Mba Programme Modules Specs

PROGRAMME SPECIFICATION
Awarding body/institution Glyndŵr University
Teaching institution Glyndŵr University Wrexham

Details of accreditation by a
professional, statutory or
regulatory body
Final award/s available MBA; MSc; Post Graduate Diploma; Post
Graduate Certificate
Award title MBA;
MBA (Marketing);
MBA (Human Resources Management);
MBA (Accounting & Finance);
MBA (International Business);
MBA (IT Management);
MBA (Healthcare Management)
MSc Management;
Post Graduate Diploma in Business;
Post Graduate Diploma in Business (Marketing);
Post graduate diploma in Business (Human
Resources Management);
Post Graduate Diploma in Business (Accounting
& Finance);
Post Graduate Diploma in Business
(International Business);
Post Graduate Diploma in Business (IT
Management);
Post Graduate Diploma in Business (Healthcare
Management)
Post Graduate Certificate in Business
UCAS code
Relevant QAA subject Master’s degree characteristics, March 2010;
benchmark statement/s Master’s degree in business and management
2007;
Other external and internal CMI learning outcomes; QAA Masters degree in
reference points used to inform Business and management (2007) The
the programme outcomes Framework for HE Qualification in England,
Wales and Northern Ireland, August 2008
Mode/s of study Full time & Part time

Part time available for MBA, MSc Management
and MBA (IT Management) only
Language of study English
Date at which the programme March 2012
specification was written or Updated October 2012
revised
2.1 Aims of the Masters Suite
The overall aim of this suite of programmes is to provide comprehensive and flexible
programmes at postgraduate level for students seeking to follow or develop their career
within management.
The Masters Suite also provides opportunities to pursue a range of pathways which
allow students to gain further insight into a particular subject.
The suite of programmes aims to provide students studying the MBA/ MBA pathways or
MSc Management with:
• A broad knowledge and understanding of organisations, the external context in

which they operate and how they are managed,
• The qualities and transferable skills necessary to be able to make decisions that
require the exercise of initiative and personal responsibility in complex and
unpredictable situations
• The ability to understand, respond to and lead change and be able to
demonstrate intellectual breadth by making integrative links across the various
areas of organisations.
• A critical awareness of current problems and/or new insights, much of which are
at, or informed by, the forefront of the academic disciplines of management.
• A comprehensive understanding of the research techniques and methodologies
applicable to research and advanced scholarship in the disciplines of business
and management.
• Business and Management Research opportunities in a real world context.
In addition to the above the MBA also aims to provide students with the ability to:
• To provide strategic direction within a managerial context
If students choose to study any of the MBA pathways offered, in addition to all the
above, they will also be able to:
• Apply subject specific expertise in an operational and strategic context.
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On completion of a programme within the suite students will be able to:
• Deal with complex issues both systematically and creatively, make sound
judgements in the absence of complete data, and communicate their conclusions
clearly to specialist and non-specialist audiences
• Demonstrate self-direction and originality in tackling and solving problems, and
act autonomously in planning and implementing tasks at a professional or
equivalent level
• Continue to advance their knowledge and understanding, and to develop new
skills to a high level
2.2 Learning outcomes of the Suite
Postgraduate Certificate in Business
Students will demonstrate the ability to:
A) Knowledge and understanding
1. Evaluate markets and customers: the development and operation of markets for
resources, goods and services; customer expectations, service and orientation.
2. Assess the impact of environmental forces on organisations including ethical,
social, economic and technological change issues; international developments;
change management
3. Apply the concepts, processes and institutions in the management of resources
and operations. Including the use of accounting for managerial applications
4. Develop appropriate business policies and strategies within a changing
environment to meet stakeholder interests
B) Intellectual skills:
1. Critically assess theories and situations and reach appropriate conclusions.

2. Apply problem solving and decision making skills using appropriate quantitative
and qualitative skills including identifying, formulating and solving business
problems; the ability to create, identify and evaluate options
3. Demonstrate numeracy and quantitative skills including the use of models of
business situations
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C) Subject and other skills:
1. Use Communication and Information Technology (C&IT) effectively

2. Communicate effectively both orally and in writing, using a range of media,
including the preparation of business reports.
3. Perform effectively within a team environment
4. Demonstrate interpersonal skills of effective listening, negotiating and persuasion
D) Professional Skills and abilities and Employability Skills and abilities:
1. Demonstrate effective self-management and the ability to continue learning

2. Demonstrate self-awareness and sensitivity to diversity in people and different
situations
3. Demonstrate an ability to learn through reflection on practice and experience
In addition to meeting the learning outcomes of the Post Graduate Certificate outlined
above; students will demonstrate the ability to:
5. Deal with complex issues and make sound evidence-informed judgements and
conclusions that they are able to communicate clearly to specialist and non-
specialist audiences.
B) Intellectual Skills
4. Exercise Initiative and self-direction in solving problems.

5. Demonstrate the ability to assess analyse and synthesise information from a
range of sources and apply them to theoretical and practical problems.
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C) Subject skills
5. Evaluate current theories within business and management and apply to practice
in a given context.
6. Act autonomously in planning, designing and applying research methodologies.
D) Practical, professional and employability skills
4. Advance their knowledge and understanding and to develop new skills through
independent learning that will be enhance their continued professional
development.
In addition to meeting the learning outcomes of the Post Graduate Certificate in

Business (A1-4, B1-3, C1-4 and D1-3) and A5, B 4-5, C 5-6 and D 4 of the Post
Graduate Diploma in Business; students studying specific pathways will demonstrate the
ability to:
Post Graduate Diploma in Business (Marketing)
6. Demonstrate an in-depth understanding of the principles and practice of

marketing and the strategic importance of the marketing function within an
organisation
Post Graduate Diploma in Business (Accounting & Finance)

