Improve Your Website's Search Engine Ranking. UK: Tracker Press. Bradenbaugh, (1999) JavaScript Application Cookbook. Dublin: O.Reilly. Castro, E. (2006) HTML, XHTML, and CSS, Sixth Edition: Visual QuickStart Guide: With XHTML and CSS (Visual QuickStart Guides). 6th Edition. London: Peachpit Press. Clarke, R & Newman, G. (2003) Superhighway Robbery. Preventing E-Commerce Crime. Devon: Willan Publishing. Coombs, E & DeLeon, R. (2007) Google power tools bible. Indianapolis: Wiley. Darie, C & Sirovich, J. (2007) Professional Search Engine Optimization with PHP: A Developer's Guide to SEO (Programmer to Programmer), Hungry Minds. Chichester: Wiley. Depasquale, P.J. (2005) Addison-Wesley's Java backpack reference guide. Boston: Addison-Wesley.

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Deshpande, Y & Murugesan, S. (2001) Web Engineering. NY: Springer. Forta, B et al. (2005) Macromedia ColdFusion MX 7 Web Application Construction Kit. USA: Macromedia Press. Freedman, C. (2007) Yahoo! Maps Mashups, Indianapolis: Wiley Technology Pub. George, D. (2005) The ABC of SEO. USA: Lulu.com. Graham, P. (2004) Hackers & Painters. California: O.Reilly. Grappone, J & Cousin, G. (2006) Search Engine Optimization: An Hour a Day, Hungry Minds. Chichester: Wiley. Iverson, W. (2005) Apache Jakarta Commons : reusable Java components. New Jersey: Prentice Hall PTR Kalinovsky, A. (2004) Covert Java. Techniques for decompiling, patching and reverse engineering. USA: SAMS. Kare-Silver, M. (2001) e-Shock. The New Rules. Internet Strategies for retailers and Manufacturers. 2nd Edition. New York: Amacom. Kent, P. (2006) Search engine optimization for dummies. New Jersey: Wiley. Kerman, P. (2004) Teach Yourself Macromedia Flash MX 2004 in 24 Hours. USA: SAMS. Kew, N. (2007) The Apache modules book : application development with Apache. New Jersey: Prentice Hall. Klobas, J. et al. (2006) Wikis : tools for information work and collaboration. Oxford : Chandos Langville, A & Meyer, C. (2006) Google's PageRank and Beyond: The Science of Search Engine Rankings. London: Princeton University Press. Ledford, J. L. (2007) Google powered : productivity with online tools. Chichester: Wiley. Ledford, J & Tyler, M. (2007) Google Analytics 2.0. Indianapolis: John Wiley & Sons Lewis, A. et al. (2007) Beginning Google Maps applications with Rails and Ajax: from novice to professional., Berkeley: Apress. Mintz, A. (2002) Web of Deception: New Jersey: . Information Today. Moncur, M. (2000) Teach Yourself JavaScript in 24 hours, 2nd Edition. London: SAMS. Moran, M & Hunt, B. (2005) Search Engine Marketing, Inc.: Driving Search Traffic to Your Company's Web Site. USA: IBM Press Nielsen, J. (2001) Designing Web Usability. London: New Riders.

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Norman, B. (2007) Getting Noticed on Google in Easy Steps (In Easy Steps). London: Computer Step Posluns, J. (2004) Inside the SPAM Cartel. Trade Secrets from the Dark side. USA: Syngress Reinheimer, P.M. (2006) Professional Web APIs with PHP : eBay, Google, PayPal, Amazon, Fedex plus Web feeds. New Jersey: Wiley Technology Pub. Schrenk, M. (2007) Webbots, spiders, and screen scrapers : a guide to developing internet agents with PHP/cURL.: San Francisco: No Starch Press. Seda, C. (2004) Search Engine Advertising. Buying your Way to the Top to Increase Sales. USA: New Riders. Suh, W. (2005) Web Engineering. Principles and Techniques. London: Idea Group. Sun Professional Services, (2001), Dot-Com & Beyond. USA: Sun Microsystems. Tavani, H & Spinello, R. (2004) Readings in CyberEthics, 2nd Edition. London: Jones and Bartlett. Tiller, J. (2005) The Ethical Hack. A Framework for Business Value Penetration Testing: London: Auerbac.

Other Resources: Internet magazines, e.g.:Wired, EMAP, Byte, Net.

Websites: Herman, I. (2007), Semantic Web. Available at: http://www.w3.org/2001/sw/ Accessed July 2007. Neilsen, J. (2007), http://www.useit.com/ Accessed July 2007. Search Engine Optimising. Available at: http://www.searchengineoptimising.com/. Accessed July 2007. Sobek, M. (2007), E-Factory: Google Dance. Available at: http://dance.efactory.de/ Accessed July 2007. Stephenson, K., & Jarvis, S. (2007), White Hat Web Design. Available at: http://www.white-hat-web-design.co.uk/articles/sandbox.php. Accessed July 2007. Wallace, D. (2007), Search Engine Watch: Web 2.0 Technologies and Search Visibility. Available at: http://searchenginewatch.com/showPage.html?page=3624222. Accessed July 2007.

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Wise, R. (2007), Website Owner. Website Ethics. Available at: http://websiteowner.info/articles/ethics/ Accessed July 2007.

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BML 318 Current Issues in HRM Module Title:

Current Issues in HRM

Module Code:

BML318

Credits:

Level:

Academic Department:

Business School

Programme to which the module contributes:

Business School BA (Hons) undergraduate degree routes

Tutor Responsible:

TBC

Entry requirements: equivalent.

BML206 Human Resource Management or

Aims: The aim of this module is to provide students with an opportunity to select, research and critically assess a range of contemporary HR issues in depth. Examples of such issues might include surveillance, emotional intelligence, aesthetics, discrimination in the workplace, the changing psychological contract, harassment and bullying at work, incivility in the workplace, ‘healthy’ organisations, and the intensification of work. Enquiry-based learning methods will be used to explore the nature and implications of these issues and particular emphasis will be placed upon how the HR function can contribute to the effective management of them. The module will further focus on developing independent research and study skills to instil the qualities of an independent learner and thinker in the students. Learning Outcomes: On successful completion of this module students will be able to:  Research and select alternative theoretical and empirical perspectives to analyse a range of contemporary HR issues.  Critically reflect upon the significance of contemporary HR issues in the workplace.  Critically evaluate the implications of contemporary HR issues for managers and employees.  Evaluate the benefits and limitations of alternative approaches to managing contemporary HR issues.  Critically apply knowledge of HR practice to formulate organisational responses to contemporary HR issues. 65

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 Apply knowledge of enquiry-based learning techniques to select key information for problem-solving purposes.

