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Aim

All organisations face a complex external environment with political, economic, social, technical, and moral challenges. In order for organisations to flourish, managers must find ways to assemble resources to understand, anticipate, and respond to turbulence in their external environment. The aim of this section of the module is to facilitate this process through the study of a range of analytical tools and their application to a series of case studies.

Method of teaching and learning

• 5x lectures from Week 1 to Week 5
• 3x tutorials in Weeks 3, 4 and 5

Each lecturer will have office hours to address student enquiries.

Learning outcomes

By the end of the module, students should be able to:

1. Understand business environment complex issues (via subject material and discussion).
2. Apply analytical skills with formal techniques (via lectures, tutorials, and assessment).
3. Apply independent learning skills (undertaking basic research).

Indicative topic outline

• Introduction to strategy and analytical tools
• Introducing the public, private, and third sectors; understanding market failure and regulation
• Introduction to the pressures and trends found in the environment external to organisations
• Continued exploration of external environment pressures and trends
• Application of analytical tools to case studies

Assessment

• Formative: peer and tutor feedback in class
• Summative: 910-word essay - 45%

Further details will be provided and discussed during the course.

Reading list

There are two activities that you need to undertake in order to complete the reading requirements for this section of the module.

• First, you should read a quality daily newspaper (such as The Guardian, The Times, The Independent, The Financial Times, etc) to understand the environment in which organisations operate. This is a task that will stand you in good stead for tutorials. Moreover, this is a habit that you should keep for the rest of your studies.
• Second, you should review the texts recommended by your lecturers. All texts are indicated in the MN1001 reading list available from our library website and our Moodle page.

Supplementary journals

To encourage critical, independent thinking, you should also be reviewing articles in academic journals that are available from our library website.

• Academy of Management Journal
• Harvard Business Review

Aim

This section of MN1001 introduces and reflects upon major perspectives that have shaped thinking about organisations from the early origins of Management Theory to the present day. It draws upon the work of Psychology and Sociology in helping us understand the nature of work and the experience of people within organisations.

Method of teaching and learning

• 5x lectures from Week 5 to Week 9
• 3x tutorials in Weeks 8, 9, and 10

Each lecturer will have office hours to deal with student enquiries.

Learning outcomes

By the end of the module, students should be able to demonstrate:

1. Cognitive skills of critical thinking, analysis, and synthesis (addressed by formative and summative assessment).
2. Effective problem solving and decision making (addressed through subject material and through formative and summative assessment; tutorial discussions).
3. Effective communication orally and in writing (addressed by subject material and through formative and summative assessment; tutorial discussions).
4. Effective self-management (planning and preparation for classes and assessments, working with others in tutorial discussion groups, reflection).
5. Learning to learn (addressed by subject material and tutorial discussion groups and reflection upon learning; cumulative nature of topics, encouragement to read widely).
6. Self-awareness and sensitivity to diversity (addressed by subject material; heterogeneous tutorial discussion groups and reflection upon learning).
7. Interpersonal skills (addressed by subject material, and through heterogeneous tutorial discussion groups; presentation and feedback of group results; reflection upon learning).

Indicative topic outline

• The Classical Perspective on Management
• The Human Relations Perspective
• What do managers do?
• Motivation - an introduction
• Management, Power and Control
• Misbehaviour and Resistance
• Health and Wellbeing at Work
• Organisation Theory; Culture
• Organisation Theory; Groups and Teams
• Equality, Diversity & Inclusion Organisations
• Fitting Workers to Jobs
• Unemployment & Meaning of Work

Assessment

• Formative: Peer and tutor feedback in class
• Summative: 910-word essay - 45%
• Summative: 100-word reflective commentary - 10% (marked pass/fail)

Further details will be provided and discussed during the course.

Reading list

There are two activities that you need to undertake in order to complete the reading requirements for this section of the module.

• First, you should read a quality daily newspaper (such as The Guardian, The Times, The Independent, The Financial Times, etc.) to understand the nature of work and the experience of people within organisations. This is a task that will stand you in good stead for tutorials. Moreover, this is a habit that you should keep for the rest of your studies.
• Second, you should review the texts recommended by your lecturers. All texts are indicated in the MN1001 reading list available from our library website and our Moodle page.

Supplementary journals

To encourage critical, independent thinking, you should also be reviewing articles in academic journals that are available from our library website.

• Academy of Management Journal
• Harvard Business Review

Aim

To introduce the study of human behaviour in organisations. The way that people understand everyday life in organisations and how they make sense of behaviour, both their own and that of others, are subjects that have generated a considerable volume of scholarship. The purpose of this module is to enable students to achieve an insight into this scholarship such that they understand significant debates, can evaluate organisations and the behaviour of their employees, and can make informed decisions about how to behave in their own organisational lives.

Method of teaching and learning

• 3x 1-hour lectures from Week 1 to Week 5
• 4x 1-hour tutorial each week from Week 2 to Week 4 (including smaller discussion groups)
• Directed reading, self-directed learning

Learning outcomes

This component focuses on understanding the key topics and critical approaches of organisational behaviour. By the end of the module, students should have an understanding of:

1. Alternative ways of conceptualising people in organisational settings.
2. Issues of organisational power, resistance, and obedience.
3. Culture in organisations.
4. The relation between identity, power, and physical space in organisations.
5. Obedience and authority in the workplace.
6. New working practices such as emotional labour, humour, and play at work.
7. Constructive critical analysis.
8. Self-awareness and reflection.

These learning outcomes are met through:

• Lecture and subject material
• Tutorial content, analysis, interactive process, and feedback
• Student private study and reading (organising themselves and their work)
• Group discussion
• Formative and summative assessments

Indicative topic outline

• What is Organisational Behaviour?
• Work and Time
• Corporate Culture
• Space, Power, and Identity
• Emotional Labour
• Obedience and Ethics
• Workplace Resistance
• Humour, Play, and Cynicism

Assessment

• Individual essay (OB), 1500 words due in Week 5 - 20%
• Final individual essay, 2500 words (OB or Marketing) due in Week 13 - 60%
• Assessment on the Marketing component - 20%

Further details will be provided and discussed during the course.

Reading list

Core textbooks

• Thompson, P. and McHugh, D. Work Organisations: A Critical Approach. 4th Edition, 2009, Chapter 1.
• Kunda, G. Engineering Culture: Control and Commitment in a High-Tech Company. Temple University Press, 2006, Chapter 1.
• Dale, K. and Burrell, G. Spaces of Organisation and the Organisation of Space. 2008, Chapter 3.
• Hochschild, A.R. The Managed Heart: Commercialization of Human Feeling. University of California Press, 2012, Chapter 6.

Supplementary journals

• Thompson, E.P. “Time, Work-Discipline and Industrial Capitalism.” Past and Present, vol. 38, 1967.
• Milgram, S. “Behavioral Study of Obedience.” Journal of Abnormal and Social Psychology, vol. 67, 1963, pp. 371-378.
• Prasad, P. and Prasad, A. “Stretching the iron cage: The constitution and implications of routine workplace resistance.” Organization Science, vol. 11, no. 4, 2000, pp. 387-403.
• Fleming, P. “Worker’s Playtime? Boundaries and Cynicism in a ‘Culture of Fun’ Program.” Journal of Applied Behavioural Science, vol. 41, 2005.

Supplementary resources

• Milgram’s Obedience Experiment:
• The Stanford Prison Experiment:

The journal articles and book chapters are available online via MMS and the library’s online reading lists.

Aim

To provide a sound and comprehensive introduction to marketing. To provide students with a systematic framework for understanding marketing management. To understand and integrate consumer behaviour analysis in the marketing planning process. To understand the importance of positioning and branding. To acquire a critical attitude towards discussed models and theories. This builds on the MN1001 Business Environment module to the extent that it follows the same strategic framework. The main difference with respect to this component is the focus on the firm’s main stakeholder, the customer.

Method of teaching and learning

• 3x 1-hour lectures in each week from Week 7 to Week 11
• 1x 1-hour tutorial each week from Week 8 to Week 10 (including smaller discussion groups)
• Private study

Learning outcomes

This course focuses on understanding the fundamental concepts of marketing management. By the end of this module, students should be able to:

1. Demonstrate an understanding of marketing terminology and concepts.
2. Utilise information of a firm’s external and internal marketing environment to identify and prioritise appropriate marketing strategies.
3. Understand and analyse consumer behaviour.
4. Determine market segments and target customers.
5. Explain the process of selecting a positioning strategy.
6. Demonstrate knowledge of the individual components of a marketing mix.
7. Understand the similarities and differences in service-based marketing activities and physical product-based marketing activities.
8. Apply principles of ethics and social responsibility in marketing.
9. Critically appraise material introduced in class, communicate effectively both orally and in written form, and work in a team and independently.

These learning outcomes are met through:

• Lecture and subject material
• Tutorial content, analysis, interactive process, and feedback
• Student private study and reading (organising themselves and their work)
• Teamwork and group discussion
• Formative and summative assessments

Indicative topic outline

• Introduction: What is Marketing?
• Capturing Marketing Insights
• Understanding and Analysing Consumers
• Market Segmentation, Targeting Customers, and Positioning (STP)
• Shaping the Market Offerings
• Delivering Value
• Pricing
• Communicating Value
• Service Marketing

Assessment

• Group report, 3000 words, due in Week 10 - 20%
• Final individual essay, 2500 words (OB or Marketing), due in Week 13 - 60%
• Assesment on the OB component - 20%

Further details will be provided and discussed during the course.

Reading list

This year’s course will be based on the following text. It is recommended that you have easy and full access to this text – the library advises that at times of peak demand we cannot guarantee electronic access.

Core textbooks

• Kotler, P. and Keller, K. A Framework for Marketing Management. Global Edition, 6th Edition, Essex: Pearson, 2016. ISBN: 9781292093147 (Print book and E-book available in the University Library).

Supplementary textbooks

• Kotler, P. Marketing Management. 4th European Edition, Harlow: Pearson Prentice Hall, 2019. ISBN: 9781292248448 (Print book and 2009 version E-book available in the University Library).

You should also please note that, as far as possible, all other required reading for lectures and tutorials will be provided by electronic access.

Aim

Enterprise and creativity is an opportunity for second year students to learn how to develop a project by doing it.

Enhancing their own creativity and their entrepreneurial Graduate Attributes, students will be working in interdisciplinary teams to design and deliver an enterprising project. The success of the module relies on students taking a proactive role in managing their learning.

This module will introduce students to the fundamentals of starting a venture, develop their creative, collaborative and reflective skills, and support them in discovering their enterprising potential. The lectures will cover the fundamentals of Entrepreneurship and Venture Creation, as well as feature interactive case studies where students will apply these concepts to 'real world' scenarios and guest entrepreneurs who will share their experiences. The weekly tutorials will provide a space for students to work in their project team to bring their enterprising venture to life, with the guidance of project coaches and course materials. This module is demanding but it will offer students a life-changing experience.

Method of teaching and learning

• Lectures and tutorials
• Group work in your project team and using the MS Teams project channel
• Individual study

Learning outcomes

By the end of the module, students should be able to:

1. Explain and apply concepts and frameworks relating to Enterprise and Entrepreneurship
2. Design, evaluate and implement ideas that can become an enterprising venture
3. Demonstrate the ability to work as part of a team to deliver a successful project
4. Critically reflect on the skills, attributes and learnings developed through the experience of delivering an enterprising venture

Indicative topic outline

• Module introduction
• The Entrepreneurial Process
• Creative thinking
• Innovation and the viable idea
• Executing your idea – planning and strategy
• Financing your idea
• Unpacking the figure of the entrepreneur
• Telling an effective story
• Learning from failure

Assessment

• Individual essay - 20%
• Group presentation or Report - 25%
• Individual reflective report - 55%

Further details will be provided and discussed during the course.

Reading list

The full reading list and resources will be available on Moodle.

Aim

This module explores key concepts in modern corporate finance, examining how corporations make financial decisions by focusing on investment and financing decisions. These decisions are guided by the corporation's primary financial goal to maximise shareholder value. This module covers computational techniques in Python for valuing corporations and investments, while considering how market, social, and legal environments influence financial decision-making. Students will develop both theoretical understanding and practical skills essential for sound financial decision-making in today's turbulent business environment. Additional topics include mergers and sustainable corporate finance.

Method of teaching and learning

• Ten weeks of teaching, incorporating 3 tutorials and 2 practical sessions using Python.

Learning outcomes

By the end of the module, students should be able to:

1. Define and explain corporate financial objectives
2. Apply computational techniques to value corporations and investments.
3. Evaluate classical theories of corporate financing decisions
4. Analyse how market, social, and legal environments impact corporate financing decisions
5. Apply merger theory to real-world scenarios
6. Understand sustainable finance principles and their practical applications

Indicative topic outline

• Week 1: Corporate characteristics, management, and control
• Week 2: Discounting, compounding, and investment appraisal
• Week 3: Valuation models: stocks and bonds
• Week 4: Discount factors and cost of capital
• Week 5: Capital structure with perfect/imperfect capital markets
• Week 6: Payout policy with perfect/imperfect capital markets
• Week 7: Raising equity capital, funding sources, and IPOs
• Week 8: Mergers
• Week 9: Sustainable corporate finance
• Week 10: Revision

Assessment

• Class test - 25%
• Technical assignment - 25%
• Final exam - 50%

Further details will be provided and discussed during the course.

Reading List

Core textbooks

• Hillier, D., Ross, S., Westerfield, R., Jaffe, J. & Jordan, B. Corporate Finance. 4th ed. London: McGraw-Hill Education, 2021.
• Brealey, R. A., Myers, S. C., Allen, F., & Edmans, A. Principles of Corporate Finance. 14th ed. McGraw-Hill Education, 2022.

