DIPLOMA STAGE MODULES
MANAGING, LEADING AND DEVELOPING
PEOPLE
MANAGING FINANCIAL PERFORMANCE
MANAGING MARKETING PROMOTION AND
SALES
SOCIETY, ECONOMICS AND
ENVIRONMENT
PERFORMANCE MANAGEMENT IN
HEALTHCARE
51
University Standard Module Template
Faculty: Business, Law and Social Science School/Department: Business School
Module Title: Managing, Leading and Developing People
Programme(s) on which the module is delivered: MBA, MBA (Healthcare Management), MBA
(Environmental Management and Sustainability)
Date of publication of template to students:
Version Number: 1.0
Module Code: TBC Level: 7
Credit value: 20 credits
ECTS Credit Value1: 10
Module Leader: Alison McPherson
Module start date(s) during the current academic year:
TBC
Module finish date(s) during the current academic year:
TBC
Assessment weightings:
One end of module closed book examination (70%). Participation in discussion forums (15%).
Production of a reflective journal (15%)
For SRS Team Use Only: Date:
Created By:
ECTS is the European Credit Transfer and Accumulation System which was developed to promote the
international recognition of qualifications and student mobility within Europe.
52
Relationship with Programme Philosophy and Aims
This module explores in greater depth the practical implications of the human resource
management policies. People are the key resource for almost all organisations, with the
recruitment, selection, development, retention and reward of employees a key determinant of
managerial and organisational ‘success’. All managers will benefit from an awareness of the
potential impacts of contemporary HR policies on their staff. Indeed an essential part of the
process of management is coordinating the activities of people and guiding their efforts towards
the goals and objectives of the organisation. The Human Resource Manager needs to understand
the nature of leadership, the factors that influence relationships with others and the policies and
approaches which are most effective in achieving strategic HRM outcomes, within both national
and international settings, given the increasingly globalised nature of economic activity.
Indicative content
HRM and its Organisational Context
Strategic HRM
Contextualising HRM: Developing Critical Thinking
HRM, Labour Markets and Human Resource Planning
Recruitment and Selection
Engaging, Retaining and Releasing People
Leadership, Employee Learning and Development
Management Development
Employee Reward and Performance Management
HRM Trends and Prospects: A Comparative Perspective
International HRM (1)
International HRM (2)
Study mode/delivery method(s):
The module will be delivered in 15 Sessions involving a minimum of 200 hours ‘Time on Task’
study related engagements and activities. These activities are designed for completion in the
student’s ‘home environment’ as a distance learner and include a presentational overview to
introduce each session, together with readings, case studies, reflective tasks, self-evaluation and
other mechanisms to develop knowledge, understanding, and practical applications of Human
Resource Management policies and approaches in both national and international settings. Time
guidance is provided for each activity. The pedagogic structure and content for delivery of this
module makes full use of a module-specific custom e-Text (with available hard copy version) and
associated Moodle VLE features. Each module follows a uniform structure within the
Programme, and involves a ‘Managing your Studies’ session of 4 hour duration, grounding the
student in the materials and approaches required to complete this module successfully as a
distance learning student. This is followed by 12 Topic-based sessions (see ‘Indicative Content’)
above), each with study time of 14 hours duration, a ‘Module Review’ session with study time of
14 hours duration and a ‘Module Assessment: Preparation and Practice’ session with study time
53
of 14 hours duration. In total this constitutes a minimum of 200 hours ‘Time on Task’ for this
module.
Intended Learning Outcomes and the means by which they are to be achieved and demonstrated.
Learning Outcome Learning and Teaching Methods
On successful completion of the module, a The 200 hours of ‘Time on Task’ learning activities
student will be able to: required if students are to successfully engage
with this module, will involve students in
1. Examine and assess the changing reviewing and responding to texts, articles and
nature and practice of the Human case materials using print and multi-media
Resource Management function in the formats, with extensive questions, applications
increasingly global context in which and analysis of skill related managerial contexts,
organisations must operate supported by comprehensive feedback to aid
learning.
2. Evaluate, using both theory and
empirical evidence, the HRM Students will be expected to enhance their
techniques and approaches best suited learning experiences based on the Moodle
to ensuring the organisation is platform, e-texts and case materials through
appropriately resourced further engagement with the BCU module support
materials available on its ICT system and a wider
3. Demonstrate, using specified reading of articles and texts available from BCU
organisational contexts, how they electronic media.
would identify and apply appropriate
employee reward and performance Structured individual and groups tasks of a
management policies formative nature are provided, together with
extensive feedback but these are not formally
4. Demonstrate and evaluate, using two assessed. However they are presented throughout
or more specified countries, the role of the module for application to the student’s own
national and cultural factors in shaping organisation and circumstances, or to other
and influencing international HRM organisations of choice.
policies
Assessment and feedback
Formative Assessment
Students will be able to self-assess their understanding of key concepts by thorough feedback
provided for all questions and activities based on the Pearson and BCU virtual learning
environments, custom e-texts and the BCU Digital library. There will also be a forum by which BCU
module leaders and lecturers will respond to module specific enquiries within a reasonable time
period.
Seminars 14 and 15 of each module are expressly directed towards ‘Module Review’ (Session 14)
and ‘Module Assessment: Preparation and Practice’ (Session 15) with some 28 hours available for
these purposes.
54
Summative Assessment
One end of module closed book examination (70%). Participation in discussion forums (15%).
Production of a reflective journal (15%)
Learning Outcomes covered: L1, L2, L3 & L4
Feedback
Formative feedback will be provided to students on an on-going basis throughout the delivery
of the module and its constituent Sessions involving a total of 200 hours ‘Time on Task’. There
will also be opportunity for students to interact with module leaders and lecturers via a ‘Ask
the Tutor’ forum.
Related Modules
Pre-requisite modules: None
Co-requisite modules: None
Excluded modules: None
Learning Resources
Purchase/Essential Reading
Managing, Leading and Developing People (2015) Pearson Custom e-Text (Web reference TBC
on completion)
Recommended Reading
Beardwell, J. and Claydon, T. (2014) Human Resource management: A Contemporary Approach
(6th Ed.) Harlow: FT Prentice Hall
Dressler, G. (2014) Human Resource Management (14th Ed.) Harlow: Pearson
Mckenna, E. and Beech, N. (2013) Human Resource Management: A Concise Analysis (3rd Ed.)
Harlow: FT/Prentice Hall
Rees, E. and French, R. (2013) Leading, Managing and Developing People (4th Ed.) London: CIPD
Scullion, H. & Linehan, M. (2005) International Human Resource Management:
A Critical Text Basingstoke: Palgrave Macmillan
Torrington, D., Hall, L., Taylor, S., & Atkinson, C., (2011), Human Resource
Management (8th Ed.), Harlow: Pearson.
Wilson, F.M., (2004), Organizational Behaviour and Work – A critical
introduction, Oxford University Press: Oxford.
Journals:
Evidence - Based HRM (Available at;
http://ezproxy.bcu.ac.uk:2073/publication/2030903 )
55
Human Resource Management Journal (Available at;
http://ezproxy.bcu.ac.uk:2063/swoc-
web/linkingDetails.html?openURL=false&issn=0954-5395&eissn=0954-5395
Human Resource Management International Digest (Available at;
http://ezproxy.bcu.ac.uk:2156/journals.htm?issn=0967-0734
Human Resource Management Review (Available at;
http://ezproxy.bcu.ac.uk:2055/science/journal/10534822 )
Websites:
Accel Team Development (Available at; http://www.accel-team.com/index.html )
Chartered Institute of Personnel and Development (Available at; www.cipd.co.uk
)
Personnel Today Magazine ( Available at; www.personneltoday.com )
Society for Human Resource Management (Available at;
https://www.shrm.org/Pages/default.aspx )
Value Based Management Network (Available at; www.valuebasedmanagement.net )
56
University Standard Module Template
Faculty: Business, Law and Social Sciences School/Department: Business School
Module Title: Managing Financial Performance
Programme(s) on which the module is delivered: MBA, MBA (Healthcare Management), MBA
(Environmental Management and Sustainability)
Date of publication of template to students:
Version Number: 1.0
Module Code: TBC Level: 7
Credit value: 20 credits
ECTS Credit Value1: 10
Module Leader: Vikram Finavker
Module start date(s) during the current academic year:
TBC
Module finish date(s) during the current academic year:
TBC
Assessment weightings:
One end of module closed book examination (70%). Participation in discussion forums (15%).
Production of a reflective journal (15%)
For SRS Team Use Only: Date:
Created By:
ECTS is the European Credit Transfer and Accumulation System which was developed to promote the
international recognition of qualifications and student mobility within Europe.
57
Relationship with Programme Philosophy and Aims
All managers, but especially those with budget responsibilities, need to understand the key
principles of financial accounting, management accounting and finance. They should also be
aware as to how these principles are commonly applied to their own functional responsibilities
and the acknowledged limitations of their use in analysis and interpretation. Such financial
‘literacy’ in the construction and interpretation of the various balance sheets is a key attribute
for successful management across a wide range of activities and sectors as it underpins and
guides the investment and financing decisions of managers. An ability to manage financial
performance helps all managers become more confident when participating in decision making
and in the assessment of projected financial outcomes.