Indicative Curriculum Content: It is envisaged that a variety of contemporary HR issues will be considered within this module. The particular issues are likely to change from one academic year to the next according to student interest and the prevailing trends in contemporary human resource management practice. Examples of issues might be:  Surveillance at work  New developments in managing diversity  Sensitive and health issues e.g. organisational and individual stress, employee lifestyles.  Emotions at work  Violence at work  Bullying and harassment  Aesthetic labour  Ethics in HR Learning Strategy: This module will be delivered along professional research and project management guidelines. Students will be invited to discuss and choose a current issue in HR to focus their studies and prepare a ‘conference paper’. Tutor facilitated workshops will focus on: (1) Overview, discussion and student identification of a current HR issue supported by a literature search. (2) Action learning set(s) where students present, criticise, share and discuss progress with their paper and receive feedback from the tutor and their peers. (3) Assessment of outcomes of student research based on presentation to the rest of the group, and invited guests. The approach to learning is centred on the student’s own interests but the whole group benefits from the support of their peers, learning about a range of current HR issues and specialist tutor guidance on resources and perspectives available. Mode of Assessment: Formative coursework: Students will present their early work on their paper to an action learning set and receive feedback from the tutor and their peers. In addition each student will be expected to prepare and maintain a Learning Portfolio. This portfolio will provide both tutor and student with evidence of understanding, application and engagement. Summative 100%: Students will be required to submit their conference paper (3,500 words). This work will enable students to meet all of the learning outcomes for the module. 66

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Assessment Criteria: The generic University of Chichester undergraduate assessment criteria will be utilised alongside the following specifics. Students at this level will be assessed on their ability to formulate a convincing paper that:  Articulates clear aims for the focus on their chosen HR issue.  Demonstrates a critical awareness of existing theory, previous research and professional practice relating to the issue.  Correctly applies referencing conventions.  Critically evaluates approaches to managing contemporary HR issues.  Addresses or anticipates questions around management implications and practice. Indicative Reading: (This will be supplemented by specific guidance depending on the students’ choice of conference paper area) Claydon, T & Beardwell, J. (2007) Human Resource Management: a contemporary approach, 5th Edition. London: FT Prentice Hall. Kirton, G & Greene, A. (2005) The dynamics of managing diversity : a critical approach, 2nd Edition. Amsterdam/ London: Elsevier Butterworth-Heinemann. Redman,T & Wilkinson, A. (2009) Contemporary human resource management : text and cases,3rd Edition. London: FT Prentice Hall. Saunders. M, Millmore. M, Lewis. P, Thornhill, A & Morrow, T. (2007) Strategic Human Resource Management: Contemporary Issues. London: FT Prentice Hall. Stewart. J, Rigg, C, & Trehan, K. (2007) Critical Human Resource Development: Beyond Orthodoxy. London: FT Prentice Hall.

Other Resources: 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 67

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People Management Websites: Chartered Institute of Personnel and Development ACAS Equality and Human Rights Commision

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BML 319 Applied Event Management 1 Module Title: Applied Event Management 1 Module Code: BML319 Credits: 15 Level: 6 Academic Department: Business School Programme to which the module contributes: Business School BA (Hons) undergraduate degree routes Module Co-ordinator: Dr Wendy Sealy Entry Requirements: No pre-requisites or co-requisites

Module Aims: The aim of this module is to review, design and complete each of the planning steps required for the operational implementation of the live external event that students taking the BA (Hons) Event Management need to complete as part of their final year triple-weighted module. Students will be guided towards potential event projects and delivery opportunities based on employer links facilitated by the academic staff team. This module is based on a series of tutorials and workshops delivered by academic staff and industry practitioners, and is designed to provide specialist, targeted support to students preparing their final year event. At the end of this module students would have completed the first part of their final triple-weighted module, and demonstrated the planning and logistical preparation for their final year event. Students will have completed a detailed event planning document to use as the basis of Applied Event Management 2 and 3.

Learning Outcomes: On successful completion of this module, students will be able to:  Critically evaluate the logistical and planning constraints to running a real-life event  Formulate a detailed event planning statutory document  Communicate effectively in written and verbal form  Work co-operatively with others  Demonstrate the ability to interpret, evaluate and synthesize information  Demonstrate research, critical analysis and planning skills

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Indicative Curriculum Content: Key areas covered in the module will include:  Concept screening and objective analyses (Financial, Operational and Marketing), long term and short term implications. Identification of requirements and must meet objectives.  Budget creation, financial management and identification of potential sources of income. Detailed budget plan and feasibility of sponsorship (cost-benefit analyses). Support service requirements.  Environmental management policy, sustainability policy, and procurement strategy.  Finding the venue/site – assessment criteria, logistics, ambience, planning implications.  Risk management plan incorporating health and safety, environmental and legal requirements. Communications with relevant authorities. Insurances, legalities and contingency plans for on-the-day management.  Site plan and infrastructure, configuration and measurements. Location of activities - logistical and staffing implications.  Managing the supply chain. Drawing up of the Production Schedule, (build up and break down).  Documentation and control, ticket design (enquiries and issue), parking plans and transportation, entrance/ticketing control.  Staffing management, source, communications and control.  Event set up and implementation, operational activities immediately prior to the event (load-in, welcome area preparation, on-site management, staff briefings, radio communications management, pinch points and contingency plans).  Clear-down, payment of suppliers and staff, waste removal, hand-over.  Evaluation, divestment and long-term implications. Documentation and management of feedback.

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Learning Strategy: A series of interactive tutorials and workshops forms the basic structure of this module, where students will work towards completing an event planning proposal. Using an interactive and student-led format, each event group of students will revise, discuss and complete specific elements of an event operational plan on a weekly basis with the support of specialist guest speakers.

Mode of Assessment: The assessment for this module will consist of a final event. Planning and management detailed proposal which will serve as the statutory event management plan document that is required by local licensing authorities, emergency services and the HSE to demonstrate that an event has been adequately planned.

Formative: Students will be asked to present a detailed overview of their event plan as part of an event proofing process, and highlight how key statutory obligations have been met (30%, approx. 10 minutes per student). Each event group will also present a draft of their event plan and will receive appropriate guidance to ensure that the event will run successfully.

Summative: Event management plan (70%, approximately 2,640 word equivalent per student). Assessment Criteria:

Event Proofing  Clear demonstration of an understanding of event management and the logistics of the proposed event through the applicability of the event proposal in relation to event proofing process  Structure and delivery of the presentation  Depth and knowledge of the subject  Ability to convey information accurately and succinctly  The use and quality of visual aids

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Final event planning and management detailed proposal  Clear demonstration of an understanding of event management through the applicability of the proposal document  Clear and logical structure  Clarity, conciseness and coherence of content in relation to the requirements of the chosen event  Reference to professional and academic literature  Effective use of tables, figures and illustrations  Quality of page layout and overall design elements

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Indicative Reading: Specific reading for this module will be recommended according to the requirements of the chosen event and the needs of the students. However the following titles provide general guidance on the preparation of event plans:

Allen, J. (2002) The Business of Event Planning: Behind-the-Scenes Secrets of Successful Special Events. Etobicoke: Wiley. Bowdin. G, Allen. J, O.toole. W, Harris. R & Mcdonnell, I. (2006), Events Management, 2nd Edition. Oxford: Elsevier. Comway, D. (2002) The Event Manager's Bible: How to Plan and Deliver an Event, 2nd Edition. Oxford: How To Books. Health and Safety Executive. (1999) The Event Safety Guide: A Guide to Health, Safety and Welfare at Music and Similar Events, 2nd Edition. Norwich: HSE Books. Health and Safety Executive. (2005) Giving Your Own Firework Display: How to Run and Fire it Safely, 2nd Edition. Norwich: HSE Books. Shone. A & Parry, B. (2001) Successful Event Management. A Practical Handbook. London: Continuum. Tarlow. P & Goldblatt, J. (2002) Event Risk Management and Safety. Chichester: Wiley.