Supplementary journals

• Chen, Z., Mao, C. X., and Wang, Y. “Why Firms Issue Callable Bonds: Hedging Investment Uncertainty.” Journal of Corporate Finance, vol. 16, 2010, pp. 588-607.
• Mayers, D. “Why Firms Issue Convertible Bonds: the Matching of Financial and Real Investment Options.” Journal of Financial Economics, vol. 47, 1998, pp. 83-102.
• Pinto, J.E., Robinson, T.R. and Stowe, J.D. “Equity Valuation: A Survey of Professional Practice.” Review of Financial Economics, vol. 37, 2019, pp. 219-233.
• Fama, E.F. and French, K.R. “The capital asset pricing model: Theory and evidence.” Journal of Economic Perspectives, vol. 18, no. 3, 2004, pp. 25-46.
• Stiglitz, J.E. “A Re-examination of the Modigliani-Miller Theorem.” American Economic Review, vol. 59, 1969, pp. 784-793.
• Myers, S.C. “Capital Structure.” Journal of Economic Perspectives, vol. 15, 2001, pp. 81-102.
• Modigliani, F. and Miller, M.H. “The cost of capital, corporation finance and the theory of investment.” The American Economic Review, vol. 48, no. 3, 1958, pp. 261-297.
• Modigliani, F. and Miller, M.H. “Corporate income taxes and the cost of capital: a correction.” The American Economic Review, vol. 53, no. 3, 1963, pp. 433-443.
• Brav, A., Graham, J.R., Harvey, C.R. and Michaely, R. “Payout Policy in the 21st Century.” Journal of Financial Economics, vol. 77, 2005, pp. 483-527.
• Brown, J.R., Liang, N. and Weisbenner, S. “Executive financial incentives and payout policy: Firm responses to the 2003 dividend tax cut.” The Journal of Finance, vol. 62, no. 4, 2007, pp. 1935-1965.
• Ibbotson, R. G., Sindelar, J. L., and Ritter, J. R. “The Market’s Problems with the Pricing of Initial Public Offerings.” Journal of Applied Corporate Finance, vol. 7, 1994, pp. 66-74.
• Cumming, D., Jindal, V., Kumar, S., & Pandey, N. “Mergers and acquisitions research in finance and accounting: Past, present, and future.” European Financial Management, vol. 29, 2023, pp. 1464-1504.

Supplementary textbooks

• Metrick, A. and Yasuda, A. Venture Capital and the Finance of Innovation. 3rd ed. New York: John Wiley & Sons, 2021.
• Roncalli, T. Handbook of Sustainable Finance. 2023.
• Friedman, M. “The Social Responsibility of Business Is to Increase Its Profits.” New York Times Magazine, September 13, 1970.

Aim

Organisation Studies aims to develop your critical thinking skills by exploring organisation in the 21st century. Organisation is a central aspect of contemporary life. We all encounter organisations every day and most of us spend large parts of our lives as members of multiple organisations. How and why we organise, and how this influences our lives, are important questions to address.

In this module we draw on concepts and theories from disciplines such as economics, sociology, psychology, anthropology, and history to understand contemporary organisation from a range of perspectives. Learning to navigate different ways of understanding organisation will allow you to construct a multifaceted picture of the powerful socioeconomic systems that shape modern society: challenging your assumptions of responsible enterprise and developing your critical thinking skills.

Method of teaching and learning

• Each week there will be one two-hour lecture style class with interactive elements.
• This will be supplemented by four tutorials, beginning in week 2 of the semester and 2 skills workshops held in weeks 3 and 9.

Details of tutorial work will be provided in class and via MMS/Moodle.

Learning outcomes

By the end of the module, students should be able to:

1. Demonstrate an understanding of organisation using a range of contemporary theoretical perspectives
2. Analyse different aspects of organising and their ideological and practical implications
3. Demonstrate enhanced interpersonal skills, developed through participation in all aspects of tutorials, through guided discussions
4. Demonstrate self-motivation, a spirit of enquiry and critical thinking
5. Undertake independent study - a key element of the module: assessed coursework requires library research into the latest articles published in academic journals

Indicative topic outline

• Organisational design: from bureaucracy towards democratic forms of organising
• Sensemaking in management
• Organisational ghosts
• Storytelling
• Organisational identity & culture
• Institutional power
• A historical perspective on organisations
• Organisational activism

Assessment

• Individual written paper - 50%
• Individual written report - 50%

Further details will be provided and discussed during the course.

Reading list

There are no set textbooks for this module.

A detailed breakdown of readings week-by-week will be made available at the start of the module. All readings will be located in either the online reading list via MMS or in the library’s online/electronic resources.

Aim

International Business is a theoretically demanding inter-disciplinary module that aims to develop students’ knowledge and understanding of the complexities of international business (IB) and the rapidly changing nature of the global business environment. It will provide a deep contextualisation of contemporary issues and theoretical debates within IB. The module will explore how the world economy is changing and how international businesses are deeply embedded in a complex web of multi-scaler, multi-form and a multi-causal series of relationships. Drawing on multiple theoretical constructs from a variety of perspectives and disciplines, the module will help to aid the students’ understanding of why and how businesses internationalise, and what happens as a consequence of these complex processes. Following the completion of the module each student should have a good understanding of the theoretical, practical and ethical issues associated with IB. The intention is to approach each topic from a range of different theoretical perspectives, including mainstream and more critical discourses.

Method of teaching and learning

• Lectures once per week
• Tutorials schedule will be outlined during the initial weeks of the semester

The lectures and tutorials will be underpinned by various theories and empirical literature and students should treat attendance at the lectures as optional and tutorials as mandatory.

Learning outcomes

By the end of the module, students should be able to:

1. Critically evaluate a range of contemporary conceptual issues confronting multinational and small and medium sized enterprises
2. Assess the way international businesses operate and how they interrelate to other global economic actors
3. Compare, contrast and evaluate differing theoretical, practical and ethical positions in relation to issues covered when examining the context of IB
4. Understand how a range of critical issues in international management and organisations impact enterprises
5. Critically evaluate how issues covered in the curriculum manifest themselves in their chosen area of study
6. Critically evaluate their own position with respect to the issues covered in the curriculum

Indicative topic outline

• Introduction to the Module and the Global Business Environment
• International Business Theories and Entry Mode Dynamics
• SMEs and Internationalisation
• Strategy and Structures within International Businesses
• A Practitioner’s Perspective: Working in a Diverse International Business
• Independent learning Week
• Context and the International Business Environment
• Emerging Markets and Emerging Market Multinationals
• Geo-political Tensions and International Businesses
• International Business Ethics and Corporate and Social Responsibility

Assessment

• Strategic case study analysis of 2000 words - 40%
• Final in-person exam in December - 60%

Further details will be provided and discussed during the course.

Reading list

Core textbooks

• Peng, M and Meyer, K. International Business. Fourth Edition, Cengage, 2023.

Supplementary textbooks

• Charles W. L. Hill. Global Business Today. 12th Edition, McGraw Hill Education, 2022.
• Dicken, P. Global Shift: Mapping the Changing Contours of the World Economy. 7th Edition, London: Sage Publishing, 2015.
• Buckley P.J., Enderwick, P, Cross, A.R. International Business. Oxford University Press, 2018.
• Morrison, J. The Global Business Environment. 6th Edition, London: Bloomsbury Academic, 2023.

Supplementary journals

• Academy of Management Journal
• Academy of Management Perspectives
• Asia Pacific Journal of Management
• Harvard Business Review
• Journal of World Business
• Journal of Business Venturing
• Journal of Economic Geography
• Journal of International Management
• Management International Review
• Journal of International Business Studies
• International Business Review
• International Marketing Review
• Regional Studies
• Research Policy
• Thunderbird International Business Review
• Sloan Management Review
• Small Business Economics
• World Development

A few lectures will rely on the use of specific academic articles which will be identified and signposted during lectures. The library subscribes to most of these journals or can obtain articles through inter-library loans.

Aim

The module seeks to provide students with a meticulous understanding and nuanced appreciation of ways of knowing the social world through diverse social science approaches. Upon completing this module, students will:

• have a sound grasp of theoretical concepts that underpin different traditions in social science research
• have the capacity to engage constructively and thoughtfully with social science research literature

Alongside these two core aims, the module helps students become familiar with the political and ethical implications of knowledge creation. Students will come to know knowledge-making as socially-embedded phenomena of power and resistance.

The module in context

This module begins a sequence of three linked honours modules addressing ideas of knowledge creation, application and use in contexts of responsible enterprise: MN3201, MN3202 and MN4301.

This first module (MN3201) explores how we can attempt to know the world through systematic empirical study. It emphasises the crucial importance of theory in the creation of understandings, introduces notions of methodological rigour and critical appreciation, and highlights the political and ethical connotations of knowledge-making.

The second module (MN3202) builds on these new understandings and skills by facilitating students to think through how they would investigate a social or managerial phenomenon of their choice. In doing so, students are encouraged to reflect critically on methodological underpinnings and choice of methods, the importance of research ethics, and the politics of use of any knowledge generated. In developing their proposals, students are also introduced to practical issues such as reflexivity, self-management and getting the best out of supervision.

The final (optional) module in this suite (MN4301) can be accessed by those students who now wish to operationalise their planned project from MN3202 (after reflections on any appropriate modifications). Here, intensive self-study under close one-to-one supervision allows development and execution of the project outlined as a proposal. This module again strengthens independent learning, appreciation of ethics, and reflexivity, as well as exposing students to the wide range of practical difficulties encountered during data gathering, analysis and interpretation.

Method of teaching and learning

• Individual study, small-group and individual tasks, peer-to-peer discussion supported by tutorial input in all sessions.
• A 2-hour session (blend of lecture-type and interactive) each week (x 10 weeks) supplemented by tutorials (x3 across the module).
• Assessed individual essays.

Please note: the core learning for this class comes from active small-group discussions and conversations amongst the learning community alongside guided independent study. Full participation in the weekly tasks is essential to get full value from the module.

Learning outcomes

By the end of the module, students should be able to:

1. Understand and articulate diverse ways of observing and conceptualising the social world
2. Comprehend the (often obscured) political roles that research-based knowledge plays in societies, organisations and management
3. Knowledgeably discuss different research approaches, methodologies and methods, appreciating their relative strengths and weaknesses and relations to each other
4. Critically and appreciatively analyse published empirical research studies
5. Explain and critique the role of research-based knowledge in organisations and management
6. Explore linkages between knowledge, politics, power and ethics in the context of responsible enterprise

Indicative topic outline

• The nature, role, and value of research
• Becoming and being a researcher
• Theories of knowledge and knowing
• Research paradigms and lenses
• Qualitative and quantitative methods

Assessment

• Individual essay - 50%
• Individual essay - 50%

Further details will be provided and discussed during the course.

Reading list

Specific readings are given each week, and related readings suggested. Students should use research methods textbooks for independent study. Many are available, and students should use various of these to deepen their knowledge.

Aim

Strategy, and its management, can be complex, difficult, and challenging. The field of strategic management consists of many broad and often competing perspectives on whether organisations can actually determine their level of success through carefully mapped plans or whether strategy is better characterised by learning, experimenting, and some degree of serendipity. These perspectives are critical to better understanding the direction organisations take to survive, compete, and progress.

This module will consider the history of strategy and its emergence within modern private and public entities. It illustrates how strategy is conceptualised in different ways, and critically examines those strategy frameworks used for environmental and internal analysis and the assumptions underpinning them. It focuses on the human actors such as top and middle managers who are involved in the strategy process.

The module also discusses how cognitive, cultural, power, and identity issues play a key role in shaping strategy and its outcomes. It draws upon many examples of strategic success, inertia, and failure that act as reference points in supporting both traditional and emerging perspectives. Long-standing questions about ‘what is strategy?’, ‘why do some organisations succeed when others fail?’, and ‘who can be considered a strategist?’ continue to be explored by strategy scholars. These questions remain important, and to address them with breadth and depth students are introduced to the wider societal, organisational, and institutional contexts associated with the management of strategy.

Method of teaching and learning

• Lectures: 11 (weekly) x 2-hour sessions
• Tutorials: 1-hour sessions (Weeks 2, 3, 5, 8 and 10)

Learning outcomes

By the end of the module, students should be able to:

1. An understanding of the scope and defining features of strategic management in organisational settings
2. A comprehensive and critical knowledge and interpretation of classical and contemporary ideas, theories, concepts and terminology in the field of strategy
3. An ability to use a range of strategic management tools, techniques, analytical frameworks and perspectives
4. A critical awareness, evaluation and synthesis of the various discourses/practices in the field of strategy and an autonomous personal position vis-à-vis the social significance of the strategic management alongside the fundamental strategic analysis, strategic planning, strategy formulation & implementation skills

Indicative topic outline

• Week 1: Introduction to strategy
• Week 2: Strategic positioning and competitive advantage
• Week 3: Resources, capabilities and activities
• Week 4: Strategy as practice
• Week 5: Stakeholders and power dynamics in the strategy process
• Week 7: International strategic management
• Week 8: Organisational design and strategy
• Week 9: Organisational culture and strategy
• Week 10: Managing strategic change and implementation
• Week 11: Wrap up, synthesis and revision

Assessment

• Individual research project - 40%
• Individual research project - 60%

Further details will be provided and discussed during the course.

Reading list

Core textbooks

• Grant, R.M. & Jordan, J. Foundations of strategy. 2nd Edition, Wiley Publishing, 2015.

Supplementary textbooks

• MacKay, B., Arevuo, M., MacKay, D. & Meadows, M. Strategy: Theory, Practice, Implementation. Oxford University Press, 2020.

A reading list of research papers is available on Moodle for each weekly lecture.

