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SHEFFIELD COLLEGE in partnership with
THE OPEN UNIVERSITY
APPENDIX 2
1
BA (HONS) MANAGEMENT: BUSINESS / EVENTS / SPORTS (TOP-UP)
MODULE SPECIFICATIONS
COMPULSORY MODULES – LEVEL 6 PAGE
Strategic International Management 2
International Marketing 8
Minor Research Project 15
Specialist Major Project: Business 21
Specialist Major Project: Events 29
Specialist Major Project: Sports 37
OPTIONAL MODULES – LEVEL 6 PAGE
Organisational Psychology in Business 45
Organisational Psychology in Events 52
Organisational Psychology in Sport 59
Functional Management in Business 66
Functional Management in Events 71
Functional Management in Sport 77
Enterprise and Innovation in Business 82
Enterprise and Innovation in Events 89
Enterprise and Innovation in Sport 96
2
MODULE DESCRIPTOR - Strategic International Management (Core)
1. 1. Factual information
Module title Strategic International Management (Core) Level 6
Module tutor Claire Dodson Credit value 20
Module type Taught Notional learning hours
200
2. Rationale for the module and its links with other modules
In order to prepare students for the increasingly global workplace, it is important to develop the
knowledge, understanding and management in this global workplace. This module links with the
accompanying International Marketing module and will provide a basis for students to build upon
when selecting a topic for the Minor or Major Projects in Business, Events or Sports
Management.
3. Aims of the module
This module aims to consolidate business, events and sport management students’ knowledge
of issues, theories and key concepts associated with strategic management. Students will further
develop their understanding of the role of strategic management for an organisation in the global
environment.
4. Pre-requisite modules or specified entry requirements
Admission to the programme.
3
5. Intended learning outcomes
A. Knowledge and understanding Learning and teaching strategy
A1 A range of conceptual frameworks, models and theories which underpin the processes and practices of business management; A2 Contemporary issues contextualising enterprise development, environmental and social responsibility, globalisation, innovation, internationalisation and sustainability; A3 Individual and organisational behaviour within the context of different frameworks, cultures and structures and the impact of organisations on a range of external factors, including competitive, economic, environmental, legal, political, social and technological; A4 The impact of organisations of a range of external factors including economic, competitive, environmental legal political social and technological. A5 The management of resources including finance human resources, operations and technology.
Formal methods of teaching will include lectures, seminars, tutorials and workshops. This work will be enhanced by access to the wider range of technological and support facilities available within the College and from external speakers. Active/participative learning will cover simulation, role play, presentations, case studies, project work, practical activities, multi-cultural management problems, problem-based scenarios, visits and workshops, all of which will build upon the experience and practice of the student. Assessment will take the form of an academic essay and an academic poster. Formative feedback will be provided throughout, and summative feedback given on completion of the tasks.
B. Cognitive skills
Learning and teaching strategy
At the end of the module learners will be expected to: B1 Apply theoretical, business and management knowledge to the analysis of organisations; B2 Critically interrogate academic literature and other sources of information in order to develop rational arguments based upon evidence and challenge conventional assumptions on business management;
Formal methods of teaching will include lectures, seminars, tutorials and workshops. This work will be enhanced by access to the wider range of technological and support facilities available within the College and from external speakers. Active/participative learning will cover simulation, role play, presentations, case studies, project work, practical activities, multi-cultural management problems, problem-based scenarios, visits and
4
B. Cognitive skills
Learning and teaching strategy
B3 Select, summarise and synthesise evidence in order to analyse business management from both disciplinary and multi-disciplinary perspectives; B4 Assume for own learning and continuing professional development; B5 Develop rational arguments based upon evidence and challlenge conventional assumptions on business management.
workshops, all of which will build upon the experience and practice of the student. Assessment will take the form of an academic essay and an academic poster. Formative feedback will be provided throughout, and summative feedback given on completion of the tasks.
C. Practical and professional skills Learning and teaching strategy
At the end of the module, learners will be expected to: C1 Apply information skills, numeracy and quantitative skills accurately and effectively; C2 Identify and address complex problems; C3 Take innovative approaches and adapt to changing circumstances.
Formal methods of teaching will include lectures, seminars, tutorials and workshops. This work will be enhanced by access to the wider range of technological and support facilities available within the College and from external speakers. Active/participative learning will cover simulation, role play, presentations, case studies, project work, practical activities, multi-cultural management problems, problem-based scenarios, visits and workshops, all of which will build upon the experience and practice of the student. Assessment will take the form of a presentation and a written report. Formative feedback will be provided throughout, and summative feedback given on completion of the tasks.
5
D. Key transferable skills Learning and teaching strategy
At the end of the module, learners will be expected to:
D1 Apply information skills, numeracy and quantitative skills accurately and effectively; D2 Communicate and present information effectively in oral, written and electronic formats; D3 Develop time management, project planning, listening, influencing, negotiation and leadership skills; D4 Identify and address complex problems; D5 Work and learn independently;
D6 Plan and manage learning and work to deadlines.
Formal methods of teaching will include lectures, seminars, tutorials and workshops. This work will be enhanced by access to the wider range of technological and support facilities available within the College and from external speakers.
Active/participative learning will cover simulation, role play, presentations, case studies, project work, practical activities, multi-cultural management problems, problem-based scenarios, visits and workshops, all of which will build upon the experience and practice of the student.
Assessment will take the form of an academic essay and an academic poster. Formative feedback will be provided throughout, and summative feedback given on completion of the tasks.
6. Indicative content.
Indicative content for this module includes:
1. the nature, process, content, context and purpose of strategy formulation at national, international and multinational level;
2. a study of the external environment and the impact of globalisation/ethics on market based strategies;
3. business, corporate and network level strategies including intrapreneurship, alliances, mergers and acquisitions on a global level
4. strategic capability and the resource-based view, organisational factors and competence based strategies;
5. assessment of existing strategy and future strategic choices;
6. critical analysis of the strategy literature.
6
7. Assessment strategy, assessment methods and their relative weightings
This module has two 100% coursework tasks which together satisfy all of the intended Learning Outcomes.
Task 1: A presentation of 15 minutes (1000 words equivalent) - 20% weighting.
Task 2: A report of 2500 words - 80% weighting.
8. Mapping of assessment tasks to learning outcomes
Assessment tasks
Learning outcomes
A1 A2 A3 A4 A5 B1 B2 B3 B4 B5 C1 C2 C3 D1 D2 D3 D4 D5 D6√
Task 1 - Presentation √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Task 2 - Report √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
9. Teaching staff associated with the module
Name and contact details
Claire Dodson: Module Leader
The Sheffield College
Tel: 01142-602924
Email: Claire.Dodson@sheff.col.ac.uk
7
10. Key reading list
Author Year Title Publisher Location
Thompson, A.A., Strickland, A.J.
III., Gamble, J.E., Peteraf, M.,
Janes, A., and Sutton, C.
2013 Crafting and Executing
Strategy: The Quest for
Competitive Advantage:
Concepts and Cases
(European Edition)
McGraw-Hill London
Mintzberg, H., Ahlstrand, B. and
Lampel, J.B.
2008 International Marketing (4th
ed.)
Strategy Safari London
De Wit, B. and Meyer, R. 2010 Strategy Synthesis Pearson Harlow
Lee, K. and Carter S. 2012 Global Marketing
Management: Changes,
New Challenges, and
Strategies. (3rd ed.)
Cengage.
Andover:
11. Other indicative text (e.g. websites)
A full resource list is available on the Moodle VLE.
8
MODULE DESCRIPTOR - International Marketing
1. 1. Factual information
Module title International Marketing Level 6
Module tutor Andrew Parkes Credit value 20
Module type Taught Notional learning hours
200
2. Rationale for the module and its links with other modules
In order to prepare students for the increasingly global workplace, it is important for students to
develop the knowledge, understanding and skills required to operate in this global world. The
module links with Strategic International Management and it is anticipated that this module, like
others, will provide a basis for students to consider when selecting a topic for the major business
project or minor research project in management.
3. Aims of the module
This module aims to introduce the issues, theories and key concepts associated with
international marketing. Students will develop an understanding of the role of international
marketing for an organisation in the global business environment. Students will be able to
appraise the range of market entry strategies that an organisation may employ. In addition,
students will evaluate the importance of adapting the elements of the marketing mix for
international markets.
4. Pre-requisite modules or specified entry requirements
Admission to the programme.
9
5. Intended learning outcomes
A. Knowledge and understanding Learning and teaching strategy
At the end of the module, students will be able to:
A1 understand and analyse a range of conceptual frameworks, models and
theories;
A2 critically evaluate contemporary issues contextualising enterprise
development, environmental and social responsibility, globalisation,
innovation, internationalisation and sustainability;
A3 critically evaluate the impact of a range of external factors, including
competitive, economic, environmental, legal, political, social and
technological;
A4 understand and evaluate the strategic operation and functioning of
markets at a local, national and international level to meet customer needs
and expectations.
Learning methods will value and use prior knowledge and skills to
enable individuals to locate their experiences within a wider work and
social context and understand the relevance of their own experience.
Methods used will provide the flexibility to meet the needs of an
individual student or group as appropriate.
Formal methods of teaching will include lectures, seminars, tutorials
and workshops. This work will be enhanced by access to the wider
range of technological and support facilities available within the
College and from external speakers.
Active/participative learning will cover simulation, role play,
presentations, case studies, project work, practical activities, multi-
cultural management problems, problem-based scenarios, visits and
workshops, all of which will build upon the experience and practice of
the student.
10
B. Cognitive skills
Learning and teaching strategy
At the end of the module learners will be expected to:
B1 Apply theoretical and practical management knowledge to the analysis of organisations; B2 Critically interrogate academic literature and date from other sources of information; B3 Develop rational arguments based upon evidence and challenge conventional assumptions on management; B4 Identify, question and critique assumptions and identify underlying values and principles; B5 Research and assess subject specific theories, concepts, trends, paradigms, principles and practices from disciplinary and multi-disciplinary perspectives;
Learning methods will value and use prior knowledge and skills to enable individuals to locate their experiences within a wider work and social context and understand the relevance of their own experience.
Methods used will provide the flexibility to meet the needs of an individual student or group as appropriate.
Formal methods of teaching will include lectures, seminars, tutorials and workshops. This work will be enhanced by access to the wider range of technological and support facilities available within the College and from external speakers.
Active/participative learning will cover simulation, role play, presentations, case studies, project work, practical activities, multi-cultural management problems, problem-based scenarios, visits and workshops, all of which will build upon the experience and practice of the student.
C. Practical and professional skills Learning and teaching strategy
At the end of the module, learners will be expected to:
C1 Apply information skills, numeracy and quantitative skills accurately
and effectively;
C2 Communicate and present information effectively in oral, written and
electronic formats;
C3 Develop time management, project planning, listening, influencing,
negotiation and leadership skills;
Learning methods will value and use prior knowledge and skills to
enable individuals to locate their experiences within a wider work and
social context and understand the relevance of their own experience.
Methods used will provide the flexibility to meet the needs of an
individual student or group as appropriate.
Formal methods of teaching will include lectures, seminars, tutorials
and workshops. This work will be enhanced by access to the wider
range of technological and support facilities available within the
College and from external speakers.
11
C. Practical and professional skills Learning and teaching strategy
Active/participative learning will cover simulation, role play,
presentations, case studies, project work, practical activities, multi-
cultural management problems, problem-based scenarios, visits and
workshops, all of which will build upon the experience and practice of
the student.
D Key transferable skills Learning and teaching strategy
At the end of the module, learners will be expected to:
D1 Communicate and present information effectively in oral, written and
electronic formats;
D2 Identify and address complex problems;
D3 Work and learn independently.
Learning methods will value and use prior knowledge and skills to
enable individuals to locate their experiences within a wider work and
social context and understand the relevance of their own experience.
Methods used will provide the flexibility to meet the needs of an
individual student or group as appropriate.
Formal methods of teaching will include lectures, seminars, tutorials
and workshops. This work will be enhanced by access to the wider
range of technological and support facilities available within the
College and from external speakers.
Active/participative learning will cover simulation, role play,
presentations, case studies, project work, practical activities, multi-
cultural management problems, problem-based scenarios, visits and
workshops, all of which will build upon the experience and practice of
the student.
12
6. Indicative content.
Indicative content for this module will include:
1. The theories, issues, approaches, and motives associated with International Marketing;
2. Researching International Market opportunities;
3. The social, cultural, political, and economic issues associated with International Marketing;
4. Selecting International markets - market evaluation, selection, theories, and frameworks considerations;
5. Methods of market entry;
6. Planning, strategy, segmentation, targeting and positioning associated with International Marketing;
7. Product, pricing, communication, people, process, physical evidence, and distribution decisions considerations for International Marketing.
7. Assessment strategy, assessment methods and their relative weightings
The assessment strategy aims to provide opportunities for students will a range of learning preferences. The students are given detailed feedback
based upon the learning outcomes and assessment criteria. Formative assessment will involve lectures, seminars, tutorial and feedback with
summative assessment for this module involving a two tasks which satisfy all the intended Learning Outcomes for the module.