Updated December 2015

BML 320 Applied Event Management 2 and 3 Module Title: Applied Event Management 2 and 3 Module Code: BML320 Credits: 30 Level: 6 Academic Department: Business School Programme to which the module contributes: Business School BA (Hons) undergraduate degree routes Tutor Responsible: Dr Wendy Sealy Entry Requirements: Applied Event Management 1 or equivalent

Module Aims: The aims of this module are twofold, the first being to provide students with the opportunity to implement a live external event that constitutes the final assignment of the BA (Hons) Event Management. The module’s second aim is to enable students to reflect on their personal professional development as event management practitioners, and use this self-reflection to assess how their participation in the programme’s Stewardship activities and the implementation of two live events has enabled them to develop the academic and professional skills that will allow them to transition into the workplace. This module is based on student self-directed activities supported with on-demand group tutorials at key points of the event implementation process. At the end of this module students would have implemented a mediumscale external event and will have produced a detailed PDP document and skill portfolio that will serve to support their curriculum vitae.

Learning Outcomes: On successful completion of this module, students will be able to:  Design, organise, deliver and critically evaluate their own live event  Work co-operatively with others  Critically reflect on their own performance and demonstrate self-reflection skills through the completion of a PDP that supports and provides evidence of their acquired skills and knowledge  Communicate effectively in written form

Updated December 2015

Indicative Curriculum Content: Key areas that students are expected to cover during the event implementation element of the module will include:  Site arrival, perimeter demarcation, security, site mark-out.  Production Schedule Build-Up application - Managing the load-in – logistical discipline and control.  Teamwork and leadership styles, management and culture. Training.  Communication, chain of command and delegation.  Staff and stewardship debrief: visitor service, transport and support service operations, last-minute checks and contingency plans.  Welcoming of visitors, recording visitor data. Visitor-flow management and staff distribution at key points.  Trouble-shooting on site. Short term solutions and causal factor analysis.  Stopping the event and dealing with visitor exit flow. Non-conformity management.  Physical de-rig and management of break-down schedule.  Admin and contract acquittal. Paying of staff, and suppliers (if relevant).  Marketing and legacies, internal and external communications.  Site hand-over and restoration of the site/venue.  Event history file, legacy objectives, client communications.

Key areas that students are expected to cover during the reflective practice element of the module will include:  Range and scale of events that student can support.  Range of skills, experience and knowledge as event practitioner that the student has developed.  Range of interpersonal skills developed during the degree which is useful in the workplace.

Learning Strategy: A series of student-led, self-directed activities form the basic structure of this module, where students will work in groups towards the preparation, implementation and evaluation of a live event. After the completion of the event, students will engage in reflective practice in order to self-asses their personal professional development as event management practitioners, and will identify their professional strengths, skills and experiences that can be used to support their professional abilities as an Event Management graduate.

Updated December 2015

Mode of Assessment: The assessment for this module will consist of summative assessment in the form of an evaluation of the final event implementation (60%, approximately 6 to 8 hours indicative live event time plus preparation and de-rigging, maximum eight students per group), and formative assessment in the form of a reflective practice document and PDP (40%, approximately 2,800 word equivalent per student, individual mark).

Formative: Reflective practice document and PDP (40%, approximately 2,800 word equivalent per student, individual mark). Each student will reflect on their personal professional development as event management practitioner through the assessment of their own participation in 3 years of stewardship activities and implementation of live events, highlighting the academic and professional skills acquired that will enable and support their transition into the workplace.

Summative: Final event implementation (60%, approximately 6 to 8 hours indicative live event time plus preparation and de-rigging, maximum eight students per group). 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  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 customers attending the event

Reflective practice document and PDP  Identification of individual skills and experience as practitioner in Event Management  Identification of the range of events which the student can support 76

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ď&#x201A;§ Reflection upon own learning and experience ď&#x201A;§ Suitability of the reflective contents to provide supporting evidence in a CV

Indicative Reading: Allen, J. (2002) The Business of Event Planning: Behind-the-Scenes Secrets of Successful Special Events. Etobicoke: Wiley. Bolton, G. (2005) Reflective practice: writing and professional development. London: Sage Publications. Bowden. G, Allen. J, O.toole. W, Harris. R & Mcdonnell, I. (2006) Events Management, 2nd Edition. Oxford: Elsevier. Comway, D. (2002) The Event Manager's Bible: How to Plan and Deliver an Event, 2nd Edition. Oxford: How To Books. Health and Safety Executive. (1999) The Event Safety Guide: A Guide to Health, Safety and Welfare at Music and Similar Events, 2nd Edition. Norwich: HSE Books. Health and Safety Executive. (2005) Giving Your Own Firework Display: How to Run and Fire it Safely, 2nd Edition. Norwich: HSE Books. Shone, A & Parry, B. (2001) Successful Event Management. A Practical Handbook. London: Continuum. Tarlow, P & Goldblatt, J. (2002), Event Risk Management and Safety., Chichester: Wiley. Thompson, S & Thompson, N. (2008) The critically reflective practitioner. Basingstoke: Palgrave Macmillan.

Updated December 2015

BML 321 Public Relations and Sponsorship Module Title: Public Relations and Sponsorship Module Code: BML321 Credits: 15 Level: 6 Academic Department: Business School Programme to which the module contributes: Business School BA (Hons) undergraduate degree routes Tutor Responsible: Nicola Simmons Entry Requirements: No pre-requisites or co-requisites.

Aims: In an increasingly globalised society and media, most organisations and businesses are managing their public relationships (PR) to ensure that appropriate and sufficient information about their operations is passed to the public in a deliberate, planned and sustained manner, so that a mutual understanding is created and maintained between an organisation and its public. Closely associated with it, companies are increasingly looking at sponsorship as a way to effectively promote their business name, products, services or image, but also to develop and enhance their social and corporate responsibility. Thus, the aim of this module is to provide students with an understanding of the management principles and tools of public relations and sponsorship, which are applicable to any business regardless of their area of operations or products.