Indicative content
Accounting and Finance: an Introduction
Measuring and Reporting Financial Position
Measuring and Reporting Financial Performance
Accounting for Limited Companies
Measuring and Reporting Cash Flows
Analysing and Interpreting Financial Statements
The Relevance and Behaviour of Costs
Full Costing
Budgeting
Making Capital Investment Decisions
Financing a Business
Managing Working Capital
Study mode/delivery method(s):
The module will be delivered in 15 Sessions involving a minimum of 200 hours ‘Time on Task’
study related engagements and activities. These activities are designed for completion in the
student’s ‘home environment’ as a distance learner and include a presentational overview to
introduce each session, together with readings, case studies, reflective tasks, self-evaluation and
other mechanisms to develop knowledge and understanding in the use and interpretation of
accounting concepts and definitions and their applications to financial and budgetary decision
making. Time guidance is provided for each activity. The pedagogic structure and content for
delivery of this module makes full use of the Moodle platform and other interactive VLE features
built around a module-specific custom e-Text (with available hard copy version). Each module
follows a uniform structure within the Programme, and involves a ‘Managing your Studies’
session of 4 hour duration, grounding the student in the materials and approaches required to
complete this module successfully as a distance learning student. This is followed by 12 Topic-
based sessions (see ‘Indicative Content’) above), each with study time of 14 hours duration, a
‘Module Review’ session with study time of 14 hours duration and a ‘Module Assessment:
Preparation and Practice’ session with study time of 14 hours duration. In total this constitutes
a minimum of 200 hours ‘Time on Task’ for this module.
58
Intended Learning Outcomes and the means by which they are to be achieved and demonstrated.
Learning Outcome Learning and Teaching Methods
On successful completion of the module, a The 200 hours of ‘Time on Task’ learning activities
student will be able to: required if students are to successfully engage
with this module, will involve students in
1. Explain the nature and purpose of the reviewing and responding to texts, articles and
three major financial statements, case materials using print and multi-media
demonstrating their ability to analyse, formats, with extensive questions, applications
interpret and apply this financial and analysis of skill related managerial contexts,
information to enhance managerial supported by comprehensive feedback to aid
decision making learning.
2. Evaluate the impacts of the various Students will be expected to enhance their
approaches towards costs on financial learning experiences based on the Moodle
statements and their application platform, e-texts and case materials through
further engagement with the BCU module support
3. Demonstrate an ability to construct materials available on its ICT system and a wider
budgets and interpret budget reading of articles and texts available from BCU
information, and to evaluate the electronic media.
contribution of budgets to managerial Structured individual and groups tasks of a
decision making formative nature are provided, together with
extensive feedback but these are not formally
4. Assess the contribution of alternative assessed. They are presented throughout the
sources for financing a business and module for application to the student’s own
apply appropriate techniques for organisation and circumstances, or to other
evaluating capital investment decisions organisations of choice.
Assessment and feedback
Formative Assessment
Students will be able to self-assess their understanding of key concepts by thorough feedback
provided for all questions and activities based on the Pearson and BCU virtual learning
environments, custom e-texts and the BCU library. There will also be a forum by which BCU module
leaders and lecturers will respond to module specific enquiries within a reasonable time period.
Seminars 14 and 15 of each module are expressly directed towards ‘Module Review’ (Session 14)
and ‘Module Assessment: Preparation and Practice’ (Session 15) with some 28 hours available for
these purposes.
59
Summative Assessment
One end of module closed book examination (70%). Participation in discussion forums (15%).
Production of a reflective journal (15%)
Learning Outcomes covered: L1, L2, L3 & L4
Feedback
Formative feedback will be provided to students on an on-going basis throughout the delivery
of the module and its constituent Sessions involving a total of 200 hours ‘Time on Task’. There
will also be opportunity for students to interact with module leaders and lecturers via a ‘Ask
the Tutor’ forum.
Related Modules
Pre-requisite modules: None
Co-requisite modules: None
Excluded modules: None
Learning Resources
Purchase/Essential Reading
Managing Financial Performance (2015) Pearson Custom e-Text (Web reference TBC on
completiong)
Recommended Reading
Atrill, P. and McLaney, E. (2012) Management Accounting for Decision Makers (7th Ed.) Harlow:
Pearson
Atrill, P. and McLaney, E. (2013) Financial Accounting for Decision Makers (7th Ed.) Harlow:
Pearson
Black, G. and Al-Kilani, M. (2013) Accounting and Finance for Business, Harlow: Pearson
Elliott, B. and Elliot, J. (2013) Financial Accounting and Reporting (16th Ed.) Harlow: Pearson
Haigh, J. (2011) FT Guide to Finance for Non-Financial Managers: The Numbers Game and How
to Win It. London: FT Publishing/Pearson
Journals
Journal of Accountancy (Available at; http://ezproxy.bcu.ac.uk:2073/publication/41065 )
Journal of Accounting and Economics (Available at;
http://ezproxy.bcu.ac.uk:2055/science/journal/01654101
Journal of Applied Accounting Research (Available at; http://ezproxy.bcu.ac.uk:2156/loi/jaar )
Websites
60
International Accounting Standards Board: (Available at; www.iasb.org )
Institute of Chartered Accountants in England and Wales: Available at; www.icaew.com )
Chartered Institute of Management Accountants: Available at; www.cimaglobal.com )
Association of Chartered Certified Accountants: Available at; www.accaglobal.com )
61
University Standard Module Template
Faculty: Business, Law and Social Sciences School/Department: Business School
Module Title: Managing Marketing, Promotion and Sales
Programme(s) on which the module is delivered: MBA, MBA (Healthcare Management), MBA
(Environmental Management and Sustainability)
Date of publication of template to students:
Version Number: 1.0
Module Code: TBC Level: 7
Credit value: 20 credits
ECTS Credit Value1: 10
Module Leader: David Alcock
Module start date(s) during the current academic year:
TBC
Module finish date(s) during the current academic year:
TBC
Assessment weightings:
One end of module closed book examination (70%). Participation in discussion forums (15%).
Production of a reflective journal (15%)
For SRS Team Use Only: Date:
Created By:
1 ECTS is the European Credit Transfer and Accumulation System which was developed to promote the
international recognition of qualifications and student mobility within Europe.
62
Relationship with Programme Philosophy and Aims
The module explores the diverse range of activities that comprise the marketing management
role, whether national or international in scope. The success of new products may often depend
less on the intrinsic characteristics of the product than on the marketing decisions you or your
colleagues make, especially given the increasing importance of reaching new markets beyond
national borders The module evaluates a wide range of marketing approaches and techniques
to reach global markets, including the use of social media, with extensive case study analysis.
The module will help you develop and implement marketing plans and strategies both in
domestic and international markets. Whilst widely seen as part of the marketing function,
attention will also be paid to the analysis and evaluation of promotion and sales techniques and
strategies.
Indicative content
Marketing: Economic and Trade Environments
Marketing: Social and Cultural Environments
Marketing: Political, Legal and Regulatory Environment
Global Information Systems and Marketing Research
Segmentation, Targeting and Positioning
Importing, Exporting and Surveying
Global Market Entry Strategies
Brand and Product Decisions in Global Markets
Pricing in Global Markets
Global Marketing Channels and Sales
Global Marketing Communications
Global Marketing Strategies: Advertising and PR
Study mode/delivery method(s):
The module will be delivered in 15 Sessions involving a minimum of 200 hours ‘Time on Task’
study related engagements and activities. These activities are designed for completion in the
student’s ‘home environment’ as a distance learner and include a presentational overview to
introduce each session, together with readings, case studies, reflective tasks, self-evaluation and
other mechanisms to develop knowledge and understanding of marketing, sales and
promotional strategies and their application to specified products and to specified international
market contexts. Time guidance is provided for each activity. The pedagogic structure and
content for delivery of this module makes full use of the Moodle platform and other interactive
VLE features built around a module-specific custom e-Text (with available hard copy version).
Each module follows a uniform structure on the Programme, and involves a ‘Managing your
Studies’ session of 4 hour duration, grounding the student in the materials and approaches
required to complete this module successfully as a distance learning student. This is followed by
12 Topic-based sessions (see ‘Indicative Content’) above), each with study time of 14 hours
duration, a ‘Module Review’ session with study time of 14 hours duration and a ‘Module
63
Assessment: Preparation and Practice’ session with study time of 14 hours duration. In total this
constitutes a minimum of 200 hours ‘Time on Task’ for this module.
Intended Learning Outcomes and the means by which they are to be achieved and demonstrated.
Learning Outcome Learning and Teaching Methods
On successful completion of the module, a The 200 hours of ‘Time on Task’ learning activities
student will be able to: required if students are to successfully engage
with this module, will involve students in
1. Examine the global marketing reviewing and responding to texts, articles and
environment for a product and case materials using print and multi-media
conduct a strategic review of the key formats, with extensive questions, applications
factors influencing the global market and analysis of skill related managerial contexts,
prospects for one or more specified supported by comprehensive feedback to aid
products learning.
2. Identify and evaluate the key strategic Students will be expected to enhance their
issues involved when approaching learning experiences based on the Moodle
global markets, in the context of one platform, e-texts and case materials through
or more specified products further engagement with the BCU module support
materials available on its ICT system and a wider
3. Critically assess the importance of the reading of articles and texts available from BCU
various elements of the international electronic media.
marketing mix in the context of one or
more specified products Structured individual and groups tasks of a
formative nature are provided, together with
4. Develop and evaluate an international extensive feedback, but these are not formally
marketing plan for a specified product assessed. They are presented throughout the
or products of choice module for application to the student’s own
organisation and circumstances, or to other
organisations of choice.