Task 1: A poster presentation 800-1000 words equivalent - 25% weighting
Task 2: A written report 2500 words - 75% weighting
13
8. Mapping of assessment tasks to learning outcomes
Assessment tasks
Learning outcomes
A1 A2 A3 A4 B1 B2 B3 B4 B5 C1 C2 C3 D1 D2 D3
Task 1 - Poster presentation
√ √ √ √ √ √ √ √
Task 2 - Report √ √ √ √ √ √ √ √ √ √ √ √ √ √
9. Teaching staff associated with the module
Name and contact details
Andrew Parkes:
Module Leader
The Sheffield College
Tel: 01142-602924
Email: Andrew.Parkes@sheffcol.ac.uk
10. Key reading list
Author Year Title Publisher Location
Doole I., Lowe R. and Kenyon A.J.,
2016 International Marketing Strategy: Analysis, Development, and Implementation
Routledge London
Ghauri P.N. and Cateora P.R. 2014 International Marketing McGraw-Hill Education London
Hollensen, S. 2017 Global Marketing Pearson Harlow
Lee K. and Carter, S. 2012 Global Marketing Management: Changes, New Challenges, and Strategies
Oxford University Press Oxford
14
11. Other indicative text (e.g. websites)
A full resource list is available on the Moodle VLE. BIS CIM British Council UKTI
15
MODULE DESCRIPTOR - Minor Project / Research Methods
1. 1. Factual information
Module title Minor Project / Research Methods Level 6
Module tutor tbc Credit value 20
Module type Project Notional learning hours
200
2. Rationale for the module and its links with other modules
This module offers students the opportunity to consider the range of research methodologies
that could be employed in the major project in semester two. The module will enable students to
explore the research philosophies and methodological approaches that may be appropriate to
their area of interest and from other aspects of their course, for example, Business, Sport and
Events Management. There are, therefore, natural links and opportunities for further study with
International Marketing, International Strategic Management, National and International
Development, organisational psychology and Enterprise and Innovation which may provide a
basis for students to explore within the major project.
3. Aims of the module
This module aims to enable students to develop the knowledge, skills and techniques pertaining
to research methods necessary for the major project in semester two.
4. Pre-requisite modules or specified entry requirements
Admission to the programme.
16
5. Intended learning outcomes
A. Knowledge and understanding Learning and teaching strategy
At the end of the module, learners will be expected to:
A1 A range of conceptual frameworks, models and theories which underpin
the processes and practices of business management
A2 Research methods and methodologies appropriate to the analysis and
evaluation of business management
A3 The application of information technology and systems of
communication in business management
Learning methods will value and use prior knowledge and skills to
enable individuals to locate their experiences within a wider work and
social context and understand the relevance of their own experience.
Methods used will provide the flexibility to meet the needs of an
individual student or group as appropriate.
Formal methods of teaching will include lectures, seminars, tutorials
and workshops. This work will be enhanced by access to the wider
range of technological and support facilities available within the
College and from external speakers.
B. Cognitive skills
Learning and teaching strategy
At the end of the module learners will be expected to:
B1 Assume responsibility for own learning and continuing professional
development.
B2 Critically interrogate academic literature and other sources of
information
B3 Critically interpret data and text from a range of academic and empirical
sources
Learning methods will value and use prior knowledge and skills to
enable individuals to locate their experiences within a wider work and
social context and understand the relevance of their own experience.
Methods used will provide the flexibility to meet the needs of an
individual student or group as appropriate.
Formal methods of teaching will include lectures, seminars, tutorials
and workshops. This work will be enhanced by access to the wider
17
B. Cognitive skills
Learning and teaching strategy
B4 Develop rational arguments based upon evidence and challenge
conventional assumptions on business management
B5 Identify, question and critique assumptions and identify underlying
values and principles.
B6 Research and assess subject specific theories, concepts, trends,
paradigms, principles and practices
B7 Select, summarise and synthesise evidence in order to analyse
business management from both disciplinary and multi-disciplinary
perspectives.
range of technological and support facilities available within the
College and from external speakers.
C. Practical and professional skills Learning and teaching strategy
At the end of the module, learners will be expected to:
C1 Apply information skills, numeracy and quantitative skills accurately
and effectively
C2 Communicate and present information effectively in oral, written and
electronic formats
Learning methods will value and use prior knowledge and skills to
enable individuals to locate their experiences within a wider work and
social context and understand the relevance of their own experience.
Methods used will provide the flexibility to meet the needs of an
individual student or group as appropriate.
Formal methods of teaching will include lectures, seminars, tutorials
and workshops. This work will be enhanced by access to the wider
range of technological and support facilities available within the
College and from external speakers.
18
D Key transferable skills Learning and teaching strategy
At the end of the module, learners will be expected to:
D1 Demonstrate an appreciation of cultural, ethical and gender issues
D2 Develop time management, project planning, listening, influencing,
negotiation and leadership skill
Learning methods will value and use prior knowledge and skills to
enable individuals to locate their experiences within a wider work and
social context and understand the relevance of their own experience.
Methods used will provide the flexibility to meet the needs of an
individual student or group as appropriate.
Formal methods of teaching will include lectures, seminars, tutorials
and workshops. This work will be enhanced by access to the wider
range of technological and support facilities available within the
College and from external speakers.
6. Indicative content.
Indicative content for this module will include:
the nature of the research process;
research designs and methodologies;
planning a research project and formulating research questions;
literature reviews, searches and referencing;
data collection and analysis and sampling;
sources of information;
measurement issues; sources of bias and error;
research ethics
quantitative research methods and statistical analysis;
qualitative research methods;
preparing a research proposal.
19
7. Assessment strategy, assessment methods and their relative weightings
The assessment strategy aims to provide opportunities for students will a range of learning preferences. Formative assessment will involve lectures,
seminars, tutorial and feedback with summative assessment for this module involving two tasks which satisfy all the intended Learning outcomes.
Task 1: a literature and methodology review report (1500 words) weighting 50% and
Task 2: a research proposal (1500 words) weighting 50%.
Students are given detailed feedback based upon the learning outcomes and assessment criteria. It is intended that the literature and methodology
review report and research proposal will inform and support the major project in semester two.
Assessment tasks
A1 A2 A3 B1 B2 B3 B4 B5 B6 B7 C1 C2 D1 D2
Task 1 - Literature and methodology review report
√ √ √ √ √ √ √ √ √ √ √ √ √ √
Task 2 - Research proposal
√ √ √ √ √ √ √ √ √ √ √ √ √ √
9. Teaching staff associated with the module
Name and contact details
Andrew Parkes:
Module Leader
The Sheffield College
Tel: 01142-602924
Email: Andrew.Parkes@sheffcol.ac.uk
Claire Dodson:
Module Leader
20
9. Teaching staff associated with the module
Name and contact details
The Sheffield College
Tel: 01142-
Email: Claire.Dodson@sheffcol.ac.uk
10. Key reading list
Author Year Title Publisher Location
Bryman, A 2015 Social Research Methods. (5th ed.)
Oxford University Press Oxford
Cresswell, J 2013 Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. (4th ed.)
Sage London
Seale, C 2011 Researching Society and Culture. (3rd ed.)
Sage London
Arksey, H and Knight, P. 1999 Interviewing for Social Scientists: An Introductory Resource.
Sage London
Dale, A.; Arber, S. and Proctor, M
1998 Doing Secondary Analysis. Allen and Unwin London
Hammersley, M. and Atkinson, P.
2007 Ethnography: Principles in Practice. (3rd ed.)
Routledge London
Oppenheim, A. N. 2000 Questionnaire Design, Interviewing and Attitude Measurement.
Pinter London
11. Other indicative text (e.g. websites)
A full resource list is available on the Moodle VLE.
21
MODULE DESCRIPTOR - Major Project: Business
1. 1. Factual information
Module title Major Project: Business Level 6
Module tutor tbc Credit value 40
Module type Project
Notional
learning hours
400
2. Rationale for the module and its links with other modules
This module provides an opportunity for students to select a specialist topic within their chosen
pathway of business management. It enables research, with guidance, but mostly as an
autonomous project. It is discrete but utilises skills developed in the students’ Level 6 core and
elective modules studied.
3. Aims of the module
The project aims to enable students to demonstrate the application of knowledge and skills
gained during the undergraduate programme of study in an independent, self-motivated,
enquiring and problem-solving manner. This serves to extend, underpin and enhance learning
through the identification of a business management problem which requires theoretical
research, structured data collection, subsequent critical analysis leading to conclusions and
recommendations. After consultation and agreement with the tutors students will be required to
undertake a Literature Review in the area of their choosing within the context of the programme
studied; formulate a research proposal with research question/s and carry out the research as
proposed. Students’ specific development will be determined by the research project undertaken.
4. Pre-requisite modules or specified entry requirements
Successful admission to the programme.
22
5. Intended learning outcomes
A. Knowledge and understanding Learning and teaching strategy
At the end of the module, learners will be expected to:
A1 A range of conceptual frameworks, models and theories which underpin
the processes and practices of business management
A2 Research methods and methodologies appropriate to the analysis and
evaluation of business management
A3 The application of information technology and systems of
communication in business management
Learning methods will value and use prior knowledge and skills to
enable individuals to locate their experiences within a wider work and
social context and understand the relevance of their own experience.
Students will be supported by teaching in seminars, group and individual
tutorials, and a specialist tutor who will advise on the development of the
project.
Formative feedback will be provided on the proposal and planning as
they develop, summative feedback after submission of the project.
B. Cognitive skills
Learning and teaching strategy
At the end of the module learners will be expected to:
B1 Apply theoretical, business and management knowledge to the analysis
of organisations;
B2 Assume responsibility for own learning and continuing professional
development;
B3 Critically interrogate academic literature, data and other sources of
information from a range of texts and empirical sources;
B4 Develop rational arguments based upon evidence and challenge
conventional assumptions on business management;
Learning methods will value and use prior knowledge and skills to
enable individuals to locate their experiences within a wider work and
social context and understand the relevance of their own experience.
Students will be supported by teaching in seminars, group and individual
tutorials, and a specialist tutor who will advise on the development of the
project.
Formative feedback will be provided on the proposal and planning as
they develop, summative feedback after submission of the project.
23
B. Cognitive skills
Learning and teaching strategy
B5 Identify business and management problems and apply appropriate
methods and methodologies to offer solutions;
B6 Identify, question and critique assumptions and identify underlying
values and principles;
B7 Research and assess subject specific theories, concepts, trends,
paradigms, principles and practices;
B8 Select, summarise and synthesise evidence in order to analyse
business management from both disciplinary and multi-disciplinary
perspectives.
C. Practical and professional skills Learning and teaching strategy
At the end of the module, learners will be expected to:
C1 Apply information skills, numeracy and quantitative skills accurately
and effectively;
C2 Communicate and present information effectively in oral, written and
electronic formats;
C3 Develop time management, project planning, listening, influencing,
negotiation and leadership skills;
Learning methods will value and use prior knowledge and skills to
enable individuals to locate their experiences within a wider work and
social context and understand the relevance of their own experience.
Students will be supported by teaching in seminars, group and individual
tutorials, and a specialist tutor who will advise on the development of the
project.
Formative feedback will be provided on the proposal and planning as
they develop, summative feedback after submission of the project.
24
C. Practical and professional skills Learning and teaching strategy
C4 Successfully interact with others and work as a team;
C5 Take innovative approaches and adapt to changing circumstances.
D Key transferable skills Learning and teaching strategy
At the end of the module, learners will be expected to:
D1 Communicate and present information effectively in oral, written and
electronic formats;
D2 Demonstrate an appreciation of cultural, ethical and gender issues;
D3 Develop time management, project planning, listening, influencing,
negotiation and leadership skills;
D4 Identify and address complex problems, taking innovative approaches
and adapt to changing circumstances;
D5 Successfully interact with others and work as a team or independently
as required;
Learning methods will value and use prior knowledge and skills to
enable individuals to locate their experiences within a wider work and
social context and understand the relevance of their own experience.
Students will be supported by teaching in seminars, group and individual
tutorials, and a specialist tutor who will advise on the development of the
project.
Formative feedback will be provided on the proposal and planning as
they develop, summative feedback after submission of the project.
25
6. Indicative content.
Content will vary according to the individual student’s area of interest within Business Management and could include (but is not limited to), for
example, areas of study within human resources, marketing, organisational structures and cultures, organisational psychology, organisational
ethics, or a variety of business management related topics.
1. Project introduction, structure, management and assessment
2. Choosing a research topic – terms of reference, project planning
3. Research methods, approaches, techniques and practicalities
4. Searching the relevant literature, identify variables and recording progress
5. The project proposal and structure
6. Writing the literature review – structure and content
7. Writing the methodology chapter – justification, methods and analysis
8. Types of data collection – the questionnaire, interviews
9. Qualitative data analysis
10. Quantitative data analysis
11. Precautions – reliability, bias and validity
12. Computer packages to support data analysis
13. Organisation of findings, analysis and discussion
14. Drawing conclusions and making recommendation
15. Presentation of the report
16. Reflective practices.
26
7. Assessment strategy, assessment methods and their relative weightings
The assessment for this module comprises two tasks, 100% coursework which satisfy all the intended Learning Outcomes.
Task 1: a research project of 6000 words - 80% weighting
Task 2: a reflective presentation 15 minutes (1000 words equivalent) - 20% weighting
It is intended that the literature and methodology review report and research proposal produced for the minor project / research methods module
will inform and support the major project.
Assessment tasks A1 A2 A3 B1 B2 B3 B4 B5 B6 B7 B8 C1 C2 C3 C4
Task 1 Research Project
Task 2 Reflective Presentation
Continued
Assessment tasks
C5 C6 D1 D2 D3 D4 D5 D6 D7
Task 1 Research Project (80%) 6,000 words
27
Continued
Assessment tasks
C5 C6 D1 D2 D3 D4 D5 D6 D7
Task 2 Reflective Presentation (20%) 1,000 words
9 teaching staff associated with the module Name and contact details
Maria Burkitt Maria.Burkitt@sheffcol.ac.uk Claire Dodson Claire.Michelle.Dodson@sheffcol.ac.uk Andy Parkes Andrew.Parkes@sheffcol.ac.uk Lucy Ridley Lucy.Ridley@sheffcol.ac.uk Jonathan Wathen Jonathan.Wathen@sheffcol.ac.uk
10. Key reading list
Author Year Title Publisher Location
Walliman, N. 2013 Your Undergraduate Dissertation: The Essential Guide for Success. (2nd ed.)
Sage London
Kumar, R. 2014 Research Methodology: A Step by Step Guide for Beginners. (4th ed.)
Sage London
Brett-Davies, M. and Hughes, N. 2014 Doing a Successful Research Project: Using
Palgrave Macmillan Basingstoke
28
10. Key reading list
Author Year Title Publisher Location
Qualitative or Quantitative Methods. (2nd ed.)
Bryman, A. and Bell, E 2015 Business Research Methods. (4th ed.)