Learning Outcomes: On successful completion of this module, students will be able to:  Identify and conceptualise the key steps and requirements to develop and implement a communication plan  Identify and conceptualise the key steps and requirements to develop and implement a sponsorship strategy plan  Identify and assess the benefits generated by a PR campaign  Write a communication plan and a sponsorship strategy plan  Develop a critical appreciation of the different type of media tools used to support PR and sponsorship  Communicate effectively using various media and written form  Work independently and co-operatively with others.  Demonstrate research, information and critical analysis skills  Demonstrate appropriate IT skills 79

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Indicative Curriculum Content: Key areas covered in the module will include:  Introduction to PR and sponsorship  Influences, communications and marketing strategies. Traditional media vs. new media, Social media, podcasting and networking  Corporate image and corporate identity development, design and development of an integrated corporate communication strategy, communication with internal and external audiences  Research for PR and marketing (target audience, Brand awareness and USP’s)  Developing and implementing a communication plan, budget proposals and allocation, lead-time issues, communication tools  Issue management and crisis communication and management  Sponsorship trends and influences, fundraising vs. sponsorship, the sponsorship cycle from initial approach to maturity and completion  Identifying and assessing sponsorship benefits and value, sponsor research and assessment  Developing sponsorship strategies  Managing and servicing sponsorships, development of sponsorship packages, sponsorship contracts, measuring and evaluation of sponsorships, potential barriers to sponsorship  Social-Media: blogging, podcasting, social networking, website development video capture and edition, video distribution outlets

Learning Strategy: A series of interactive sessions, including lectures, student seminars and practical workshop sessions 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 workshop sessions. It is also envisaged that students will develop hands-on experience on PR and sponsorship by developing and implementing specific communication or sponsorship plans.

Updated December 2015

Mode of Assessment: Formative: Students will be asked to submit a draft communication or sponsorship plan on which they will receive feedback. They will also be asked to prepare a draft of their media-based tool using a story board of the intended media production.

Summative: (a) Preparation of a PR communication plan or a sponsorship strategy plan (maximum four students per group). (50%, approximately 1,750 word equivalent). Event students will complete this task with reference to their own end of year event, while marketing students will complete this task with reference to a brand or product of their choice.

(b) Design and implementation of a media-based information tool relating to the task set in [a] (50%, approximately 1,750 word equivalent, individual task). Students will have to design and implement a communication tool using one of the following media: podcast, blog, website or video, that provides information and support for the communication plan or sponsorship strategy.

Assessment Criteria: PR communication plan or a sponsorship strategy plan  Structure and content of the plan  Appropriate relevance and contextualisation of methodological and practical considerations  Evidence of background reading and case studies in relation to chosen plan  Evidence of integration of the module learning outcomes  Quality of data, graphics and overall presentation

Media-based information tool  Clear and logical structure / navigation  Clarity, conciseness and coherence of content  Evidence of content integration and support to the aims of the relevant communication or sponsorship plan  Effective use of relevant media-support tools  Quality of layout, design elements and final production

Updated December 2015

Indicative Reading: Bowdin. G, Allen. J, O.toole. W, Harris, R & Mcdonnell, I. (2006) Events Management, 2nd Edition. Oxford: Elsevier. Deuschl, D. (2006) Travel and Tourism Public Relations: an Introductory Guide to Hospitality Managers. Oxford: Elsevier. England Arts Council. (2005) Arts & Business Sponsorship Manual, 5th Edition. London: Arts & Business. Green, A. (2006) Effective Communication Skills for Public Relations. London: Kogan Page. Green, A. (2007) Creativity in Public Relations, 3rd Edition. London: Kogan Page. Harvard Business School Press And Society For Human Resource Management. (2006) The Essentials of Corporate Communications and Public Relations. Boston: Harvard Business School Publishing Corporation.. Jefkins, F. (2000) Public Relations for Your Business. Chalford: Management Books 2000 Ltd. Leesa, B. (2007) Podcasting for Profit â&#x20AC;&#x201C; A Proven 7 Step Plan to Help Individuals and Businesses Generate Income Through Audio and Video Casting. Florida: Maximum Press. Masterman, G. (2006) Innovative Marketing Communications Strategies for the Events Industry. Oxford: Elsevier. Oliver, S. (2007) Public Relations Strategy, 2nd Edition, London: Kogan Page. Shankman, P. (2007) Can We Do That?! â&#x20AC;&#x201C; Outrageous PR Stunts that Work. Chichester: Wiley. Shone, A & Parry, B. (2001) Successful Event Management - A Practical Handbook. London: Continuum.

Updated December 2015

BML322 Strategic Hospitality Management Module Title: Strategic Hospitality Management Module Code:

BML322

Credits:

Level:

3 [FHEQ Level 6]

Department:

SEMAL

Programme to which the module contributes:

BA (Hons) Tourism Management, BA (Hons) Event Management, SEMAL option module

Module Coordinator:

Kathryn Seal

Entry Requirements:

None

Aims: The aim of this module is to introduce students to strategic management issues within the contemporary hospitality environment, drawing on examples from across the hospitality, tourism and events sectors. The module will address key internal and external drivers influencing business strategy, and examine the nature of competitive strategy adopted with the hospitality sector. The module will also introduce students to practical operational issues related to hospitality management, and emergent themes such as social and environmental responsibility. The module is designed to encourage students to reflect on key themes introduced at earlier stages on the Tourism Management and Event Management programmes. Learning Outcomes: On successful completion of this module students will be able to: • • • •

Critically assess the nature of the hospitality environment and examine key drivers shaping business strategy Demonstrate, through the synthesis of best practice, examples of competitive strategy and innovation being employed across the hospitality sector Critically evaluate and rationalise the role of social and environmental responsibility within hospitality management and operations Formulate a strategic action plan and related business objectives for a hospitality enterprise, responding to strategic issues, market conditions and trends in the hospitality sector and the impact of operational and legal frameworks 83

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• • •

Interpret, evaluate and synthesise material Apply reason, critical analysis and decision-making skills Communicate effectively in written and oral form

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

The hospitality experience The micro and macro hospitality environment Hospitality industry analysis – sectors and stakeholders The globalisation of the hospitality industry and the rise of multi-nationals Hospitality operations and management Strategic management, competitive strategy and innovation in hospitality Social and environmental responsibility in hospitality Hospitality and the legislative environment Quality assurance Staffing and HR in hospitality Hospitality case studies

Updated December 2015

Learning Strategy: The main focus of this module will be on workshops and student-led activities, supported by a series of introductory lectures, to explore management and operational issues within the hospitality sector. Guest speakers drawn from the hospitality sector will also be asked to contribute to the programme to provide an important ‘real world’ perspective on the key issues being discussed. Mode of Assessment: Formative: Throughout the course of the module students will be asked to report on their hospitality pitch and editorial, as part of in-class activities and discussion. Summative: [a] Hospitality Business Magazine Editorial (1,400 words per student) (40%) – students will be asked to prepare an individual piece of editorial based around hospitality management issues covered in the module. [b] Strategic Hospitality Pitch Presentation (2,100 words per student) (60%) – students, working in groups of 2, will be asked to prepare and deliver a hospitality pitch presentation of 30 minutes. Indicative pitches could include a business plan for a new hospitality enterprise or equivalent business start-up, the preparation of a green business strategy for an existing hospitality enterprise or the preparation of an operational audit and action plan for hospitality at a major event. The students must also submit supporting paperwork and the pitch should also include some media-based visual*. *[Note: at 60% the equivalency for a presentation would be 40 minutes (20 minutes per student; the supporting paperwork and requirement of an embedded visual component with the presentation provides the required equivalency for 60%] 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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Assessment Criteria: Strategic Hospitality Pitch Presentation 