Aim

The module provides an introduction to, and analysis of, corporate social responsibility (CSR), the meaning, tensions and conflicts that social responsibility entails and the role that accountability can play in the discharge of responsibility. The course will examine a range of theories related to CSR practice and explore contemporary practice in the field. The module will examine the practical and political constraints on the development of CSR and explore different ways in which the discharge of accountability might be achieved.

At its heart, this module is intended to engage students in a substantive and well-informed debate around the questions of corporate ethics, responsibility and accountability. Any serious study of business and management should include a careful examination of the moral basis of the position of business in society, the demands that society wishes to place upon business and the very real practical limitations on business discretion.

Method of teaching and learning

• The module will consist of a weekly 2-hour lecture (x 10 weeks) along with a 1-hour tutorial (x 6 weeks).

This class is designed to encourage a student-centred approach to learning. The main learning processes are student participation through attending lectures and tutorials, reading, debate and discussion of the literature. In the tutorial sessions, the lecturer’s role will normally be to initiate and maintain the discussion and to involve all students in the debates. In addition, seminar sessions may include short student presentations on specific topics.

Each week students are expected to read key articles in the area of CSR prior to each tutorial class. However, this class is not about learning from text - but about critically engaging with the ideas. It is concerned with your evaluation of the theoretical and practical aspects of CSR; such evaluation may well be an outright rejection of some or all of the issues associated with class topics. Discussions within lectures and tutorial sessions will encourage you to develop analytical skills and to identify relationships between your studies and prior learning.

Learning outcomes

By the end of the module, students should be able to:

1. Critically analyse key arguments related to the meaning of, need for, and desirability of, CSR
2. Identify and compare key arguments about the purpose of a corporation and the interests that it should serve
3. Describe and evaluate approaches to social and environmental reporting practice, theory and regulation
4. Demonstrate an awareness and understanding of current developments related to social and environmental reporting and practice

The transferable skills to be developed in this module include:

• Critical engagement and reflection with theories of CSR
• Independent thinking and evaluation
• Effective written and verbal communication
• Independent and group learning

Indicative topic outline

• Corporate Governance and CSR
• Reporting and assurance
• Stakeholder theory
• CSR in a global context
• Criticism of CSR

Assessment

• Essay 3000 words - 50%
• Report 3000 words - 50%

Further details will be provided and discussed during the course.

Reading list

Core textbooks

• Crane, Matten and Spence (eds). Corporate social responsibility: readings and cases in a global context. London: Routledge, 2014.
• Crane, Matten, McWilliams, Moon, and Siegel. The Oxford Handbook of Corporate Social Responsibility. Oxford: OUP, 2008.
• Rasche, Morsing and Moon. Corporate social responsibility: strategy, communication, governance. Cambridge: Cambridge University Press, 2017.
• Wettstein. Business and Human Rights: Ethical, Legal and Managerial Perspectives. Cambridge: Cambridge University Press, 2022.

Details of further readings, particularly from the journals, will be provided at the start of the course and made available through the library and Moodle.

Aim

The module aims to develop an understanding of advertising as an element in the integrated marketing communications mix, of how the advertising planning and creation process is practised and managed, and of the range of issues affecting decision-making in this area.

Method of teaching and learning

• 2-hour lecture x 10 weeks
• 1-hour tutorial x 4 weeks
• Independent study

Learning outcomes

By the end of the module, students should be able to:

1. Locate and synthesise literature relating to a topic in marketing communications
2. Identify and use relevant marketing communications theory to describe and analyse a marketing communications campaign
3. Explain the roles which advertising plays in contemporary integrated marketing communications
4. Explain the process of advertising planning
5. Describe the contemporary context in which advertising is undertaken and the challenges which it poses for practitioners
6. Explain different theories concerned with how advertising works
7. Describe a range of concerns about advertising’s role in society and outline the industry’s typical response to those concerns
8. Analyse how different approaches to branding, creative work, media planning and advertising research may influence advertising effectiveness
9. Analyse advertising situations and examples using theoretical frameworks presented in the course
10. Compare, contrast and apply different theories and models of how advertising works
11. Compare, contrast and reflect on different perspectives on advertising’s role in society
12. Explain the structure of the advertising industry, the main functions and relationships within it, and current developments within the industry
13. Offer a critical account of the process and context of integrated marketing communications planning, informed by both practitioner and academic literature on advertising
14. Identify and evaluate alternative marketing communications strategies in light of an organisation’s marketing environment, objectives, and target markets
15. Evaluate advertising effects from different managerial and critical perspectives
16. Locate and use appropriate advertising resources (traditional and on-line) to research particular issues concerning advertising theories and practices
17. Communicate and exchange ideas in both large group and small group settings
18. Employ analytical and problem-solving skills
19. Reflect on their own values with respect to ethical practice

Indicative topic outline

• Week 1: Module induction / The nature and role of marketing communications
• Week 2: Inside the marketing communications industry: changing challenges, changing nature
• Week 3: Creativity and the creative brief
• Week 4: Understanding how audiences respond to marketing communications
• Week 5: Crafting the advertising message
• Week 7: Media (1): principles and planning
• Week 8: Media (2): social, search and interactive media
• Week 9: Life beyond advertising / Public relations / Sponsorship
• Week 10: Life beyond advertising / Sales promotion / Exhibitions

Assessment

• Individual essay, of not more than 2,000 words, involving critical exploration of a topic of relevance to marketing communications - 40%
• Individual assignment, of not more than 3,000 words, involving case study analysis of a brand’s marketing communications activities - 60%

Further details will be provided and discussed during the course.

Reading list

Reading for the module is mostly available in electronic form. A full list of reading for the module is contained within the module’s electronic reading list.

Aim

The module critically examines and reviews the philanthropy field, its nature, characteristics, drivers and activities. From Bill Gates to George Soros, from the Rockefeller Foundation in the US to the Bharti Foundation in India, philanthropists and philanthropic foundations are taking an increasingly active role in shaping society and are using their private resources for public benefit and social change. But, what motivates business leaders to act as philanthropists? How can we understand philanthropic organisations and their role in society? What, if any, is the impact of philanthropic activities on society? How are business models and ideas changing society?

Method of teaching and learning

• Interactive lectures/discussions
• Seminars
• Group and independent study

Learning outcomes

By the end of the module, students should be able to:

1. Challenge current philanthropy theory and practice
2. Understand and critically engage with the changing roles of, and for, philanthropy and philanthropic organisations in contemporary society
3. Assess the novel intersections of the private, public and non-profit spheres brought about by philanthrocapitalism and philanthropreneurs
4. Question and reflect on the impact, effectiveness and appropriateness of philanthropy

The transferable skills acquired and/or developed in this module will include:

• Critical engagement and reflection
• Information/data gathering, analysis and synthesis
• Effective written and verbal communication
• Creative problem solving
• Independent and group learning

Indicative topic outline

• Conceptualisations, theories and definitions of philanthropy
• Social, cultural, political, and economic roles and expectations of philanthropy
• Individual and organisational expressions of philanthropy
• Criticisms of, and challenges for, philanthropy
• Questions of effective, efficient, appropriate, and impactful philanthropy

Assessment

• Individual essay - 50%
• Individual essay - 50%

Further details will be provided and discussed during the course.

Reading list

Core textbooks

• The Routledge Companion to Philanthropy

The Routledge Companion to Philanthropy provides a general introduction to key themes and issues raised in the module. It is accessible electronically via the Library webpages.

Every week, relevant material, reading and resources, will be highlighted and guidance on essential reading will be given. This information will be available online via the University Library’s online Reading List system. However, you are expected to seek out further reading material in books, academic and professional journals, and online resources where necessary and/or appropriate.

Aim

The module aims to provide a critical examination of the rationality of choice and the nature of human judgement. The module explores factors that affect decision making in individual and organisational contexts, and introduces key concepts from decision making research. It draws upon material from a wide range of disciplines that include social and cognitive psychology, behavioural economics, and management. We examine the problem of determining ‘better judgement’, rationality and its limits, in a range of contexts, and explore the nature and effectiveness of intuitive inclinations. Students will be equipped to examine how the characteristics of the decision maker and the immediate environment can help or hinder judgements and decisions, and to develop an informed understanding of the ability of individuals and teams to make effective decisions.

Method of teaching and learning

• Teaching is delivered in three-hour sessions as combined lecture and seminar for 10 weeks.

Lectures will be supported by a comprehensive reading list and students are encouraged to read widely throughout the module. Both lectures and seminars are interactive and require preparation and participation. Further details will be provided in the first lecture.

Learning outcomes

By the end of the module, students should be able to:

1. Demonstrate understanding of the foundations of behavioural decision theories and ability to consider their practical applications
2. Develop an informed understanding of processes that may lead to faulty choice or cognitive bias
3. Develop critical thinking to evaluate the benefits and pitfalls of intuitive judgement
4. Critically reflect on and be familiar with common decision traps
5. Apply psychological and organisational theories and concepts to evaluate decision making processes across a range of individual and organisational contexts
6. Recognise and evaluate decision environments that help people make better decisions

Indicative topic outline

• Introduction to problems of choice
• Rationality and its limits
• Intuitive decision making
• Decision making under uncertainty
• Heuristics and biases
• Motivated reasoning
• Expert decision making models
• Entrepreneurial and innovative decisions
• Group decision making
• Organisational applications of decision making models

Assessment

• Coursework - 50%
• Exam - 50%

Further details will be provided and discussed during the course.

Reading list

Core textbooks

• Bazerman, M. H. & Moore, D. A. Judgment in Managerial Decision Making. London: John Wiley & Sons, 2012.
• Gilovich, T., Griffin, D. & Kahneman, D. (Eds.) Heuristics and Biases: The Psychology of Intuitive Judgment. London: Cambridge University Press, 2002.
• Hodgkinson, G. P. & Starbuck, W. H. (Eds.) The Oxford Handbook of Organizational Decision Making. New York: Oxford University Press, 2008.
• Koehler, D. & Harvey, N. Blackwell Handbook of Judgment and Decision Making. London: Wiley-Blackwell, 2007.

Supplementary journals:

• Judgment and Decision Making
• Journal of Behavioural Decision Making
• Journal of Organizational Behavior
• Organizational Behaviour and Human Decision Processes
• Harvard Business Review
• Human Relations
• Management Science
• Academy of Management Journal
• Administrative Science Quarterly
• Journal of Management
• Journal of Management Studies
• Strategic Management Journal

A more detailed weekly reading list will be provided on the module page on Moodle.

Aim

Leadership development examines the emergence, development and effectiveness of leaders and leadership in the private, public and third sector. Drawing on current research and debates, examples of leadership practice and students’ own experiences, this module critically explores how leaders are developed.

Method of teaching and learning

• The module will be delivered in weekly 3-hour sessions.

As the weekly sessions combine lectures and tutorial time, attendance is compulsory. The variety of teaching and learning methods place an emphasis on interactivity and experiential learning as well as independent reading, and engagement with academic research, fiction, and film.

The module assumes that developing leadership abilities involves reading and writing as well as practising leadership. It is centred on critical engagement with personal experience and requires active participation by students. Overall, this is a conceptually complex and practically demanding module that is not suitable for passive learners.

The module uses the computer game Sea of Thieves as a platform and simulation to explore leading and leadership development in online and crisis contexts. Students will have opportunities to experience gameplay and interactions, with all necessary resources provided by the module coordinator.

Learning outcomes

By the end of the module, students should be able to:

1. Understand the complex and contested nature of leadership
2. Compare, contrast and evaluate leadership theories
3. Critically evaluate different approaches to leadership development
4. Interpret the relationship between experience and individual / collective leadership formation
5. Conceptualise and construct formal and informal leadership development processes and experiences

Indicative topic outline

• Week 1: Leaders, leading and leadership development. Introduction to the module and the assessment
• Week 2: Leadership in popular culture and the romance of leadership. Leadership as drama and narrative. Leadership and technology. Leadership in extremis
• Week 3: Theories of learning and leadership development. Leadership as art and craft
• Week 4: Authentic leadership. Social identity approaches to leadership
• Week 5: Decision-making and leadership - Part 1
• Week 7: Decision-making and leadership - Part 2
• Week 8: Group work presentations assessment
• Week 9: The dark side of leadership – toxic and destructive
• Week 10: Emotions and leadership – guest lecture
• Week 11: Leading change and innovation

Assessment

• Group presentation - 20%
• Essay - 30%
• Examination - 50%

Further details will be provided and discussed during the course.

Reading list

Core textbooks

• Bolden, R., Hawkins, B., Gosling, J., Taylor, S. Exploring Leadership: Individual, Organizational, and Societal Perspectives. Oxford University Press, 2011.

Supplementary journals:

• Academy of Management Learning and Education
• Human Relations
• Journal of Management Education
• Leadership
• Leadership Quarterly
• Management Learning

The reading list for the module for 2025 S1 will be available through the library reading lists. This module mainly uses research articles from academic journals, and detailed reading suggestions will be provided in the slides that accompany each of the weekly sessions and in the module reading list at the commencement of the module.

Examples from leadership practice taken from history, film, fiction and contemporary public contexts are frequently discussed in class and it will be useful for students to read materials relating to the Brexit referendum and its aftermath, the US presidential election in 2016, the leadership campaigns in the major UK and European political parties in the past 2 years, the UK parliamentary elections of 2017 and 2019, the developments around Carlos Ghosn and Nissan and others.

In addition, we will discuss a number of public figures with relevance to leadership: Elizabeth Holmes (Theranos), Elon Musk (Tesla), Martin Sorrell (WPP) and others.

Students are also required to search for relevant research articles.

Aim

Non Governmental Organisations (NGOs): Contexts, Contributions, and Challenges aims to:

• Provide an introduction to Third Sector organisations
• Examine key issues in the management of these organisations
• Develop critical awareness of Third Sector organisations
• Develop strong competencies in independent learning on the part of students

Background

NGOs and other Third Sector organisations are highly significant actors within society, the democratic polity, and the economy. They are diverse, spanning everything from think-tanks to globe-straddling international NGOs to community-based voluntary organisations that are at the heart of their communities. They are also distinctive organisations, defined as being neither public sector organisations nor commercial enterprises.