Oxford University Press Oxford
Saunders, M., Lewis P. and Thornhill, A.
2015 Research Methods for Business Students. (7th ed.)
Pearson Harlow
Atkinson, P. and Delamont, S. (eds.)
2013 SAGE Qualitative Research Methods
Sage London
Vogt, W. P. (ed.) 2011 SAGE Quantitative Research Methods
Sage London
11. Other indicative text (e.g. websites)
A full list of resources is available on the Moodle VLE.
Collis, J. and Hussey, R. (2013). Business Research: A Practical Guide for Undergraduate and Postgraduate Students. London: Sage.
Greethan, B. (2009). How to Write Your Undergraduate Dissertation. Basingstoke: Palgrave Macmillan.
Kumar, R. (2014). Research Methodology: A Step by Step Guide for Beginners. (4th ed.) London: Sage.
Rearden, D. (2006). Doing your Undergraduate Project. London: Sage.
Ridley, D. (2012). The Literature Review: A step-by-step Guide for Students. (2nd ed.) London: Sage.
Smyth, K. and Rennie, F. (2016). Undertaking your Research Project: Essential Guidance for Undergraduates and Postgraduates. (Kindle
edition).
Walliman, N. (2011). Your Research Project: Designing and Planning your Work. (3rd ed.) London: Sage.
Wilson, J. (2014). Essentials of Business Research: A Guide to Doing Your Research Project. London: Sage.
Wisker, G. (2009). The Undergraduate Research Handbook. Basingstoke: Palgrave Macmillan.
International Journal of Organisational Analysis
Journal of Mixed Methods Research
Organisational Research Methods
Qualitative Research in Organisations and Management: An International Journal
29
MODULE DESCRIPTOR - Major Project: Events
1. 1. Factual information
Module title Major Project: Events Level 6
Module tutor tbc Credit value 40
Module type Project
Notional
learning hours
400
2. Rationale for the module and its links with other modules
This module provides an opportunity for students to select a specialist topic within their chosen
pathway of events management. It enables research, with guidance, but mostly as an
autonomous project. It is discrete but utilises skills developed in the students’ Level 6 core and
elective modules studied.
3. Aims of the module
The project aims to enable students to demonstrate the application of knowledge and skills
gained during the undergraduate programme of study in an independent, self-motivated,
enquiring and problem-solving manner. This serves to extend, underpin and enhance learning
through the identification of an events management problem which requires theoretical research,
structured data collection, subsequent critical analysis leading to conclusions and
recommendations. After consultation and agreement with the tutors students will be required to
undertake a Literature Review in the area of their choosing within the context of the programme
studied; formulate a research proposal with research question/s and carry out the research as
proposed. Students’ specific development will be determined by the research project undertaken.
4. Pre-requisite modules or specified entry requirements
Successful admission to the programme.
30
5. Intended learning outcomes
A. Knowledge and understanding Learning and teaching strategy
At the end of the module, learners will be expected to:
A1 A range of conceptual frameworks, models and theories which underpin
the processes and practices of events management
A2 Research methods and methodologies appropriate to the analysis and
evaluation of events management
A3 The application of information technology and systems of
communication in events management
Learning methods will value and use prior knowledge and skills to
enable individuals to locate their experiences within a wider work and
social context and understand the relevance of their own experience.
Students will be supported by teaching in seminars, group and individual
tutorials, and a specialist tutor who will advise on the development of the
project.
Formative feedback will be provided on the proposal and planning as
they develop, summative feedback after submission of the project.
B. Cognitive skills
Learning and teaching strategy
At the end of the module learners will be expected to:
B1 Apply theoretical and events management knowledge to the analysis
of organisations;
B2 Assume responsibility for own learning and continuing professional
development;
B3 Critically interrogate academic literature, data and other sources of
information from a range of texts and empirical sources;
B4 Develop rational arguments based upon evidence and challenge
conventional assumptions on events management;
Learning methods will value and use prior knowledge and skills to
enable individuals to locate their experiences within a wider work and
social context and understand the relevance of their own experience.
Students will be supported by teaching in seminars, group and individual
tutorials, and a specialist tutor who will advise on the development of the
project.
Formative feedback will be provided on the proposal and planning as
they develop, summative feedback after submission of the project.
31
B. Cognitive skills
Learning and teaching strategy
B5 Identify events management problems and apply appropriate methods
and methodologies to offer solutions;
B6 Identify, question and critique assumptions and identify underlying
values and principles;
B7 Research and assess subject specific theories, concepts, trends,
paradigms, principles and practices;
B8 Select, summarise and synthesise evidence in order to analyse events
management from both disciplinary and multi-disciplinary perspectives.
C. Practical and professional skills Learning and teaching strategy
At the end of the module, learners will be expected to:
C1 Apply information skills, numeracy and quantitative skills accurately
and effectively;
C2 Communicate and present information effectively in oral, written and
electronic formats;
C3 Develop time management, project planning, listening, influencing,
negotiation and leadership skills;
C4 Identify and address complex problems;
Learning methods will value and use prior knowledge and skills to
enable individuals to locate their experiences within a wider work and
social context and understand the relevance of their own experience.
Students will be supported by teaching in seminars, group and individual
tutorials, and a specialist tutor who will advise on the development of the
project.
Formative feedback will be provided on the proposal and planning as
they develop, summative feedback after submission of the project.
32
C. Practical and professional skills Learning and teaching strategy
C5 Successfully interact with others and work as a team;
C6 Take innovative approaches and adapt to changing circumstances.
D Key transferable skills Learning and teaching strategy
At the end of the module, learners will be expected to:
D1 Apply information skills, numeracy and quantitative skills accurately
and effectively;
D2 Communicate and present information effectively in oral, written and
electronic formats;
D3 Demonstrate an appreciation of cultural, ethical and gender issues;
D4 Develop time management, project planning, listening, influencing,
negotiation and leadership skills;
D5 Identify and address complex problems, taking innovative approaches
and adapt to changing circumstances;
D6 Successfully interact with others and work as a team;
D8 Work and learn independently.
Learning methods will value and use prior knowledge and skills to
enable individuals to locate their experiences within a wider work and
social context and understand the relevance of their own experience.
Students will be supported by teaching in seminars, group and individual
tutorials, and a specialist tutor who will advise on the development of the
project.
Formative feedback will be provided on the proposal and planning as
they develop, summative feedback after submission of the project.
33
6. Indicative content.
Content will vary according to the individual student’s area of interest within Events Management and could include (but is not limited to), for
example, areas of organisational structures, cultures and ethics, or a variety of events management related topics.
1. Project introduction, structure, management and assessment;
2. Choosing a research topic – terms of reference, project planning;
3. Research methods, approaches, techniques and practicalities;
4. Searching the relevant literature, identify variables and recording progress;
5. The project proposal and structure;
6. Writing the literature review – structure and content;
7. Writing the methodology chapter – justification, methods and analysis;
8. Types of data collection – the questionnaire, interviews;
9. Qualitative data analysis;
10. Quantitative data analysis;
11. Precautions – reliability, bias and validity;
12. Computer packages to support data analysis;
13. Organisation of findings, analysis and discussion;
14. Drawing conclusions and making recommendation;
15. Presentation of the report;
16. Reflective practices.
34
6. Indicative content.
It is intended that the literature and methodology review report and research proposal produced for the minor project / research methods
module will inform and support the major project.
7. Assessment strategy, assessment methods and their relative weightings
The assessment for this module comprises two tasks, 100% coursework which satisfy all the intended Learning Outcomes.
Task 1: a research project of 6000 words - 80% weighting.
Task 2: a reflective presentation 15 minutes (1000 words equivalent) 20% weighting.
Assessment tasks A1 A2 A3 B1 B2 B3 B4 B5 B6 B7 B8 C1 C2 C3 C4
Task 1 Research Project
Task 2 Reflective Presentation
Continued
Assessment tasks
C5 C6 D1 D2 D3 D4 D5 D6 D7
Task 1 Research Project (80%) 6,000 words
35
Continued
Assessment tasks
C5 C6 D1 D2 D3 D4 D5 D6 D7
Task 2 Reflective Presentation (20%) 1,000 words
9. Teaching staff associated with the module
Name and contact details
Maria Burkitt Maria.Burkitt@sheffcol.ac.uk Claire Dodson Claire.Michelle.Dodson@sheffcol.ac.uk Andy Parkes Andrew.Parkes@sheffcol.ac.uk Lucy Ridley Lucy.Ridley@sheffcol.ac.uk Jonathan Wathen Jonathan.Wathen@sheffcol.ac.uk
10. Key reading list
Author Year Title Publisher Location
Walliman, N. 2013 Your Undergraduate Dissertation: The Essential Guide for Success. (2nd ed.)
Sage London
Kumar, R. 2014 Research Methodology: A Step by Step Guide for Beginners. (4th ed.)
Sage London
36
10. Key reading list
Author Year Title Publisher Location
Brett-Davies, M. and Hughes, N. 2014 Doing a Successful Research Project: Using Qualitative or Quantitative Methods. (2nd ed.)
Palgrave Macmillan Basingstoke
Bryman, A. and Bell, E 2015 Business Research Methods. (4th ed.)
Oxford University Press Oxford
Saunders, M., Lewis P. and Thornhill, A.
2015 Research Methods for Business Students. (7th ed.)
Pearson Harlow
Atkinson, P. and Delamont, S. (eds.)
2013 SAGE Qualitative Research Methods
Sage London
Vogt, W. P. (ed.) 2011 SAGE Quantitative Research Methods
Sage London
11. Other indicative text (e.g. websites)
A full resource list is available on the Moodle VLE. Collis, J. and Hussey, R. (2013). Business Research: A Practical Guide for Undergraduate and Postgraduate Students. London: Sage. Greethan, B. (2009). How to Write Your Undergraduate Dissertation. Basingstoke: Palgrave Macmillan. Kumar, R. (2014). Research Methodology: A Step by Step Guide for Beginners. (4th ed.) London: Sage. Rearden, D. (2006). Doing your Undergraduate Project. London: Sage. Ridley, D. (2012). The Literature Review: A step-by-step Guide for Students. (2nd ed.) London: Sage. Smyth, K. and Rennie, F. (2016). Undertaking your Research Project: Essential Guidance for Undergraduates and Postgraduates. (Kindle edition). Walliman, N. (2011). Your Research Project: Designing and Planning your Work. (3rd ed.) London: Sage. Wilson, J. (2014). Essentials of Business Research: A Guide to Doing Your Research Project. London: Sage. Wisker, G. (2009). The Undergraduate Research Handbook. Basingstoke: Palgrave Macmillan.
International Journal of Organisational Analysis Journal of Mixed Methods Research Organisational Research Methods Qualitative Research in Organisations and Management: An International Journal
37
MODULE DESCRIPTOR - Major Project: Sports
1. 1. Factual information
Module title Major Project: Sports Level 6
Module tutor tbc Credit value 40
Module type Project
Notional learning hours
400
2. Rationale for the module and its links with other modules
This module provides an opportunity for students to select a specialist topic within their chosen
pathway of Sports management. It enables research, with guidance, but mostly as an
autonomous project. It is discrete but utilises skills developed in the students’ Level 6 core and
elective modules studied.
3. Aims of the module
The project aims to enable students to demonstrate the application of knowledge and skills
gained during the undergraduate programme of study in an independent, self-motivated,
enquiring and problem-solving manner. This serves to extend, underpin and enhance learning
through the identification of a sports management problem which requires theoretical research,
structured data collection, subsequent critical analysis leading to conclusions and
recommendations. After consultation and agreement with the tutors students will be required to
undertake a Literature Review in the area of their choosing within the context of the programme
studied; formulate a research proposal with research question/s and carry out the research as
proposed. Students’ specific development will be determined by the research project undertaken.
4. Pre-requisite modules or specified entry requirements
Successful admission to the programme.
38
5. Intended learning outcomes
A. Knowledge and understanding Learning and teaching strategy
At the end of the module, learners will be expected to:
A1 A range of conceptual frameworks, models and theories which underpin
the processes and practices of sports management
A2 Research methods and methodologies appropriate to the analysis and
evaluation of sports management
A3 The application of information technology and systems of
communication in sports management
Learning methods will value and use prior knowledge and skills to
enable individuals to locate their experiences within a wider work and
social context and understand the relevance of their own experience.
Students will be supported by teaching in seminars, group and individual
tutorials, and a specialist tutor who will advise on the development of the
project.
Formative feedback will be provided on the proposal and planning as
they develop, summative feedback after submission of the project.
B. Cognitive skills
Learning and teaching strategy
At the end of the module learners will be expected to:
B1 Apply theoretical and sports management knowledge to the analysis of
organisations;
B2 Assume responsibility for own learning and continuing professional
development;
B3 Critically interrogate academic literature, data and other sources of
information from a range of texts and empirical sources;
B4 Develop rational arguments based upon evidence and challenge
conventional assumptions on sports management;
Learning methods will value and use prior knowledge and skills to
enable individuals to locate their experiences within a wider work and
social context and understand the relevance of their own experience.
Students will be supported by teaching in seminars, group and individual
tutorials, and a specialist tutor who will advise on the development of the
project.
Formative feedback will be provided on the proposal and planning as
they develop, summative feedback after submission of the project.
39
B. Cognitive skills
Learning and teaching strategy
B5 Identify sports management problems and apply appropriate methods
and methodologies to offer solutions;
B6 Identify, question and critique assumptions and identify underlying
values and principles;
B7 Research and assess subject specific theories, concepts, trends,
paradigms, principles and practices;
B8 Select, summarise and synthesise evidence in order to analyse sports
management from both disciplinary and multi-disciplinary perspectives.
C. Practical and professional skills Learning and teaching strategy
At the end of the module, learners will be expected to:
C1 Apply information skills, numeracy and quantitative skills accurately
and effectively;
C2 Communicate and present information effectively in oral, written and
electronic formats;
C3 Develop time management, project planning, listening, influencing,
negotiation and leadership skills;
C4 Identify and address complex problems;
Learning methods will value and use prior knowledge and skills to
enable individuals to locate their experiences within a wider work and
social context and understand the relevance of their own experience.