 



Structure and delivery of the presentation, demonstrating compliance with the tendering brief Depth and knowledge of the subject Evidence of the ability to convey information accurately, succinctly and persuasively The use and quality of incorporated visual aids

Editorial 



Depth and knowledge of the subject aligned to guidelines outlined in an editorial brief Evidence of an appropriate investigation, using available sources and relevant approaches Production of a high quality article which is well structured, exhibits cogent and critical arguments, conforms to a high standard of literary, displays good referencing skills and an appreciation of its intended audience/readership

Updated December 2015

Indicative Reading: BARROWS, C. AND POWERS, T. (2008), Introduction to Management in the Hospitality Industry, Ninth Edition, Wiley, Chichester. BARTH, S. (2008), Hospitality Law – Managing Legal Issues in the Hospitality Industry, Wiley, Chichester. CLARKE, A. AND CHEN, W. (2007), International Hospitality Management – Concepts and Cases, Butterworth Heinemann, London. ENZ, C. (2009), Hospitality Strategic Management – Concepts and Cases, Wiley, Chichester. HUDSON, S. AND HUDSON, L. (2012), Customer Service for Tourism, Goodfellow Publishers, Oxford. JAUHARI, V. (2008), Global Cases on Hospitality Industry, Routledge, London. KNOWLES, T., DIAMANTIS, D. AND EL-MOURHABI, J. (2001), The Globalisation of Tourism and Hospitality – A Strategic Perspective, Thomson Learning, London. LEE-ROSS, D. AND LASHLEY, C. (2009), Entrepreneurship and Small Business Management in the Hospitality Industry, Butterworth Heinemann, London. PRIDEAUX, B., MOSCARDO, G. AND LAWS, E. (2006), Managing Tourism and Hospitality Services, CABI Publishing, Oxon. SAEE, J. (2008), Managerial Competencies within the Tourism and Hospitality Service Industries, Routledge, London. TESONE, D. (2010), Principles of Management for the Hospitality Industry, Butterworth Heinemann, London. TRESIDER, P. AND HIRST, C. (2012), Marketing in Food, Hospitality, Tourism and Events – A Critical Approach, Goodfellow Publishers, Oxford.

Updated December 2015

BML 323 Designing, Developing and Delivering Training Materials Module Title: Designing, Developing and Delivering Training Materials Module Code: BML323 Credits: 15 Level: 6 Academic Department: Business School Programme to which the module contributes: Business School BA (Hons) undergraduate degree route. Tutor Responsible: Dr Andrew Clegg Entry Requirements: No pre-requisites or co-requisites

Aims: Training is now regarded as an integral element of management strategies for business operating in the tourism, hospitality and events industries and across the wider service sector. However, despite the perceived importance of training, many educators and trainers have entered the industry without a formal teaching qualification or have little experience of developing training programmes. The aim of this programme is to introduce students to a range of tools and approaches central to developing appropriate and effective training programmes and strategies.

Learning Outcomes: On successful completion of this module students will be able to:  Develop a critical awareness of the nature, role and importance of training and education within the context of the tourism and event industries, and wider service sector environment  Critically evaluate the complete training cycle from the analysis of training needs through to the implementation and evaluation of training  Design, organise and deliver effective training strategies and materials that take account of learning processes, learner and trainer styles, evaluation and assessment tools, and appropriate supporting technology and resources  Demonstrate effective communication, interpersonal and presentation skills needed to organise and lead training and interpretation programmes confidently

Updated December 2015

 Demonstrate research and information handling skills  Demonstrate appropriate IT Skills

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

The role of training, education and interpretation in tourism The environment for education and training: Supply: The policy framework for training and education, and agency involvement Demand: Industry needs and attitudes towards training and education Training needs analysis Approaches to teaching and learning Delivery mechanisms Flexible Distance learning Student-centred learning Student self-evaluation On-line learning Curriculum planning Assessment, evaluation and quality assurance Designing training materials Organising and running a training event

Learning Strategy: Lectures will be used to introduce topics, but workshops, seminars, guided student activities and fieldwork will also form significant parts of the learning process. Practical sessions will involve students evaluating existing training materials accredited by the Regional Tourist Board Partnership, and leading workshops to familiarise themselves with different training techniques. The module aims to give the students the academic confidence to develop appropriate training materials, but also give them the skills to make competent and effective trainers.

Mode of Assessment: Summative: The assessment will consist of a number of specific elements:  A training/educational pack and related support materials that covers a particular aspect/issue of the tourism or event industry. Students will have the opportunity to deliver their education pack to a local school/college or group of related industry stakeholders, who will be invited in specifically as part of the assessment regime. In addition to the pack students will be assessed on the overall quality of their delivery, and their ability to organise and run a workshop* (25%, 875 word equivalent per student)

Updated December 2015

ď&#x201A;§ Presentation and delivery of training/education pack (45%, 1,575 word equivalent)

A reflective practitioner log / peer assessment process (30%, 1,400 word equivalent per student), which requires students to keep track of their own group performance and reflect on how each group member has contributed to the successful completion of the module assignments. The reflective practitioner log will consist of a goalsetting task sheet and meeting records or minutes, which should be completed after each group meeting for the preparation and delivery of the education pack / interpretation strategy. The peer assessment activity has been organised along two assessment points: a mid-term assessment where the students will evaluate how they have contributed to their group performance up to that point (emphasising the initial contribution to organising the group, dividing tasks and completing initial tasks), and an end-of-term assessment where they will rate each student contribution to the final preparation and delivery of the training pack. During these two peer assessment points, each group will be required to reflect on the students. Individual performance, as reflected by the practitioners log.s accumulated evidence, and assign an individual student mark through a peer assessment process. 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.

Formative: Informal feedback will be provided through in-class discussion and practical activities. Students will also have the opportunity to meet the module tutor in small groups to review the progress of their assessment. The reflective practitioner log associated to the moduleâ&#x20AC;&#x2122;s peer assessment process, and the first point of the peer assessment process during mid-term, will provide the opportunity for students to reflect on their own and the peerâ&#x20AC;&#x2122;s performance as part of a group.

Updated December 2015

Assessment Criteria: Education/Training Pack:  Clear rationale underpinning the design of the training materials, linked to clear learning outcomes and reflecting stages of the training cycle  Clear and logical structure, including effective instruction, reflecting the level of the intended audience and related curricula  Evidence of a range teaching and learning techniques employed, drawing on appropriate resources and technologies  The quality of support materials, in terms of their presentation, layout, design, written style, and level of interaction

Delivery of Educational/Training Pack:     

Clear structure and instruction The quality of organisation and delivery Depth and knowledge of the educational materials developed The level of engagement with the intended audience Perceived relevance of the workshop and quality of materials from the point of view of students/staff invited to the workshop

Reflective Practitioner Log / Peer Assessment:     

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: Airey, D & Tribe, J. (2005) An International Handbook of Tourism Education. London: Elsevier. Beck, L. (2002) Interpretation for the 21st Century: Fifteen Guiding Principles for Interpreting Nature and Culture. Champaign: Sagamore. Collins, V. (2001) Becoming a Tour Guide – Principles of Guiding and Site Interpretation. London: Continuum. Ham, S. (1992) Environmental Interpretation: A Practical Guide for People with Big Ideas and Small Budgets. UK: Atlantic Books.