Assessment and feedback
Formative Assessment
Students will be able to self-assess their understanding of key concepts by thorough feedback
provided for all questions and activities based on the BCU virtual learning environments, custom e-
texts and the BCU Digital library. There will also be a forum by which BCU module leaders and
lecturers will respond to module specific enquiries within a reasonable time period.
Seminars 14 and 15 of each module are expressly directed towards ‘Module Review’ (Session 14)
and ‘Module Assessment: Preparation and Practice’ (Session 15) with some 28 hours available for
these purposes.
Summative Assessment
One end of module closed book examination (70%). Participation in discussion forums (15%).
Production of a reflective journal (15%)
Learning Outcomes covered: L1, L2, L3 & L4
64
Feedback
Formative feedback will be provided to students on an on-going basis throughout the delivery
of the module and its constituent Sessions involving a total of 200 hours ‘Time on Task’. There
will also be opportunity for students to interact with module leaders and lecturers via an ’Ask
the Tutor’ forum.
Related Modules
Pre-requisite modules: None
Co-requisite modules: None
Excluded modules: None
Learning Resources
Purchase/Essential Reading
Managing Marketing, Promotion and Sales (2015) Pearson Custom e-Text (Web reference TBC
on completion)
Recommended Reading
Brassington, F. and Pettitt, S. Essentials of Marketing (3rd Ed.) Harlow: Pearson
Hollensen, S. (2014) Global Marketing (6th Ed.) Harlow: Pearson
Hollensen, S. (2015) Marketing Management: A Relationship Approach (3rd Ed.) Harlow:
Pearson
Kotler, P., Kartajaya, H. & Setiawan, I. (2010) Marketing 3.0 Hoboken, NJ: Wiley (Available as an
e-book at; http://lib.myilibrary.com/Open.aspx?id=268750 )
Palmer, R., Cockton, J. & Cooper, G. (2008) Managing Marketing: Marketing Success Through
Good Management Practice, Oxford: Butterworth-Heinemann
Solomon, M. et al (2013) Marketing: Real People, Real Decisions (2nd Ed.) Harlow: Pearson
Journals
International Marketing Review (Available at; http://ezproxy.bcu.ac.uk:2156/loi/imr )
Journal of International Marketing Studies (Available at;
http://ezproxy.bcu.ac.uk:2073/publication/307066 )
Journal of Marketing and Management (Available at;
http://ezproxy.bcu.ac.uk:2073/publication/2032031 )
Journal of Strategic Marketing (Available at;
http://ezproxy.bcu.ac.uk:2159/loi/rjsm20#.VWxzkEYe1s8 )
Marketing Intelligence and Planning (Available at; http://ezproxy.bcu.ac.uk:2156/loi/mip )
Websites
65
American Marketing Association (Available at;
https://www.ama.org/Pages/default.aspx )
Chartered Institute of Marketing (Available at; http://www.cim.co.uk/ )
British Market Research Association (Available at;
http://www.marketingweek.com/2006/02/23/british-market-research-association/
66
Society, Economics and Environment
Faculty: Birmingham City Business School School/Department: CEBE
Module Title: Society, Economics and Environment
Programme(s) on which the module is delivered: MBA, MBA (Healthcare Management), MBA
(Environmental Management and Sustainability)
Date of publication of template to students:
Version Number: 1.0
Module Code: TBC Level: 7
Credit value: 20 credits
ECTS Credit Value1: 10
Module Leader: TBCClaudia Carter
Module start date(s) during the current academic year:
TBC
Module finish date(s) during the current academic year:
TBC
Assessment weightings:
One end of module closed book examination (70%). Participation in discussion forums (15%).
Production of a reflective journal (15%)
For SRS Team Use Only: Date:
Created By:
1ECTS is the European Credit Transfer and Accumulation System which was developed to promote the
international recognition of qualifications and student mobility within Europe.
67
Relationship with Programme Philosophy and Aims
This module aims to give students an understanding of social and economic aspects of managing
environments sustainably. It will focus on linking theory and practice in demonstrating how the
built, natural and social environments are interlinked. The students will have the opportunity to
critically review existing commonly used decision-making support and economic valuation
methods and tools, and familiarise themselves with ‘new’ approaches suitable for more holistic
decision-making and project appraisal.
All decisions and actions relating to the natural environment have a human dimension. Natural
processes influence social wellbeing and economic prosperity, and vice versa, humans and
their constructs are an integral part of, shape and impact on the world. This module thus
contributes to the core of the programme, providing a mechanism for students to reflect on
the social and economic motivations and implications of environmental decision-making.
Indicative content
This module addresses fundamental concepts, contemporary themes and practice associated
with the social and economic realm of managing environments sustainably. Relevant topics
include:
1. Socio-ecological systems and their core components
2. Established and emerging social/socio-political and economic paradigms (e.g. quality of
life, the economic growth paradigm, natural capital)
3. Values plurality: The multiplicity of social and economic perspectives, values and
interests informing, and competing in, decision-making processes about the
environment
4. Ethical foundations and consequences of different value perspectives
5. Concepts of and contemporary debates surrounding social and environmental justice
6. Discourse Analysis
7. Traditional assessment and valuation tools (1)
8. Traditional assessment and valuation tools (2)
9. Risk-based assessment and decision-making approaches
10. Uncertainty analysis
11. Emerging approaches to environmental decision-making (1)
12. Emerging approaches to environmental decision-making (2)
Study mode/delivery method(s):
The module will be delivered in 15 Sessions involving a minimum of 200 hours ‘Time on Task’
study related engagements and activities. These activities are designed for completion in the
student’s ‘home environment’ as a distance learner and include a presentational overview to
introduce each session, together with readings, case studies, reflective tasks, self-evaluation and
68
other mechanisms to develop knowledge, understanding, and practical managerial skills and
their applications as appropriate for an MBA module. Time guidance is provided for each activity.
The pedagogic structure and content for delivery of this module makes full use of the Moodle
VLE platform and other interactive VLE features built around a module-specific custom e-Text
(with available hard copy version). Each module follows a uniform structure on the Programme,
and involves a ‘Managing your Studies’ session of 4 hour duration, grounding the student in the
materials and approaches required to complete this module successfully as a distance learning
student. This is followed by 12 Topic-based sessions (see ‘Indicative Content’) above, each with
study time of 14 hours duration, a ‘Module Review’ session with study time of 14 hours duration
and a ‘Module Assessment: Preparation and Practice’ session with study time of 14 hours
duration. In total this constitutes a minimum of 200 hours ‘Time on Task’ for this module.
Intended Learning Outcomes and the means by which they are to be achieved and demonstrated.
Learning Outcome Learning and Teaching Methods
On successful completion of the module, a The 200 hours of ‘Time on Task’ learning activities
student will be able to: required if students are to successfully engage
with this module, will involve students in
1. Critically assess key contemporary reviewing and responding to texts, articles and
themes that intersect social, economic case materials using print and multi-media
and environmental agendas. formats, with extensive questions, applications
and analysis of skill related managerial contexts,
2. Identify and evaluate the principal supported by comprehensive feedback to aid
socio-economic discourses within the learning.
sustainable development field and link
these to theoretical/conceptual Students will be expected to enhance their
foundations. learning experiences based on the Moodle
platform, e-texts and case materials through
3. Critically appraise the theory and further engagement with the BCU module support
application of a range of contemporary materials and a wider reading of articles and texts
decision making tools / tools available from BCU electronic media.
associated with the framing and
evaluation of social and economic Structured individual and groups tasks are
aspects of managing environments provided, together with extensive feedback but
sustainably. these are not formally assessed. However they are
presented throughout the module for application
4. Demonstrate awareness of ethical to the student’s own organisation and
foundations and consequences of circumstances, or to other organisations of choice.
different social and economic
approaches to environmental decision-
making.
69
Assessment and feedback
Formative Assessment
Students will be able to self-assess their understanding of key concepts by thorough feedback
provided for all questions and activities based on the Pearson and BCU virtual learning
environments, custom e-texts and the BCU Digital library. There will also be a forum by which BCU
module leaders and lecturers will respond to module specific enquiries within a reasonable time
period.
Seminars 14 and 15 of each module are expressly directed towards ‘Module Review’ (Session 14)
and ‘Module Assessment: Preparation and Practice’ (Session 15) with some 28 hours available for
these purposes.
Summative Assessment
One end of module closed book examination (70%). Participation in discussion forums (15%).