Students will be supported by teaching in seminars, group and individual
tutorials, and a specialist tutor who will advise on the development of the
project.
Formative feedback will be provided on the proposal and planning as
they develop, summative feedback after submission of the project.
40
C. Practical and professional skills Learning and teaching strategy
C5 Successfully interact with others and work as a team;
C6 Take innovative approaches and adapt to changing circumstances.
D Key transferable skills Learning and teaching strategy
At the end of the module, learners will be expected to:
D1 Apply information skills, numeracy and quantitative skills accurately
and effectively;
D2 Communicate and present information effectively in oral, written and
electronic formats;
D3 Demonstrate an appreciation of cultural, ethical and gender issues;
D4 Develop time management, project planning, listening, influencing,
negotiation and leadership skills;
D5 Identify and address complex problems, taking innovative approaches
and adapt to changing circumstances;
D6 Successfully interact with others and work as a team;
D8 Work and learn independently.
Learning methods will value and use prior knowledge and skills to
enable individuals to locate their experiences within a wider work and
social context and understand the relevance of their own experience.
Students will be supported by teaching in seminars, group and individual
tutorials, and a specialist tutor who will advise on the development of the
project.
Formative feedback will be provided on the proposal and planning as
they develop, summative feedback after submission of the project.
41
6. Indicative content.
Content will vary according to the individual student’s area of interest within Sports Management and could include (but is not limited to), for example,
areas of organisational structures, cultures and ethics, or a variety of sports management related topics.
1. Project introduction, structure, management and assessment;
2. Choosing a research topic – terms of reference, project planning;
3. Research methods, approaches, techniques and practicalities;
4. Searching the relevant literature, identify variables and recording progress;
5. The project proposal and structure;
6. Writing the literature review – structure and content;
7. Writing the methodology chapter – justification, methods and analysis;
8. Types of data collection – the questionnaire, interviews;
9. Qualitative data analysis;
10. Quantitative data analysis;
11. Precautions – reliability, bias and validity;
12. Computer packages to support data analysis;
13. Organisation of findings, analysis and discussion;
14. Drawing conclusions and making recommendation;
15. Presentation of the report;
16. Reflective practices.
42
7. Assessment strategy, assessment methods and their relative weightings
The assessment for this module comprises two tasks, 100% coursework which satisfy all the intended Learning Outcomes.
Task 1: a research project of 6000 words - 80% weighting.
Task 2: a reflective presentation 15 minutes (1000 words equivalent) - 20% weighting.
It is intended that the literature and methodology review report and research proposal produced for the minor project / research methods module
will inform and support the major project.
Assessment tasks A1 A2 A3 B1 B2 B3 B4 B5 B6 B7 B8 C1 C2 C3 C4
Task 1 - Research Project
Task 2 -Reflective Presentation
43
Continued
Assessment tasks
C5 C6 D1 D2 D3 D4 D5 D6 D7
Task 1 Research Project
Task 2 Reflective Presentation
9. Teaching staff associated with the module
Name and contact details
Maria Burkitt Maria.Burkitt@sheffcol.ac.uk Claire Dodson Claire.Michelle.Dodson@sheffcol.ac.uk Andy Parkes Andrew.Parkes@sheffcol.ac.uk Lucy Ridley Lucy.Ridley@sheffcol.ac.uk Jonathan Wathen Jonathan.Wathen@sheffcol.ac.uk
10. Key reading list
Author Year Title Publisher Location
Walliman, N. 2013 Your Undergraduate Dissertation: The Essential Guide for Success. (2nd ed.)
Sage London
Kumar, R. 2014 Research Methodology: A Step by Step Guide for Beginners. (4th ed.)
Sage London
Brett-Davies, M. and Hughes, N. 2014 Doing a Successful Research Project: Using
Palgrave Macmillan Basingstoke
44
10. Key reading list
Author Year Title Publisher Location
Qualitative or Quantitative Methods. (2nd ed.)
Bryman, A. and Bell, E. 2015 Business Research Methods. (4th ed.)
Oxford University Press Oxford
Saunders, M., Lewis P. and Thornhill, A.
2015 Research Methods for Business Students. (7th ed.)
Pearson Harlow
Atkinson, P. and Delamont, S. (eds.)
2013 SAGE Qualitative Research Methods
Sage London
Vogt, W. P. (ed.) 2011 SAGE Quantitative Research Methods
Sage London
11. Other indicative text (e.g. websites)
A full resource list is available on the Moodle VLE.
Collis, J. and Hussey, R. (2013). Business Research: A Practical Guide for Undergraduate and Postgraduate Students. London: Sage.
Greethan, B. (2009). How to Write Your Undergraduate Dissertation. Basingstoke: Palgrave Macmillan.
Kumar, R. (2014). Research Methodology: A Step by Step Guide for Beginners. (4th ed.) London: Sage.
Rearden, D. (2006). Doing your Undergraduate Project. London: Sage.
Ridley, D. (2012). The Literature Review: A step-by-step Guide for Students. (2nd ed.) London: Sage.
Smyth, K. and Rennie, F. (2016). Undertaking your Research Project: Essential Guidance for Undergraduates and Postgraduates. (Kindle
edition).
Walliman, N. (2011). Your Research Project: Designing and Planning your Work. (3rd ed.) London: Sage.
Wilson, J. (2014). Essentials of Business Research: A Guide to Doing Your Research Project. London: Sage.
Wisker, G. (2009). The Undergraduate Research Handbook. Basingstoke: Palgrave Macmillan.
International Journal of Organisational Analysis
Journal of Mixed Methods Research
Organisational Research Methods
45
MODULE DESCRIPTOR - Organisational Psychology in Business
1. 1. Factual information
Module title Organisational Psychology in Business Level 6
Module tutor Claire Dodson Credit value 20
Module type Taught Notional
learning hours
200
2. Rationale for the module and its links with other modules
This module seeks to illustrate the value and importance of organisational psychology in
assisting business organisations to function more effectively. It will enable students in business
management to explore and assess contemporary theory and practice using real-life examples.
This module links to the core modules and provides a basis for students to consider when
selecting a topic for the major project or minor research project in business management.
3. Aims of the module
This module aims to investigate the use of psychology in a wide variety of organisational
business/management settings. It explore topics such as social identity, group decision-making,
stereotyping, leadership and motivation and draws upon mainstream psychology theory,
including the exploration of a number of subject areas such as work behaviour, group processes,
teamwork, organisation structure and culture, change and development, gender and cultural
diversity in the workplace.
4. Pre-requisite modules or specified entry requirements
Admission to the programme.
46
5. Intended learning outcomes
A. Knowledge and understanding Learning and teaching strategy
At the end of the module, students will be able to:
A1 A range of conceptual frameworks, models and theories which underpin
the processes and practices of business management;
A2 Individual and organisational behaviour within the context of different
frameworks, cultures and structures, including stress management and
cultural diversity;
A3 The diverse nature and structure of organisations in the private, public
and voluntary sector, their function, operation, processes and purpose.
Learning methods will value and use prior knowledge and skills to
enable individuals to locate their experiences within a wider work and
social context and understand the relevance of their own experience.
Formal methods of teaching will include lectures, seminars, tutorials
and workshops. This work will be enhanced by access to the wider
range of technological and support facilities available within the
College and from external speakers.
Active/participative learning will cover simulation, role play,
presentations, case studies, project work, practical activities, multi-
cultural management problems, problem-based scenarios, visits and
workshops, all of which will build upon the experience and practice of
the student.
B. Cognitive skills
Learning and teaching strategy
At the end of the module learners will be expected to:
B1 Apply theoretical, business and management knowledge to the analysis
of organisations
B2 Critically interrogate academic literature and other sources of
information from a range of academic and empirical sources
Learning methods will value and use prior knowledge and skills to
enable individuals to locate their experiences within a wider work and
social context and understand the relevance of their own experience.
Methods used will provide the flexibility to meet the needs of an
individual student or group as appropriate.
Formal methods of teaching will include lectures, seminars, tutorials
and workshops. This work will be enhanced by access to the wider
47
B. Cognitive skills
Learning and teaching strategy
B3 Identify business and management problems, develop rational
arguments based upon evidence and apply appropriate methods and
methodologies to offer solutions.
B4 Research and assess subject specific theories, concepts, trends,
paradigms, principles and practices, identify, question and critique
assumptions and identify underlying values and principles.
B5 Select, summarise and synthesise evidence in order to analyse
business management from both disciplinary and multi-disciplinary
perspectives.
range of technological and support facilities available within the
College and from external speakers.
Active/participative learning will cover simulation, role play,
presentations, case studies, project work, practical activities, multi-
cultural management problems, problem-based scenarios, visits and
workshops, all of which will build upon the experience and practice of
the student.
C. Practical and professional skills Learning and teaching strategy
At the end of the module, learners will be expected to:
C1 Apply information skills, numeracy and quantitative skills accurately
and effectively
C2 Develop time management, project planning, listening, influencing,
negotiation and leadership skills
C3 Take innovative approaches and adapt to changing circumstances
Learning methods will value and use prior knowledge and skills to
enable individuals to locate their experiences within a wider work and
social context and understand the relevance of their own experience.
Methods used will provide the flexibility to meet the needs of an
individual student or group as appropriate.
Formal methods of teaching will include lectures, seminars, tutorials
and workshops. This work will be enhanced by access to the wider
range of technological and support facilities available within the
College and from external speakers.
48
C. Practical and professional skills Learning and teaching strategy
Active/participative learning will cover simulation, role play,
presentations, case studies, project work, practical activities, multi-
cultural management problems, problem-based scenarios, visits and
workshops, all of which will build upon the experience and practice of
the student.
D Key transferable skills Learning and teaching strategy
At the end of the module, learners will be expected to:
D1 Communicate and present information effectively in oral, written and
electronic formats;
D2 Demonstrate an appreciation of cultural, ethical and gender issues;
D3 Develop time management, project planning, listening, influencing,
negotiation and leadership skills;
D4 Identify and address complex problems;
D5 Successfully interact with others, work as a team and learn
independently as required.
Learning methods will value and use prior knowledge and skills to
enable individuals to locate their experiences within a wider work and
social context and understand the relevance of their own experience.
Methods used will provide the flexibility to meet the needs of an
individual student or group as appropriate.
Formal methods of teaching will include lectures, seminars, tutorials
and workshops. This work will be enhanced by access to the wider
range of technological and support facilities available within the
College and from external speakers.
Active/participative learning will cover simulation, role play,
presentations, case studies, project work, practical activities, multi-
cultural management problems, problem-based scenarios, visits and
workshops, all of which will build upon the experience and practice of
the student.
49
6. Indicative content.
Indicative content for this module will include:
1. Social identity;
2. Work behaviour;
3. Motivation;
4. Organisation structure and culture;
5. Leadership;
6. group identity, processes, group decision-making and teamwork;
7. Stereotyping, gender and cultural diversity in organisations;
8. Change and development in organisations and managing stress.
Topics will be negotiated, but for instance, students could explore issues relating to the psychological impacts of change and the changing
organisational settings, for example, the impact of government policy to reduce the reliance on public sector organisations.
7. Assessment strategy, assessment methods and their relative weightings
This module is assessed by two coursework tasks which together satisfy all the intended Learning Outcomes for the module.
Task 1: A report (2500 words) - 60% weighting.
Task 2: An examination (90 minutes, 1250 words equivalent) 40% weighting.
50
8. Mapping of assessment tasks to learning outcomes
Assessment tasks
Learning outcomes
A1 A2 A3 B1 B2 B3 B4 B5 C1 C2 C3 D1 D2 D3 D4 D5
Task 1 Report
√
√ √ √ √ √ √ √ √ √ √
Task 2 Exam √ √ √ √ √ √ √ √ √ √ √ √
9. Teaching staff associated with the module
Name and contact details
Claire Dodson: Module Leader The Sheffield College Tel: 01142- Email: Claire.Dodson@sheffcol.ac.uk
10. Key reading list
Author Year Title Publisher Location
Furnham, A. 2005 The Psychology of
Behaviour at Work: the
Individual in the
Organisation (2nd ed.)
Psychology Press Philadelphia
Heiman, G. 2002 Research Methods in
Psychology (3rd rev. ed.)
Houghton Mifflin Company Boston
Hogg, M.A., & Terry, D.J. (eds.) 2014 Social Identity Processes
in Organisational Contexts
Psychology Press. Hove
Haslam, S. A. 2004 Psychology in
Organizations: The Social
Identity approach (2nd ed.)
SAGE London
51
10. Key reading list
Author Year Title Publisher Location
Bartram, D. and Roe, R. 2005 “Definition and
Assessment of
Competences in the
Context of the European
Diploma in Psychology”
European Psychologist Journal, 10(2), 93-
102.
http://www.efpa.eu/journal
Mullins, L.J. 2013 Management and
Organisation Behaviour
(10th ed.)
Pearson Harlow
11. Other indicative text (e.g. websites)
A full resource list is available on the Moodle VLE. Haslam, S. A., Reicher, S. D. and Platow, M. J. (2011) The New Psychology of Leadership: Identity, Influence and Power. Hove: Psychology Press. Anderson, N., Ones, D. S., Sinangil, H. K., Viswesvaran, C. (eds.) (2001) Handbook of Industrial, Work and Organisational Psychology. Vol. 2.Organizational Psychology. London: Sage.
52
MODULE DESCRIPTOR - Organisational Psychology in Events
1. 1. Factual information
Module title Organisational Psychology in Events Level 6
Module tutor Claire Dodson Credit value 20
Module type Taught Notional learning hours
200
2. Rationale for the module and its links with other modules
This module seeks to illustrate the value and importance of organisational psychology in
assisting events organisations to function more effectively. It will enable students in events
management to explore and assess contemporary theory and practice using real-life examples.
This module links to the core modules and provides a basis for students to consider when
selecting a topic for the major project or minor research project in events management.