Updated December 2015

Hassell-Corbiell, R. (2003) Developing Training Courses - A Technical Writerâ&#x20AC;&#x2122;s Guide to Instructional Design and Development. London: LE Publishing. Howard, P. (2003) Heritage: Management, Interpretation, Identity. London: Continuum. Jackson, C, Vaughan, R & Wilkes, k. (1999) People, Skills and Potential - Skills Gaps, Skills Shortages and Training Issues: A Practical Guide. London: ETC. Lucas, R. (2009) Training Workshop Essentials: Designing, Developing and Delivering Learning Events that Get Results. Chichester: Wiley. Matlay, H. (2006) Contemporary Issues in Vocational Education and Training : An SME Perspective. Bradford: Emerald Group Publishing Limited. Piskurich, G. (2009) Rapid Training Development â&#x20AC;&#x201C; Developing Training Courses Fast and Right. Chichester: Wiley.

Tennent, M. (2005) Training for the New Millennium - Pedagogies for Translation and Interpreting. Philadelphia: John Benjamins Publishing Company. Wilson, J. (2005) Human Resource Development: Learning and Training for Individuals and Organizations, 2nd Edition. London: Kogan Page Limited.

Updated December 2015

BML 325 Advanced Financial Accounting Module Title: Advanced Financial Accounting Module Code: BML325 Credits: 15 Level: 6 Academic Department: Business School Programme to which the module contributes: Business School BA (Hons) undergraduate degree routes Tutor Responsible: David Marshall Entry Requirements: BML 227 Financial Reporting Aims: The aim of this module is to extend the areas explored within module BML227, Financial Reporting, by examining consolidated accounts, evaluating financial statements to provide an analysis of performance, comparing and contrasting alternative approaches to asset valuation, and examining current developments in external reporting. Learning Outcomes: On successful completion of this module students will be able to:  Apply the conceptual understanding of the conditions necessary for an undertaking to be a subsidiary, associate or other company.  Apply their knowledge to support the preparation of consolidated accounts and employ the relevant accounting standards.  Calculate and interpret appropriate accounting ratios, and prepare a report on the findings, critically analysing and making judgements on the results.  Prepare, interpret and report on segmental analysis, inter-firm and international comparisons.  Critically evaluate the concepts and techniques of profit measurement and alternative forms of asset valuation.  Communicate the impact of price level changes to both specialist and nonspecialists. Gain a conceptual understanding of the principle of substance over form; the treatment of financial instruments; valuation issues (e.g. pension funds). Critically evaluate and communicate current issues and developments. Particularly those of a complex, uncertain and ambiguous nature. Indicative Curriculum Content:  Group Financial statements. Relationship of stakeholders. Preparation of financial statements. Treatment of minority interests, pre/post acquisition reserves, goodwill and other accounting adjustments. Treatment of associate companies, joint ventures, mergers, demergers and capital reconstruction. 94

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ď&#x201A;§ Ratio Analysis Calculation, analysis, interpretation and reporting on financial ratios. Limitation of ratios. Segmental analysis, inter-firm and international comparisons. ď&#x201A;§ Income and Capital Measurement Problems of profit measurement and alternative forms of asset valuation. Impact of price level changes, discuss: the principle of substance over for; the treatment of financial instruments; valuation issues (e.g. pension funds). Current Issues and Developments e.g. Increasing stakeholder information. Environmental and Social accounting Issues. Global Reporting including cultural issues.

Learning Strategy: The module will be built around weekly workshops. Learning will be primarily scenario led whereby students will be required to develop answers/responses to a range of different problems. This approach will be used to introduce the core concepts that are explored within the module, and will underpin the assessment. The workshops are designed to be participative with an emphasis upon students discussing and working through problems as a means of developing further their knowledge and understanding of the subject area. The workshops will enable the students to gain a confidence in how all the accounting and management subjects already studied relate together. The practise work alongside the work based learning or other modules will provide a final confident foundation in both Theory and practical outworking of Financial Management in any organisation and business.

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. 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. 95

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Assessment Criteria: Students will be assessed against their ability to critically analyse information and respond effectively to problems / scenarios through the application of the concepts and techniques developed within the module to a range of scenarios / problems. Indicative Reading: Elliot, B. and Elliot, J. (2009) Financial Accounting And Reporting: 13th Edition. FT Prentice Hall Alexander, D. and Britton, A. (2007) International Financial reporting and Analysis: 3rd Edition. Thomson Benedict, A. and Elliot, B. (2011) Financial Accounting An Introduction: 2nd Edition. FT Prentice Hall Wood, F. and Sangster, A. (2008) Frank Wood's Business Accounting Volume 2: 11th 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 British Accounting Review- the Journal of the British Accounting Association Corporate Financier Financial Management (CIMA) Financial Times Journal of Accountancy

Updated December 2015

BML327 Global Marketing Module code BML327 Title

Global Marketing

Programme

BA (Hons) Marketing

Level

Credits

Contact time

30 hours

Module Co-ordinator

Graham Bailey

Description This module will equip learners with problem solving and decision-making skills for an understanding of global marketing. It will enable learners to critically evaluate key issues associated with global marketing within the context of a dynamic cultural environment. Students will appraise global marketing opportunities and threats in order to make decisions relating to an organisationâ&#x20AC;&#x2122;s ability to successfully enter and compete in international markets. The module will assume a practical and analytical marketing perspective. Outline Syllabus & Teaching & Learning Methods

The syllabus will cover the global marketing environment critically examining the cultural, ethical and business considerations to be taken when entering and trading in a global market. Lectures, workshops and activities will address a number of contemporary global marketing topics. Students will learn about contemporary theories and models of the global marketplace, the global economic, social and cultural environments, researching for global marketing, global market entry strategies, and recommending a global marketing mix in the chosen market situation.

Intended Learning Outcomes

How assessed**

At the conclusion of this module students should be able to: Critically investigate and assess the global environment for culture, ethnic approaches and brand suitability

Updated December 2015

Critically evaluate the strategic choices for global marketing Critically evaluate and apply elements of a global marketing mix Assessment Scheme

Weighting %

Formative

Tutors will guide learners through an international marketing case study during the first half of the module and then will set a second case study which will form the basis of the summative assessment. Students will work in syndicate groups on the first case study during the first 6 weeks of the module together with peers and tutors. In week 7 students will be set a second and final international marketing case study which will form the basis of their individual examination. Individual students will work in syndicate groups to build an international marketing portfolio containing audits, research and strategies based upon the case. Whilst the preparation work is group-based, the final examination will be individual. The portfolio will be used in the pre-seen examination question and submitted with their answer for assessment. Assessment Scheme

Weighting %

Summative

100%

3 hour examination Students will be set an examination paper based upon the second international marketing case study. This is an individual examination. Students will be allowed to take a clean copy of the case study and their portfolio of notes into the examination. The assessment criteria will be:(i)evidence of the commercial viability of the plan produced (ii) the quality of the detail and depth of analysis of the portfolio which has been prepared regarding political, cultural, sociological, commercial, economic, legal, technological and environmental issues.