Production of a reflective journal (15%)
Learning Outcomes covered: 1, 2, 3 & 4
Feedback
Formative feedback will be provided to students on an on-going basis throughout the delivery
of the module and its constituent Sessions involving a total of 200 hours ‘Time on Task’
Related Modules
Pre-requisite modules: None
Co-requisite modules: None
Excluded modules: None
Learning Resources
Purchase/Essential Reading
Society, Environment and Economics (2015) Pearson Custom e-Text (Web reference TBC
confirmed on completion)
Recommended Reading
Bromley, D.W. and Paavola, J. (2002) (eds) Economics, Ethics and Environmental Policy: Contested
Choices. Oxford: Blackwell. [Library MP 333.7/Bro]
70
Burgess, J., Stirling, A., Clark, J., Davies, G., Eames, M., Staley, K. and Williamson, S. (2007)
‘Deliberative mapping: a novel analytic-deliberative methodology to support contested science-
policy decisions’. Public Understanding of Science 16(3): 299-322. Available online at
http://www.tara.tcd.ie/jspui/bitstream/2262/51863/1/PEER_stage2_10.1177%252F09636625070
77510.pdf
Burningham, K. and D. Thrush (2001) ‘Rainforests are a long way from here’: The environmental
concerns of disadvantaged groups. Joseph Rowntree Foundation Report. York: York Publishing
Services Ltd. http://www.jrf.org.uk/sites/files/jrf/1842631462.pdf
Lucas, K., Walker, G., Eames, M., Fay, H. and Poustie, M. (2004) Environment and Social Justice:
Rapid Research and Evidence Review. Policy Studies Institute. Available online at http://www.sd-
research.org.uk/sites/default/files/publications/Environment%20and%20Social%20Justice_0.pdf
O'Neill, J. F. and C. L. Spash (2000) ‘Conceptions of value in environmental decision-making’.
Environmental Values 9(4): 521-536.
http://www.clivespash.org/2000_Spash_ONeill_EV_Values.pdf
Söderholm, P. (2001) ‘The deliberative approach in environmental valuation’. Journal of Economic
Issues 35(2): 487-495.
Spash, C.L. (2008) ‘Contingent valuation design and data treatment: If you can't shoot the
messenger, change the message’. Environment and Planning C: Government & Policy 26 (1): 34-
53. http://www.clivespash.org/Spash_on_CVM_2008_EPC_Final.pdf
United Nations (2012) Toolkit and Guidance for Preventing and Managing Land and Natural
Resources Conflicts. New York: UN Interagency Framework Team for Preventative Action.
http://www.un.org/en/events/environmentconflictday/pdf/GN_Renewable_Consultation.pdf
Journals
Ecological Economics (Available at; http://ezproxy.bcu.ac.uk:2055/science/journal/09218009 )
Energy, sustainability and society (Available at;
http://ezproxy.bcu.ac.uk:2073/publication/1486345 )
Journal of sustainability and green business (Available at;
http://ezproxy.bcu.ac.uk:2073/publication/287906 )
Sustainability : science, practice, & policy (Available at;
http://ezproxy.bcu.ac.uk:2073/publication/136137 )
Websites
Ecosystem Valuation website resource http://www.ecosystemvaluation.org
National Ecosystem Approach Toolkit (NEAT) http://neat.ecosystemsknowledge.net/
71
Performance Measurement in Health and Healthcare
Faculty: Birmingham City Business School School/Department: HELS
Module Title: Performance Measurement in Health and Healthcare
Programme(s) on which the module is delivered: MBA, MBA (Healthcare Management), MBA
(Environmental Management and Sustainability)
Date of publication of template to students:
Version Number: 1.0
Module Code: TBC Level: 7
Credit value: 20 credits
ECTS Credit Value1: 10
Module Leader: Olatunde Aremu
Module start date(s) during the current academic year:
TBC
Module finish date(s) during the current academic year:
TBC
Assessment weightings:
One end of module closed book examination (70%). Participation in discussion forums (15%).
Production of a reflective journal (15%)
For SRS Team Use Only: Date:
Created By:
1 ECTS is the European Credit Transfer and Accumulation System which was developed to promote the international
recognition of qualifications and student mobility within Europe.
72
Relationship with Programme Philosophy and Aims
The aim of this module is to examine the critical arguments emerging in the area of
performance measurement and to prepare students to engage successfully with future health
policy developments influencing performance measures. The module will introduce a
performance measurement framework and encourage students to discuss opportunities and
challenges associated with choosing performance measures for sound assessment in specific
healthcare domains. In addition, the module will enable students to grasp the increasing need
to standardize performance measure definitions and interpretations to facilitate international
comparability.
Indicative content
Health System Performance Framework and Principles
Analytical Methodology for Performance Measurement
Frameworks for Indicator Selection
Health and Healthcare Benchmarking
Performance Measurement in Primary Care
Performance Measurement in Chronic Care
Performance Measurement in Mental Health Services
Performance Measurement in Long-Term Care
Health Policy, Targets, and Performance Measurement
Information Technology Capacity for Performance Measurement
Professional Development and Performance Measurement
Understanding, Assessing and Disseminating Results for Policy-makers
Study mode/delivery method(s):
The module will be delivered in 15 Sessions involving a minimum of 200 hours ‘Time on Task’
study related engagements and activities. These activities are designed for completion in the
student’s ‘home environment’ as a distance learner and include a presentational overview to
introduce each session, together with readings, case studies, reflective tasks, self-evaluation and
other mechanisms to develop knowledge, understanding, and practical managerial skills and
their applications as appropriate for an MBA module. Time guidance is provided for each activity.
The pedagogic structure and content for delivery of this module makes full use of the Moodle
VLE platform and other interactive VLE features built around a module-specific custom e-Text
(with available hard copy version). Each module follows a uniform structure on the Programme,
and involves a ‘Managing your Studies’ session of 4 hour duration, grounding the student in the
materials and approaches required to complete this module successfully as a distance learning
student. This is followed by 12 Topic-based sessions (see ‘Indicative Content’) above), each with
study time of 14 hours duration, a ‘Module Review’ session with study time of 14 hours duration
and a ‘Module Assessment: Preparation and Practice’ session with study time of 14 hours
duration. In total this constitutes a minimum of 200 hours ‘Time on Task’ for this module.
73
Intended Learning Outcomes and the means by which they are to be achieved and demonstrated.
Learning Outcome Learning and Teaching Methods
On successful completion of the module, a The 200 hours of ‘Time on Task’ learning activities
student will be able to: required if students are to successfully engage
with this module, will involve students in
1. Critically examine and argue rationally reviewing and responding to texts, articles and
on the various dimensions of health case materials using print and multi-media
system performance formats, with extensive questions, applications
and analysis of skill related managerial contexts,
2. Apply appropriate knowledge, skills supported by comprehensive feedback to aid
and abilities to identify measurement learning.
instruments and analytical methods
required for an effective performance Students will be expected to enhance their
measurement learning experiences based on the Moodle
platform, e-texts and case materials through
3. Demonstrate analytical thinking skills further engagement with the BCU module support
to depict the implications of translating materials and a wider reading of articles and texts
performance information for policy- available from BCU electronic media.
makers and others responsible for the
governance of the health system. Structured individual and groups tasks are
provided, together with extensive feedback but
these are not formally assessed. However they are
presented throughout the module for application
to the student’s own organisation and
circumstances, or to other organisations of choice.
Assessment and feedback
Formative Assessment
Students will be able to self-assess their understanding of key concepts by thorough feedback
provided for all questions and activities based on the Pearson and BCU virtual learning
environments, Pearson custom e-texts and Pearson Digital library. There will also be a forum by
which BCU module leaders and lecturers will respond to module specific enquiries within a
reasonable time period.
Seminars 14 and 15 of each module are expressly directed towards ‘Module Review’ (Session 14)
and ‘Module Assessment: Preparation and Practice’ (Session 15) with some 28 hours available for
these purposes.
Summative Assessment
One end of module closed book examination (70%). Participation in discussion forums (15%).
Production of a reflective journal (15%)
Learning Outcomes covered: 1, 2, & 3
74
Feedback
Formative feedback will be provided to students on an on-going basis throughout the delivery
of the module and its constituent Sessions involving a total of 200 hours ‘Time on Task’
Related Modules
Pre-requisite modules: None
Co-requisite modules: None
Excluded modules: None
Learning Resources
Purchase/Essential Reading
Performance Measurement in Health and Healthcare(2015) Pearson Custom e-Text (Web
reference TBC confirmed on completion)
Recommended Reading
Gittell, J. (2009) High Performance Healthcare: Using the power of relationships to achieve
quality, efficiency and resilience. New York : McGraw-Hill
Mannion, R., Davies, H.T.O, and Marshall, M.N. (2005) Cultures For Performance in Health
Care, Open University Press
Walburg, J, Bevan, H., Wilderspin, J., and Lemmens, K. (2006) Performance Management
in Health Care, Routledge
Strome, T. (2013) Healthcare Analytics for Quality and Performance Improvement
Hoboken, NJ: Wiley
Smith, P.C. Performance Management in British Health Care: Will It Deliver? Health
Affairs, 21, no. 3, (2002): 103-115
Smith, P.C., Mossialos, E., Papanicolas, I., and Leatherman S., Performance Measurement
for Health System Improvement: Experiences, Challenges and Prospects World Health
Organization 2008 and World Health organization, on behalf of the European Observatory
on Health Systems and Policies 2008
http://www.who.int/management/district/performance/PerformanceMeasurementHealt
hSystemImprovement2.pdf
Walshe, K. & Smith, J. (2011) Healthcare Management Maidenhead: McGraw-Hill
Journals
British Journal of Healthcare Management (Available at; http://ezproxy.bcu.ac.uk:3414/ )
Health Affairs (Available at; http://ezproxy.bcu.ac.uk:2073/publication/36027 )
75
Health Care Manager (Available at; http://ezproxy.bcu.ac.uk:3414/ )
International Journal for Quality in Health Care (Available at;
http://ezproxy.bcu.ac.uk:3376/ )
Journal of Health Services Research and Policy (Available at;
http://ezproxy.bcu.ac.uk:4265/ )
Websites
British Medical Association (Available at; http://bma.org.uk/ )
Canadian Institute for Health Information (Available at; www.cihi.ca)
Institute of Healthcare Managers (Available at; http://www.ihm.org.uk/ )
76
MASTERS STAGE MODULES
STRATEGIC MANAGEMENT IN AND
INTERNATIONAL CONTEXT
BUSINESS PROCESSES AND OPERATIONS
MANAGEMENT
INTERNATIONAL ENTREPRENEURSHIP AND
INNOVATION
SUSTAINABLE ENVIRONMENTAL FUTURES
SUSTAINABLE HEALTHCARE FUTURES
77
University Standard Module Template
Faculty: Business, Law and Social Sciences School/Department: Business School
Module Title: Strategic Management in an International Context
Programme(s) on which the module is delivered: MBA, MBA (Healthcare Management), MBA
(Environmental Management and Sustainability)
Date of publication of template to students:
Version Number: 1.0
Module Code: TBC Level: 7
Credit value: 20 credits
ECTS Credit Value1: 10
Module Leader: Dr Steven McCabe
Module start date(s) during the current academic year:
TBC
Module finish date(s) during the current academic year:
TBC
Assessment weightings:
One end of module closed book examination (70%). Participation in discussion forums (15%).