The module will examine the nature and significance of these organisations in development, domestic and humanitarian contexts. It will review the key contributions they make in these contexts, as well as the opportunities and challenges with which they are engaging. A central component to the research will be a practical engagement with NGOs as cases, and the management difficulties they encounter in project management systems, communications, fundraising and governance.

Method of teaching and learning

• The teaching format encompasses a mix of lectures, student-led round-table discussions, class plenaries, case studies, workshops and clarification sessions.
• A two hour lecture will take place weekly supplemented by three one hour workshops.

Students are expected to supplement these with private study periods. There may be opportunities to hear from guest speakers, including senior managers of national and international charities.

Learning outcomes

By the end of the module, students should be able to:

1. Awareness of the scale, scope, and significance of NGOs
2. Appreciation of the contributions NGOs can make
3. Practical familiarity with the strategic management challenges confronting NGO managers

The transferable skills to be developed in this module include:

• Self-motivation
• Personal organisation
• Groupwork skills
• Independent learning

Indicative topic outline

• An overview of the sector, its significance and diversity and its contested relationship with leading management theories
• Key contributions that NGOs make, from delivering essential services to driving policy and political change
• Key strategic challenges they face in balancing conflicting stakeholders and maintaining the commitment to their mission
• Key practical challenges in crucial management areas such as communications, fundraising and project management

Assessment

• Written assignment: groupwork management review of real NGO - 50%
• Written assignment (2 parts): group analysis of NGO - 20% / Individual recommendation - 30%

Further details will be provided and discussed during the course.

Reading list

A detailed list of weekly reading and resources for this module will be available via the University of ºÚÁϳԹÏÍø’ online Resource List.

Aim

This module provides students with the opportunity to undertake a management research project closely based upon the research proposal developed during MN3202. The aim of this module is to:

1. carry out a research project (which may involve fieldwork and/or desk-based research) on a social or managerial phenomenon of the student’s choice;
2. work one to one with an academic staff member to design, deliver and write-up the project;
3. experience working on a research project in an independent manner.

The module in context

This module is the third of a sequence of three linked modules that introduce ideas of knowledge creation, application and use in the context of responsible enterprise. The first module (MN3201) explores how we can come to know the world empirically, through systematic study. It emphasises the importance of theory and meta-theory in the creation of these understandings, introduces notions of methodological rigour and critical appraisal, and highlights the political and ethical connotations of knowledge.

The second module (MN3202) builds on new understandings and skills learned in MN3201 by encouraging students to think through how they would investigate a social or managerial phenomenon of their choice. In doing so, students are encouraged to reflect critically on methodological underpinnings and choice of methods, the importance of research ethics, and the politics of use of any knowledge generated. In developing their proposals, students are also introduced to practical issues such as reflexivity, self-management and getting the best out of supervision.

This final (optional) module (MN4301) can be accessed by those students who now wish to operationalise their planned research project from MN3202 (after reflections on any appropriate modifications). Intensive self-study under close one-to-one supervision allows the development and execution of the project previously outlined in MN3202. This module again strengthens independent learning, appreciation of research ethics, and reflexivity, as well as exposing students to the wide range of practical challenges and opportunities encountered during data gathering, analysis and interpretation.

Method of teaching and learning

• A minimum of eight hours of one-to-one supervision from a member of academic staff will be available throughout the semester. This includes face-to-face meetings (in-person or online), email discussion and commentary on written material.

You will be expected to take responsibility for arranging meetings with your supervisor and for leading on the content and discussions of supervision sessions.

Your supervisor will usually be the person who supervised your MN3202 research proposal. There will be an additional meeting with the module co-ordinator to provide an overview of the module process.

There are no classes for this module. Therefore, you are advised to retain your class notes and slides from MN3201 and MN3202 to help you complete your project.

Learning outcomes

By the end of the module, students should be able to:

1. Synthesize appropriate theoretical, empirical, and methodological literature to frame their research question, methodology and analysis
2. Conduct research in an ethically aware and responsible manner
3. Demonstrate a clear understanding of the practical application of specific research methodologies and methods
4. Identify new insights emerging from their empirical data and apply those insights in ways that develop existing organizational theories
5. Communicate constructively with peers and academic supervisors to meet project requirements and deadlines
6. Demonstrate critical thinking and reflection skills, as well as skills for independent learning
7. Identify future application of their learning and any further learning needs

Assessment

• A 10,000-word research dissertation - 100%

The dissertation will include a literature review, methodology, analysis of findings, and discussion of how the study contributes to current literature and the implications to management and management research. The dissertation will be first marked by your supervisor and moderated by the module co-ordinator.

Further details will be provided and discussed during the course.

Reading list

Core textbooks

• Adams, J., Khan, H., Raeside, R. and White, D. (eds). Research Methods for Graduate Business and Social Science Students. Thousand Oaks: Sage, 2007.
• Bryman, A. and Bell, E. Business Research Methods. 4th ed. Oxford: OU Press, 2015.
• Cassell, C. and Symon, G. Essential Guide to Qualitative Methods in Organizational Research. London: Sage, 2004.
• Dolab, P. and Donnelly, P. (eds). Approaches to Qualitative Research Theory and its Practical Application: A guide for dissertation students. Cork: Oak Tree Press, 2009.
• Easterby-Smith, M., Thorpe, R. and Jackson, P.R. Management Research. 4th ed. London: Sage, 2012.
• Fisher, C. Researching and Writing a Dissertation for Business Students. 3rd ed. Harlow: Prentice Hall, 2010.
• Hart, C. Doing a Literature Search. Sage Publications, 2001.
• May, T. Social Research: Issues, Methods and Process. 3rd ed. Buckingham: OU Press, 2001.
• Punch, K.F. Developing Effective Research Proposals. 3rd ed. London: Sage, 2016.
• Robson, C. Real World Research. 3rd ed. Oxford: Blackwell, 2011.
• Rog, D. and Bickman, L. (eds). The SAGE Handbook of Applied Social Research Methods. Thousand Oaks, CA: Sage, 2009.
• Saunders, M., Lewis, P. and Thornhill, A. Research Methods for Business Students. 8th ed. FT/Prentice Hall, 2019.
• Wallace, M. and Wray, A. Critical Reading and Writing for Postgraduates. 2nd ed. London: Sage, 2011.

Additional information

For those students intending to proceed to MN4301: Research Project, the School acknowledges that the presentation of work for that module might sometimes contain material previously submitted for MN3202: Research Methods 2, namely some aspects of the Literature Review and the Methodology. Students will not therefore be penalised for this inclusion, where it occurs, under the terms of the University’s Academic Misconduct Policy.

Ethical review

An ethical review submission may be required for your research if your project will involve primary research with human participants, the use of social media data, or the use of secondary data (i.e. research data already collected by others) from human participants that involve personal data and is not in the public domain. Your supervisor will advise you whether your project will need an ethics review and you must follow their guidance. You should discuss this with them at your first meeting.

If you are using secondary data or undertaking conceptual work, and your supervisor confirms that an ethics review is not required, you can proceed with your research.

If your supervisor indicates that an ethics review is required, you must complete a review submission using the online system, available at /research/integrity-ethics/humans/ethical-guidance/

If you need to complete an ethics review you should read the Core Topics information available from that page before using the submission system, since some key forms are accessed via those pages. A Moodle training course is also available via the submission system page, which provides detailed tutorials.

If you are required to complete an ethical review, you must not start contacting participants or collecting data until your submission has received a favourable outcome from the system.

Confirmation of your supervisor’s approval to proceed without ethical review, or a statement of favourable review (whichever is appropriate) must be bound into an appendix of your dissertation before you submit the final version.

Aim

The module aims to discuss critically the approaches used and challenges faced by management researchers as they attempt to communicate their analysis, insights, and results to the general public. This may focus on a case study of a specific topic or types of communicators (think tanks, research institutes, university academics, international organisations, banks, civil servants) or address the merits of a particular mode of communication and engagement mechanisms (interviews, newspaper articles, letters and editorials, popular level or academic books, blogs, videos, internet forums, etc.).

It is available only to participants in the placement module.

Method of teaching and learning

• 2 x 1-hour tutorials are held at the University during the semester
• The module concludes with an oral presentation session
• Scheduled learning hours: 2
• Guided independent study hours: 48

Learning outcomes

By the end of the module, students should be able to:

1. A clear understanding of theoretical and pedagogical approaches to communicating themes of Management in contemporary contexts
2. Identify, assess and utilise appropriate information sources
3. Assimilate and disseminate, to defend and critically assess data, information and concepts
4. Communicate management findings to a general or specialised audience
5. Use visuals and diagrams effectively in management communication
6. Present qualitative, quantitative and mix-methods results clearly to a wide audience
7. Seek and respond to constructive feedback
8. Develop their capacity for independent learning and research

Indicative topic outline

• This module will enable students to gain substantial experience of working in a challenging and unpredictable working environment, and to gain a broad understanding of many of the key aspects of teaching in schools

Assessment

• Coursework - 100%

Further details will be provided and discussed during the course.

Reading list

Students will be guided in engaging with articles and other resources during the first lecture. The full reading list and resources will be available on Moodle.

Aim

This module aims to provide students with a challenging and interesting introduction to the theory and practice of financial accounting. Students will explore how accounting systems identify, collect and record key financial data and how this data is subsequently communicated to interested parties external to the entities that produce them.

The module will also begin to develop students' understanding of the economic function of financial accounting and also its social and political nature. We aim to help develop certain personal transferable skills, such as gathering, analysing and synthesising information and working with others.

This is a basic introductory course that assumes no prior knowledge of accounting. The course is designed to help the future manager acquire a sound understanding of the role of accounting in organisations, the principle financial statements and their interpretation and analysis. Students are thus expected to develop a basic theoretical and analytical grasp of financial accounting.

Method of teaching and learning

• Lectures (Mondays and Tuesdays, 4pm to 5pm) from Week 1 to Week 7
• 3x tutorials on dedicated Tuesdays from Week 2 to Week 7
• Group and Independent study
• Revision and Problem clinics

The lecturers will have office hours once a week to deal with student enquiries.

Learning outcomes

By the end of the module, students should be able to:

1. Critically appraise the roles of financial accounting in organisations and in society
2. Explain the meaning of key financial accounting terms
3. Describe the nature and purpose of financial accounting information
4. Explain and interpret basic accounting records
5. Explain and illustrate a number of the key concepts relevant to practice
6. Identify and explain revenue recognition following the accruals concept
7. Account for fixed assets and stocks
8. Conduct a basic analysis of financial statements
9. Utilise quantitative skills in the analysis of financial data
10. Effective problem solving
11. Effective communication through written and oral contributions

Indicative topic outline

• Week 1: The Statement of Financial Position
• Week 2: The Income Statement
• Week 3: Depreciation
• Week 4: Accounting conventions
• Week 5: Understanding financial reports
• Week 6: the Statement of Cash Flows
• Week 7: Wrap-up

Assessment

• Class test (quiz) - 10%
• Written examination - 30%

Reading list

Core textbooks

• Business Accounting and Finance by Catherine Gowthorpe (4th or 3rd edition). This is recommended for purchase.

Aim

One of the most important skills that a manager can possess is the ability to collect, analyse and interpret data. Data analysis in the context of organisations can assist managers in making empirically informed decisions. This series of lectures and tutorials will provide an introduction to quantitative research in the area of organisation studies. This material is useful for aspiring managers, nearly all of whom are now expected to have a strong command of data analysis.

Method of teaching and learning

• Lectures (Thursdays and Fridays, 4pm to 5pm) from Week 1 to Week 7
• 3x tutorials on dedicated Tuesdays from Week 2 to Week 7

The lecturer will have office hours once a week to deal with student enquiries.

Learning outcomes

By the end of the module, students should:

1. have an understanding of data collection methods to support management decision-making;
2. be able to use (basic) quantitative methods in a business context;
3. be able to present data;
4. be able to communicate statistical information

Indicative topic outline

• Descriptive statistics
• Elementary probability
• Data presentation
• Sampling methods
• Probability distributions
• Sampling distributions and confidence intervals
• Hypothesis testing

Assessment

• Class test (quiz) - 10%
• Written examination - 30%

Reading list

Core textbooks

• Morris, C. Quantitative Approaches in Business Studies, 8^th ed. London: Pearson, 2012.

Aim

To provide the opportunity to relate the theoretical content of the First Year Management studies to the practicalities of the real business world through case study method.

Method of teaching and learning

• Small groups (learning sets) act as the team unit for an oral presentation.
• Support material: written guidance on case study method is provided.
• Lecture slots can be considered as time set aside for the teams to work on the case study independently.
• Check-in consultation provide sessions when the team can seek guidance on their analysis from their tutor, prior to assessment.

Learning outcomes

Depending on the exact nature of the case study in any one year, students will be able to demonstrate variously the relevant knowledge and understanding in all the areas of: Markets; Customers; Finance; People; Operations; Information Systems; Communication and Information Technology; Business Policy and Strategy; Contemporary and Pervasive issues (at an appropriate first year level). Given the integrative nature of the Case Study material, analysed through an independent, reflective, team-based course format the following skills are developed:

• Cognitive skills
• Effective problem skills
• Communication skills
• Effective self-management and group working
• Interpersonal skills
• Research skills
• Analytical skills with formal techniques

Assessment

Formative

Learning-set support from peers; tutor guidance in tutorials; self and team reflection via the written guidelines.