3. Aims of the module
This module aims to investigate the use of psychology in a wide variety of organisational events
management settings. It explore topics such as social identity, group decision-making,
stereotyping, leadership and motivation and draws upon mainstream psychology theory,
including the exploration of a number of subject areas such as work behaviour, group processes,
teamwork, organisation structure and culture, change and development, gender and cultural
diversity in the workplace.
4. Pre-requisite modules or specified entry requirements
Admission to the programme.
53
5. Intended learning outcomes
A. Knowledge and understanding Learning and teaching strategy
At the end of the module, students will be able to:
A1 A range of conceptual frameworks, models and theories which underpin
the processes and practices of events management;
A2 Individual and organisational behaviour within the context of different
frameworks, cultures and structures, including stress management and
cultural diversity;
A3 The diverse nature and structure of organisations in the private, public
and voluntary sector, their function, operation, processes and purpose.
Learning methods will value and use prior knowledge and skills to
enable individuals to locate their experiences within a wider work and
social context and understand the relevance of their own experience.
Formal methods of teaching will include lectures, seminars, tutorials
and workshops. This work will be enhanced by access to the wider
range of technological and support facilities available within the
College and from external speakers.
Active/participative learning will cover simulation, role play,
presentations, case studies, project work, practical activities, multi-
cultural management problems, problem-based scenarios, visits and
workshops, all of which will build upon the experience and practice of
the student.
B. Cognitive skills
Learning and teaching strategy
At the end of the module learners will be expected to:
B1 Apply theoretical and events management knowledge to the analysis
of organisations
B2 Critically interrogate academic literature and other sources of
information from a range of academic and empirical sources
Learning methods will value and use prior knowledge and skills to
enable individuals to locate their experiences within a wider work and
social context and understand the relevance of their own experience.
Methods used will provide the flexibility to meet the needs of an
individual student or group as appropriate.
Formal methods of teaching will include lectures, seminars, tutorials
and workshops. This work will be enhanced by access to the wider
54
B. Cognitive skills
Learning and teaching strategy
B3 Identify events management problems, develop rational arguments
based upon evidence and apply appropriate methods and methodologies
to offer solutions.
B4 Research and assess subject specific theories, concepts, trends,
paradigms, principles and practices, identify, question and critique
assumptions and identify underlying values and principles.
B5 Select, summarise and synthesise evidence in order to analyse events
management from both disciplinary and multi-disciplinary perspectives.
range of technological and support facilities available within the
College and from external speakers.
Active/participative learning will cover simulation, role play,
presentations, case studies, project work, practical activities, multi-
cultural management problems, problem-based scenarios, visits and
workshops, all of which will build upon the experience and practice of
the student.
C. Practical and professional skills Learning and teaching strategy
At the end of the module, learners will be expected to:
C1 Apply information skills, numeracy and quantitative skills accurately
and effectively
C2 Develop time management, project planning, listening, influencing,
negotiation and leadership skills
C3 Take innovative approaches and adapt to changing circumstances
Learning methods will value and use prior knowledge and skills to
enable individuals to locate their experiences within a wider work and
social context and understand the relevance of their own experience.
Methods used will provide the flexibility to meet the needs of an
individual student or group as appropriate.
Formal methods of teaching will include lectures, seminars, tutorials
and workshops. This work will be enhanced by access to the wider
range of technological and support facilities available within the
College and from external speakers.
Active/participative learning will cover simulation, role play,
presentations, case studies, project work, practical activities, multi-
55
C. Practical and professional skills Learning and teaching strategy
cultural management problems, problem-based scenarios, visits and
workshops, all of which will build upon the experience and practice of
the student.
D Key transferable skills Learning and teaching strategy
At the end of the module, learners will be expected to:
D1 Communicate and present information effectively in oral, written and
electronic formats;
D2 Demonstrate an appreciation of cultural, ethical and gender issues;
D3 Develop time management, project planning, listening, influencing,
negotiation and leadership skills;
D4 Identify and address complex problems;
D5 Successfully interact with others, work as part of a team and learn
independently as required.
Learning methods will value and use prior knowledge and skills to
enable individuals to locate their experiences within a wider work and
social context and understand the relevance of their own experience.
Methods used will provide the flexibility to meet the needs of an
individual student or group as appropriate.
Formal methods of teaching will include lectures, seminars, tutorials
and workshops. This work will be enhanced by access to the wider
range of technological and support facilities available within the
College and from external speakers.
Active/participative learning will cover simulation, role play,
presentations, case studies, project work, practical activities, multi-
cultural management problems, problem-based scenarios, visits and
workshops, all of which will build upon the experience and practice of
the student.
56
6. Indicative content.
Indicative content for this module will include:
1. Social identity;
2. Work behaviour;
3. Motivation;
4. Organisation structure and culture;
5. Leadership;
6. group identity, processes, group decision-making and teamwork;
7. Stereotyping, gender and cultural diversity in organisations;
8. Change and development in organisations and managing stress.
Topics are by negotiation, but students could explore issues relating to the growth of local events into those gaining national and international
awareness, for example.
7. Assessment strategy, assessment methods and their relative weightings
This module is assessed by two tasks, which satisfy all the intended Learning Outcomes for the module.
Task 1: A report (2500 words) - 60% weighting
Task 2: An examination (90 minutes/ 1250 words equivalent) - 40% weighting.
57
8. Mapping of assessment tasks to learning outcomes
Assessment tasks
Learning outcomes
A1 A2 A3 B1 B2 B3 B4 B5 C1 C2 C3 D1 D2 D3 D4 D5
Task 1 Report
√
√ √ √ √ √ √ √ √ √ √
Task 2 Exam √ √ √ √ √ √ √ √ √ √ √ √
9. Teaching staff associated with the module
Name and contact details
Claire Dodson:
Module Leader
The Sheffield College
Tel: 01142-
Email: Claire.Dodson@sheffcol.ac.uk
10. Key reading list
Author Year Title Publisher Location
Furnham, A. 2005 The Psychology of
Behaviour at Work: the
Individual in the
Organisation. (2nd ed.)
Psychology Press Philadelphia
Heiman, G. 2002 Research Methods in
Psychology. (3rd rev.ed.)
Houghton Mifflin Company Boston
Hogg, M.A., & Terry, D.J. (eds.) 2014 Social Identity Processes
in Organisational Contexts.
Psychology Press. Hove
58
10. Key reading list
Author Year Title Publisher Location
Haslam, S. A. 2004 Psychology in
Organizations: The Social
Identity Approach. (2nd ed.)
SAGE London
Bartram, D. and Roe, R. 2005 “Definition and
Assessment of
Competences in the
Context of the European
Diploma in Psychology”
European Psychologist Journal, 10(2), 93-
102.
http://www.efpa.eu/j
ournal
Mullins, L.J. 2013 Management and
Organisation Behaviour.
(10th ed.)
Pearson Harlow
11. Other indicative text (e.g. websites)
A full resource list is available on the Moodle VLE.
Haslam, S. A., Reicher, S. D. and Platow, M. J. (2011) The New Psychology of Leadership: Identity, Influence and Power. Hove: Psychology
Press.
Anderson, N., Ones, D. S., Sinangil, H. K., Viswesvaran, C. (eds.) (2001) Handbook of Industrial, Work and Organisational Psychology.
Vol. 2.Organizational Psychology. London: Sage.
59
MODULE DESCRIPTOR - Organisational Psychology in Sport
1. 1. Factual information
Module title Organisational Psychology in Sport Level 6
Module tutor Claire Dodson Credit value 20
Module type Taught Notional learning hours
200
2. Rationale for the module and its links with other modules
This module seeks to illustrate the value and importance of organisational psychology in
assisting sports organisations to function more effectively. It will enable students in events
management to explore and assess contemporary theory and practice using real-life examples.
This module links to the core modules and provides a basis for students to consider when
selecting a topic for the major project or minor research project in sports management.
3. Aims of the module
This module aims to investigate the use of psychology in a wide variety of organisational sports
management settings. It explore topics such as social identity, group decision-making,
stereotyping, leadership and motivation and draws upon mainstream psychology theory,
including the exploration of a number of subject areas such as work behaviour, group processes,
teamwork, organisation structure and culture, change and development, gender and cultural
diversity in the workplace.
4. Pre-requisite modules or specified entry requirements
Admission to the programme.
60
5. Intended learning outcomes
A. Knowledge and understanding Learning and teaching strategy
At the end of the module, students will be able to:
A1 A range of conceptual frameworks, models and theories which underpin
the processes and practices of sports management;
A2 Individual and organisational behaviour within the context of different
frameworks, cultures and structures, including stress management and
cultural diversity;
A3 The diverse nature and structure of organisations in the private, public
and voluntary sector, their function, operation, processes and purpose.
Learning methods will value and use prior knowledge and skills to
enable individuals to locate their experiences within a wider work and
social context and understand the relevance of their own experience.
Formal methods of teaching will include lectures, seminars, tutorials
and workshops. This work will be enhanced by access to the wider
range of technological and support facilities available within the
College and from external speakers.
Active/participative learning will cover simulation, role play,
presentations, case studies, project work, practical activities, multi-
cultural management problems, problem-based scenarios, visits and
workshops, all of which will build upon the experience and practice of
the student.
B. Cognitive skills
Learning and teaching strategy
At the end of the module learners will be expected to:
B1 Apply theoretical and sports management knowledge to the analysis of
organisations
B2 Critically interrogate academic literature and other sources of
information from a range of academic and empirical sources
Learning methods will value and use prior knowledge and skills to
enable individuals to locate their experiences within a wider work and
social context and understand the relevance of their own experience.
Methods used will provide the flexibility to meet the needs of an
individual student or group as appropriate.
Formal methods of teaching will include lectures, seminars, tutorials
and workshops. This work will be enhanced by access to the wider
61
B. Cognitive skills
Learning and teaching strategy
B3 Identify events management problems, develop rational arguments
based upon evidence and apply appropriate methods and methodologies
to offer solutions.
B4 Research and assess subject specific theories, concepts, trends,
paradigms, principles and practices, identify, question and critique
assumptions and identify underlying values and principles.
B5 Select, summarise and synthesise evidence in order to analyse sports
management from both disciplinary and multi-disciplinary perspectives.
range of technological and support facilities available within the
College and from external speakers.
Active/participative learning will cover simulation, role play,
presentations, case studies, project work, practical activities, multi-
cultural management problems, problem-based scenarios, visits and
workshops, all of which will build upon the experience and practice of
the student.
C. Practical and professional skills Learning and teaching strategy
At the end of the module, learners will be expected to:
C1 Apply information skills, numeracy and quantitative skills accurately
and effectively
C2 Develop time management, project planning, listening, influencing,
negotiation and leadership skills
C3 Take innovative approaches and adapt to changing circumstances
Learning methods will value and use prior knowledge and skills to
enable individuals to locate their experiences within a wider work and
social context and understand the relevance of their own experience.
Methods used will provide the flexibility to meet the needs of an
individual student or group as appropriate.
Formal methods of teaching will include lectures, seminars, tutorials
and workshops. This work will be enhanced by access to the wider
range of technological and support facilities available within the
College and from external speakers.
Active/participative learning will cover simulation, role play,
presentations, case studies, project work, practical activities, multi-
62
C. Practical and professional skills Learning and teaching strategy
cultural management problems, problem-based scenarios, visits and
workshops, all of which will build upon the experience and practice of
the student.
D Key transferable skills Learning and teaching strategy
At the end of the module, learners will be expected to:
D1 Communicate and present information effectively in oral, written and
electronic formats;
D2 Demonstrate an appreciation of cultural, ethical and gender issues;
D3 Develop time management, project planning, listening, influencing,
negotiation and leadership skills;
D4 Identify and address complex problems;
D5 Successfully interact with others, work as part of a team and learn
independently as required.
Learning methods will value and use prior knowledge and skills to
enable individuals to locate their experiences within a wider work and
social context and understand the relevance of their own experience.
Methods used will provide the flexibility to meet the needs of an
individual student or group as appropriate.
Formal methods of teaching will include lectures, seminars, tutorials
and workshops. This work will be enhanced by access to the wider
range of technological and support facilities available within the
College and from external speakers.
Active/participative learning will cover simulation, role play,
presentations, case studies, project work, practical activities, multi-
cultural management problems, problem-based scenarios, visits and
workshops, all of which will build upon the experience and practice of
the student.
63
6. Indicative content.
Indicative content for this module will include:
1. Social identity;
2. Work behaviour;
3. Motivation;
4. Organisation structure and culture;
5. Leadership;
6. group identity, processes, group decision-making and teamwork;
7. Stereotyping, gender and cultural diversity in organisations;
8. Change and development in organisations and managing stress.
Topics are by negotiation, but for instance, students could explore issues relating to innovative uses of technology within the sports industry and its application into the mainstream.
7. Assessment strategy, assessment methods and their relative weightings
This module is assessed by two tasks which satisfy all the intended Learning Outcomes for the module. Task 1: A report (2500 words) - 60% weighting.
Task 2: An examination (90 minutes/1250 words equivalent) - 40% weighting.
64
8. Mapping of assessment tasks to learning outcomes
Assessment tasks
Learning outcomes
A1 A2 A3 B1 B2 B3 B4 B5 C1 C2 C3 D1 D2 D3 D4 D5
Task 1 Report
√
√ √ √ √ √ √ √ √ √ √
Task 2 Exam √ √ √ √ √ √ √ √ √ √ √ √
9. Teaching staff associated with the module
Name and contact details
Claire Dodson:
Module Leader
The Sheffield College
Tel: 01142-
Email: Claire.Dodson@sheffcol.ac.uk
10. Key reading list
Author Year Title Publisher Location
Furnham, A. 2005 The Psychology of
Behaviour at Work: the
Individual in the
Organisation. (2nd ed.)
Psychology Press Philadelphia
Heiman, G. 2002 Research Methods in
Psychology. (3rd rev.ed.)
Houghton Mifflin Company Boston
Hogg, M.A., and Terry, D.J. (eds.)
2014 Social Identity Processes
in Organisational Contexts.
Psychology Press. Hove
65
10. Key reading list
Author Year Title Publisher Location
Haslam, S. A. 2004 Psychology in
Organizations: The Social
Identity Approach. (2nd ed.)