Production of a reflective journal (15%)
For SRS Team Use Only: Date:
Created By:
1 ECTS is the European Credit Transfer and Accumulation System which was developed to promote
the international recognition of qualifications and student mobility within Europe.
78
Relationship with Programme Philosophy and Aims
The module reviews the strategic approaches available to all organisations, whatever their size
or sector of activity. Strategy is seen as the long-term direction of an organisation and the three
elements of the strategy definition are explored further, namely the ‘long term’, ‘direction’ and
‘organisation’. The ‘long term’ is usually defined in terms of several years and up to even a
decade in the future. ‘Direction’ involves issues such as transfers between sectors of economic
activity, e.g. print to electronic media within publishing. ‘Organisation’ can include many types,
a small and medium sized enterprise, a multinational, not-for-profit enterprise or a public sector
organisation. Human involvement in the processes of strategic formulation is carefully
examined, as are the empirical and case study outcomes of these strategies, when implement.
A wide range of techniques and approaches used in strategy formulation are reviewed and
evaluated, with the global content firmly in view and the practical outcomes thoroughly
assessed.
Indicative content
Strategic Positions
Strategic Capabilities
Strategic Purposes
Culture and Strategy
Business Strategy
Corporate Strategy
International Strategy
Mergers, Acquisitions and Alliances
Evaluating Strategies
Strategic Development Processes
Leadership and Strategic Change
Practice of Strategy
Study mode/delivery method(s):
The module will be delivered in 15 Sessions involving a minimum of 200 hours ‘Time on Task’
study related engagements and activities. These activities are designed for completion in the
student’s ‘home environment’ as a distance learner and include a presentational overview to
introduce each session, together with readings, case studies, reflective tasks, self-evaluation and
other mechanisms to develop knowledge, understanding, and practical applications of strategic
thinking in a global context. Time guidance is provided for each activity. The pedagogic structure
and content for delivery of this module makes full use of the Moodle VLE platform and other
interactive VLE features built around a module-specific custom e-Text (with available hard copy
version). Each module follows a uniform structure on the Programme, and involves a ‘Managing
your Studies’ session of 4 hour duration, grounding the student in the materials and approaches
required to complete this module successfully as a distance learning student. This is followed by
12 Topic-based sessions (see ‘Indicative Content’) above), each with study time of 14 hours
duration, a ‘Module Review’ session with study time of 14 hours duration and a ‘Module
79
Assessment: Preparation and Practice’ session with study time of 14 hours duration. In total this
constitutes a minimum of 200 hours ‘Time on Task’ for this module.
Intended Learning Outcomes and the means by which they are to be achieved and demonstrated.
Learning Outcome Learning and Teaching Methods
On successful completion of the module, a The 200 hours of ‘Time on Task’ learning activities
student will be able to: required if students are to successfully engage with
this module, will involve students in reviewing and
1. Critically assess the contribution of responding to texts, articles and case materials
the operations function to using print and multi-media formats, with extensive
operations strategy, using case questions, applications and analysis of skill related
study materials wherever managerial contexts, supported by comprehensive
appropriate feedback to aid learning.
2. Demonstrate the importance of the Students will be expected to enhance their learning
‘design’ activity to operations experiences based on the Moodle VLE platform, e-
management outcomes using case texts and case materials through further
materials wherever appropriate engagement with the BCU module support
materials available on its ICT system and a wider
3. Identify and evaluate the reading of articles and texts available from BCU
contribution of the various electronic media.
techniques available to the
operation manager when seeking to Structured individual tasks of a formative nature
plan and control operations, using are provided, together with extensive feedback but
case study examples wherever these are not formally assessed. They are
appropriate presented throughout the module for application
to the student’s own organisation and
circumstances, or to other organisations of choice.
4. Demonstrate an awareness of the
techniques available for business
improvement and their application
in the specific context of choice
Assessment and feedback
Formative Assessment
Students will be able to self-assess their understanding of key concepts by thorough feedback
provided for all questions and activities based on the Pearson and BCU virtual learning environments,
Pearson custom e-texts and Pearson Digital library, supplemented by access to designated
Birmingham City University resources where appropriate. There will also be a forum by which BCU
module leaders and lecturers will respond to module specific enquiries within a reasonable time
period.
Seminars 14 and 15 of each module are expressly directed towards ‘Module Review’ (Session 14) and
‘Module Assessment: Preparation and Practice’ (Session 15) with some 28 hours available for these
purposes.
80
Summative Assessment
One end of module closed book examination (70%). Participation in discussion forums (15%).
Production of a reflective journal (15%)
Learning Outcomes covered: L1, L2, L3 & L4
Feedback
Formative feedback will be provided to students on an on-going basis throughout the delivery
of the module and its constituent Sessions involving a total of 200 hours ‘Time on Task’. There
will also be opportunity for students to interact with module leaders and lecturers via an ‘Ask
the Tutor’ forum Web Board.
Related Modules
Pre-requisite modules: None
Co-requisite modules: None
Excluded modules: None
Learning Resources
Purchase/Essential Reading
Strategic Management in an International Context (2015) Pearson Custom e-Text (Web
reference TBC on completion)
Recommended Reading
Gorzynski, B. (2013) The Power of Strategic Thinking: A Guide to Strategic Thinking in Action
Oxford: Management Books Ltd.
Grant, R. (2013) Contemporary Strategic Analysis (8th Ed.) Chichester: Wiley
Johnson, G., Scholes, K. & Whittington, R. (2008) Exploring Corporate Strategy (8th Ed.),
Prentice Hall. (Also available as an e-book at; http://lib.myilibrary.com/Open.aspx?id=185381 )
Lynch, R. (2012) Strategic Management (6th Ed.) Harlow: Pearson (Also available as an e-book
at; http://lib.myilibrary.com/Open.aspx?id=463040 )
McCabe, S. (2010) Corporate Strategy: Understanding Today’s Theory and Practice Chichester:
Wiley-Blackwell
Mintzberg, H., Lampel, J., Quinn, J. & Ghoshal, S. (2004) The Strategy Process (4th Ed.) Harlow:
Pearson
Ohmae, K. (1982) The Mind of the Strategist New York: McGraw-Hill
Rugman, A. & Hodgetts, R. (2007) International Business – A Strategic Management Approach,
Harlow: Prentice Hall.
Stacey, R. (2007) Strategic Management and Organisational Dynamics (5th Ed.), Harlow:
Prentice Hall
81
Thompson, A., Strickland, A. & Gamble, J. (2010) Crafting and Executing Strategy: The Quest for
Competitive Advantage (17th Ed.) New York: McGraw-Hill
Journals:
Academy of Strategic Management Journal (Available at;
http://ezproxy.bcu.ac.uk:2073/publication/38745 )
Business Management and Strategy (Available at;
http://ezproxy.bcu.ac.uk:2073/publication/366243 )
Journal of Business Strategy (Available at;
http://ezproxy.bcu.ac.uk:2156/journals.htm?issn=0275-6668 )
Long Range Planning (Available at; http://ezproxy.bcu.ac.uk:2063/swoc-
web/linkingDetails.html?openURL=false&issn=0024-6301&eissn=0024-6301 )
Strategic Management Journal (Available at; http://ezproxy.bcu.ac.uk:2063/swoc-
web/linkingDetails.html?openURL=false&issn=0143-2095&eissn=0143-2095 )
Websites:
Association for Strategic Planning (Available at; http://www.strategyplus.org/index.shtml
McKinsey Quarterly (Available at; http://www.mckinsey.com/insights )
Strategy and Business Magazine (Available at; http://www.strategy-business.com/digital-
mobile-products#strategy )
82
University Standard Module Template
Faculty: Business, Law and Social Sciences School/Department: Business School
Module Title: Business Process and Operations Management in an International Context
Programme(s) on which the module is delivered: MBA, MBA(Healthcare and Management) ,
MBA (Environmental Management and Sustainability)
Date of publication of template to students:
Version Number: 1.0
Module Code: TBC Level: 7
Credit value: 20 credits
ECTS Credit Value1: 10
Module Leader: Tony Birch
Module start date(s) during the current academic year:
TBC
Module finish date(s) during the current academic year:
TBC
Assessment weightings:
One end of module closed book examination (70%). Participation in discussion forums (15%).