7. Demonstrate a conceptual understanding of the theories and concepts of modern

international financial reporting and apply to practical situations.
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Post Graduate Diploma in Business (HRM)
8. Assess a variety of leadership and HR theories and techniques and determine

appropriate strategies for their application within a range of business frameworks.
Post Graduate Diploma in Business (International Business)

9. Apply the appropriate concepts and processes in the management of resources

and operations within a global knowledge based economy.
Post Graduate Diploma in Business (IT Management)

10. Demonstrate an ability to assess the relationship between technological change,

society and the law and to develop an awareness of the wider social and ethical
issues of computing.
Post Graduate Diploma in Business (Healthcare Management)

11. Demonstrate a systematic approach to evaluating strategic decision making and

management of healthcare organisations
12. Ascertain and apply evidence of best management practice from comparative
health systems in order to improve systems and processes within a health care
organisation
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MBA /MSc
In addition to meeting the learning outcomes of any of the Post Graduate Diplomas (A1-
12; B1-5; C1-6 and D1-4) students who achieve the MBA or MSc will demonstrate the
ability to:
13. Demonstrate the ability to conduct a piece of independent research which

provides both insight and critical analysis of a relevant topic.
B) Intellectual Skills
6. Demonstrate an ability to communicate complex problems and their resolution in

a clear and effective manner.
C) Subject skills
7. Undertake an independent research project with which they develop their study
skills, field work and research skills within a defined management area.
The learning outcomes, above, are exhibited in tabular form below.
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CURRICULUM MATRIX demonstrating how the overall programme outcomes are achieved and where skills are developed and assessed
within individual modules.
A A A A A A A A A A A A B B B B B B C C C C C C C D D D D
Core module titles 1 2 3 4 5 6 7 8 9 1 1 1 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4
0 1 2
x X x x x x x x x x x x x x x x x
Leadership and People C

Management
L X x x X x X x x x x x x x X x x X
e Managing resources in a C
v Business context
e
l
X X x X x x x x x x x x x X x x X
7 Achieving Corporate Success C
X X x X x x x x x X x x x x X x x x
Strategic Thinking & Effecting C

Change
Fundamentals of C x x
Research and Dissertation
CURRICULUM MATRIX (The following modules can be core or an option depending on the pathway chosen)
A A A A A A A A A A A A B B B B B B C C C C C C C D D D D
Option module titles 1 2 3 4 5 6 7 8 9 1 1 1 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4
0 1 2
People resourcing C/O X X X X X X X X X X X X X X X X X
Development & Reward C X X X X X X X X X x x X X X X X X
L Financial Strategy Risk C/O X X X X X X X X X X X X X X X X

e & Control
v x X x X X x X X X X X X X X X X
e Financial Reporting in a C
l Global Context
Strategic Marketing C/O X X X X X X X X X X X X X X X
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Global Marketing C X X x X X X X X X X X X X X X
Globalisation and C/O X X X X X X X X X X X X X X
International Business
Cross Cultural C X X X X X X X X X X X X X X
Management
Professional Challenges C/O X x X X X X X X X X X X X x
in Computing
IT Project Management C X x X X x x X X x x X X x x
7 App. Strat. Healthcare C x x x x x x x x x x x x

Management
Comp.Contemp. C x x x x x x x x x x x x
7 Healthcare Man.
Negotiated Learning also offered as an option on the MBA and MSc Management programmes
C = Core modules O = Option modules
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2.3 Distinctive features of the suite
• The main feature of this suite of programmes is that it offers students flexibility of
study; the student does not have to decide on a particular pathway until completion
of semester 1 which is core for all students and introduces the students to the main
elements of management.
• This structure offers students a solid foundation in management but then allows for
specialisation and sector specificity which will enhance the employability of students
• The proposed model is resource efficient; the only modules that are not ‘shared’
between pathways are the options that are pathway-specific.
• A number of the proposed pathways allow direct progression from our
undergraduate provision which provides student with clarity of direction in their
chosen career path.
• The structure allows other academic areas to develop MBA pathways.
2.4 Learning and Teaching Strategy
In accordance with sound educational research and current best practice, the suite of
programmes will be delivered through a broad range of learning and teaching strategies.
The delivery of the programmes and their assessment will reflect the spirit of Glyndŵr
University’s Learning, Teaching and Assessment Strategy and in particular emphasises:
• The development of autonomous learners

• Provision of learning opportunities that are personally and professionally relevant
and quality assured
• The maintenance of a supportive learning environment
• The promotion of the scholarship of teaching
At this level of study students are encouraged to take responsibility for their own learning
with staff facilitating the learning process. The aim is to encourage a high level of student
autonomy in learning and the capacity to apply this within the wider environment. These
overall aims are achieved through the use of a variety of learning and teaching techniques
which include lectures, seminars, workshops, discussions, debates, group tutorials, case
studies, problem-based learning and visiting speakers.
A learner-centred approach will be adopted with the aim of promoting independent learning;
as a consequence direct face-to-face teaching contact hours will be supplemented by tutor-
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guided and independent reading and research which will emphasise the need to work in a
critical way with theory and empirical research sources.
Additionally, Moodle VLE will be used for developing interactive activities such as quizzes
or forums; it also allows staff and students to create discussion groups. Students are
encouraged to make significant use of on-line resources especially journals and e-books.
Welsh Medium Provision
Although the suite of programmes is delivered through the medium of English, Welsh
speakers may request to submit assignments or to take examinations through the medium
of Welsh. At present, the subject area has three full-time academic staff who are able to
assess through the medium of Welsh.
In addition a range of advisory and study support services are provided for students and
prospective students which are available in both English and Welsh in the University.
2.5 Assessment Strategy
In developing the assessment strategy the team members have considered the Learning
and Teaching Strategy and QAA Codes of Practice. Additionally the assessments reflect
the University’s Regulations for Taught Masters Degrees.
Students will be assessed on their achievement of the programme learning outcomes