Summative

The assessment consists of two elements:

• a 10-minute pre-recorded video group presentation, with accompanying presentation slides of the group's findings and recommendations
• a live 5-10 minutes Q&A session with the group and markers

This assessment will count for 100% of the mark for this component, which comprises 20% of the overall MN1002 module grade.

The mark awarded to the team will be the mark assigned to each individual member in that team.

Aim

This module will build on MN1002 Introduction to financial accounting which introduced some popular accounting techniques. Accounting and finance are central to organizational life. Organisations, both public and private alike, are increasingly subjected to the pressures of finance. Similarly, the global economy hinges on the effective flow of money around the financial system.

• In Part 1, through case studies on accounting scandals and the financial crisis of 2007-08, we develop a critical perspective on the accountancy profession, auditing practices, corporate governance and accountability.
• In Part 2, we will address all three aspects of finance including personal, corporate/business and public/government. Historical accounts, contemporary issues, case studies from around the world and considerations for future finance will be presented.
• In Part 3, we examine the norm of shareholder wealth maximisation and explore attempts to reimagine the purpose of the corporation.

Method of teaching and learning

• 3x lectures each week from Week 6 to Week 12 (except ILW in Week 10)
• 3x tutorials
• specified book and journal reading
• tutorial preparation and discussion

Learning outcomes

This course is designed to develop knowledge and understanding of accounting, finance and corporate responsibility from an organizational and societal perspective.

The skills developed are those required at a managerial level of business practice, and the studies make further contributions to aptitudes in problem solving, analysis, decision-making, and effective communication.

Indicative topic outline

Part 1: The accountable corporation

1. Analysis of financial data (AFD): Introduction and culture of Enron
2. Accounting strategies at Enron
3. Accounting strategies at Tesco and Patisserie Valerie
4. The commercialisation of the accountancy profession
5. Corporate governance after Enron
6. Critical perspectives on corporate accountability
7. The financial crisis: A failure of auditing?

Part 2: Understanding the financial system

8. The history of money and financial markets
9. Finance fundamentals
10. Case studies of financial bubbles and scandals from around the world
11. Personal finance and psychology of money
12. Public/Government finance: Case studies of different governments
13. Central Bank Digital Currencies and the future of finance

Part 3: Reimagining corporate responsibility

14. The critique of shareholder primacy
15. Stakeholder theory
16. Corporations, market failures and democratic politics
17. Purposeful corporations
18. Revision lectures

Assessment

• Group report of 3000 words - 20%
• Individual essay of 2,500 words - 60%

The remaining 20% is assessed on the MN2002 Management and analysis: Management Kaleidoscope component.

Reading list

There is no textbook for this section of the module. All readings will be available on the online reading list.

Aim

Since the global economic crisis of 2008, there have been widespread concerns and growing disenchantment with prominent management thinking and practice. As part of the critique, there has been an urge to reconsider and recast the role and responsibilities of management and organisations towards entrepreneurial models and approaches that are more socially responsible. This module considers the shifting political and business environment for, and changing societal expectations of, management and organisations. It critically examines the overarching question: what are the options and opportunities, challenges and constraints of alternative perspectives on, and approaches to, management? To this end, the module reviews: key critical lenses which address and challenge neoliberal conceptions of management; engagements with key management themes such as innovation, consultancy, and corporate responsibility; and contemporary efforts to make a difference, from unions and cooperatives to the third sector.

Method of teaching and learning

• 3x 1-hour lectures each week from Week 1 to Week 5
• 3x tutorials
• Independent and group study

Learning outcomes

By the end of the module, students should be able to:

1. understand, discuss and challenge the role of management and organisations within contemporary socio-political and business environments,
2. explain and critically engage with key management themes and issues,
3. comprehend and outline the opportunities and challenges of different organisational forms and approaches.

The transferable skills acquired and/or developed in this module include:

• critical engagement and reflection,
• information/data gathering, analysis and synthesis,
• creative problem solving,
• independent and group learning,
• effective written and verbal communication.

Indicative topic outline

The module content is structured as follows:

• The first section, Reading critically, introduces an alternative way of thinking about management and organisational behaviours that considers the broader implications from society. It will develop your ability to question and analyse management and organisational forms. The critical strands will be illustrated with reference to contemporary debates and issues, situated within the changing policy and business environment.
• The second section, A critical take on prominent topics in management, addresses five key ideas in the life of organisations/managers from a critical or sociological position. Themes include corporate responsibility, DEI, innovation, work, consultancy, and AI. We will show critical engagements with these central management themes.
• The third section, Alternative organisational forms, addresses alternative organisational forms in our society – alternative, that is, to the state and the company. These include the third sector, cooperatives, and the role of organised labour and union power. You will critically analyse these efforts and appraise their potential and the challenges they face.

Assessment

• Individual essay of 1500 words - 20%
• Individual essay of 2500 words, chosen from AFD or MK - 60%

The remaining 20% of the module grade is assessed on MN2002 Management and analysis: Analysis of financial data component.

Reading list

A detailed list of weekly reading and resources for this module will be available via the module page on Moodle.

Aim

The module considers the underpinnings of effective management and provides you with the opportunity to examine critically the nature of contemporary thinking about management in organisations and the contexts within which it takes place. We encourage you to relate the content of the module to your own experience at work but also to your experience outside of work – for example, in a voluntary or community group to which you may belong and where "management" will be an important function that helps the group to achieve its objectives. We also hope the module will help you to develop a reflexive approach to your own management development.

Method of teaching and learning

The module will feature an interactive style of teaching/learning that will emphasise small group work, practical exercises and discussions alongside the traditional lecture. Teaching will be delivered by a number of colleagues from the Department of Management, University of ºÚÁϳԹÏÍø Business School.

Learning outcomes

By the end of the module, you should be able to:

1. understand the main ways in which the practice of management has been written about and researched.
2. recognise the theoretical foundations and research evidence behind management practices.
3. develop the competencies needed by effective managers that are associated collaborate, control, compete and create action imperatives.
4. recognise where your own strengths as a manager currently lie and what opportunities for your future development can be determined.

Indicative topic outline

• Week 1 (29 Jan): Module introduction: Learning aim and outcomes; Assessment requirements; An outline of the Quinn et al framework that forms the basis of the module; A brief history and highlights in management.
• Week 2 (5 Feb): Quinn Module One: Understanding self and others; Communicating honestly and effectively. Management moment – What is an 'effective manager' in relation to the lecturer's specific field?
• Week 3 (12 Feb): Quinn Module One: Mentoring and developing others; Managing groups and leading teams; Managing and encouraging constructive conflict.
• Week 4 (19 Feb): Quinn Module Two: Organizing information flows; Working and managing across functions; Planning and coordinating projects. Management moment – What is an 'effective manager' in relation to the lecturer's specific field?
• Week 5 (26 Feb): Quinn Module Two: Measuring and monitoring performance and quality; Encouraging and enabling compliance. Management moment – What is an 'effective manager' in relation to the lecturer's specific field?
• Week 6 (12 Mar): Quinn Module Three: Developing and communicating a vision; Setting goals and objectives; Motivating self and others. Management moment – What is an 'effective manager' in relation to the lecturer's specific field?
• Week 7 (19 Mar): Quinn Module Three: Designing and organizing; Building and maintaining a power base; Negotiating agreement and commitment. Management moment – What is an 'effective manager' in relation to the lecturer's specific field?
• Week 8 (26 Mar): Quinn Module Four: Living with change; Thinking creatively; Managing change. Management moment – What is an 'effective manager' in relation to the lecturer's specific field?
• Week 9 (2 Apr): Quinn Module Four: Building and leading a learning organization; Managing the future; Module review.

Assessment

There are two elements of assessment for this module and all are individual pieces of work.

1. Reflective practice journal and Critical incident analysis
   

   What is it? This assessment focuses on the student's personal experience and introspection of Week 2, 3 and 4. Students maintain a reflective journal over the course of the semester, documenting their experiences in a work, social, or academic team.

   How does it work? For each of the Weeks 2, 3 and 4, students must write a 300-word entry analysing a "critical incident" where they either acted as a manager or followed a manager. They must use a specific reflective model (e.g., Gibbs' Reflective Cycle) to analyze the situation, evaluate their own actions, and propose what they would do differently next time.

   • 3x entries totalling 900 words (+/-10%) - 40%
   • Due on 16 March 2026
   • All entries to be compiled into one Word document and submitted to MMS.

   Note: A critical incident is a significant event or situation that stands out as having a particularly positive or negative impact on an individual or a team. In the context of a reflective journal or professional development, it's an event that is worth analyzing because it reveals something important about a person's behavior, skills, or professional environment.

2. A book review
   

   Choose one of the Strongly recommended texts listed below. A book review is not just a summary (descriptive). It's your personal interpretation and evaluation of the book while addressing the strengths and weaknesses (critical analysis in compare/contrast). Personally reflect on what you will do differently to be an effective manager.

   • 1500 words - 60%
   • Due on 18 May 2026

Reading list

Core textbooks

• Quinn, R.E., Faerman, S.R., Thompson, M.P., McGrath, M.R. and St Clair, L.S. Becoming a master manager, a competing values approach. 7^th ed. New York: Wiley, 2020.

Strongly recommended textbooks

• Carnegie, D. How to win friends and influence people. US: Simon & Schuster, 1936.
• Covey, S.R. The 7 habits of highly effective people: Powerful lessons in personal change. US: Free Press, 1989.
• McCormack, M.K. What they don't teach you at Harvard Business School. London: Profile Books Ltd, 2014.

Other useful textbooks (recommended, not essential)

• Boddy, D. Management: An introduction. 7^th ed. Harlow, England: Pearson, 2017.
• Buchanan, D.A. and Huczynski, A. Organizational behaviour. 10^th ed. Harlow, England: Pearson, 2019.
• Cunliffe, A. A very short, fairly interesting and reasonably cheap book about management. London: Sage, 2014.
• Grey, C. A very short, fairly interesting and reasonably cheap book about studying organisations. London: Sage, 2017.
• Review, H.B. et al. HBR's 10 must reads for new managers. Boston: Harvard Business Review Press, 2017.

Academic journals and other publications

In addition to readings from the core and other management texts, reference will be made to a variety of other information sources including academic journals and various other media sources such as newspapers, the internet and so on.

Some key academic journals available in the library and online are the following:

• British Journal of Management
• Human Resource Management Journal
• People Management (a CIPD publication)
• Harvard Business Review
• The Professional Manager (a CMI publication)

Among newspapers and similar publications, you will often find management-related items in publications such as:

• The Financial Times
• The Guardian
• The Times
• The Telegraph
• The Sunday Times
• The Economist

Websites

• (CMI)
  A UK-based membership organisation covering a wide range of managerial occupations. The site offers extensive resources on management, managerial work, and professional skills.
• (CIPD)
  The main professional body for HR practitioners and educators, with a growing international membership. Its website provides numerous materials relevant to MN2901.
• (ACAS)
  A government-funded organisation promoting effective people management. The site contains guidance and resources useful for this module.
• (ILM)
  An accrediting body for leadership and management training offering insights into managerial roles and the competencies required for success.
• 
  A podcast platform where academics discuss historical and contemporary issues in organisations and management.
• 
  A blog featuring Robert Quinn’s reflections and commentary on positive organisational practices.
• 
  Conversations with prominent leaders who share experiences, insights, and leadership lessons.
• 
  A weekly podcast offering practical career guidance and advice to help managers improve their effectiveness.

Aim

Expand and develop foundational financial accounting themes, critically analyse management accounting concepts, emphasize the multidisciplinary nature of management problems, and enhance analytical and problem-solving skills within accounting information systems.

Method of teaching and learning

• 2x lectures per week (11 weeks)
• 1x tutorial per week (4 weeks)
• 2x 1-hour optional consultative meetings per week (11 weeks)

Learning outcomes

By the end of the module, students should be able to:

1. Explore the role of the accountant within the overall management function
2. Apply professional and academic knowledge of management accounting to solve practical business problems
3. Critically evaluate management decisions using management accounting concepts and tools
4. Understand budgeting techniques, cost control, and performance measurement methods
5. Use relevant management accounting techniques to support decision-making and resource planning

Indicative topic outline

• Financial accounting and management accounting
• Cost management and product costing concepts
• Cost-volume-profit relationships
• Activity-based costing (ABC)
• Capital investment decisions
• Standard costs and variance analysis
• Flexible budgeting and performance reporting
• Divisional performance measurement
• Relevant costs for decision making

Assessment

• In-class test - 50%
• Exam - 50%

Reading list

Core textbooks

• Seal, W.B. Management accounting. 7^th ed. London: McGraw-Hill, 2025.
• Seal, W.B., Rohde, C., Garrison, R.H. and Noreen, E.W. Management accounting. 5^th ed. London: McGraw-Hill Higher Education, 2015.

The book is available via and students have an exclusive 20% discount using the promo code MGH20DS.