SAGE London
Bartram, D. and Roe, R. 2005 “Definition and
Assessment of
Competences in the
Context of the European
Diploma in Psychology”
European Psychologist Journal, 10(2), 93-102.
http://www.efpa.eu/journal
Mullins, L.J. 2013 Management and
Organisation Behaviour.
(10th ed.)
Pearson Harlow
11. Other indicative text (e.g. websites)
A full resource list is available on the Moodle VLE. Haslam, S. A., Reicher, S. D. and Platow, M. J. (2011) The New Psychology of Leadership: Identity, Influence and Power. Hove: Psychology Press. Anderson, N., Ones, D. S., Sinangil, H. K., Viswesvaran, C. (eds.) (2001) Handbook of Industrial, Work and Organisational Psychology. Vol. 2.Organizational Psychology. London: Sage.
66
MODULE DESCRIPTOR - Functional Management in Business
1. 1. Factual information
Module title Functional Management in Business Level 6
Module tutor tbc Credit value 20
Module type Taught Notional learning hours
200
2. Rationale for the module and its links with other modules
Businesses employ large numbers of people in the delivery of management administration. The
sector includes voluntary, public and commercial settings all of which require the improved
practice and the correct management of businesses.
This module provides students from the business, events and sports pathways with the
knowledge to deliver effective business management through an understanding of: managerial,
operational, legal and financial issues which allow businesses to operate in the current
competitive, changing and challenging environment.
The module provides strong links to the core modules in International Marketing
Communications and Strategic International Management as well as the Minor Research Project.
3. Aims of the module
To develop a working knowledge of the legal and management functions set within a
management context necessary to look for opportunities, develop a business and work
effectively within the business sector.
To develop an understanding of the principles of management in business and the
functional management issues needed within private organisations and the business
sector.
To equip students with the necessary skills in which to analyse business management
opportunities and management problems, thus ensuring students are equipped to meet
the needs of future employers or to support students with aspirations of becoming self-
employed.
4. Pre-requisite modules or specified entry requirements
Admission to the programme.
67
5. Intended learning outcomes
A. Knowledge and understanding Learning and teaching strategy
At the end of the module, learners will be expected to:
A1. Critically analyse a range of conceptual frameworks/models and
theories within organisational behavior and human resource management
which underpin the process and practices of functional management in
business;
A2. Develop an understanding of the nature, structure and management
of organisations within the business sector;
A3 Critically evaluate the impact of a range of factors including business
functions and management issues.
Seminars, individual and group tutorials with a flexible approach to both directed and independent learning, and field trips to businesses within the sport environment will accommodate individual and group aims. Assessment will be via project/tender and critical reflection. Formative assessment will be provided throughout, summative assessment will be given after submission of both tasks.
B. Cognitive skills
Learning and teaching strategy
At the end of the module learners will be expected to:
B1. Apply functional management knowledge to effective business
organisations;
B2. Assume responsibility for own learning and continuing professional
development;
B3. Research and assess functional management theories principles and
practices in business provision.
Seminars, individual and group tutorials with a flexible approach to both
directed and independent learning, and field trips to businesses within
the sport environment will accommodate individual and group aims.
Assessment will be via project/tender and critical reflection. Formative
assessment will be provided throughout, summative assessment will
be given after submission of both tasks.
68
C. Practical and professional skills Learning and teaching strategy
At the end of the module, learners will be expected to:
C1. Apply information, numeracy along with qualitative and quantitative
skills in the presentation of business management documents;
C2. Develop management and leadership skills for application in the
sector.
Seminars, individual and group tutorials with a flexible approach to both
directed and independent learning, and field trips to businesses within
the sport environment will accommodate individual and group aims.
Assessment will be via project/tender and critical reflection. Formative
assessment will be provided throughout, summative assessment will
be given after submission of both tasks.
D. Key transferable skills Learning and teaching strategy
At the end of the module, learners will be expected to:
D1. Apply information, numeracy along with qualitative and quantitative
skills in the presentation of business management documents;
D2. Research prepare and communicate information effectively in a written
format;
D3. Work and learn autonomously.
Seminars, individual and group tutorials with a flexible approach to both
directed and independent learning, and field trips to businesses within
the sport environment will accommodate individual and group aims.
Assessment will be via project/tender and critical reflection. Formative
assessment will be provided throughout, summative assessment will
be given after submission of both tasks.
69
6. Indicative content.
Organisational behaviour in business organisations
Human resource management in business
Business finance
Managing business operations
Business and the law
Business events
Sponsorship and endorsement
Risk management in business
Topics can be negotiated, but for instance, students could explore contemporary and emerging issues relating to global strategy for example,
mergers and acquisitions such as the 'failed' merger between Kraft-Heinz and Unilever.
7. Assessment strategy, assessment methods and their relative weightings
This module is assessed by one coursework task, which satisfies all the intended Learning Outcomes.
Task 1: Produce a project/tender (1000 words equiv) and an accompanying reflective critical evaluation (2500 words) presented as an articulate,
well informed critical and analytical piece of academic writing. (100%)
70
8. Mapping of assessment tasks to learning outcomes
Assessment tasks
Learning outcomes
A1 A2 A3 B1 B2 B3 C1 C2 D1 D2 D3
Task 1: Project and Evaluation
√ √ √ √ √ √ √ √ √ √ √
9. Teaching staff associated with the module
Name and contact details
Andy Parkes: Andrew.Parkes@sheffcol.ac.uk Claire Dodson: Claire.Dodson@sheffcol.ac.uk
10. Key reading list
Author Year Title Publisher Location
Medinilla, A. 2014 Agile Management: Leadership in an Agile Environment Springer New York
De Wit, B. and Meyer, R. 2010 Strategy Synthesis Pearson London
Dumas, M. and La Rose, M. 2013 Fundamentals of Business Process Management Springer New York
11. Other indicative text (e.g. websites)
A full list of resources will be available on the Moodle VLE. International Journal of Organisational Analysis Journal of Mixed Methods Research Organisational Research Methods Qualitative Research in Organisations and Management: An International Journal
71
MODULE DESCRIPTOR - Functional Management in Events
1. 1. Factual information
Module title Functional Management in Events Level 6
Module tutor tbc Credit value 20
Module type Taught Notional
learning hours
200
2. Rationale for the module and its links with other modules
Events companies employ large numbers of people in the delivery of management
administration. The sector includes voluntary, public and commercial settings all of which require
the improved practice and the correct management of events.
This module provides students with the knowledge to deliver effective events management
through an understanding of: managerial, operational, legal and financial issues which allow
events-based businesses to operate in the current competitive, changing and challenging
environment.
The module provides strong links to the core modules in International Marketing
Communications and Strategic International Management as well as the Minor Research Project.
3. Aims of the module
To develop a working knowledge of the legal and management functions set within an
events context necessary to look for opportunities, develop a business and work
effectively within the events industry.
To develop an understanding of the principles of management in events and the
functional management issues needed within private organisations and the events
sector.
To equip students with the necessary skills in which to analyse events management
opportunities and management problems, thus ensuring students are equipped to meet
the needs of future employers or to support students with aspirations of becoming self-
employed.
4. Pre-requisite modules or specified entry requirements
Admission to the programme.
72
5. Intended learning outcomes
A. Knowledge and understanding Learning and teaching strategy
At the end of the module, learners will be expected to:
A1. Critically analyse a range of conceptual frameworks/models and
theories within organisational behavior and human resource management
which underpin the process and practices of functional management in the
events industry;
A2. Develop an understanding of the nature, structure and management
of organisations within the events sector;
A3 Critically evaluate the impact of a range of factors including business
functions and management issues within the events sector.
Seminars, individual and group tutorials with a flexible approach to both
directed and independent learning, and field trips to businesses within
the sport environment will accommodate individual and group aims.
Assessment will be via project/tender and critical reflection. Formative
assessment will be provided throughout, summative assessment will
be given after submission of both tasks.
B. Cognitive skills Learning and teaching strategy
At the end of the module learners will be expected to:
B1. Apply functional management knowledge to effective events business
organisations;
B2. Assume responsibility for own learning and continuing professional
development;
B3. Research and assess functional management theories principles and
practices in events provision.
Seminars, individual and group tutorials with a flexible approach to both
directed and independent learning, and field trips to businesses within
the sport environment will accommodate individual and group aims.
Assessment will be via project/tender and critical reflection. Formative
assessment will be provided throughout, summative assessment will
be given after submission of both tasks.
73
C. Practical and professional skills Learning and teaching strategy
At the end of the module, learners will be expected to:
C1. Apply information, numeracy along with qualitative and quantitative
skills in the presentation of events management documents;
C2. Develop management and leadership skills for application in the
sector.
Seminars, individual and group tutorials with a flexible approach to both
directed and independent learning, and field trips to businesses within
the sport environment will accommodate individual and group aims.
Assessment will be via project/tender and critical reflection. Formative
assessment will be provided throughout, summative assessment will
be given after submission of both tasks.
D. Key transferable skills Learning and teaching strategy
At the end of the module, learners will be expected to:
D1. Apply information, numeracy along with qualitative and quantitative
skills in the presentation of events management documents;
D2. Research prepare and communicate information effectively in a written
format;
D3. Work and learn autonomously.
Seminars, individual and group tutorials with a flexible approach to both
directed and independent learning, and field trips to businesses within
the sport environment will accommodate individual and group aims.
Assessment will be via project/tender and critical reflection. Formative
assessment will be provided throughout, summative assessment will
be given after submission of both tasks.
6. Indicative content.
Organisational behaviour in events organisations
Human resource management in events
Events finance
Managing events operations
Business, events and the law
74
6. Indicative content.
Events
Sponsorship and endorsement
Risk management in events management
Topics can be negotiated but, for example, students could explore issues relating to the industry's growing contribution to the UK's economy and its increasing prominence as a leading world class provider of events.
7. Assessment strategy, assessment methods and their relative weightings
This module is assessed by one coursework task, which satisfies all the intended Learning Outcomes.
Task 1: Produce a project/tender (1000 words equivalent) and an accompanying reflective critical evaluation (2500 words) presented as an
articulate, well informed critical and analytical piece of academic writing. (100%)
8. Mapping of assessment tasks to learning outcomes
Assessment tasks
Learning outcomes
A1 A2 A3 B1 B2 B3 C1 C2 D1 D2 D3
Task 1 - Project and critical evaluation
√ √ √ √ √ √ √ √ √ √ √
75
9. Teaching staff associated with the module
Name and contact details
Maria Burkitt email: Maria.Burkitt@sheffcol.ac.uk
10. Key reading list
Author Year Title Publisher Location
Bowdin, G et al 2010 Events Management. (3rd ed.) Elsevier Butterworth-Heinemann
Oxford
O’Toole, W. 2010 Events Feasibility and Development: From Strategy to Operations
Butterworth-Heinemann
Oxford
11. Other indicative text (e.g. websites)
A full resource list will be available on the Moodle VLE.
Rogers, T. (2007). Conferences and Conventions: A Global Industry. Oxford: Butterworth-Heinemann.
Conway, D. (2009). The Event Manager’s Bible: The Complete Guide to Planning and Organising a Voluntary or Public Event. (3rd ed.) Oxford: How To Books Ltd.
Sharples, L. et al (2014) Strategic Event Creation. Oxford: Goodfellow Ltd.
Rogers, T. (2007). Conferences and Conventions: A Global Industry (Events Management) (2nd ed.) Oxford: Butterworth-Heinemann.
Sharma, D. (2005). Event Planning and Management. New Delhi: Deep and Deep. Shone, A. and Parry, B. (2010). Successful Event Management. (3rd ed). Andover: CENGAGE Lrng Business Press. Conway, J. (2015). Six Ways to Stunt Your Events. ProQuest database.
76
Journals
Event Management International Journal of Event and Festival Management International Journal of Event Management Research Event Organiser International Journal of Event Management Research
Websites www.meetpie.com www.myvenues.co.uk www.conference-news.co.uk www.exhibitionnews.co.uk www.aceinternational.org (Association for Conferences and Events) www.insights.org.uk
77
MODULE DESCRIPTOR - Functional Management in Sport
1. 1. Factual information
Module title Functional Management in Sport Level 6
Module tutor tbc Credit value 20
Module type Taught Notional learning hours
200
2. Rationale for the module and its links with other modules
Sport is a growing industry which employs large numbers of people in the management
administration and delivery of sports, fitness and exercise. The sector includes voluntary, public
and commercial settings all of which require the improved practice and the correct management
of sport.
This unit provides students the knowledge to deliver effective sports management through an
understanding of: management, operational and legal, financial issues which allow businesses
to operate in the current competitive, changing and challenging business environment.
The unit provides strong links to: the core modules in International Marketing Communications
as well as the Minor Research Project.
3. Aims of the module
To develop a working knowledge of the necessary legal and management functions set
within a sporting context which are necessary to look for opportunities, develop a
business and work effectively within the sports industry.
To develop an understanding of the principles of management in sport and the functional
management issues needed within private organisations and the sport industry.
To equip students with the necessary skills in which to analyse sports management
opportunities and management problems, thus ensuring students are equipped to meet
the needs of future employers or to support students with aspirations of becoming self-
employed.
4. Pre-requisite modules or specified entry requirements
Admission to the programme.
78
5. Intended learning outcomes
A. Knowledge and understanding Learning and teaching strategy
At the end of the module, learners will be expected to:
A1 : Critically analyse a range of conceptual frameworks/models and
theories within organisational behavior and human resource management
which underpin the process and practices of functional management in
sport
A2 : Develop an understanding of the nature, structure and management
of organisations within the sports sector
A3 : Critically evaluate the impact of a range of factors including the
business functions and management issues that apply to sport
Seminars, individual and group tutorials with a flexible approach to both
directed and independent learning, and field trips to businesses within
the sport environment will accommodate individual and group aims.
Assessment will be via project/tender and critical reflection. Formative
assessment will be provided throughout, summative assessment will
be given after submission of both tasks.