which, in turn, are achieved by meeting the learning outcomes of both the core and option
modules. The assessment of the programme learning outcomes will therefore be achieved
by assessment at the module level. Selection of the methods for assessment will be
determined by the requirements of each individual module and the rationale for selection of
those methods will be left to the module specifications.
Assessments are chosen to examine a student’s ability to integrate theory and practice, and
to think critically in relation to theory, empirical research and practice. Subject specific,
professional and transferable skills are developed within classroom-based and independent
learning activities. Most modules assess a variety of skills, either directly or indirectly
through the assessment work for the module.
The dissertation module enables students to study and research into a specific topic in
depth, and also develops further the capacities for self-managed learning and critical
thinking.
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Sample Full Time Teaching Schedule– 2012-13
February
2013 starters
Timetable Teaching September
Date - only
Week Week 2012 starters
available for
general MBA
9 0 24 Sept Induction
10 1 1 Oct Teaching
11 2 8 Oct Teaching
12 3 15 Oct Teaching
15 6 5 Nov Teaching
Submit all S1
16 7 12 Nov
Assignment 1
17 8 19 Nov Teaching
18 9 26 Nov Teaching
19 10 3 Dec Teaching
20 11 10 Dec Teaching
21 17 Dec
CHRISTMAS
22 24 Dec
23 31 Dec
7 Jan
24 12 Teaching
2013
Submit all S1
25 13 14 Jan Assignment 2/
Exams
26 14 21 Jan Exams
Marking/ Induction
27 15 28 Jan
Study week
28 1 4 Feb Teaching Teaching
32 5 4 Mar Teaching Teaching
Submit all S2 Submit all S2
33 6 11 Mar
Assignment 1 Assignment 1
36 1 Apr
EASTER
37 8 Apr
38 9 15 Apr Teaching Teaching
Submit all S2 Submit all S2
41 12 6 May
Assignment 2 Assignment 2
42 13 13 May EXAMS EXAMS
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43 14 20 May EXAMS EXAMS
44 1 27 May Dissertation Vacation
45 2 3 Jun Dissertation Vacation
49 6 1 Jul Dissertation Vacation
2 110 5 Aug Dissertation Vacation
Resit
4 13 19 Aug Dissertation *assignments
and exams
Dissertation Vacation
6 15 2 Sept
submission
7 9 Sept
8 16 Sept
9 23 Sept
10 30 Sept
11 1 7 Oct Teaching
15 4 Nov Teaching
Submit all S1
16 11 Nov
Assignment 1
17 18 Nov Teaching
18 25 Nov Teaching
19 2 Dec Teaching
20 9 Dec Teaching
21 16 Dec Teaching
22 23 Dec
23 30 Dec CHRISTMAS
6 Jan
25
2014
Submit all S1
26 13 Jan
Assignment 2
27 20 Jan
44 1 27 Jan Dissertation
Induction
45 2 3 Feb Dissertation
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49 6 3 Mar Dissertation
2 11 7 Apr Dissertation
3 14 Apr
4 21 Apr EASTER
5 12 28 Apr Dissertation
2 13 5 May Resit
assignments
and exams**
Dissertation
3 14 12 May Resit
assignments
and exams**
Dissertation
4 15 19 May Dissertation
submission
*Support will be offered during the summer vacation for students who are required to
resubmit work or resit exams
**Students who are referred in 1 x 20 credit module can trail this module and complete their
resit work and still submit the dissertation by the due date. Students who are referred in
more than one module will do their resits in May and submit their dissertations in August.
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Overview of module assessments through the suite
Modules Assessment Weighting
Managing Resources in a Business Coursework 50:50

Context Examination
BUS746
Leadership & People Management Group research activity 50:50
Coursework
BUS745
Achieving Corporate Success Assignment 50:50
Examination
BUS747
Strategic Thinking & Effecting Case study assignment 50:50
Change Assignment
BUS748
People Resourcing Written Report 50:50
Written Report
BUS749
Development & Reward Written Report 50:50
Written Report
BUS750
Financial Strategy, Risk & Control Individual piece of research 50:50
Examination
BUS751
Financial Reporting in a Global Individual piece of research 50:50
Context Examination
BUS752
Strategic Marketing Assignment 40:60
Assignment
BUS753
Global Marketing Coursework 50:50
Exam
BUS754
Globalisation and International Group assessment 50:50
Business Group assessment
BUS755
Cross Cultural Management Group presentation 40:60
Examination
BUS756
Professional Challenges in Coursework 100
Computing
COM704
IT Project Management Coursework 100
COM703
Fundamentals of Research and Project proposal 20:80
Dissertation Dissertation
BUS757
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Comparing contemporary health Report 100
care management
NHS741
Applied Strategic Healthcare Literature Review 100
Management
NHS742
Negotiated Learning Negotiated Learning Contract 100
BUS707
2.6 Programme structure
Full time: Each of the programmes within the suite will usually be delivered over 4
days with 3-4 hours contact time per module with additional session for English
language support, skills and Programme leader support.
MBA Full Time:
Managing Leadership & Achieving

resources in a People Corporate
Semester 1 Business Management Success
context
CORE
CORE CORE
20 Cr
20 Cr 20 Cr
Strategic
Thinking and
Semester 2 Effecting Option 1 Option 2
Change
CORE
20 Cr 20 Cr 20 Cr
Fundamentals of Research and Dissertation 60 Cr