Supplementary textbooks

• Seal, W.B. and Garrison, R.H. Management accounting. 3^rd ed. Maidenhead: McGraw-Hill, 2008.
• Collis, J. Management accounting. Basingstoke, Hampshire: Palgrave Macmillan, 2015.
• Atkinson, A.A. Management accounting: Information for decision-making and strategy execution. 6^th ed. Upper Saddle River, N.J.: Pearson, 2012.
• Atkinson, A.A. Management accounting. 5^th ed. Upper Saddle River, N.J.: Pearson/Prentice Hall, 2007.
• Chadwick, L. Management accounting. 2^nd ed. London: International Thomson Business Press, 1998.
• Epstein, M.J. and Lee, J.Y. Advances in management accounting. Volume 21. Bingley: Emerald, 2012.
• Lee, J.Y. and Epstein, M.J. Advances in management accounting. Bingley: JAI Press, 2009.
• Atrill, P. and McLaney, E.J. Management accounting for decision makers. 10^th ed. Pearson.
• Atrill, P. and McLaney, E.J. Management accounting for decision makers. 9^th ed. Harlow, England: Pearson, 2018.
• Atrill, P. and McLaney, E.J. Management accounting for decision makers. 8^th ed. Harlow, Essex, England: Pearson, 2015.
• Weetman, P. Financial and management accounting: An introduction. 8^th ed. Harlow: Pearson, 2019.
• Weetman, P. Financial and management accounting: An introduction. 7^th ed. Harlow: Pearson, 2015.
• Lee, J.Y. and Epstein, M.J. Advances in management accounting. Volume 22. Bingley: JAI Press, 2009.
• Hopper, T., Northcott, D. and Scapens, R.W. Issues in management accounting. 3^rd ed. Harlow: Financial Times Prentice Hall, 2007.
• Whitehead, G. and Upson, A. Success in management accounting: An introduction. London: John Murray, 1992.
• Institute of Cost and Management Accountants. Management accounting: Official terminology of the CIMA. London: Institute of Cost and Management Accountants, 1982.
• Storey, R. Introduction to cost and management accounting. Basingstoke: Macmillan, 1995.

Supplementary journals

CIMA materials

• CIMA official terminology. 2005 ed. Oxford: CIMA, 2005.
• Chartered Institute of Management Accountants. CIMA subject E1: Organisational management. 2018 ed. London: CIMA Publishing, 2017.
• Chartered Institute of Management Accountants. CIMA paper P1: Management accounting. 2018 ed. London: CIMA Publishing, 2017.
• Chartered Institute of Management Accountants. CIMA case study. Wokingham, Berkshire: Kaplan Publishing, 2015.
• Chartered Institute of Management Accountants. CIMA. Paper P2. Wokingham, Berkshire: Kaplan Publishing, 2015.
• Chartered Institute of Management Accountants. Operational level: Management accounting. 2018 ed. London: CIMA Publishing, 2017.
• Chartered Institute of Management Accountants. CIMA. Subject P1. Kaplan Publishing, 2016.
• Chartered Institute of Management Accountants. CIMA. Subject P2. Kaplan Publishing, 2016.
• Chartered Institute of Management Accountants. CIMA official revision cards. Paper P2. 2016 ed. Wokingham, Berkshire: Kaplan Publishing, 2015.
• Chartered Institute of Management Accountants. CIMA official revision cards. Paper P1. 2016 ed. Wokingham, Berkshire: Kaplan Publishing, 2015.

Additional readings will be provided.

Aim

The purpose of this module is to introduce students to the organisation and management of public services and to engage with important debates about the principles and purposes of public sector management. Doing so is worthwhile given the significance of public sector organisations in the economic and social lives of people across the world. The distinctiveness of the tasks of public management will be explored, including developing a critical appreciation of the limitations of economic rationalist ideas drawn from private sector orthodoxy. The importance of public sector organisations to major contemporary challenges, such as sustainability, and health and social inequalities, will be examined.

Method of teaching and learning

The module includes 60 hours of scheduled learning and 143 hours of guided independent study, with optional weekly office hours provided for additional support.

• 1x 2-hour lecture per week (11 weeks)
• 1x 1-hour tutorial per week (4 weeks)

This is an interactive course, and everyone is encouraged and expected to participate fully.

Learning outcomes

By the end of the module, students should have:

1. An understanding and scope of the distinctive and defining features of public sector management
2. A critical understanding of key concepts and theories relevant to public sector management
3. Awareness of, and an ability to interpret, key trends and pressures in the public sector
4. Familiarity with methods of enquiry appropriate to the domain
5. The ability to undertake critical analysis, evaluation, and synthesis of ideas in relation to problems and challenges facing public sector managers
6. Greater autonomy and initiative in learning, and an enhanced range of communication skills

Indicative topic outline

• Classical approaches to public management
• New public management
• Outsourcing and public sector management
• Strategic environment of the public sector: Current and future issues
• Managing performance, innovation and change
• Public leadership
• Accountability, transparency and ethics

Assessment

• 1200 words briefing paper on a topical policy issue affecting public sector managers - 40%
• 2500 words critical essay on a public sector management question relating to one or more of the lecture topics - 60%

Re-assessment strategy: 2500 words individual essay - 100%

Reading list

A detailed reading list will be published on the module Moodle page.

Aim

MN3025 builds upon the marketing taught in sub-honours modules, and prepares students for further study and practice in the marketing and management fields. The module is focused upon learning key theories related to market research, consumer psychology, consumer behaviour, and marketing management. The modules examines the key consumer behaviour theories in depth, and allows a practical understanding of how in practice consumer behaviour drives marketing decisions. These theories and decisions are supported by a practical understanding of marketing information.

Method of teaching and learning

• 1x 2-hour lecture per week (11 weeks)
• 1x 1-hour seminar/tutorial per week (4 weeks)
• Independent study

Learning outcomes

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

1. Specify and acquire, through appropriate marketing research, information, on consumers and markets, required for marketing decision-making.
2. Assess critically the main theories and concepts of consumer behaviour.
3. Apply an understanding of consumer behaviour to marketing management situations.
4. Examine critically the antecedents, nature and key concepts in alternative views of consumer behaviour.

Indicative topic outline

There are four broad themes:

1. Marketing research
2. Consumer behaviour
3. Business-to-business marketing
4. Marketing management

Assessment

• Individual exam - 60%
• Non-exam assessment, coursework - 40%

Reading list

Supplementary journals

• Stocchi, L., Pourazad, N., Michaelidou, N., Tanusondjaja, A., and Harrigan, P. "Marketing research on Mobile apps: past, present and future." Journal of the Academy of Marketing Science, 2021, pp. 1-31.
• Cluley, R., Green, W., and Owen, R. "The changing role of the marketing researcher in the age of digital technology: Practitioner perspectives on the digitization of marketing research." International Journal of Market Research, vol. 62, no. 1, 2020, pp. 27-42.
• Holmlund, M., Van Vaerenbergh, Y., Ciuchita, R., Ravald, A., Sarantopoulos, P., Ordenes, F.V., and Zaki, M. "Customer experience management in the age of big data analytics: A strategic framework." Journal of Business Research, vol. 116, 2020, pp. 356-365.
• Arnould, E., Press, M., Salminen, E., and Tillotson, J.S. "Consumer culture theory: Development, critique, application and prospects." Foundations and Trends in Marketing, vol. 12, no. 2, 2019, pp. 80-166.
• Rokka, J. "Consumer Culture Theory's future in marketing." Journal of Marketing Theory and Practice, vol. 29, no. 1, 2021, pp. 114-124.
• Foxall, G.R. "Foundations of consumer behaviour analysis." Marketing Theory, vol. 1, no. 2, 2001, pp. 165-199.
• Foxall, G.R. "The behavior analysis of consumer choice: An introduction to the special issue." Journal of Economic Psychology, vol. 24, no. 5, 2003, pp. 581-588.
• Sheth, J. "Business of business is more than business: Managing during the Covid crisis." Industrial Marketing Management, vol. 88, 2020, pp. 261-264.

Aim

The module will develop a comprehensive understanding of entrepreneurship in practice and the processes of business development. Students will develop a rounded understanding of the nature and dynamics of entrepreneurial activity. They will also ascertain knowledge of the key obstacles entrepreneurs face when trying to grow their businesses. The module will impart experiential awareness of 'for-profit' business development through an understanding of the dynamics and mind-set of entrepreneurial behaviour.

Method of teaching and learning

This module is founded on the principles of enquiry based learning and is designed to foster self-directed learning, individual and group problem solving and develop a capacity for strategic thinking. It is about opportunity seeking and recognition, networking, initiative taking, persuading others, leadership and taking intuitive decisions. This is a highly interactive module with a great deal of in-class discussion and debate. Each week the plenary session will incorporate a blend of group work, whole class discussion, presentations and Q&A. To successfully undertake individually assessed coursework, groups will also need to meet out-with scheduled times.

• 1x 2-hour lecture per week (11 weeks)
• 1x 1-hour tutorial per week (4 weeks)

Learning outcomes

By the end of the module, students should be able to:

1. Understand the key dynamics involved in entrepreneurial activity;
2. Identify, document and critically assess risks and rewards of a viable business model;
3. Communicate professionally and effectively using a variety of digital media and channels
4. Identify and use some business planning metrics;
5. Demonstrate understanding of the processes of customer acquisition and business development;
6. Successfully collaborate with peers to help foster experiential learning;
7. Reflect upon learning and collaborative endeavour

Indicative topic outline

• The dynamics of new business formation
• Funding for entrepreneurial start-ups
• Growth dynamics and growth obstacles
• Family firms
• SME internationalization
• The importance of entrepreneurial ecosystems
• Public policy and SMEs
• Challenges posed by crisis situations (e.g., the global financial crisis and COVID-19)

Assessment

• Individual coursework - 40%
• Exam - 60%

Reading list

Core textbooks

• Blundel, R., Lockett, N., Wang, C., and Mawson, S. Exploring entrepreneurship. 3^rd ed. Sage, 2021.

Aim

The aim of this module is to provide students with the opportunity to:

1. explore key periods and cases from business history that provide a new basis for understanding effective and innovative management
2. develop skills from the field of history that equip them to critically consider management as an ever-changing field of theory and practice
3. learn how to undertake historical research, find and interpret sources, and craft and critique powerful narratives

Students will bring to the module a good grasp from earlier sub-honours modules of how organisations work and their systems and structures of management. The History of management is the only dedicated history module for single honours students. For some, this module will provide a pathway to further research in management areas, where there is currently a "historical turn". More practically, all students will develop a historical perspective that will equip them to situate their knowledge and learning in a wider context of management practice.

Method of teaching and learning

The course will be structured around lectures and tutorials which will introduce new historical and methodological content each week, giving students insight into aspects of management.

• 1x 2-hour lecture each week (11 weeks)
• 1x 1-hour tutorials in Weeks 3, 5, 7, 9 and 11

Most lectures will cover a distinct period in management thought and practice, a different method of understanding and undertaking historical research, and a different angle on the value of understanding management's evolution.

Tutorials will focus in on a particular methodology using particular sources, and two concluding sessions will recap and invite students to develop their own historical narrative.

Indicative topic outline

• Week 1: What history's good for: the power of putting management in context
• Week 2: Varieties of management systems in history
• Week 3: Management starts at home: The management roots of economics
• Week 4: Legacies of coercion and contract labour
• Week 5: Bobbins, bargains, mines and mills
• Week 6: Whales and other risky ventures
• Week 7: Telling corporate stories
• Week 8: From joint-stock to time-stop
• Week 9: Organised labour losing grip
• Week 10: Data-driven control
• Week 11: Narratives of managerial capitalism

Tutorials on historiographical skills and methods:

• Week 3: Interpreting sources
• Week 5: Dealing with concepts
• Week 7: Oral history
• Week 9: Narrative styles
• Week 11: Narrative-sharing session

Learning outcomes

By the end of the module students will be able to:

1. Analyse a range of primary and secondary sources in order to compare and contrast different approaches to management in contemporary and historical contexts.
2. Critique arguments about management in academic literature, the press, and industry publications that involve historic cases.
3. Create evidence-based historical narratives about management situations and scenarios.
4. Relate management styles and decisions to their social and historical contexts.
5. Explain how management decisions were made in the past, and present historical examples in ways that can help justify practical decision-making.
6. Compare ideas and theories about management from different periods and develop hypotheses as to why some have greater real-world impact than others.

Skills

Students will develop skills through working with sources and crafting narratives that will equip them to present material in ways that lead others to see things in certain lights, and to interpret claims in terms of their underpinning theories or wider contexts. These are relevant for any number of vocations, research-based or practical, and align the course with the skills outlined in the university's 'Entrepreneurial' strategic theme.

Assessment

• Group presentation or report - 20%
  Approximately 7-minute (~1,000-word) multimedia narrative of a moment in management history, based on primary and secondary sources.

• Individual essay - 80%
  A 3,500-word essay evaluating the use of history to create narratives about management theory and/or practice.

Reading list

History demands lots of reading and students will be guided in engaging with articles and other resources during the first lecture.

The full reading list and resources will be made available on Moodle.

Any students interested in an indicative reading list or in undertaking preparatory reading are welcome to contact the course convenor.

Aim

The aim of this module is to provide students with the opportunity to:

1. explore a social or managerial phenomenon of their choice and develop a research proposal
2. work one-to-one with an academic staff member to develop their proposal
3. experience working on a project in an independent manner

The module in context

This module is the second of a sequence of three linked modules that introduce ideas of knowledge creation, application and use in the context of responsible enterprise. The first module (MN3201) explores how we can come to know the world empirically, through systematic study. It emphasises the importance of theory and meta-theory in the creation of these understandings, introduces notions of methodological rigour and critical appraisal, and highlights the political and ethical connotations of knowledge.

This second module builds on new understandings and skills learned in MN3201 by encouraging students to think through how they would investigate a social or managerial phenomenon of their choice. In doing so, students are encouraged to reflect critically on methodological underpinnings and choice of methods, the importance of research ethics, and the politics of use of any knowledge generated. In developing their proposals, students are also introduced to practical issues such as reflexivity, self-management and getting the best out of supervision.

The final (optional) module in this suite (MN4301) can be accessed by those students who wish to operationalise their planned project from MN3202 (after reflections on any appropriate modifications). Here, intensive self-study under close one-to-one supervision allows development and execution of the project outlined as a proposal. This module again strengthens independent learning, appreciation of ethics, and reflexivity, as well as exposing students to the wide range of practical challenges encountered during data gathering, analysis and interpretation.

Method of teaching and learning

• 14 hours of scheduled workshops (over the module)
• 2× 1-hour optional consultative sessions per week (each week)
• at least 3× supervision meetings (from Week 4 onwards, arranged individually)

The module co-ordinator will be available to students by appointment throughout the module and during office hours.