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Indicative Reading Lists/Key Texts/Websites/other resources Keegan, W. J. and M. C. Green (2010), Global Marketing, Pearson Prentice Hall.

Czinkota, M. and Ronkainen, I. (2010) International Marketing, 9th Ed. Cincinnati, Thomson.

Ghauri, P. N. and P. R. Cateora (2010), International marketing. McGraw Hill. Hollensen, S. (2008), Essentials of global marketing. Financial Times/Prentice Hall. Hollensen, S. (2010), Global marketing. Financial Times/Prentice Hall. Usunier J-C., (2009), Marketing Across Cultures, Pearson Education Limited Douglas, S.P. and Samuel Craig, C. (2011) Examining Contextual Factors in International Market Selection and Segmentation. Special Issue: International Market Selection and Segmentation, International Marketing Review Vol. 28 issue 2. Leonidas, L., Barnes, C., Bradley R.; Stavroula; S. and Katsikeas, C S. (2010) Assessing the contribution of leading mainstream marketing journals to the international marketing discipline. International Marketing Review Vol. 27 Issue 5. Keegan, W.J. (2004) Strategic marketing planning: a twenty-first century perspective, International Marketing Review, Vol. 21 Issue: 1. Vrontis D., Thrassou A.and Lamprianou L. (2009) International marketing adaptation versus standardisation of multinational companies Special Issue: Globalisation and Regionalisation, International Marketing Review Vol. 26 issue 4/5 Yaprak A. (2008) Culture study in international marketing: a critical review and suggestions for future research, International Marketing Review, Vol. 25 Issue 2.

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BML328 The Professional Graduate Module code BML 328 Title

The â&#x20AC;&#x2DC;Professionalâ&#x20AC;&#x2122; Graduate

Programme

Business School BA (Hons) Undergraduate Degree Routes

Level

Credits

ECTS*

7.5

Contact time Acceptable for Excluded combinations

BML 230 Preparation for Internship

Core/Optional

Option module at Level

Module Co-ordinator

Chris Dancer

Description

This module is designed to support students in developing a critical understanding of the concept of professionalism and how it relates to being a graduate in the workplace. A practically led module that will support students in advancing strategies and enable them to articulate and market effectively the skills, knowledge and experience that they have developed during their time at University. This is relevant both to students seeking employment or students looking to start a business of their own on graduating from University.

In addition to supporting students in their ability to effectively target working opportunities, the module also aims to explore and understand conventions that can underpin workplace cultures, as well as developing greater commercial awareness.

Outline Syllabus & Teaching & Learning Methods 100

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The module will be built around a flexible series of workshops and activities offered either as a semester long weekly provision or alternately as a short burst mode. The workshops will typically be facilitated by tutors and colleagues from the Universityâ&#x20AC;&#x2122;s Careers and Employability Service. The workshop and student activities will also provide briefing and feedback opportunities so that students can share their own experiences of work based environments and the conventions and protocols that exist. A range of theoretical models of reflection will be explored, and students will subsequently choose to apply one of these models as a framework to underpin a module assignment.

Workshops and student centred activities will address areas such as: the preparation of targeted professional documentation (including curricula vitae and use of social media such as LinkedIn); targeted approaches to finding suitable graduate opportunities with employers/clients; key aspects of employment application processes, including 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 & personal/business pitches.

Workshops will also explore perceptions around workplace professionalism and focus in particular on how conventions might vary within differing environments. Areas such as business etiquette (including business communications), managing client relationships and office politics are typical of the subjects that will provide a foundation to this part of the syllabus.

Intended Learning Outcomes

How assessed**

At the conclusion of this module students will be able to:

Reflective journal and learning log submissions with accompanying CV.

Review a range of theoretical models of reflection and effectively apply one of these models as a foundation for their own critical reflection; Critically appraise the skills and knowledge that they have developed to date (drawing on appropriate academic, leisure, and work-based experience), and identify areas in

(N.B. In the case where reassessment is 101

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need of personal professional development; Apply a focused and coherent strategy in response to employment opportunity scenarios that enables them to project a persuasive ‘personal brand’.

Assessment Scheme

set, there will be a single assignment (3,500 words equivalent) based around a response to a job opportunity scenario and accompanying CV) Weighting %

Formative:

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. Typically students will also have access to a video recording of their interview which will enable them to reflect further on their interview performance.

Assessment Scheme

Weighting %

Summative:

Assignment 1: Reflective journal (1,750 words)

50%

Students will identify the range of professional skills, attitudes and behaviours needed in the workplace to develop a concept of ‘professionalism’. Based on their work placement/academic/ volunteering/sporting/part time work experiences, they will then be required to reflect upon and analyse their own skills/experience and compare these to this ‘ideal’ of the professional graduate. Students will then be required to identify key SMART objectives for personal development. 102

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Assessment criteria Evidence of the effective application of a theoretical model of reflection as a basis of analysing their skills and experience relative to the ‘ideal’ of a professional graduate. Formulation of personal objectives 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.

Assignment 2 – Interview Task and ‘Personal Branding’ Submission (1,750 words equivalent)

Assessment criteria Evidence/examples/instances of skills and strengths that are well matched to the needs of the opportunity (e.g. personal attributes and person specification as detailed within a job profile) - CBD to comment further High standard of presentation in relation to structure, grammar and quality of spelling.

(N.B. Briefs for all assignments will be supported by detailed additional guidance)

50%

Indicative Reading Lists/Key Texts/Websites/other resources

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Other Learning Support Materials: Business Planning www.businessplanning.ws Entrepreneur Magazine - Northwest magazine for business and enterprise – www.entheweb.co.uk Moodle site and associated links New Business Magazine – www.newbusiness.co.uk Startups www.startups.co.uk 104

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The Telegraph Newspaper www.telegraph.co.uk Working Lunch http://news.bbc.co.uk/1/programmes/working_lunch

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BML329 Strategic Marketing Management Module code BML329 Title

Strategic Marketing Management

Programme

BA (Hons) Marketing and joint honours routes with Marketing

Level

Credits

Contact time

30 hours

Acceptable for Excluded combinations

Those not listed

Core/Optional

BA (Hons) Marketing (core) Joint honours routes with Marketing (optional)

Module Co-ordinator

Jennie White

Description The module looks at the role of marketing in strategy formulation and how marketing contributes to organisational success. It will provide students with a detailed knowledge of theoretical and practical perspectives of marketing strategy in order to develop an appropriate strategic marketing plan. Students will use market and other information to make informed decisions and also develop their ability to think critically about marketing scenarios. Outline Syllabus & Teaching & Learning Methods The module will be delivered via a mix of lecture, workshop, case studies and student-led activity, including video, to cover the following syllabus: • The components of strategy • Analysis of the competitive marketing environment • Defining strategic direction, within the marketing function • Consideration and selection of strategic marketing options • Portfolio analysis, market attractiveness, industry competitiveness Intended Learning Outcomes How assessed** Demonstrate, through industry examples, clear understanding of a range of concepts of relevance to marketing management and strategy, such as segmentation, product development and portfolio analysis