B. Cognitive skills
Learning and teaching strategy
At the end of the module learners will be expected to:
B1 Apply functional management knowledge to effective sports
organisations
B2 Assume responsibility for own learning and continuing professional
development
B3 Research and assess functional management theories principles and
practices in sport provision
Seminars, individual and group tutorials with a flexible approach to both
directed and independent learning, and field trips to businesses within
the sport environment will accommodate individual and group aims.
Assessment will be via project/tender and critical reflection. Formative
assessment will be provided throughout, summative assessment will
be given after submission of both tasks.
79
C. Practical and professional skills Learning and teaching strategy
At the end of the module, learners will be expected to:
C1: Apply information, numeracy along with qualitative and quantitative
skills in the presentation of sports management documents
C2: Develop management and leadership skills for application in the
sports sector
Seminars, individual and group tutorials with a flexible approach to both
directed and independent learning, and field trips to businesses within
the sport environment will accommodate individual and group aims.
Assessment will be via project/tender and critical reflection. Formative
assessment will be provided throughout, summative assessment will
be given after submission of both tasks.
D Key transferable skills Learning and teaching strategy
At the end of the module, learners will be expected to:
D1 : Apply information, numeracy along with qualitative and quantitative
skills in the presentation of sports management documents
D2 : Research prepare and communicate information effectively in a
written format
D3 : Work and learn independently
Seminars, individual and group tutorials with a flexible approach to both
directed and independent learning, and field trips to businesses within
the sport environment will accommodate individual and group aims.
Assessment will be via project/tender and critical reflection. Formative
assessment will be provided throughout, summative assessment will
be given after submission of both tasks.
6. Indicative content.
Organisational behaviour in sport organisations
Human resource management in sport
Sports finance
Managing sport operations
Sports and the law
Sporting events
80
6. Indicative content.
Sport sponsorship and endorsement
Risk management in sport
Topics can be negotiated but, for example, students could explore issues relating to the global strategy for example, the increasing provision of sport outside of its natural territory - football in China, the NFL in Britain, F1 in India etc.
7. Assessment strategy, assessment methods and their relative weightings
This module is assessed by one coursework task, which satisfies all the intended Learning Outcomes.
Task 1: Produce a project/tender (1000 words equivalent) and an accompanying reflective critical evaluation (2500 words) presented as an
articulate, well informed critical and analytical piece of academic writing. (100%)
8. Mapping of assessment tasks to learning outcomes
Assessment tasks
Learning outcomes
A1 A2 A3 B1 B2 B3 C1 C2 D1 D2 D3
Task 1 - critical evaluation within a preparatory document and a project
√ √ √ √ √ √ √ √ √ √ √
9. Teaching staff associated with the module
Name and contact details
Richard Glynn email Richard.Glynn@sheffcol.ac.uk
Scott Richardson email Scott.Richardson@sheffcol.ac.uk
81
10. Key reading list
Author Year Title Publisher Location
Torkildsen, G. 2005 Leisure and Recreation Management (5th ed.) Routledge New York
Wilson, R and Joyce, J. 2008 Finance for Sport and Leisure Managers: An Introduction Routledge New York
Watt, D.C. 2004 Sports Management and Administration (2nd ed.) Routledge New York
Hoye, R. et al., 2015 Sport Management: Principles and Applications (4th ed) Routledge London
Pedersen, P.M and Thibault, L. 2015 Contemporary Sport Management (5th ed.) Human
Kinetics
Leeds
11. Other indicative text (e.g. websites)
A full list resources is available on the Moodle VLE.
Journals
Journal of Sport Business Management
Journal of Applied Sport Management
European Sport Quarterly
Managing Sport and Leisure
82
MODULE DESCRIPTOR – Enterprise and Innovation in Business
1. 1. Factual information
Module title Enterprise and Innovation in Business Level 6
Module tutor tbc Credit value 20
Module type Taught Notional learning hours
200
2. Rationale for the module and its links with other modules
Entrepreneurship and innovation are crucial drivers for commercial success, regardless of its
location. Within the Management of business, events and sports industries worldwide, an
entrepreneurial approach to management is necessary for both the development of new and
existing organisations whether large or small and whether in the private or public sector. This
elective module offers students the opportunity to examine this aspect of management in detail,
and it provides a foundation for a Major Project.
3. Aims of the module
The aims of this module are to:
develop a critical understanding of the nature of enterprise, entrepreneurship and
innovation within the business, events and sports industries together with actual
entrepreneurial competence/skills;
entrepreneurship in a range of contexts - large and small organisations, private and
public sector organisations, regional, national and international organisations;
examine the nature and implications of the considerable body of entrepreneurship
theory;
encourage greater awareness of entrepreneurship and innovation amongst students
and to develop entrepreneurial competencies.
4. Pre-requisite modules or specified entry requirements
Successful entry onto the programme.
83
5. Intended learning outcomes
A. Knowledge and understanding Learning and teaching strategy
At the end of the module, learners will be expected to:
A1 Generate good ideas, and conduct primary or secondary research relevant to theoretical contributions and new business opportunities;
A2 Reflect upon and develop personal entrepreneurial attributes and competencies;
A3 Identify the process of innovation and entrepreneurial opportunity recognition.
This module will facilitate learning through a combination of lectures, workshops, exercises, debates and seminar presentations. Specific entrepreneurial skills will be developed through workshops and business feasibility/business planning activities. These skills include:
creative problem solving and idea generation;
scenario development of different business ideas and feasibility testing; and
negotiating for resources, debating and presenting ideas and positions
Students will be supported during the preparation of the coursework assignment and on-going verbal formative feedback on progress will be provided by the teaching team.
Summative feedback will be provided at the end of the module on submissions of the tasks.
B. Cognitive skills
Learning and teaching strategy
At the end of the module learners will be expected to:
B1. Synthesise a comprehensive range of technical and management skills gained during Foundation degree/Higher National Diploma studies and apply these to an initial feasibility study project;
B2 Critically evaluate a theoretical contribution to the area of study.
This module will facilitate learning through a combination of lectures, workshops, exercises, debates and seminar presentations. Specific entrepreneurial skills will be developed through workshops and business feasibility/business planning activities. These skills include:
84
B. Cognitive skills
Learning and teaching strategy
creative problem solving and idea generation;
scenario development of different business ideas and feasibility testing; and
negotiating for resources, debating and presenting ideas and positions
Students will be supported during the preparation of the coursework assignment and on-going verbal formative feedback on progress will be provided by the teaching team.
Summative feedback will be provided at the end of the module on submissions of the tasks.
C. Practical and professional skills Learning and teaching strategy
At the end of the module, learners will be expected to:
C1 Explain the concepts of the entrepreneur, entrepreneurship, including social entrepreneurship, and innovation;
C2 Determine the nature and significance of enterprise and innovation in business and judge the implications of entrepreneurial activity;
C3 Assess the nature of the enterprise environment.
This module will facilitate learning through a combination of lectures, workshops, exercises, debates and seminar presentations. Specific entrepreneurial skills will be developed through workshops and business feasibility/business planning activities. These skills include:
creative problem solving and idea generation;
scenario development of different business ideas and feasibility testing; and
negotiating for resources, debating and presenting ideas and positions
85
C. Practical and professional skills Learning and teaching strategy
Students will be supported during the preparation of the coursework assignment and on-going verbal formative feedback on progress will be provided by the teaching team.
Summative feedback will be provided at the end of the module on submissions of the tasks.
D Key transferable skills Learning and teaching strategy
At the end of the module, learners will be expected to:
D1 Present findings in clear and effective reports and persuasive personal presentations and debates;
D2 Work together or independently to time-based demands.
This module will facilitate learning through a combination of lectures, workshops, exercises, debates and seminar presentations. Specific entrepreneurial skills will be developed through workshops and business feasibility/business planning activities. These skills include:
creative problem solving and idea generation;
scenario development of different business ideas and feasibility testing; and
negotiating for resources, debating and presenting ideas and positions
Students will be supported during the preparation of the coursework assignment and on-going verbal formative feedback on progress will be provided by the teaching team.
Summative feedback will be provided at the end of the module on submissions of the tasks.
86
6. Indicative content.
This module will cover a range of topics related to entrepreneurship and innovation in business management. These include:
assessing the contribution and role of entrepreneurship and social entrepreneurship;
defining, characterising and developing concepts to understand 'the entrepreneur';
discussing and simulating business opportunity recognition, innovation and concept development;
examining conceptually the process of entrepreneurship;
examining entrepreneurial aspects of franchising;
examining strategic aspects of entrepreneurship;
exploring enterprise environment and enterprise culture;
exploring ethnic entrepreneurship and entrepreneurship in an international context;
understanding feasibility studies and their role in business development.
Students will be able to select a topic for their report by negotiation with their tutor, and it should be focussed on, but not limited to, a small local business proposal, such as a delivery service, a pet grooming service, a pop-up business or similar.
7. Assessment strategy, assessment methods and their relative weightings
The module will be assessed by two tasks, one piece of coursework and an examination, which together satisfy all of the intended Learning Outcomes. Task 1: A written report (2,000 words), in which students are required to produce a professional quality feasibility report simulating a business management idea - 50% weighting. Task 2: An examination (2 hours unseen, 2000 words equivalent) containing questions directed primarily to inputs from the lecture and seminar programme - 50% weighting.
87
8. Mapping of assessment tasks to learning outcomes
Assessment tasks
Learning outcomes
A1 A2 A3 B1 B2 C1 C2 C3 D1 D2
Task 1 - Report √ √ √ √ √ √ √ √ √ √
Task 2 - Exam √ √ √ √ √ √ √
9. Teaching staff associated with the module
Name and contact details
Andrew Parkes: Andrew.Parkes@sheffcol.ac.uk Claire Dodson: Claire.Dodson@sheffcol.ac.uk Maria Burkitt: Maria.Burkitt@sheffcol.ac.uk Lucy Ridley: Lucy.Ridley@sheffcol.ac.uk Jonathan Wathen: Jonathan.Wathen@sheffcol.ac.uk
10. Key reading list
Author Year Title Publisher Location
Bolton, B. and Thompson, J. B.
2004 Entrepreneurs: Talent,
Temperament, Technique
(2nd ed.)
Butterworth-Heinemann Oxford
Lowe, R. and Marriott, S. 2006 Enterprise:
Entrepreneurship and
Innovation: Concepts,
Contexts and
Commercialisation
Routledge London
Stokes, D. and Wilson, N. 2006 Small Business
Management and
Entrepreneurship (5th ed.)
Thomson London
88
11. Other indicative text (e.g. websites)
A full resource list will be available on the Moodle VLE.
Deakins, D. and Freel, M. (2012) Entrepreneurship and Small Firms. (4th ed.) Maidenhead: McGraw Hill.
Morrison, A., Rimmington, M. and Williams, C. (1998) Entrepreneurship in the Hospitality, Tourism and Leisure Industries. Oxford: Butterworth-
Heinemann.
Stokes, D. and Wilson, N. (2006) Small Business Management and Entrepreneurship. (5th ed.) London: Thomson.
Tidd, J., Bessant, J. and Pavitt, K. (2013) Managing Innovation: Integrating Technological, Market and Organizational Change. (5th ed.)
Chichester: Wiley and Sons.
Wickham, P. A. (2006) Strategic Entrepreneurship. (3rd ed.) London: Prentice-Hall.
Journals
http://www.gemconsortium.org/
Global Entrepreneurship Monitor
http://www.berr.gov.uk/files/file38528.pdf
Ethnic Minority Business Forum
http://www.franchisedirect.co.uk/travelleisurefranchises/travelfranchises/227
UK Franchise Direct
www.thebfa.org/ The British Franchise Association
89
MODULE DESCRIPTOR – Enterprise and Innovation in Events
1. 1. Factual information
Module title Enterprise and Innovation in Events Level 6
Module tutor tbc Credit value 20
Module type Taught Notional learning hours
200
2. Rationale for the module and its links with other modules
Entrepreneurship and innovation are crucial drivers for commercial success, regardless of its
location. Within the Management of business, events and sports industries worldwide, an
entrepreneurial approach to management is necessary for both the development of new and
existing organisations whether large or small and whether in the private or public sector. This
elective module offers students the opportunity to examine this aspect of events management in
detail, and it provides a foundation for a Major Project.
3. Aims of the module
The aims of this module are to:
develop a critical understanding of the nature of enterprise, entrepreneurship and
innovation within the events industries together with actual entrepreneurial
competence/skills;
entrepreneurship in a range of contexts - large and small organisations, private and public
sector organisations, regional, national and international organisations;
examine the nature and implications of the considerable body of entrepreneurship theory;
encourage greater awareness of entrepreneurship and innovation amongst students and
to develop entrepreneurial competencies.
4. Pre-requisite modules or specified entry requirements
Successful entry onto the programme.
90
5. Intended learning outcomes
A. Knowledge and understanding Learning and teaching strategy
At the end of the module, learners will be expected to: A1 Generate good ideas, and conduct primary or secondary research relevant to theoretical contributions and new business opportunities; A2 Reflect upon and develop personal entrepreneurial attributes and competencies; A3 Identify the process of innovation and entrepreneurial opportunity recognition.
This module will facilitate learning through a combination of lectures, workshops, exercises, debates and seminar presentations. Specific entrepreneurial skills will be developed through workshops and business feasibility/business planning activities. These skills include:
creative problem solving and idea generation;
scenario development of different business ideas and feasibility testing; and
negotiating for resources, debating and presenting ideas and positions
Students will be supported during the preparation of the coursework assignment and on-going verbal formative feedback on progress will be provided by the teaching team. Summative feedback will be provided at the end of the module on submissions of the tasks.
B. Cognitive skills
Learning and teaching strategy
At the end of the module learners will be expected to:
B1. Synthesise a comprehensive range of technical and management
skills gained during Foundation degree/Higher National Diploma studies
and apply these to an initial feasibility study project;
B2 Critically evaluate a theoretical contribution to the area of study.
This module will facilitate learning through a combination of lectures,
workshops, exercises, debates and seminar presentations.