Learning outcomes

By the end of the module, students should be able to:

1. Synthesize appropriate literature in order to develop research questions on a relevant topic
2. Create a research proposal with alignment of theory, methodology and methods
3. Identify and reflect on ethical issues and responsible conduct in research
4. Communicate constructively with peers and academic supervisors in order to meet project requirements and deadlines
5. Develop critical thinking and reflection skills, as well as skills for independent learning
6. Identify future application of their learning and any further learning needs

Indicative topic outline

• Week 1: Introduction to developing a research proposal: selecting a research topic, research aims and questions (2 hours)
• Week 2: Doing and writing a literature review (2 hours)
• Week 3: Finding the literature (2-hour clinic with library staff)
• Week 4: Quantitative research workshop (2 hours)
• Week 5: Qualitative research workshop (2 hours)
• Week 6: Research ethics and quality (2 hours)
• Week 7: Writing a research proposal and working with your supervisor (2 hours)

Assessment

• A 5,000-word research proposal - 100%

This proposal will incorporate a critically engaged literature review relevant to the proposed area of research; and a review of the methodological/methods literature, leading to a proposed methodology and methods approach pertinent to the proposed study. The proposal will be first marked by your supervisor and moderated by the module co-ordinator.

Reading list

There is no set textbook for this module. The following texts will give some essential background as well as an introduction to many of the areas covered in the course. However, students are expected to identify additional reading on their own initiative and as guided by their supervisor. Students will also refer to notes from MN3201.

Core textbooks

• Adams, J., Khan, H., Raeside, R. and White, D. (eds). Research methods for graduate business and social science students. Thousand Oaks: Sage, 2007.
• Bryman, A. and Bell, E. Business research methods. 4^th ed. Oxford: OU Press, 2015.
• Cassell, C. and Symon, G. Essential guide to qualitative methods in organizational research. London: Sage, 2004.
• Dolab, P. and Donnelly, P. (eds). Approaches to qualitative research theory and its practical application: A guide for dissertation students. Cork: Oak Tree Press, 2009.
• Easterby-Smith, M., Thorpe, R. and Jackson, P.R. Management research. 4^th ed. London: Sage, 2012.
• Fisher, C. Researching and writing a dissertation for business students. 3^rd ed. Harlow: Prentice Hall, 2010.
• Hart, C. Doing a literature search. Sage Publications, 2001.
• May, T. Social research: Issues, methods and process. 3^rd ed. Buckingham: OU Press, 2001.
• Punch, K.F. Developing effective research proposals. 3^rd ed. London: Sage, 2016.
• Robson, C. Real world research. 3^rd ed. Oxford: Blackwell, 2011.
• Rog, D. and Bickman, L. (eds). The SAGE handbook of applied social research methods. Thousand Oaks, CA: Sage, 2009.
• Saunders, M., Lewis, P. and Thornhill, A. Research methods for business students. 8^th ed. FT/Prentice Hall, 2019.
• Wallace, M. and Wray, A. Critical reading and writing for postgraduates. 2^nd ed. London: Sage, 2011.

Additional information

For those students intending to proceed to MN4301: Research project, the School acknowledges that the presentation of work for that module will almost certainly contain material previously submitted for MN3202: Research methods 2, namely aspects of the literature review and the methodology. Students will not therefore be penalised for this inclusion, where it occurs, under the terms of the University's Academic Misconduct Policy.

Aim

This capstone module provides a moment in time for students to reflect on and connect past experiences with future aspirations. The module aims to provide a structured context within which students can:

1. reflect on learning throughout their honours degree programme and synthesise insights from experiences gained to consolidate employability
2. gain an appreciation of the challenges and changing demands in the contemporary environment and the impact of these on organisations
3. think about future professional pathways, perspectives on management to make informed career choices

This is the core capstone module for single and joint honours students of Management, inviting students to adopt an entrepreneurial mindset. The module aims to provide a pivot between University and post-University life where students will: reflect on their learning experiences throughout their undergraduate university career; look forward to current and future global challenges to hone skills in organisational analysis and generate creative, contextualised solutions. Students will engage with a series of cross-cutting issues in the contemporary environment applying learning to practice in collaborative study groups. The module encourages students to consolidate and develop graduate attributes that will prepare them to be socially responsible, global citizens equipped for the next stage in their career.

Method of teaching and learning

• 30 hours of scheduled learning
• 170 hours of guided independent study
• 1× weekly office hour (optional)
• 1× 1-hour pre-recorded lecture per week (10 weeks, asynchronous)
• 1× 2-hour in-person workshop per week (10 weeks, synchronous; attendance mandatory)

The exact format of each week’s class will vary week-by-week but may include a lecture or guest speaker, a period of group work, a Q&A session and whole class discussion.

This is an interactive course, and full participation is expected from all students. Attendance at workshops is mandatory, and a register will be taken.

Learning outcomes

By the end of the module, students should be able to:

1. Communicate professionally and effectively using a variety of media
2. Reflect on skills and knowledge acquired at University to articulate fit for a career
3. Understand the nature and complexity of contemporary challenges for management in a variety of organisations
4. Critically discuss these challenges and their impact to offer viable organisational solutions

Indicative topic outline

• Graduate employability
• The future of work
• Environmental sustainability
• Climate change
• Technology
• Health and wellbeing

Assessment

• Coursework - 100%

Reading list

A detailed reading list will be published on the module Moodle page.

Aim

Creativity, collaboration and context explores the central tenets of creativity, and helps students understand how creativity can be applied collaboratively in a wide range of organisational contexts. Students taking the module will be supported to identify, define and engage with real world problems through theory and practice. By exploring and developing their own creative capacities – including managing and dealing with uncertainty, problem setting and solving, and collaborative working – students will gain a nuanced appreciation of the contested roles and potential of creativity in relation to progressive innovation, inclusion, equality and social good. Central to the ethos of the module is the normalisation of creative process, and challenge to the privileging and mystification of the creative act. Correspondingly, learning from failure, collaborative problem solving, and lively critically reflexive dialogue are the key pedagogic themes that run throughout.

Method of teaching and learning

• Participative lecture-workshops each week
• Small-group collaborative activities (problem-setting and problem-solving)
• Creativity development exercises (focused on “small-c” creativity; no prior experience required)

Learning outcomes

By the end of the module, students should be able to:

1. Define and describe creativity as process, as distinct from accounts of creativity as a product, output and commodity.
2. Evaluate the role of creativity and how it manifests and may be enacted in diverse organisational and structural contexts.
3. Critically discuss the social impacts of creativity and creative interventions in organisational settings.
4. Develop creative interventions in response to societal and organisational issues
5. Reflect on creative process to appraise the role of creativity in organisational life.

Indicative topic outline

• Module introduction and overview
• Theories of creativity
• Introducing the Dérive
• Creative identities and creativity politics
• Creativity as activism
• Creativity and sustainability
• Creativity, health and wellbeing
• Creativity and failure
• Reflective practice

Assessment

• Coursework - 100%

Reading list

There are no core textbooks for this module. Students are given guidance on readings from key journals and relevant sources through the online reading list and in the full module guide.

Aim

The investments industry has gone through some profound changes over the past decades, due in part to an abundance of newly designed securities, in part to the creation of innovative trading strategies, in part to concurrent advances in computer technology and in part to some turbulent events in the global financial markets. We have also witnessed the rapid transmission of theory to real-world practice in the financial industry. This module is designed to give students a broad appreciation of the role of the financial system in the economy and an introduction to the main components and instruments of financial markets. In addition, it covers the main techniques of portfolio management and trading. The module will equip students with the skills that are essential to the practices of an investment professional or a sophisticated individual investor.

Method of teaching and learning

• Lectures
• Tutorials
• Independent study

Learning outcomes

By the end of the module, students should be able to:

1. Understand the overall investment process and the key elements involved
2. Understand and use various financial instruments available to potential investors
3. Understand the concept of risk aversion and how risk aversion affects allocation
4. Conceptualise the importance of diversification
5. Understand the principles of portfolio construction
6. Understand the role of asset allocation
7. Know the assumptions and implications of the efficient market hypothesis, its failures, and basic theory behind behavioural finance
8. Understand both fundamental analysis and technical analysis
9. Understand the mechanics of options, futures, and other derivatives
10. Understand option pricing and strategies
11. Critically evaluate the role of credit rating agencies
12. Have a good knowledge of the cryptocurrency market and the role of stablecoins

Indicative topic outline

• Topic 1: Overview of investment environment and asset classes
• Topic 2: Risk, return, and portfolio diversification
• Topic 3: Index investing and portfolio performance analysis
• Topic 4: Fundamental analysis and technical analysis
• Topic 5: The efficient market hypothesis and behavioural finance
• Topic 6: Fixed income securities
• Topic 7: Derivatives markets
• Topic 8: Investing with derivatives
• Topic 9: Credit risk and the role of credit rating agencies
• Topic 10: Cryptocurrencies, stablecoins and CBDC

Assessment

• Coursework - 100%

Reading list

Core textbooks

• Bodie et al. Investments. 11^th ed. McGraw Hill Education, 2018.
• Hull, J.C. Fundamentals of futures and options markets. 8^th ed. Pearson, 2017.
• McMillan, M., Pinto, J., Pirie, W.L., Van de Venter, G. and Kochard, L.E. Investments: Principles of portfolio and equity analysis. New Jersey: John Wiley & Sons, 2011.

Journal article readings will be provided where needed.

Aim

The aim of this course is to provide a critical appreciation of the theory and practice of managing change in order to develop practical and realistic knowledge and skills appropriate to facilitating and leading change in organisational contexts.

Organisations are complex and dynamic social entities in which change is ever present. Much of the time individuals and groups within and across organisations seek to manage change through the selection of practices that they hope will produce particular results. However, the job of managing change is complicated and good intentions can easily go awry. By gaining a deeper understanding of the complexity of organisational contexts, the dynamics of change, and some of the practical actions that can be helpful in facilitating and leading change, students will develop a deeper understanding of the constraints and possibilities of managing change.

Method of teaching and learning

• 1× 2-hour interactive lecture/discussion session each week
• 4× tutorials starting in Week 3

Detailed instructions and the required prior reading for each tutorial will be posted on Moodle/MMS.

Learning outcomes

By the end of the module, students should be able to:

1. Display firm knowledge of the main theoretical perspectives on organisational change and their implications for managing change
2. Understand key approaches, models and tools for analysing, planning, communicating and enacting change
3. Explain the differential success (and failure) of specific change initiatives
4. Understand the roles of managers and change agents in managing change
5. Critically summarise theoretical approaches and debates
6. Critically review and synthesise the results of empirical studies
7. Demonstrate the confidence to question and challenge common assumptions and viewpoints
8. Apply various change management frameworks, models and tools appropriately in order to facilitate the diagnosis, communication and enactment of change

Indicative topic outline

• Week 1: Introduction and perspectives on change
• Week 2: Frameworks for managing change
• Week 3: Diagnosing the change challenge 1
• Week 4: Diagnosing the change challenge 2
• Week 5: Enacting change – changing structures
• Week 6: Enacting change – changing processes
• Week 7: Additional coursework support
• Week 8: Enacting change – changing people
• Week 9: Enacting change – changing cultures
• Week 10: Leading change and change agency
• Week 11: Explaining change

Assessment

• A report (live organizational case study in which students apply and reflect on some of the material covered in the course) - 40%
• An assessed individual essay - 60%

Reading list

We have identified a range of recommended textbooks on managing change, all of which are available as e-books from the library:

Core textbooks

• Burnes, B. Managing change. 7^th ed. Harlow: Pearson Education.
• Carnall, C. and By, T. Managing change in organizations. 6^th ed. Harlow: Pearson Education.
• Flamholtz, E. and Randle, Y. Leading strategic change: Bridging theory and practice.
• Hayes, C. Transition leadership: Navigating the complexities of organisational change.
• Henderson, R. et al. (eds.) Leading sustainable change: An organizational perspective.
• Kotter, J.P. Leading change. Boston: Harvard Business School Press.
• Kotter, J.P. A sense of urgency. Boston: Harvard Business Press.
• Maccoby, M. Strategic intelligence: Conceptual tools for leading change.

Supplementary journals

Students are encouraged to search the following journals for further material:

• Journal of Change Management
• Journal of Management Studies
• Journal of Organizational Change Management
• Leadership and Organization Development Journal
• Organization Science
• Organization Studies

A week-by-week reading list for the module will be posted on Moodle. There is also a link to the online reading list for this module on Moodle.

Aim

This module will offer students a sociological perspective on global finance and financial markets. It will give a broad introduction to key topics in the sociology of finance (see below). Students will develop a deep understanding of how financial markets work and their relevance to the global political economy. The module will be taught in an interactive manner, with the second part of each class employing a workshop format leading directly to module assessments. 

The aim of this module is to enquire into the complex array of theory, practices, technologies and human agents that constitute financial     markets. Financial markets will be seen as historically situated, embedded entities. We will de-centre the individual ‘trader’ or ‘banker’ in our understanding of financial markets and develop a nuanced view of markets as comprising narratives, materialities, politics, information and prices. The module complements and contrasts traditional courses in finance, accounting and economics. It is qualitative in content; it introduces complex theoretical material but will not require students to use numbers.  

Method of teaching and learning

• One 2 hour interactive lecture/discussion session each week in Semester
• Tutorials will be in weeks 3, 5, 7 and 9

Learning outcomes

Students will develop a range of critical skills which they will use to analyse finance and financial markets. Students will come to see financial markets (and other financial structures) as complex, historically situated, material entities that have developed over time.  They will also be able to compare and contrast explanations of market behaviour based on human (ir)rationality with sociological accounts based on power, institutions, technology and calculation. The course will help learners to:

1. critically evaluate arguments made in academic literature and mass media about financial events
2. develop the ability to compare and contrast different sociological theories in their understanding of finance, financial markets and institutions
3. enhance their secondary and primary research skills and reporting skills
4. explore new ways of presenting material and communicating complex arguments

Indicative topic outline

Weeks 1-5 introduce core concepts in the sociology of finance and work towards assignment one. Weeks 6-7 develop critical or heterodox themes in more detail and work towards assignment 2.