Coursework

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Critically evaluate strategic environmental analysis of a range of marketing initiatives

Coursework

Demonstrate, through a breadth of research, knowledge/insight in contemporary strategic marketing theory

Coursework

Application of analytical skills in designing appropriate marketing strategies

Coursework

Demonstrate a critical understanding of strategic choice through application to real world marketing situations

Coursework

Assessment Scheme

Weighting %

Formative Formative assessment will be based on contributions within workshops with feedback provided by the tutors

Assessment Scheme - Summative assessment:

Weighting 100%

There are 3 assignments set across the delivery of the module Assignment 1: Macro-environmental audit

1000 words/ 30 %

Students will be required to identify and critique the importance of 4 factors that they believe are influences on the market, or industry, being considered,

500 word equivalent/20 %

Assignment 2: Market attractiveness Students will be required to assess the competitiveness/ attractiveness of the market, using appropriate models, presented as a poster

2000 words/50 %

Assignment 3: The strategic marketing 107

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plan Students will be required to identify a strategic marketing plan for the company/industry

Assessment Criteria Assignment 1 Coherent application of a recognised theoretical framework for strategic analysis Critical analysis of the chosen factors, showing an in depth understanding of the macro environment A well informed choice of relevant strategic factors, citing a variety of sources Evidence of a range and depth of research, consistently referenced in Harvard format Assignment 2 Application of a recognised framework for competitive analysis Clear presentation, using a range of formats (images, text, data), to demonstrate critical understanding of the market Evidence of a range and depth of research, which (where cited) is consistently referenced in Harvard format Assignment 3 Development of appropriate objectives for the chosen organisation, with application to the current market Coherent strategy for the chosen organisation, aligned to the chosen objectives Critical choice of an appropriate and relevant strategic marketing mix The report should be presented in a clear and logical manner being appropriately structured and supported using high-quality referencing Indicative reading â&#x20AC;&#x201C; Core text: LAMBIN, J-J & SCHUILING, I., Market-Driven Management, 3rd Edition, (2012), Palgrave Macmillan

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Additional texts: AAKER, D. A., & MCLOUGHLIN, D., Strategic Market Management, (2013), Wiley MOUTINO & SOUTHERN, Strategic Marketing Management, 2012, Cengage Learning WILSON & GILLIGAN, Strategic Marketing Management 2004 3rd edition, Elsevier BRENNAN, BAINES & GARNEAU, Contemporary Strategic Marketing 2007 2nd edition, Palgrave Macmillan

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BML330 Tourism Placement Module code BML330 Title

Tourism Placement

Programme

Business School â&#x20AC;&#x201C; BA (Hons) Tourism Management only

Level

Credits

ECTS

Contact time

30 Hours

Acceptable for Excluded combinations Core/Optional

Optional for Tourism Management

Module Co-ordinator

Dr Andy Clegg

Description

Tourism Placement offers the students an opportunity to complete a module based around a tourism related work placement and relevant self-directed study. Students may work in any host organisation of relevance to tourism, and appropriate to their knowledge, needs and career aspirations. Such organisations may include consultancies, local authorities, statutory bodies, National and Regional Tourist Organisations, charitable organisations and private companies.

Outline Syllabus & Teaching & Learning Methods

The module will enable students to obtain direct work-related experience by focusing on a project or area of activity agreed by student, tutor and host organisation. The nature of the placement including location and timing will be drawn up as a learning contract between student, tutor and host organisation. The learning contract will be similar to a module description insofar as it will provide a rationale, aims, learning objectives, learning strategy and assessment. The placement would normally last the equivalent to 10 to 12 days spread throughout the semester, depending on the learning contract and the nature of 110

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the host organisation. While primary responsibility for arranging the placement lies with the student, placement tutors are available to support student learning and the placement experience, and the student will always be able to contact the tutor during the placement to resolve any difficulties that might arise. The module reflects the QAA Code of Practice on Placement Learning, and will also reflect placement guidelines developed by the Tourism Management Institute.

The learning strategy will be agreed as part of the learning contract but students will meet with the module tutor during the course of the placement to ensure they are adequately supported, and being encouraged to reflect on their placement experience.

Intended Learning Outcomes

How assessed

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

â&#x20AC;˘ Critically reflect on their own skills and competencies through the identification of a series of personal development objectives â&#x20AC;˘ Critically relate aspects of academic knowledge and professional practice to their work-based learning experience

Assessment 1 and 2

Assessment 2 and 3

â&#x20AC;˘ Critically articulate through an employability resource how their degree programme and placement has enhanced their own employability skills Assessment 3 Assessment Scheme

Weighting %

Formative:

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On-going student self-evaluation log and discussion with host organisation, placement tutor and student.

Summative:

Self-Evaluation Report (40%; 1,400 words equivalent)

40%

Students will be asked to produce a self-evaluation report based around a series of personal development objectives, including reflection on employer feedback

Assessment Criteria

â&#x20AC;˘ â&#x20AC;˘

Critical reflection on the placement learning experience in context of identified personal learning objectives, and the professional context of the post Concisely written, presented in an appropriate format and informed by the academic and professional literature

Employability Resource (60%; 2,100 words equivalent)

Students will be asked to produce an employability resource designed to highlight how through their own learning experiences they have developed the required skills, knowledge, and competencies expected of a Tourism Management graduate. The intention is that this resource can be used as a reference for first year students to demonstrate how employability skills relevant to the tourism sector are embedded throughout the three years of the Tourism Management degree programme. The format of the resource is at the discretion of the student and could include a poster, reflective paper or podcast, and will be decided upon in conjunction with the module tutor.

60%

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Assessment Criteria

•

• •

Evidence of reflection and linkage between modulebased learning experiences and the development of employability skills and professional standards expected by employers within the tourism sector Originality of design, and the overall quality of presentation/production Concisely written or presented, informed by the academic and professional literature

Indicative Reading Lists/Key Texts/Websites/other resources

The context for background reading will be linked to the learning contract but indicative titles include:

BOTHA, M. (2006), Tourism Entrepreneurs, Global, London.

COTTRELL, S. (2015), Skills for Success – Personal Development and Employability, Third Edition, Palgrave Macmillan, Basingstoke.

FANTHORNE, C. (2004), Work Placements – A Survival Guide for Students, Palgrave Macmillan, Basingstoke.

FRANCES, T. (2011), Brilliant Employability Skills: How to Stand Out from the Crowd in the Graduate Jobs Market, Prentice Hall, London.

HERBERT, I. (2005), Managing Your Placement – A Skills-Based Approach, Palgrave Macmillan, Basingstoke.

NEUGEBAUER, J. (2009), Making the Most of Your Placement, Sage, USA.

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REDMOND, P. (2010), The Graduate Jobs Formula â&#x20AC;&#x201C; How to Land Your Dream Career, Trotman, Richmond.

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