Production of a reflective journal (15%)
For SRS Team Use Only: Date:
Created By:
1 ECTS is the European Credit Transfer and Accumulation System which was developed to promote the
international recognition of qualifications and student mobility within Europe.
83
Relationship with Programme Philosophy and Aims
The module begins by exploring the diverse range of activities involved in Business Process and
Operations Management, whether internally within organisations or increasingly across the
global supply chain. The emphasis then shifts to analysing strategic initiatives involving the
design, planning and control of these business operations and processes. Consideration is also
given to the economic, market, finance and resource based contexts that affect broader based
decision making as regards business processes and their operation. The module critically
examines the strategic management techniques and processes which organizations often
employ in their attempts to remain competitive as they seek to operate within an ever changing
international environment
Indicative content
Operations and Processes
Operations Strategy
Supply Network Design
Process Design
Designing the Innovation Process
Supply Chain Management
Capacity Management
Inventory Management
Resource Planning and Control
Lean Approaches
Quality Management
Business Improvement
Study mode/delivery method(s):
The module will be delivered in 15 Sessions involving a minimum of 200 hours ‘Time on Task’
study related engagements and activities. These activities are designed for completion in the
student’s ‘home environment’ as a distance learner and include a presentational overview to
introduce each session, together with readings, case studies, reflective tasks, self-evaluation and
other mechanisms to develop knowledge, understanding, and practical managerial skills and
their applications to the operations management function. Time guidance is provided for each
activity. The pedagogic structure and content for delivery of this module makes full use of the
Moodle VLE platform and other interactive VLE features built around a module-specific custom
e-Text (with available hard copy version). Each module follows a uniform structure on the
Programme, and involves a ‘Managing your Studies’ session of 4 hour duration, grounding the
student in the materials and approaches required to complete this module successfully as a
distance learning student. This is followed by 12 Topic-based sessions (see ‘Indicative Content’)
above), each with study time of 14 hours duration, a ‘Module Review’ session with study time of
14 hours duration and a ‘Module Assessment: Preparation and Practice’ session with study time
of 14 hours duration. In total this constitutes a minimum of 200 hours ‘Time on Task’ for this
module.
84
Intended Learning Outcomes and the means by which they are to be achieved and demonstrated.
Learning Outcome Learning and Teaching Methods
On successful completion of the module, a The 200 hours of ‘Time on Task’ learning activities
student will be able to: required if students are to successfully engage with
this module, will involve students in reviewing and
1. Critically assess the contribution of responding to texts, articles and case materials
the operations function to using print and multi-media formats, with extensive
operations strategy, using case questions, applications and analysis of skill related
study materials wherever managerial contexts, supported by comprehensive
appropriate feedback to aid learning.
2. Demonstrate the importance of the Students will be expected to enhance their learning
‘design’ activity to operations experiences based on the Moodle VLE, e-texts and
management outcomes using case case materials through further engagement with
materials wherever appropriate the BCU module support materials available on its
ICT system and a wider reading of articles and texts
3. Identify and evaluate the available from BCU electronic media.
contribution of the various
techniques available to the Structured individual tasks of a formative nature
operation manager when seeking to are provided, together with extensive feedback but
plan and control operations, using these are not formally assessed. They are
case study examples wherever presented throughout the module for application
appropriate to the student’s own organisation and
circumstances, or to other organisations of choice.
4. Demonstrate an awareness of the
techniques available for business
improvement and their application
in the specific context of choice
Assessment and feedback
Formative Assessment
Students will be able to self-assess their understanding of key concepts by thorough feedback
provided for all questions and activities based on the Pearson and BCU virtual learning environments,
Pearson custom e-texts and Pearson Digital library, supplemented by access to designated
Birmingham City University resources where appropriate. There will also be a forum by which BCU
module leaders and lecturers will respond to module specific enquiries within a reasonable time
period.
Seminars 14 and 15 of each module are expressly directed towards ‘Module Review’ (Session 14) and
‘Module Assessment: Preparation and Practice’ (Session 15) with some 28 hours available for these
purposes.
85
Summative Assessment
One end of module closed book examination (70%). Participation in discussion forums (15%).
Production of a reflective journal (15%)
Learning Outcomes covered: L1, L2, L3 & L4
Feedback
Formative feedback will be provided to students on an on-going basis throughout the delivery
of the module and its constituent Sessions involving a total of 200 hours ‘Time on Task’. There
will also be opportunity for students to interact with module leaders and lecturers via an ‘Ask
the Tutor’ forum.
Related Modules
Pre-requisite modules: None
Co-requisite modules: None
Excluded modules: None
Learning Resources
Purchase/Essential Reading
Business Process and Operations Management in an International Context (2015)
Pearson Custom e-Text (Web reference TBC on completion)
Purchase/Essential Reading
Slack N., Brandon-Jones A., Johnston, R. & Betts, A. (2013) Operations and Process
Management, (3rd Ed) Harlow: Pearson Education.
Also available as an electronic book at; http://lib.myilibrary.com/Open.aspx?id=207106
Recommended Reading
Barnes, D. (2008) Operations Management: An International Perspective London:
Thomson
Brown,S., Bessant, J. & Lamming, R. (2013) Strategic Operations Management (3rd Ed. )
Abingdon: Routledge
Burkholder, N. (2006) Outsourcing: The Definitive View, Applications and Implications
Hoboken, NJ.: Wiley
Chopra, S. & Meindl, P. (2013) Supply Chain Management: Strategy, Planning and
Operation (5th Ed.) Boston, MA.: Pearson Education
86
Fitzsimmons, J. & Fitzsimmons, M. (2006) Service Management: Operations, Strategy,
Information Technology (5th Ed.) London: McGraw-Hill
Larsen, T., Schary, P., Mikkola, J. & Kotzab, H. (2007) Managing the Global Supply Chain
(3rd Ed.) Copenhagen: Copenhagen Business School.
Jeston, J. & Nelis, J. (2014) Business Process Management: practical Guidelines to
Successful Implementation Abingdon: Routledge
Mangan, J., Lalwani, C., Butcher, T. & Javadpour, R. (2012) Global Logistics and Supply
Chain Management (2nd Ed.) Chicester: Wiley.
Slack, N., Brandon-Jones, A. & Johnston, R. (2013) Operations Management (7th Ed)
Harlow: Pearson Education
Souza, G. (2012) Sustainable Operations and Closed Loop Supply Chains. New York:
Business Expert Press
Verma, R. & Boyer, K. (2010) Operations and Supply Chain Management: World Class
Theory and Practice. London: Cengage
Journals
International Journal of Operations and Production Management (Available at;
http://ezproxy.bcu.ac.uk:2156/journals.htm?issn=0144-3577 )
Journal of Supply Chain Management (Available at;
http://ezproxy.bcu.ac.uk:2063/eAccess/viewTitleIssues.do?titleID=115345 )
Manufacturing and Service Operations (Available at;
http://ezproxy.bcu.ac.uk:2073/publication/46391 )
Strategic Outsourcing: An International Journal (Available at;
http://ezproxy.bcu.ac.uk:2156/journals.htm?issn=1753-8297 )
Websites
American Production and Inventory Control Society ( www.apics.org )
Institute of Operations Management ( www.iomnet.org.uk/ )
Opsman hosted by Nigel Slack ( www.opsman.org/ )
Production and Operations Management Society (www.poms.org )
87
University Standard Module Template
Faculty: Business, Law and Social Sciences School/Department: Business School
Module Title: International Entrepreneurship and Innovation
Programme(s) on which the module is delivered: MBA, MBA (Healthcare Management), MBA
(Environmental Management and Sustainability)
Date of publication of template to students:
Version Number: 1.0
Module Code: TBC Level: 7
Credit value: 20 credits
ECTS Credit Value1: 10
Module Leader: Tony Birch
Module start date(s) during the current academic year:
TBC
Module finish date(s) during the current academic year:
TBC
Assessment weightings:
One end of module closed book examination (70%). Participation in discussion forums (15%).
Production of a reflective journal (15%)
For SRS Team Use Only: Date:
Created By:
1 ECTS is the European Credit Transfer and Accumulation System which was developed to promote the
international recognition of qualifications and student mobility within Europe.
88
Relationship with Programme Philosophy and Aims
Whilst entrepreneurship, creativity and innovation are clearly interconnected, the emphasis in
the first part of this module is on entrepreneurship whilst the second part of this module has
innovation as its main focus.
Entrepreneurial theories and concepts are reviewed, together with the empirical evidence for
the assertions frequently made as to the characteristics of entrepreneurship and an
entrepreneurial mind-set. The issues faced when starting a new business are examined,
including the development and implementation of business plan. Entrepreneurship is reviewed
at local, national and international levels.
The second part of this module explores the diverse range of activities that comprise the area of
Innovation and Change Management. Specifically, the module is designed to provide students
with a thorough grounding on how organisations might deal with various aspects of innovation
and how the development of a robust strategy for innovation can lead to sustainable competitive
advantage. A key thrust of this programme of study is that achieving a sustainable competitive
strategy, particularly in the context of disruptive change, is dependent upon organisations
fostering a culture of innovation and creativity. This part of the module is designed to allow
aspiring managers to improve innovation capacity in their current and future careers. It will help
managers to develop an understanding of how context influences performance and how
organisations must change and learn as their context changes. It will identify the role that
innovation and creativity plays in organisational learning and development.