This module will commence in semester 2 during which the students will
undertake the study of research methods and produce a dissertation proposal
(this will constitute 20% of the overall dissertation mark)
Options
2 from the following options:
People Resourcing
Financial Strategy, Risk& Control
Strategic Marketing
Globalisation and International Business
Negotiated Learning
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MBA (Marketing); Offered full time only

context
CORE CORE CORE

20 Cr 20 Cr 20 Cr
Strategic
Thinking and Strategic Global
Semester 2 Effecting Marketing Marketing
Change
CORE CORE CORE

20 Cr 20 Cr 20 Cr

(this will constitute 20% of the overall dissertation mark). For students studying
this pathway the dissertation must be in the specialism being studied.
MBA (HRM); Offered full time only

context
CORE CORE CORE

20 Cr 20 Cr 20 Cr
Strategic People Development &

Thinking and Resourcing Reward
Semester 2 Effecting
Change
CORE CORE CORE

20 Cr 20 Cr 20 Cr

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MBA (Accounting & Finance); Offered full time only

context
CORE CORE CORE

20 Cr 20 Cr 20 Cr
Strategic Financial Financial

Thinking and Strategy, Risk Reporting in a
Semester 2 Effecting and Control Global Context
Change
CORE CORE
20 Cr CORE 20 Cr
20 Cr

MBA (International Business); Offered full time only

context
CORE CORE CORE

20 Cr 20 Cr 20 Cr
Strategic Globalisation and Cross Cultural

Thinking and International Management
Semester 2 Effecting Business
Change
CORE
CORE CORE 20 Cr
20 Cr 20 Cr

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MBA (IT Management)– full time

context
CORE CORE CORE

20 Cr 20 Cr 20 Cr
Strategic Professional IT Project

Thinking & Challenges in Management
Semester 2 Effecting Computing
Change
CORE CORE CORE

20 Cr 20 Cr 20 Cr

MBA (Healthcare Management) – full time

context
CORE CORE CORE

20 Cr 20 Cr 20 Cr
Strategic Applied Strategic Comparing

Thinking & Healthcare Contemporary
Semester 2 Effecting Management Healthcare
Change Management
CORE CORE CORE

20 Cr 20 Cr 20 Cr

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MSc Management- full time

context
CORE CORE CORE
20 Cr 20 Cr 20 Cr
Semester 2 Option 1 Option 2 Option 3
20 Cr 20 Cr 20 Cr

(this will constitute 20% of the overall dissertation mark)
Options
People Resourcing
Strategic Marketing
Negotiated Learning
20
MBA Part time: this will be offered on one afternoon/evening per week and students will
complete 3 taught semesters before undertaking the dissertation.
Year 1 Managing resources in a Leadership & People

Business context Management
Semester 1
CORE CORE
20 Cr 20 Cr
Achieving Corporate Strategic Thinking &

Success Effecting Change
Semester 2
CORE CORE
20 Cr 20 Cr
Year 2
Semester 1 Option 1 Option 2
20 Cr 20 Cr
Year 2 Fundamentals of Research and Dissertation
Semester 2
Year 3
Semesters1 Dissertation
and 2

This module will commence in semester 2 of year 2 during which the students
will undertake the study of research methods and produce a dissertation
proposal (this will constitute 20% of the overall dissertation mark)
The students will be able to choose whether to submit the dissertation at the end of
semester 1 year 3 or the end of semester 2 year 3.
Options
People Resourcing
Strategic Marketing
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MSc Management Part time: this will be offered on one afternoon/evening per week and
students will complete 3 taught semesters before undertaking the dissertation.

Semester 1
CORE CORE
20 Cr 20 Cr
Achieving Corporate
Success
Semester 2 Option 1
CORE
20 Cr 20 Cr
Year 2
Semester 1 Option 2 Option 3
20 Cr 20 Cr
Semester 2
Year 3
Semesters 1 Dissertation
and 2

Options
People Resourcing
Strategic Marketing
Negotiated Learning
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MBA (IT Management) Part time: this will be offered on one afternoon/evening per week
and students will complete 3 taught semesters before undertaking the dissertation on a
relevant IT Management subject

Semester 1
CORE CORE
20 Cr 20 Cr
Achieving Corporate Success Strategic Thinking &

Semester 2 Effecting Change
CORE
CORE 20 Cr
20 Cr
Year 2 Professional Challenges in IT Project

Semester 1 Computing Management
CORE
20 Cr CORE
20 Cr

Semester 2
Year 3
Semesters 1 Dissertation
and 2

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Module Leaders
Module Tutor Module Tutor

Managing Resources Bethan Lloyd Jones Financial Reporting Bethan Lloyd Jones
in a Business in a Global Context
Context
Leadership & People Mike Green Strategic Marketing Brian Jones

Management
Achieving Corporate John Mortimer Global Marketing Ben Binsardi

Success
Strategic Thinking & Leslie Davies Globalisation and Raye Ng
Effecting Change International
Business
People Resourcing Chris Burgess Cross Cultural Raye Ng
Management
Development & Chris Burgess Professional Denise Oram
Reward Challenges in
Computing
Financial Strategy, Bethan Lloyd Jones IT Project Denise Oram
Risk& Control Management
Applied Strategic Pat Hibberd Comparing Pat Hibberd
Healthcare Contemporary
Management Healthcare
Management
Fundamentals of Negotiated Sandra King
Research and Jan Green Learning
Dissertation
Please note that the module Leader is not the only lecturer who will be teaching a particular
module- other tutors will be involved at GU.
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Awards
This qualification will be awarded where a candidate has achieved 60 credits from the
combined taught elements but has not achieved a Postgraduate Diploma in Business.
Post Graduate Diploma in Business (including pathways)

This qualification will be awarded where the student has successfully achieved 120 credits
in the taught element but does not wish to progress to the dissertation stage. To be eligible
for an MBA (pathway) the students must have studied the requisite specialist modules.
Those students who accept credit through condonement (having met the criteria for
condonement as described in the University’s academic regulations) will be offered a
Compensatory Fail for any 1 *20 credit module and will be offered a PG Diploma but will
not be allowed to progress to the Dissertation stage.
MBA (including pathways)

Where a student has successfully passed the taught part they will be eligible to progress
to the dissertation stage. Successful completion of the dissertation leads to the award of
the MBA. Failure of this stage after referral fails the MBA but the candidate may be offered
the exit award of Postgraduate Diploma in Business (including pathways).
MSc
This qualification will be awarded where a candidate has achieved 60 credits from the
combined taught elements but has not achieved a Postgraduate Diploma in Business.