1. Why finance matters: an introduction to the sociology of finance
2. The importance of networks: social, material, technical 
3. The political economy of finance
4. Finance as narrative and culture 
5. Markets have histories: The roaring ’80s, and the art of the deal 
6. (De)colonializing finance 
7. The strange world of the private investor 
8. A sociology of fintech? 
9. Venture capital, the Valley, and the struggle for the future
10. ILW
11. Finance at the end of the world
12. What have we learned about finance?

Assessment

There are two components. Both are individual assignments but will build on collaborative work in lectures: 

• Power-point deck and reflection (6 slides, 1000 words) – 40%
• Multimedia portfolio (SWAY) – 60%

Reading list

Core textbooks

• Roscoe, P. How to build a stock exchange. Bristol University Press, 2023.

This book acts as a module companion and is recommended to all students. Students will be given a list of core and further readings, and will be expected to read widely as the module progresses. 

Organisation of courses may be subject to change without notice.  

Aim

This module examines the origin of the concept of sustainable development in public policy discourses with particular focus on the implications this concept has for the operation of business organisations. The module will examine the difficulties of applying notions of sustainable development to single organisations as well as the challenges which conventional economic systems present to sustainable development. The module will examine the theory and practice of managing for sustainable development, drawing on examples which are found in business. In addition, selected topics in managing for sustainable development will be examined.

Method of teaching and learning

• Lectures, seminars and group/independent study
• 1-hour seminars in Weeks 2, 4, 6, 8

Learning outcomes

By the end of the module, students should be able to:

1. Provide a coherent explanation as to why sustainable development has emerged as a major public policy goal
2. Describe the application of sustainable development principles to organisations and identify the problems which arise from this application.
3. Identify particular challenges that emerge in areas such as climate change, water, corporate responsibility, human rights and biodiversity.
4. Critically assess particular management responses to the sustainable development agenda including mechanisms related to strategy, internal management systems, reporting and certification.

Skills

The transferable skills acquired and/or developed in this module will include:

• Focused search and synthesis of relevant material
• Critical reading
• Independent thinking and evaluation
• Analytical writing
• Group working
• Facilitation and presentation skills

Indicative topic outline

• Week 1: Welcome to the module
• Week 2: Problem orientation and sustainability science
• Week 3: Situating organisations in wider contexts
• Week 4: Perspectives on sustainability
• Week 5: Strategies
• Week 6: Tools and metrics
• Week 7: Stakeholders and engagement
• Week 8: Business models for sustainability
• Week 9: Change agents for sustainability: workshop
• Week 10: Independent learning week
• Week 11: Change agents for sustainability: discussion
• Week 12: Module synthesis

Assessment

• Coursework - 100%

Reading list

A full detailed list of required readings will be available on Moodle.

Aim

We are now living in what is known as a 'knowledge economy' with organisations increasingly being defined by their knowledge, skills and expertise instead of their material outputs. We traditionally associate sectors such as education, law, and financial services with the production and use of knowledge, but, as we will see in this module, 'knowledge work' is undertaken by a wide variety of people across the whole spectrum of organisations and sectors.

In this module we will explore how knowledge is created, managed and used in organisations, asking some 'big' questions along the way. For instance: What do we mean by knowledge in an organisational context and in society at large? Whose knowledge is included and excluded in organisational practice and policy? How and why do organisations (mis)use research-based knowledge? The aim of the module is to offer participants ways of navigating and addressing these and other questions in the world of work and beyond. The module will be especially relevant and beneficial for those considering a career in consultancy or similar knowledge-intensive roles.

Method of teaching and learning

• 3-hour sessions each week (taught content, discussion, and practical activities)
• Creative and contextual learning activities (designed to reinforce concepts and theories)
• Interactive learning community (participants and teaching staff learn from one another)
• Guest speakers included in some sessions (providing practical and up-to-date examples)

Attendance compulsory at all sessions.

Learning outcomes

By the end of the module, students should be able to:

1. Critically evaluate popular notions of knowledge and knowledge work as manageable commodities
2. Develop awareness of the complexities of knowledge and ways of knowing as inherent aspects of work
3. Enhance abilities to appreciate differing perspectives on issues of direct relevance to them in their future working lives
4. Gain insights to enable them to become responsible practitioners
5. Develop critical thinking to identify 'givens' or taken-for-granted notions in everyday life
6. Enhance their ability to accommodate complexity and contradiction in relation to work practices and academic literature
7. Develop understanding of the relations between theory and practice
8. Develop experience of working with others and sharing knowledge, through participation in module activities and course work

Assessment

• Set-question essay of 2500 words - 50%
• Reflexive essay of 2500 words - 50%

Reading list

There is no set text for this module, though it is highly recommended that you read Orr, K., Nutley, S., Russell, S., Bain, R., Hacking, B. and Moran, C. Knowledge and practice in business and organisations. New York: Routledge, 2016.

The reading will draw on a variety of sources including textbooks, monographs and academic journals, some of which are listed below. You will be expected to read for each lecture/tutorial session as well as seeking out additional relevant material.

Supplementary journals

• Barley, W., Treem, J. and Kuhn, T. "Valuing Multiple Trajectories of Knowledge: A Critical Review and Research Agenda for Knowledge Management Research." Academy of Management Annals, vol. 12, no. 1, 2018, pp. 278-317.
• Brown, J.S. and Duguid, P. "Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning and Innovating." Organization Science, vol. 2, no. 1, 1991, pp. 40-57.
• Cook, S.D.N. and Brown, J.S. "Bridging Epistemologies: The Generative Dance between Organizational Knowledge and Organizational Knowing." Organization Science, vol. 10, 1999, pp. 381-400.
• Easterby-Smith, M. and Lyles, M.A. (eds.) The Blackwell handbook of organizational learning and knowledge management. Oxford: Blackwell Publishing.
• Feldman, M. and Orlikowsky, W. "Theorizing Practice and Practicing Theory." Organization Science, vol. 22, no. 5, 2011.
• Hall, B.L., and Tandon, R. "Decolonization of knowledge, epistemicide, participatory research and higher education." Research for All, vol. 1, 2017, pp. 6-19.
• Lauer, M., and Aswani, S. "Indigenous Ecological Knowledge as Situated Practices: Understanding Fishers' Knowledge in the Western Solomon Islands." American Anthropologist, vol. 111, 2009, pp. 317-329.
• Lave, J. and Wenger, E. Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press, 1991.
• Nonaka, I., Toyama, R. and Byosiere, P. "A Theory of Organizational Knowledge Creation: Understanding the Dynamic Process of Creating Knowledge." In Dierkes, M., Berthoin Antal, A., Child, J. and Nonaka, I. (eds.) Handbook of organizational learning and knowledge. New York: Oxford University Press, 2001.

Other readings

These resources will be supplemented with other references to scholarly books and/or journals throughout the module. Details will be provided in lectures and on Moodle site.

Aim

In an era where societal challenges demand innovative solutions, fundraising stands as a critical and significant catalyst for driving positive change. Blending theoretical explorations with real world applications, this module offers students an immersive journey into the multifaceted world of fundraising, its purposes, principles and practicalities. Moving beyond traditional notions that emphasise fundraising as financial acquisition, this module approaches fundraising from a multiple capitals perspectives. It examines how these can be harnessed to orchestrate comprehensive fundraising strategies that empower communities, nurture talent, and foster collaboration, while simultaneously considering questions of ethics, impact, and accountability. Engaging in hands-on activities, collaborative projects, and real-world case studies, students will deepen their understanding of fundraising and cultivate essential transferable skills sought after in today's competitive job market.

Method of teaching and learning

• Interactive seminar/workshop
• Group and independent study

Learning outcomes

By the end of the module, students should be able to:

1. gain a deep understanding of the historical background, social role, and evolution of fundraising across various sectors;
2. explore and understand the motivations of various donor types (individual, corporate, and foundation donors), and design fundraising strategies that align with donor preferences and motivations, enhancing the effectiveness of fundraising campaigns;
3. apply learning to design and execute a comprehensive fundraising campaign for a real-life cause;
4. use models, metrics, and measurement tools to assess fundraising effectiveness, and have the ability to communicate successes and failures to stakeholders, fostering a culture of transparency and continuous improvement;
5. identify and address ethical and legal considerations in fundraising, including the acceptance of donations, donor influence, and the integrity of fundraising campaigns, as well as an understanding of the implications of fundraising strategies on equity and the equitable distribution of resources.

Indicative topic outline

• Fundraising, its historical background, social role, evolution, and importance across various sectors
• Exploring donors' mind and motivations: who gives and why?
• Examination of traditional vs innovative fundraising methods and tools, their advantages, limitations, and effectiveness across different contexts and causes
• Analysing successful and failed fundraising campaigns to identify key factors for success
• Crafting compelling narratives: developing a fundraising strategy
• Building and managing donor relationships
• Major gifts and legacy giving, foundation fundraising and corporate sponsorships
• Ethical and legal considerations across diverse fundraising contexts, and questions of acceptable and unacceptable donations and causes
• Measuring success, navigating failures

Assessment

• Individual essay - 60%
• Group fundraising proposal and presentation - 20%
• Individual report - 20%

Reading list

Every week, relevant material, reading and resources, will be highlighted and guidance on essential reading will be given. This information will be available online via the University Library's online reading list system. However, you are expected to seek out further reading material in books, academic and professional journals, and online resources where necessary and/or appropriate.

Aim

How individuals and organizations manage and support a positive work and non-work interface, also commonly known as work-life balance, has been object of investigation for the last decades. Yet, caveats, gaps, and questions remain. For example, is work-nonwork interface experienced and supported equally in organizations and businesses across all the demographic groups? Is there any discrepancy of formal and informal support for individuals differentiated by parenthood and relationships status? (e.g., parents vs childfree individuals?).

These are some of the questions the VIP project 'A balanced work-nonwork interface for all?' aims to explore, and address.

This project is looking for project members who are passionate about workplace issues and dynamics, and especially about how work and life outside work (e.g., leisure, recreation, childcare, family life) intersect, are experienced, and managed at individual and organizational levels.

The project might be particularly attractive to students from Management, Psychology, Economics, Anthropology, Philosophy, IR, and other social sciences.

Method of teaching and learning

Students will be encouraged to engage in an array of different approaches to gather information and data, from literature reviews to potentially primary qualitative and/or quantitative data, and therefore methods.

Weekly meetings will constitute part of an ongoing collaboration between staff and students.

Students will be expected to become team players who value working together with others. You will be a responsive, cooperative, and active contributor. The VIP will involve liaising with other members of the class outside of the weekly team meeting to make progress on the research.

Learning outcomes

Through this VIP, students will:

1. gain greater and granular understanding of current state-of-the-art of the literature on the topic, emerging trends (also linked to socio-economic trends), and potential gaps and caveats (terminological, conceptual, and empirical).
2. Grasp understanding of research in terms of qualitative and quantitative methods, and what we can derive from both, what are strengths and weaknesses of methods, and how they inform our considerations.
3. Work at the refinement of research questions, and formulation of new research questions.
4. Work at the potential formulation of a larger research project.
5. Work at potential impact-related outcomes: production of a report, to be shared internally, especially on differences across demographic groups. Show-case research from VIPs. Potential reports for businesses.

Indicative topic outline

This project is intentionally broad in scope, at least in its initial phases, and welcomes students' ideas and contributions, from conceptual to empirical research.

The starting research questions, which we will refine as we discuss our interests, are:

• How is work-nonwork interface shaped by parenthood and relationships status? (This aims to investigate whether there are differential mechanisms and challenges according to, for instance, having or not a partner/spouse, and/or children)
• Are there any differences between men and women in how the work-nonwork interface is experienced, and managed? What are the consequences for employment and career opportunities?

This project has an initial proposed focus on family businesses, which given their presence in our surrounding community, offer the scope of primary data collection. This focus will be discussed and refined with the team members of this project.

Assessment

For 10 credit students:

• Individually assessed poster - 80%
• Brief report (500 words) - 20%

Both due in Week 12.

For 15 credit students:

• Mid-semester group presentation (Week 6) - 50%
• Individually assessed poster (Week 12) - 50%

For 20 credit students:

• Mid-semester group presentation (Week 6) - 30%
• Individually assessed poster (Week 12) - 50%
• Brief report (800 words) (Week 12) - 20%

For 30 credit students:

• Mid-semester group presentation (Week 6) - 30%
• Individually assessed poster (Week 12) - 50%
• Brief report (1500 words) (Week 12) - 20%

Reading list

Core suggested readings

• Beigi, M., Shirmohammadi, M., and Otaye-Ebede, L. "Half a century of work-nonwork interface research." Applied Psychology, vol. 68, no. 3, 2019, pp. 449-478.
• Burchell, B., Deakin, S., Rubery, J., and Spencer, D.A. "The future of work and working time: introduction to special issue." Cambridge Journal of Economics, vol. 48, no. 1, 2024, pp. 1-24.
• Kelliher, C., Richardson, J., and Boiarintseva, G. "All of work? All of life? Reconceptualising work-life balance for the 21st century." Human Resource Management Journal, vol. 29, no. 2, 2019, pp. 97-112.
• Kossek, E.E., Perrigino, M.B., and Lautsch, B.A. "Work-life flexibility policies from a boundary control and implementation perspective: A review and research framework." Journal of Management, vol. 49, no. 6, 2023, pp. 2062-2108.