Indicative content
Entrepreneurship: theories, concepts and evidence
Creativity and entrepreneurial mind-sets
Business plans: research and design
Business start-up – implementation
International entrepreneurship
Intrapreneurship/ corporate entrepreneurship
Generating a climate for innovation and change
Using creativity to resolve business/organisational issues
Types of innovations
Accessing the sources of innovation
Developing a strategy for innovation and change
Measuring and monitoring innovation and outcomes
Study mode/delivery method(s):
The module will be delivered in 15 Sessions involving a minimum of 200 hours ‘Time on Task’
study related engagements and activities. These activities are designed for completion in the
student’s ‘home environment’ as a distance learner and include a presentational overview to
89
introduce each Session, together with readings, case studies, reflective tasks, self-evaluation and
other mechanisms to develop knowledge, understanding, and practical applications of strategic
thinking in a global context. Time guidance is provided for each activity. The pedagogic structure
and content for delivery of this module makes full use of the Moodle VLE platform and other
interactive VLE features built around a module-specific custom e-Text (with available hard copy
version). Each module follows a uniform structure on the Programme, and involves a ‘Managing
your Studies’ session of 4 hour duration, grounding the student in the materials and approaches
required to complete this module successfully as a distance learning student. This is followed by
12 Topic-based sessions (see ‘Indicative Content’) above), each with study time of 14 hours
duration, a ‘Module Review’ session with study time of 14 hours duration and a ‘Module
Assessment: Preparation and Practice’ session with study time of 14 hours duration. In total this
constitutes a minimum of 200 hours ‘Time on Task’ for this module.
Intended Learning Outcomes and the means by which they are to be achieved and demonstrated.
Learning Outcome Learning and Teaching Methods
On successful completion of the module, a The 200 hours of ‘Time on Task’ learning activities
student will be able to: required if students are to successfully engage with
this module, will involve students in reviewing and
1. Evaluate entrepreneurial responding to texts, articles and case materials
characteristics from both a theoretical using print and multi-media formats, with extensive
and empirical perspective questions, applications and analysis of skill related
managerial contexts, supported by comprehensive
2. Develop a business plan for a specified feedback to aid learning.
start-up activity of your choice and
critically evaluate the components that Students will be expected to enhance their learning
appear in your plan experiences based on the Moodle VLE platform, e-
texts and case materials through further
3. Critically assess the approaches for engagement with the BCU module support
developing a culture of creativity and materials available on its ICT system and a wider
innovation in an organisation reading of articles and texts available from BCU
electronic media.
4. Construct a strategic plan for
increasing creativity and innovation in Structured individual tasks of a formative nature
an organisation of choice are provided, together with extensive feedback but
these are not formally assessed. They are
presented throughout the module for application
to the student’s own organisation and
circumstances, or to other organisations of choice.
Assessment and feedback
Formative Assessment
Students will be able to self-assess their understanding of key concepts by thorough feedback
provided for all questions and activities based on the Pearson and BCU virtual learning environments,
custom e-texts and the BCU Digital library, supplemented by access to designated Birmingham City
University resources where appropriate. There will also be a forum by which BCU module leaders and
lecturers will respond to module specific enquiries within a reasonable time period.
90
Seminars 14 and 15 of each module are expressly directed towards ‘Module Review’ (Session 14) and
‘Module Assessment: Preparation and Practice’ (Session 15) with some 28 hours available for these
purposes.
Summative Assessment
One end of module closed book examination (70%). Participation in discussion forums (15%).
Production of a reflective journal (15%)
Learning Outcomes covered: L1, L2, L3 & L4
Feedback
Formative feedback will be provided to students on an on-going basis throughout the delivery
of the module and its constituent Sessions involving a total of 200 hours ‘Time on Task’. There
will also be opportunity for students to interact with module leaders and lecturers via an ‘Ask
the Tutor’ forum.
Related Modules
Pre-requisite modules: None
Co-requisite modules: None
Excluded modules: None
Learning Resources
Purchase/Essential Reading
International Entrepreneurship and Innovation (2015) Pearson Custom e-Text (Web reference
TBC on completiong)
Recommended Reading
Ahmed, P. (2010) Innovation Management: Context, Strategies, Systems and Processes Harlow:
Prentice-Hall
Burns, P. (2010) Entrepreneurship and small business: start-up, growth and maturity (3rd Ed.)
Basingstoke: Palgrave Macmillan
Conway, S. (2009) Managing and Shaping Innovation Oxford: Oxford University Press
Deakins D & Freel M (2009) Entrepreneurship and Small Firms, (5th Ed.) London: McGraw Hill
Hisrich, R.D, and Peters, M.P (2012) Entrepreneurship (9th Ed.) New York: McGraw-Hill
Smith, D. (2010) Exploring Innovation London: MacGraw-Hill
Spinelli, S. (2012) New venture creation: entrepreneurship for the 21st century (9th Ed) New
York: McGraw-Hill/Irwin
Spinelli, S. and Adams, R. (2012) New Venture Creation: Entrepreneurship for the 21st century,
Boston: McGraw-Hill.
91
Tidd, J. and Besant, J. (2013) Managing Innovation: Integrating technological, market and
organizational change 5th edition, Chichester: Wiley
Weiss, D. & Legrand, C. (2011) Innovative Intelligence: The art and practice of leading
sustainable innovation in your organization. Ontario: Wiley
Journals
Creativity and Innovation Management (Available at http://ezproxy.bcu.ac.uk:2063/swoc-
web/linkingDetails.html?openURL=false&issn=0963-1690&eissn=0963-1690 )
European Journal of Innovation Management (available at;
http://ezproxy.bcu.ac.uk:2156/journals.htm?issn=1460-
1060&volume=17&issue=1&PHPSESSID=hg8v85kh50akt516hq0h2umfh0 )
International Journal of Entrepreneurship (Available at:
http://ezproxy.bcu.ac.uk:2073/publication/29727
International Journal of Innovation, Management and Technology (Available at;
http://ezproxy.bcu.ac.uk:2073/publication/2027419# )
Journal of Small Business and Entrepreneurship (Available at;
http://ezproxy.bcu.ac.uk:2073/publication/44621
Journal of Strategic Innovation and Sustainability (Available at;
http://ezproxy.bcu.ac.uk:2073/publication/536313 )
World Journal of Entrepreneurship, Management and Sustainable Development (Available at:
http://ezproxy.bcu.ac.uk:2073/publication/1366338
Websites
James Dyson Foundation (Available at; http://www.jamesdysonfoundation.co.uk/ )
Office for National Statistics (Available at; http://www.ons.gov.uk/ons/index.html )
Prowess: Women in Business (Available at; http://www.prowess.org.uk/ )
Science and Innovation (Available at; https://www.gov.uk/government/topics/science-and-
innovation )
Technology Strategy Board (Available at; www.innovateuk.org )
The Global Entrepreneurship Monitor (Available at; http://www.gemconsortium.org/
United Innovation Association UK (Available at; http://uiauk.wordpress.com/
92
Sustainable Environmental Futures
Faculty: Birmingham City Business School School/Department:
Module Title: Sustainable Environmental Futures
Programme(s) on which the module is delivered: MBA, MBA (Healthcare Management), MBA
(Environmental Management and Sustainability)
Date of publication of template to students:
Version Number: 1.0
Module Code: TBC Level: 7
Credit value: 20 credits
ECTS Credit Value1: 10
Module Leader: Roger Wall
Module start date(s) during the current academic year:
TBC
Module finish date(s) during the current academic year:
TBC
Assessment weightings:
One end of module closed book examination (70%). Participation in discussion forums (15%).
Production of a reflective journal (15%)
For SRS Team Use Only: Date:
Created By:
1ECTS is the European Credit Transfer and Accumulation System which was developed to promote the
international recognition of qualifications and student mobility within Europe.
93
Relationship with Programme Philosophy and Aims
This module takes a critical look at key issues that need to be addressed in order to
meet the challenges of the sustainability agenda. It starts by examining the attitudes of
society towards sustainability and the need to adopt holistic solutions to complex
problems. The next part of the module is concerned with detailed analysis of a range of
issues or themes. Each of these themes is first examined from historical and
contemporary perspectives in order to place proposed solutions into context.
Alternative responses are then put forward and evaluated within the context of
different scenarios. The module will make use of case studies from around the world in
order to illustrate best practice and to form a basis for the critical appraisal of
proposed future strategies. The module concludes by discussing ways in which
sustainability can be measured and evaluated.
Indicative content
1. Societal Attitudes towards Sustainability
2. Systems Modelling and Holistic Solutions
3. Scenario Building
4. Energy
5. Water Management
6. Waste and Pollution
7. Technology
8. Buildings
9. Transport
10. Food
11. Future Urban and Rural Forms
12. Measuring Sustainability
Study mode/delivery method(s):
The module will be delivered in 15 Sessions involving a minimum of 200 hours ‘Time on Task’
study related engagements and activities. These activities are designed for completion in the
student’s ‘home environment’ as a distance learner and include a presentational overview to
introduce each session, together with readings, case studies, reflective tasks, self-evaluation and
other mechanisms to develop knowledge, understanding, and practical managerial skills and
their applications as appropriate for an MBA module. Time guidance is provided for each activity.