This qualification will be awarded where the student has successfully achieved 120 credits
in the taught element but does not wish to progress to the dissertation stage.
Those students who accept credit through condonement (having met the criteria for
condonement as described in the University’s academic regulations) will be offered a
Compensatory Fail for any 1 *20 credit module and will be offered a PG Diploma but will
not be allowed to progress to the Dissertation stage.
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MSc Management
Where a student has successfully passed the taught part they will be eligible to progress
to the dissertation stage. Successful completion of the dissertation leads to the award of
the MSc Management. Failure of this stage after referral fails the MSc but the candidate
may be offered the exit award of Postgraduate Diploma in Business.
2.7 Admission to the programme
The entry requirements for the Masters Suite are drawn up in accordance with the
University’s regulations, as indicated below; italics are used to indicate specific
requirements for this Programme.
a) A candidate must satisfy one, or combination, of the following conditions;
Hold one of the following prior to commencement of the Programme:
i) An initial Honours degree of Glyndŵr University or another approved degree

awarding body.
ii) Equivalent overseas qualifications deemed satisfactory by the programme team
iii) A non-graduate qualification which the University deems to be of satisfactory

standard for the purpose of post-graduate admission.
iv) Have relevant work experience that is deemed to compensate the lack of
formal qualifications and have held a position of management responsibility for
a minimum of three years within the previous five years (this normally
applies to part time students only)
v) Students who wish to study the MBA (Accounting & Finance) must have
significant experience of accounting & finance (either a professional qualification
or accounting & finance must constitute at least 40% of their undergraduate
degree.
b) Where the student holds a degree from a non-UK University the Programme
Leader must be provided with evidence that the degree has a NARIC
equivalence of an Honours degree or that the level of attainment is deemed
satisfactory by the programme team
.
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c) In a case where there is lack of clarity or need to gain deeper insight into a
candidate’s suitability for the programme of study an informal interview with the
candidate may be held. This will allow the candidate an opportunity to provide
evidence to the satisfaction of the interview panel of his/her ability to complete
academic work of the required standard in the subject area and to complete
successfully the scheme of study proposed.
d) Where an applicant’s first language is not English or Welsh and where an

applicant possesses qualifications other than those indicated above, evidence
of Level 6.5 attainment in the International English Language Testing Scheme
and / or TOFEL score of 575 and / or a pass in the University’s intensive pre-
sessional English for Academic Purposes (EAP) course is required.
APL, the Accreditation of Prior Learning, is defined as the recognition of a previously

awarded formal certificate, diploma or degree as equivalent to one or more module(s) on a
programme of study. Admission may be through APL if the candidate holds relevant post
graduate qualifications and the maximum number of credits APL allowable by the
university for a taught masters degree is 120. This would apply to students who have
successfully completed the taught part of an MBA or MSc and who want to return to
complete the dissertation. However, normally only up to 60 credits of APL would be
considered for students joining the programme from other institutions, so that one
semester of taught modules would be studied before progression to the dissertation stage.
2.8 Programme Management
Programme Team
Bethan Lloyd Jones (Programme Leader) Chris Burgess (Module Leader)

Les Davies (Deputy Programme leader) Mike Green (Module Leader)
Jan Green (Module Leader) John Mortimer (Module Leader)
Neil Pritchard (Module Tutor) Raye Ng (Module Leader)
Jeff Pugh (Module Tutor) Brian Jones (Module Leader)
Ben Binsardi (Module Leader) Denise Oram (Module Leader)
Sandra King (Module Leader John Davies (Module Tutor)
Pat Hibberd (Module Leader )
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2.9 Communications
The principal responsibilities of the Programme Leader are:

• coordination of programme team meetings;
• oversight of administration;
• production of programme handbook;
• organise the Staff Student Consultative Committee (SSCC)
• communication with the External Examiner;
• liaising with the Student Programme Centre (SPC) and Student Data Services
(SDS) in respect of registrations and results.
The Programme Leader coordinates a number of key activities within the student’s academic
cycle in conjunction with the Deputy Programme Leader for the suite. This includes
induction, the staff student consultative committee, monitoring the attendance as well as
offering pastoral support to the students.
The Programme Leader and Deputy Programme Leader are responsible for the day-to-day
organisation of the suite of programmes. They ensure that students receive all the
documentation they require at the beginning of each semester, and this includes information
on timetables, assignment schedules and Moodle instructions. They also monitor student
progress throughout the academic year, especially during and following assessment boards.
Each module is assigned a Module Leader who is responsible for the planning and delivering
of the learning programme. However the module Leader may not be the only lecturer teaching
on a module, therefore, there are a number of module tutors who share the teaching of a
module with the Module Leader. The Module Leader provides students with a module guide
which details the module specification, a scheme of work, guided reading and the relevant
assignments to complete the module. The Module Leader is also responsible for returning
marked assignments with appropriate feedback within three weeks of the submission date.
Student representatives are elected for each programme. The Programme Leader and Deputy
Programme Leader meet the student representatives at the Staff Student Consultative
Committee(SSCC) at least once per semester during the academic year in order to discuss
any course related issues. Formal minutes are taken and these are published on Moodle -
these include addendums of how each of the issues raised have been addressed by the
programme team.
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Resource Management
Overall management of staffing and resources for the suite is undertaken by the Academic
Leader and the Subject Management Team. Module choices for students are organised by
the programme leader, and the scheduling of suitable modules is then managed to ensure that
the programme portfolio is resource efficient, while providing students with suitable choice.
Quality Management
There are a number of mechanisms leading to quality enhancement and the maintenance of
academic and professional standards.
All assessments are peer reviewed for consistency of standard and layout before issue to
students. All assessments are also sent to the external examiner who is given the opportunity
to comment and suggest amendments.
A sample of student assessments for each module is double marked by a tutor in the same
subject area in order to ensure the correct standard of marking. Samples of marked
assessments are then sent to the External Examiner for further scrutiny. All stages of peer
review and double marking are recorded on a proforma for each module.
Issues relating to developments or changes to the suite are discussed at the regular meetings
of the suite team. At the end of the academic year the suite team meets to discuss
programme review and evaluation. This meeting aims to critically discuss the events of the
whole year and assess areas of good practice as well as identify problem areas which need
resolving. As a result of this meeting the Annual Monitoring Report (AMR) is constructed with
an action plan for implementation during the forthcoming academic year.
External Examiners’ reports are also considered by the suite team and issues raised are often
included in the action plan. A response is sent to the External Examiner’s report.
The use of student feedback through Student Perception of Module (SPOMS) is also
discussed at annual monitoring and incorporated into the report.
The AMRs of all programmes within the subject area are discussed at a Subject Board and are
reviewed through Glyndŵr University’s Quality Strategy Committee (QSC). Peer observation
29
takes place during the academic year sharing good practice between members of the
academic staff.
2.10 Support for learning
The staff offices are currently accommodated conveniently in one section of the university.
This provides an easily identifiable area for students to access the necessary help and
support they may require.
Many of the modules on the programme are delivered in lecture theatres or tutorial rooms
which have electronically equipped facilities. Although there are no IT laboratories dedicated
to the Business Subject area, the IT laboratories in the Edward Llwyd Centre provide good
quality teaching provision for Business students when needed. The Student Support
Services provide additional assistance for students with learning differences and any
counselling, financial or careers advice needed.
The Student Village provides safe accommodation for the students and the availability has
recently improved with the construction of further accommodation blocks on campus.
Students on the programme have access to the campus facilities which include the library,
sports centre and student services.
The electronic resources available are an important part of the programme. A number of
electronic books and journals are available for students as well as the lecture material which
is available on Moodle. Students are encouraged to utilise all the resources and are
expected to submit their assignments through the text matching tool, Turnitin. The use of
Turnitin as a diagnostic tool to support students in their writing is an effective method.
2.11 Equality and Diversity
The suite team is committed to the needs of university stakeholders and to the recruitment of
non-traditional students. Thus the student intake is likely to contain students who have a
range of diverse needs either in terms of disabilities, illness, language, their family
circumstances or work commitments. In accordance with our legislative obligations every
effort is made to facilitate students with disabilities by arranging extra time or special facilities
for assessments.
30
MODULE SPECIFICATION FORM
Module Title: Leadership and People Management Level: 7 Credit Value: 20
Module code: BUS745 Cost Centre: GAMP JACS2 code: N213
Trimester(s) in which to be offered: 1 With effect from: September 2013
Office use only: Date approved: July 2012

To be completed by AQSU: Date revised: August 2013 (to include
Proj Mgt)
Version no: 2
Existing/New: Existing Title of module being

replaced (if any):
Originating Academic Business and Module Mike Green

Department: Management Leader:
Module duration (total Status: core/option/elective

hours):200 (identify programme where
Scheduled learning & appropriate):
teaching hours: 39
Independent study hours Core: MBA Suite of
161 programmes, MSc
Management, MSc Project
Placement hours N/A
Management
Programme(s) in which to be offered: Pre-requisites per

programme
MBA (All routes) (between levels):
MSc Management None
MSc Project Management
Module Aims:
To develop a critical awareness of leadership theories, models and research and its
relationship to other critical organisational behaviour concepts (such as groups,
culture. motivation, learning, attitudes etc.)
To enable students to critically evaluate the usefulness of leadership, followership and

related organisational behaviour concepts and apply them with discernment in an
organisational context
To encourage students to reflect on their own leadership propensities and develop

insights to enhance their leadership and followership skills within the context of
contemporary organisational settings
Expected Learning Outcomes:

At the end of this module, students will be able to:
Knowledge and Understanding:
1 Critically evaluate the nature and role of leadership, management and related
organisational behaviour concepts and paradigms in a contemporary organisational
context
2. Apply, where suitable, a range of leadership and organisational behaviour paradigms

and theories
3. Identify, evaluate and propose with discrimination, appropriate leader behaviours and
attitudes to demonstrate effective leadership within an organisational setting
Transferable/Key Skills and other attributes:
Communication and Presentation Skills: Oral communication; academic writing