Specific entrepreneurial skills will be developed through workshops
and business feasibility/business planning activities. These skills
include:
91
B. Cognitive skills
Learning and teaching strategy
creative problem solving and idea generation;
scenario development of different business ideas and
feasibility testing; and
negotiating for resources, debating and presenting ideas and
positions
Students will be supported during the preparation of the coursework
assignment and on-going verbal formative feedback on progress will
be provided by the teaching team.
Summative feedback will be provided at the end of the module on
submissions of the tasks.
C. Practical and professional skills Learning and teaching strategy
At the end of the module, learners will be expected to:
C1 Explain the concepts of the entrepreneur, entrepreneurship, including
social entrepreneurship, and innovation;
C2 Determine the nature and significance of enterprise and innovation in
business and judge the implications of entrepreneurial activity;
C3 Assess the nature of the enterprise environment.
This module will facilitate learning through a combination of lectures, workshops, exercises, debates and seminar presentations. Specific entrepreneurial skills will be developed through workshops and business feasibility/business planning activities. These skills include:
creative problem solving and idea generation;
scenario development of different business ideas and
feasibility testing; and
negotiating for resources, debating and presenting ideas and
positions
92
C. Practical and professional skills Learning and teaching strategy
Students will be supported during the preparation of the coursework assignment and on-going verbal formative feedback on progress will be provided by the teaching team. Summative feedback will be provided at the end of the module on submissions of the tasks.
D Key transferable skills Learning and teaching strategy
At the end of the module, learners will be expected to:
D1 Present findings in clear and effective reports and persuasive
personal presentations and debates;
D2 Work together or independently to time-based demands.
This module will facilitate learning through a combination of lectures,
workshops, exercises, debates and seminar presentations.
Specific entrepreneurial skills will be developed through workshops
and business feasibility/business planning activities. These skills
include:
creative problem solving and idea generation;
scenario development of different business ideas and
feasibility testing; and
negotiating for resources, debating and presenting ideas and
positions
Students will be supported during the preparation of the coursework
assignment and on-going verbal formative feedback on progress will
be provided by the teaching team.
Summative feedback will be provided at the end of the module on
submissions of the tasks.
93
6. Indicative content.
This module will cover a range of topics related to entrepreneurship and innovation in business management. These include:
assessing the contribution and role of entrepreneurship and social entrepreneurship;
defining, characterising and developing concepts to understand 'the entrepreneur';
discussing and simulating business opportunity recognition, innovation and concept development;
examining conceptually the process of entrepreneurship;
examining entrepreneurial aspects of franchising;
examining strategic aspects of entrepreneurship;
exploring enterprise environment and enterprise culture;
exploring ethnic entrepreneurship and entrepreneurship in an international context;
understanding feasibility studies and their role in business development.
Students will be able to select a topic for their report by negotiation with their tutor, and it should be focussed on, but not limited to, a small local business proposal, such as a travel booking service, wedding planning service or other local developments.
7. Assessment strategy, assessment methods and their relative weightings
The module will be assessed by two tasks, one piece of coursework and an examination, which together satisfy all of the intended Learning Outcomes. Task 1: A written report (2,000 words), in which students are required to produce a professional quality feasibility report simulating an events management idea - 50% weighting. Task 2: An examination (2 hours unseen, 2000 words equivalent) containing questions directed primarily to inputs from the lecture and seminar programme - 50% weighting.
94
8. Mapping of assessment tasks to learning outcomes
Assessment tasks
Learning outcomes
A1 A2 A3 B1 B2 C1 C2 C3 D1 D2
Task 1 - Report √ √ √ √ √ √ √ √ √ √
Task 2 - Exam √ √ √ √ √ √ √
9. Teaching staff associated with the module
Name and contact details
Andrew Parkes: Andrew.Parkes@sheffcol.ac.uk
Claire Dodson: Claire.Dodson@sheffcol.ac.uk
Maria Burkitt: Maria.Burkitt@sheffcol.ac.uk
Lucy Ridley: Lucy.Ridley@sheffcol.ac.uk
Jonathan Wathen: Jonathan.Wathen@sheffcol.ac.uk
10. Key reading list
Author Year Title Publisher Location
Lee-Ross, D. and Lashley, C. 2009 Entrepreneurship & Small
Business Management in
the Hospitality Industry
Butterworth-Heinemann Oxford
Lowe, R. and Marriott, S. 2006 Enterprise:
Entrepreneurship and
Innovation: Concepts,
Contexts and
Commercialisation
Routledge London
Sheppardson, C. and Gibson, H. 2011 Leadership and
Entrepreneurship in the
Hospitality
Industry
Goodfellow Oxford
95
11. Other indicative text (e.g. websites)
A full resource list is available on the Moodle VLE. Bolton, B. and Thompson, J. (2004) Entrepreneurs: Talent, Temperament, Technique. (2nd ed.) Oxford: Butterworth-Heinemann. Deakins, D. and Freel, M. (2012) Entrepreneurship and Small Firms. (4th ed.) Maidenhead: McGraw Hill. Morrison, A., Rimmington, M. and Williams, C. (1998) Entrepreneurship in the Hospitality, Tourism and Leisure Industries. Oxford: Butterworth-Heinemann. Stokes, D. and Wilson, N. (2006) Small Business Management and Entrepreneurship. (5th ed.) London: Thomson. Tidd, J., Bessant, J. and Pavitt, K. (2013) Managing Innovation: Integrating Technological, Market and Organizational Change. (5th ed.) Chichester: Wiley and Sons. Wickham, P. A. (2006) Strategic Entrepreneurship. (3rd ed.) London: Prentice-Hall: London Journals http://www.gemconsortium.org/ Global Entrepreneurship Monitor http://www.berr.gov.uk/files/file38528.pdf Ethnic Minority Business Forum http://www.franchisedirect.co.uk/travelleisurefranchises/travelfranchises/227 UK Franchise Direct www.thebfa.org/ The British Franchise Association
96
MODULE DESCRIPTOR – Enterprise and Innovation in Sport
1. 1. Factual information
Module title Enterprise and Innovation in Sport Level 6
Module tutor tbc Credit value 20
Module type Taught Notional learning hours
200
2. Rationale for the module and its links with other modules
Entrepreneurship and innovation are crucial drivers for commercial success, regardless of its
location. Within the Management of business, events and sports industries worldwide, an
entrepreneurial approach to management is necessary for both the development of new and
existing organisations whether large or small and whether in the private or public sector. This
elective module offers students the opportunity to examine this aspect of sports management in
detail, and it provides a foundation for a Major Project.
3. Aims of the module
The aims of this module are to:
develop a critical understanding of the nature of enterprise, entrepreneurship and
innovation within the sports industries together with actual entrepreneurial
competence/skills.
entrepreneurship in a range of contexts - large and small organisations, private and public
sector organisations, regional, national and international organisations.
examine the nature and implications of the considerable body of entrepreneurship theory.
encourage greater awareness of entrepreneurship and innovation amongst students and
to develop entrepreneurial competencies.
4. Pre-requisite modules or specified entry requirements
Successful entry onto the programme.
97
5. Intended learning outcomes
A. Knowledge and understanding Learning and teaching strategy
At the end of the module, learners will be expected to: A1 Generate good ideas, and conduct primary or secondary research relevant to theoretical contributions and new business opportunities; A2 Reflect upon and develop personal entrepreneurial attributes and competencies; A3 Identify the process of innovation and entrepreneurial opportunity recognition.
This module will facilitate learning through a combination of lectures, workshops, exercises, debates and seminar presentations. Specific entrepreneurial skills will be developed through workshops and business feasibility/business planning activities. These skills include:
creative problem solving and idea generation;
scenario development of different business ideas and feasibility testing; and
negotiating for resources, debating and presenting ideas and positions
Students will be supported during the preparation of the coursework assignment and on-going verbal formative feedback on progress will be provided by the teaching team. Summative feedback will be provided at the end of the module on submissions of the tasks.
B. Cognitive skills
Learning and teaching strategy
At the end of the module learners will be expected to:
B1. Synthesise a comprehensive range of technical and management
skills gained during Foundation degree/Higher National Diploma studies
and apply these to an initial feasibility study project;
B2 Critically evaluate a theoretical contribution to the area of study.
This module will facilitate learning through a combination of lectures,
workshops, exercises, debates and seminar presentations.
Specific entrepreneurial skills will be developed through workshops
and business feasibility/business planning activities. These skills
include:
creative problem solving and idea generation;
98
B. Cognitive skills
Learning and teaching strategy
scenario development of different business ideas and feasibility
testing; and
negotiating for resources, debating and presenting ideas and
positions
Students will be supported during the preparation of the coursework
assignment and on-going verbal formative feedback on progress will
be provided by the teaching team.
Summative feedback will be provided at the end of the module on
submissions of the tasks.
C. Practical and professional skills Learning and teaching strategy
At the end of the module, learners will be expected to:
C1 Explain the concepts of the entrepreneur, entrepreneurship, including
social entrepreneurship, and innovation;
C2 Determine the nature and significance of enterprise and innovation in
business and judge the implications of entrepreneurial activity;
C3 Assess the nature of the enterprise environment.
This module will facilitate learning through a combination of lectures,
workshops, exercises, debates and seminar presentations.
Specific entrepreneurial skills will be developed through workshops
and business feasibility/business planning activities. These skills
include:
creative problem solving and idea generation;
scenario development of different business ideas and feasibility
testing; and
negotiating for resources, debating and presenting ideas and
positions
99
C. Practical and professional skills Learning and teaching strategy
Students will be supported during the preparation of the coursework
assignment and on-going verbal formative feedback on progress will
be provided by the teaching team.
Summative feedback will be provided at the end of the module on
submissions of the tasks.
D Key transferable skills Learning and teaching strategy
At the end of the module, learners will be expected to:
D1 Present findings in clear and effective reports and persuasive
personal presentations and debates;
D2 Work together or independently to time-based demands.
This module will facilitate learning through a combination of lectures,
workshops, exercises, debates and seminar presentations.
Specific entrepreneurial skills will be developed through workshops
and business feasibility/business planning activities. These skills
include:
creative problem solving and idea generation;
scenario development of different business ideas and feasibility
testing; and
negotiating for resources, debating and presenting ideas and
positions
Students will be supported during the preparation of the coursework
assignment and on-going verbal formative feedback on progress will
be provided by the teaching team.
Summative feedback will be provided at the end of the module on
submissions of the tasks.
100
6. Indicative content.
This module will cover a range of topics related to entrepreneurship and innovation in business management. These include:
assessing the contribution and role of entrepreneurship and social entrepreneurship;
defining, characterising and developing concepts to understand 'the entrepreneur';
discussing and simulating business opportunity recognition, innovation and concept development;
examining conceptually the process of entrepreneurship;
examining entrepreneurial aspects of franchising;
examining strategic aspects of entrepreneurship;
exploring enterprise environment and enterprise culture;
exploring ethnic entrepreneurship and entrepreneurship in an international context;
understanding feasibility studies and their role in business development. Students will be able to select a topic for their report by negotiation with their tutor, and it should be focussed on, but not limited to, a small local business proposal, such as a sports equipment repairs business or a personal training company or the innovative use of technology and its application.
7. Assessment strategy, assessment methods and their relative weightings
The module will be assessed by two tasks, one piece of coursework and an examination, which together satisfy all of the intended Learning
Outcomes.
Task 1: A written report (2,000 words), in which students are required to produce a professional quality feasibility report simulating a business
management idea - 50% weighting.
Task 2: An examination (2 hours unseen, 2000 words equivalent) containing questions directed primarily to inputs from the lecture and seminar
programme - 50% weighting.
101
8. Mapping of assessment tasks to learning outcomes
Assessment tasks
Learning outcomes
A1 A2 A3 B1 B2 C1 C2 C3 D1 D2
Task 1 - Report √ √ √ √ √ √ √ √ √ √
Task 2 - Exam √ √ √ √ √ √ √
9. Teaching staff associated with the module
Name and contact details
Andrew Parkes: Andrew.Parkes@sheffcol.ac.uk Claire Dodson: Claire.Dodson@sheffcol.ac.uk Maria Burkitt: Maria.Burkitt@sheffcol.ac.uk Lucy Ridley: Lucy.Ridley@sheffcol.ac.uk Jonathan Wathen: Jonathan.Wathen@sheffcol.ac.uk
10. Key reading list
Author Year Title Publisher Location
Pedersen, P.M and Thibault, L.
2015 Contemporary Sport Management (5th ed.)
Human Kinetics Leeds
Lowe, R. and Marriott, S. 2006 Enterprise: Entrepreneurship and Innovation: Concepts, Contexts and Commercialisation
Routledge London
Sheppardson, C. and Gibson, H. 2011 Leadership and Entrepreneurship in the Hospitality Industry
Goodfellow Oxford
Torkildsen, G. 2005 Leisure and Recreation Management (5th ed.)
Routledge New York
102
11. Other indicative text (e.g. websites)
Bolton, B. and Thompson, J. (2004) Entrepreneurs: Talent, Temperament, Technique. (2nd ed.) Oxford: Butterworth-Heinemann. Deakins, D. and Freel, M. (2012) Entrepreneurship and Small Firms. (4th ed.) Maidenhead: McGraw Hill. Morrison, A., Rimmington, M. and Williams, C. (1998) Entrepreneurship in the Hospitality, Tourism and Leisure Industries. Oxford: Butterworth-Heinemann. Stokes, D. and Wilson, N. (2006) Small Business Management and Entrepreneurship. (5th ed.) London: Thomson. Tidd, J., Bessant, J. and Pavitt, K. (2013) Managing Innovation: Integrating Technological, Market and Organizational Change. (5th ed.) Chichester: Wiley and Sons. Wickham, P. A. (2006) Strategic Entrepreneurship. (3rd ed.) London: Prentice-Hall. Journals http://www.gemconsortium.org/ Global Entrepreneurship Monitor http://www.berr.gov.uk/files/file38528.pdf Ethnic Minority Business Forum http://www.franchisedirect.co.uk/travelleisurefranchises/travelfranchises/227 UK Franchise Direct www.thebfa.org/ The British Franchise Association
Recommended