The pedagogic structure and content for delivery of this module makes full use of the Moodle
VLE platform and other interactive VLE features built around a module-specific custom e-Text
(with available hard copy version). Each module follows a uniform structure on the Programme,
and involves a ‘Managing your Studies’ session of 4 hour duration, grounding the student in the
94
materials and approaches required to complete this module successfully as a distance learning
student. This is followed by 12 Topic-based sessions (see ‘Indicative Content’) above, each with
study time of 14 hours duration, a ‘Module Review’ session with study time of 14 hours duration
and a ‘Module Assessment: Preparation and Practice’ session with study time of 14 hours
duration. In total this constitutes a minimum of 200 hours ‘Time on Task’ for this module.
Intended Learning Outcomes and the means by which they are to be achieved and demonstrated.
Learning Outcome Learning and Teaching Methods
On successful completion of the module, a The 200 hours of ‘Time on Task’ learning activities
student will be able to: required if students are to successfully engage
with this module, will involve students in
1. Demonstrate a sound knowledge of reviewing and responding to texts, articles and
contemporary issues and evaluate case materials using print and multi-media
their implications for society, the formats, with extensive questions, applications
environment and the economy. and analysis of skill related managerial contexts,
supported by comprehensive feedback to aid
2. Critically discuss global, national and learning.
local examples of issues related to
sustainability. Students will be expected to enhance their
learning experiences based on the Moodle
3. Develop and justify solutions to platform, e-texts and case materials through
environmental issues within a socio- further engagement with the BCU module support
economic framework. materials and a wider reading of articles and texts
available from BCU electronic media.
4. Appraise various options for the
monitoring and measurement of Structured individual tasks are provided, together
sustainable solutions. with extensive feedback but these are not formally
assessed. However they are presented throughout
the module for application to the student’s own
organisation and circumstances, or to other
organisations of choice.
Assessment and feedback
Formative Assessment
Students will be able to self-assess their understanding of key concepts by thorough feedback
provided for all questions and activities based on the BCU virtual learning environments, custom e-
texts and the BCU Digital library. There will also be a forum by which BCU module leaders and
lecturers will respond to module specific enquiries within a reasonable time period.
95
Seminars 14 and 15 of each module are expressly directed towards ‘Module Review’ (Session 14)
and ‘Module Assessment: Preparation and Practice’ (Session 15) with some 28 hours available for
these purposes.
Summative Assessment
One end of module closed book examination (70%). Participation in discussion forums (15%).
Production of a reflective journal (15%)
Learning Outcomes covered: 1, 2, 3 & 4
Feedback
Formative feedback will be provided to students on an on-going basis throughout the delivery
of the module and its constituent Sessions involving a total of 200 hours ‘Time on Task’. There
will also be opportunity for students to interact with module leaders and lecturers via an ‘Ask
the Tutor’ forum.
Related Modules
Pre-requisite modules: None
Co-requisite modules: None
Excluded modules: None
Learning Resources
Purchase/Essential Reading
Sustainable Environmental Futures (2015) Pearson Custom e-Text (Web reference TBC on
completion)
Recommended Reading
Bell S & Morse S (2008) Sustainability indicators: measuring the immeasurable? Earthscan,
London
Blair F and Evans B (2004) Seeing the bigger picture: delivering local sustainable development
Joseph Rowntree, York
Boyle, G., Everett, B., Ramage, J. (Editors) (2003) Energy Systems and Sustainability Oxford
University Press
Halliday, S. (2007) Sustainable Construction Butterworth-Heinemann
Howes, Hugh (2008) Strategic Planning for Water, Taylor and Francis, London and New York
96
Keiner, M., Koll-Schretzenmayr, M. and Schmid, W.A. (eds) (2005) Managing urban futures :
sustainability and urban growth in developing countries Ashgate, Aldershot
Kemp D (2004) Exploring Environmental Issues, Routledge, London
Low, N. (et al) (2005) The Green City, Routledge, London
MacKay, D. (2009) Sustainable Energy – Without the Hot Air UIT Cambridge, UK
Journals
Current Opinion in Environmental Sustainability (Available at;
http://ezproxy.bcu.ac.uk:2055/science/journal/18773435 )
Environmental Development (Available at;
http://ezproxy.bcu.ac.uk:2055/science/journal/22114645 )
Environment: Science and Policy for Sustainable Development (Available at;
http://ezproxy.bcu.ac.uk:2073/publication/34866 )
Present Environment and Sustainable Development (Available at; http://www.pesd.ro/ )
Websites
The Institute of Environmental Sciences (Available at; https://www.the-ies.org/ )
The Institute of Environmental Management and Assessment (Available at;
http://www.iema.net/ )
Environmental Management Association (http://www.emaweb.org/ )
97
Sustainable Health and Healthcare Futures
Faculty: Birmingham City Business School School/Department:
Module Title: Sustainable Health and Healthcare Futures
Programme(s) on which the module is delivered: MBA, MBA (Healthcare Management), MBA
(Environmental Management and Sustainability)
Date of publication of template to students:
Version Number: 1.0
Module Code: TBC Level: 7
Credit value: 20 credits
ECTS Credit Value1: 10
Module Leader: Fouad Berrahou
Module start date(s) during the current academic year:
TBC
Module finish date(s) during the current academic year:
TBC
Assessment weightings:
One end of module closed book examination (70%). Participation in discussion forums (15%).
Production of a reflective journal (15%)
For SRS Team Use Only: Date:
Created By:
1 ECTS is the European Credit Transfer and Accumulation System which was developed to promote the
international recognition of qualifications and student mobility within Europe.
98
Relationship with Programme Philosophy and Aims
The aim of this module is to enable students to examine and critically reflect on different
frameworks for and approaches to sustainability of health and healthcare systems from various
countries and sources. With the understanding that sustainability policies extend beyond fiscal
restraints, students should be able to recognise and identify a set of guiding principles as well
as the key measures essential for supporting a sustainable health and healthcare programme in
specified situations and contexts. Students will gain an understanding of urgently-needed
changes across social, economic, political, and environmental domains towards ensuring
sustainable health and healthcare futures. In addition, the module will enable students to
grasp the critical role of leadership in sustaining health and healthcare services through
thought-provoking ideas about being a change agent, building partnerships, working together
effectively, and thinking differently about strategies for overcoming organisational and other
resistance to change.
Indicative content
Policy Strategy for Sustainable Health and Healthcare Programme
Drivers of Change: Societal, Economic, Environmental and Political Forces
Leverage of Innovation and Innovative Technologies
Roles of Health Informatics and Research
Effective Disease Prevention and Health Promotion
Efficient Health and Healthcare Models
Transformation Agenda: Leadership of Change
Motivation and Capacity of the Workforce
Communication Styles and Partnerships Working
Health Adaptation: Healthy and Resilient Communities
Strategic Alignment with Determinants of Health
Routine Assessments of Sustainability
Study mode/delivery method(s):
The module will be delivered in 15 Sessions involving a minimum of 200 hours ‘Time on Task’
study related engagements and activities. These activities are designed for completion in the
student’s ‘home environment’ as a distance learner and include a presentational overview to
introduce each session, together with readings, case studies, reflective tasks, self-evaluation and
other mechanisms to develop knowledge, understanding, and practical managerial skills and
their applications as appropriate for an MBA module. Time guidance is provided for each activity.
The pedagogic structure and content for delivery of this module makes full use of the Moodle
VLE platform and other interactive VLE features built around a module-specific custom e-Text
(with available hard copy version). Each module follows a uniform structure on the Programme,
and involves a ‘Managing your Studies’ session of 4 hour duration, grounding the student in the
materials and approaches required to complete this module successfully as a distance learning
student. This is followed by 12 Topic-based sessions (see ‘Indicative Content’) above, each with
study time of 14 hours duration, a ‘Module Review’ session with study time of 14 hours duration
99
and a ‘Module Assessment: Preparation and Practice’ session with study time of 14 hours
duration. In total this constitutes a minimum of 200 hours ‘Time on Task’ for this module.
Intended Learning Outcomes and the means by which they are to be achieved and demonstrated.
Learning Outcome Learning and Teaching Methods
On successful completion of the module, a The 200 hours of ‘Time on Task’ learning activities
student will be able to: required if students are to successfully engage
with this module, will involve students in
1. Critically examine and draw reviewing and responding to texts, articles and
independent conclusions on the case materials using print and multi-media
various frameworks, approaches formats, with extensive questions, applications
and policies to health and health and analysis of skill related managerial contexts,
care sustainability in an supported by comprehensive feedback to aid
international context learning.
2. Demonstrate the skills and abilities Students will be expected to enhance their
learning experiences based on the Moodle
required to identify and implement platform, e-texts and case materials through
the innovative changes to improve further engagement with the BCU module support
health and healthcare
materials and a wider reading of articles and texts
sustainability in specified situations available from BCU electronic media.
and contexts
Structured individual tasks are provided, together
3. Identify and evaluate the with extensive feedback but these are not formally
contribution of appropriate assessed. However they are presented throughout
practical competences and skills the module for application to the student’s own
required to overcome organisation and circumstances, or to other
impediments to change and to organisations of choice.
implement an effective policy
strategy for health and healthcare
sustainability programmes
4. Synthesise theory and practice to
develop a set of guiding principles
for selecting, planning, evaluating,
and implementing a sustainable
health and healthcare programme
in specified situations and contexts
Assessment and feedback
Formative Assessment
Students will be able to self-assess their understanding of key concepts by thorough feedback
provided for all questions and activities based on the Moodle virtual learning environments, custom
100
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Course Guide 2016-17 - Online MBA v1.5
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