Learning Skills: Research, investigation and problem solving skills ;Self-evaluation;
Decision making and independent thought
IT Skills : using software to produce word-processed submissions
Interactive and Group Skills: Interpersonal skills; group work
Assessment: please indicate the type(s) of assessment (e.g. examination, oral, coursework,
project) and the weighting of each (%). Details of indicative assessment tasks must be
included.
Assessments are designed to assess knowledge and understanding of key concepts and
issues, to involve the exercise of critical judgement and to examine the student’s capacity to
integrate theory and practice.
Students are encouraged to review practice over a range of organisational contexts, showing
awareness of their variety and will be expected to develop solutions to problems or answers
to questions within to their own or other organisations. Students should demonstrate
awareness of current thinking, research or best practice in support of their arguments and
that their solutions could be implemented within organisations.
Early assessment of group activity allows students to gain feedback in the early part of the
module, this is complemented by in class activities, allowing students to use feedback to feed
forward into their understanding and performance in later work; emphasis will be placed on
application of academic skills such as analysis, referencing etc.
Assessment 1 might involve activity researching allocated leadership paradigms presented in

class.
Assignment 2 might involve: negotiated activity: dealing with leadership issue within context
of student’s organisation or a case study : identifying problems, evaluating and developing
strategy , based on literature, research and best practice, development of recommendations
for improved effectiveness
Assessment Learning Type of assessment*** Weighting Duration (if Word count

number Outcomes to exam) (or equivalent if
be met appropriate)
1 1,2 Group Project 50% 3000
2 1,2,3 Coursework 50% 3000
Learning and Teaching Strategies:
This module will be delivered through a series of lectures which will provide a core of formal
input to deal with concepts, information and theory, supplemented by class activities, case
studies, workshops, exercises, discussions etc. to support input. However, by the nature of
the subject, students must be involved in discussion, exploration and questioning of the ideas
and concepts presented, so that they are able to personally reflect on issues and to make
connections between theory and their personal practice.. There will be a strong emphasis on
application of theory in the workplace /home context and thus the strategy is to establish an
active learning environment within the student cohort, in which the experience of all class
members can be drawn upon to enrich the learning experience for all members of the group.
Syllabus outline:
Nature and importance of leadership and the context of organisational behaviour

Leadership and Management, leadership behaviours, attitudes and styles
Leadership paradigms and theories of leadership:
Traits, motives and characteristics of leaders;
Contingency and situational leadership;
Charismatic and transformational leadership
Beyond heroic leadership: distributed leadership, servant leadership and other
emergent leadership concepts
An overview of organisational behaviour theories and concepts-
Motivation
Attitudes
Teams & groups
Meta themes in leadership and organisational behaviour
Cultural/Gender diversity issues
Developing leadership/ followership skills
Leadership in context (public / voluntary/ international leadership)
Bibliography:
Essential reading:
Buchanan, D, and Huczynski, A. (2010), Organisational Behaviour. 7th ed. Harlow: FT

Prentice Hall
Other indicative reading:
Avery, G. (2004), Understanding Leadership. London: Sage

Bratton, J., Grint, K. and Nelson, D. L. (2005), Organizational Leadership. New York:
Thomson South Western
Brooks, I. (2009), Organisational Behaviour: Individuals, Groups, and Organisations. 4th ed.
Harlow: FT Prentice Hall
Colquitt J., LePine, J. and Wesson, M. (2010), Organizational Behaviour. Boston: McGraw-
Hill
Daft, R. (2006), The Leadership Experience. New York: Thomson South Western
Du Brin, A.J. (2012), Leadership: Research Findings, Practice and Skills. 7th ed. Boston:
Houghton Mifflin
Gill, R. (2011), Theory and Practice of Leadership. 2nd Edition, London: Sage
Mabey, C. and Finch-Lees,T. (2008), Management and Leadership Development. London:
Sage
Martin, J. (2010), Organizational Behaviour and Management. 4rd ed. London: Thomson
Learning
Mullins, L.J. ( 2011), Essentials of Organisational Behaviour. 3nd ed. Harlow: FT Prentice
Hall
Mullins. L.J. (2013), Management and Organisational Behaviour. 10th ed. Harlow: FT Prentice
Hall
Northouse, P.G. (2011), Introduction to Leadership, Concepts and Practice. 2nd Edition,
London: Sage
Northouse, P.G. (2012), Leadership Theory and Practice 6th ed. London: Sage
Performance and Innovation Unit (2005), Strengthening Leadership in the Public Sector, a
Research Study by the PIU. London: Cabinet Office
Robbins, S. and Judge, T. (2010), Organizational Behaviour. New Jersey: Person Prentice
Hall
Robinson Hickman,G. (2010), Leading Organisations: Perspectives for a New Era. 2nd
Edition, Thousand Oaks: Sage Publications
Storey, J. (2010), Leadership in Organisations; Current Issues and Key Trends. 2nd Edition,
London: Routledge.
Yukl, G. (2012), Leadership in Organisations. 8th ed. Harlow, Pearson.
Web Resources
Advancing Women.com/leadership
Centre for Excellence in Leadership
Chartered Management Institute
Chartered Institute of Personnel and Development
Council for Excellence in Management and Leadership
Croner Webcenter; Human Resources Centre
Harvard Business on-line
Harvard Business online: Leaderships Alert
Institute of Leadership and Management
HR Gateway e-book (2004) Women and Leadership: Perceptions and Experience of Female
Progression in the Workplace
National College for School Leadership
National Leadership and Innovation Agency for Healthcare
NHS Leadership Centre
OFSTED (2003) Leadership and Management What Inspection Tells Us. OFSTED
Publications Centre
The Leadership Foundation for Higher Education
The Work Foundation
Journals
Public Management Review

Education Management Administration and Leadership
Harvard Business Review
Harvard Management Communication Letter
Human Resources Magazine
International Journal of Organisational Behaviour
Leadership
Personnel Today
Personnel Today Public Sector Special
Public Administration Review
Public Management Review
Training Magazine
Module Title: Managing Resources in a Business Level: 7 Credit Value: 20

Context
Module code: BUS746 Cost Centre: GAMP JACS2 code*: N100
Semester(s) in which to be offered: 1 or 2 With effect from: March 2013
Office use only: Date approved: September 2013

To be completed by AQSU: Date revised: March 2013
Version no: 2
Existing/New: New Title of module being

replaced (if any):
Originating Academic area: Management Module Leader: Bethan Lloyd Jones
Module duration 200 hours(44/156) Status: Core

(contact
hours/directed &
private study)
Percentage taught by Subjects other than originating Subject (please name other Subjects):
None
Programme(s) in which to be Pre-requisites per Co-requisites per programme

offered: programme (between levels): (within a level):
MBA; MBA (Marketing);
MBA (HRM); MBA None None
(Accounting & Finance);
MBA (International
Business); MSc
Management; MBA (IT
Management);
Module Aims:
1. To develop the skills needed by managers in order to use and interpret financial
data;
2. To develop an ability to use and apply a variety of financial techniques:
3. To demonstrate a critical understanding of the use of information systems as a
strategic Management resource.
4. To critically assess the role of the English legal system in the resolution of
Commercial disputes.
At the end of this module students will be able to:

1.Analyse the financial performance of businesses;
2. Formulate management decisions based on financial information;
3. Analyse IS issues in a real business situation and make effective decisions.
4. Evaluate the administration of justice and its role in resolving commercial disputes
An ability to communicate, orally or in writing, technically challenging material

An ability to analyse critically problems arising in both academic and practical
contexts
An ability to use learning resources for research purposes
Assessment: please indicate the type(s) of assessment (eg examination, oral, coursework, project) and
the weighting of each (%). Details of indicative assessment tasks must be included.
The coursework will normally consist of essays or case studies covering the relevant areas of the
syllabus.
Assessment 1 – Law Coursework
Assessment 2 – Information Systems Coursework
Assessment 3 – Finance Examination
The exam will assess the finance elements of the module.
Assessment Learning Type of Weighting Duration (if Word count

Outcomes assessment exam) or equivalent
to be met if appropriate
1 4 Coursework 25% 1500
2 3 Coursework 25% 1500
3 1&2 Exam 50% 2.5 hours

The learning and teaching strategy has at its heart the values and practices of Glyndŵr’s
learning and teaching strategy where Masters students are encouraged to take responsibility
for their own learning. While staff members will facilitate the learning process, students will be
encouraged to become autonomous learners able to assess their own learning needs.
These overall aims will be achieved through the use of a variety of learning and teaching
methods. Lectures will allow concepts, theories and principles to be outlined; these will then
be further developed during tutorials and activity-based sessions. Finally, students will be
‘directed’ to further research which will provide them with a deeper understanding of the
topics studied.
All class materials will be available via Moodle.
Syllabus outline:
Nature & purpose of information of financial statements; preparation of ratios and
statistics to assist management decision-making about profitability, efficiency and
liquidity; cost classification; cost behaviour; absorption costing; marginal costing; the
budgeting process; cash budgets; the significance of cash flow and forecasting;
Investment Appraisal techniques.
Types of information and knowledge systems; operational, tactical, strategic use of
information; the development and management of information systems and their impact
on organisations; the use of relevant communication and information technologies for
application in business and management within a global knowledge-based economy.
The function of law in a business context and its role as an enabling medium; the
sources of law, the impact of transnational bodies such as the EU, the interpretation of
law via the courts; the resolution of national and international legal disputes.
Bibliography:
Essential Reading:
Atrill, P and McLaney, E (2010) Accounting & Finance for Non-specialists,7th edition, FT
Prentice Hall
Other Indicative Reading:
Atrill, P &McLaney, E (2009) ‘Management Accounting for Decision Makers, 6th edition,
FT Prentice Hall
Chaffey, D & White G (2011) Business Information Management (2nd Edition) Prentice
Hall
Davies, T & Crawford, I (2011) ‘Business Accounting & Finance, FT Prentice Hall
Elliot, C & Quinn, F (2011) ‘The English Legal System’ 12th edition, Longman
Gowthorpe, C (2011), Accounting & Finance for Business, Cengage Learning EMEA
McLaney, E (2009) Business Finance, 8th edition, FT Prentice Hall
Laudon, K &Laudon J. (2011) Management Information Systems (12th edition) Pearson
Education
Partington, M (2011) Introduction to the English Legal System, 6th Ed, Oxford
Slapper, G & Kelly, D (2011) ‘The English Legal System’, 12th edition, Routledge
MODULE SPECIFICATION
Module Achieving Corporate Success Level: 7 Credit 20

Title: Value:
Semester(s) in which to be 1 or 2 With effect from: September 2012

offered:
Existing/ New Title of module

New: being replaced
(if any):
Originating Management Module John Mortimer

Academic Area: Leader:
Module duration 200 Hours Status: Core

(contact (44/156) core/option/elective
hours/directed & (identify programme
private study) where appropriate):
Percentage taught by Subjects other than

originating Subject (please name other None
Subjects):
Programme(s) in which to Pre-requisites per Co-requisites per

be offered: programme (between programme (within a level):
MBA; MBA (Marketing); levels):
MBA (HRM); MBA (Accounting
& Finance); None
None
MBA (International Business);
MSc Management; MBA (IT
Management)
Module Aims:
To ensure candidates are able to fully discuss the principles and practices of marketing
management within a dynamic marketing environment and to devise appropriate
innovative positioning strategies. Real marketing is less about selling than knowing
what to make and for this reason the module links with operations management in
seeking market leadership by understanding customer needs and finding solutions to
satisfy those needs through superior value, quality and service operations.
To provide students with systematic understanding of, knowledge of and critical
awareness of current problems and new insights into operations management, such
that they are able to evaluate, analyse and apply approaches which maximise the
effectiveness and efficiency of the organization and/or contribute, both, to their own
development and to corporate goals.

1 Explain what marketing is about, the importance of marketing orientation and
the roles and structure of the marketing function and nature of relationships with
other functions within the organisation in helping to create customer value
2 Explain the related concepts of marketing planning, objective setting as well as target
marketing and the marketing mix
3 Critically evaluate the differences in the application of the marketing mix involved in
marketing products and services within different marketing contexts
4 Synthesize knowledge and information to formulate alternative solutions to operational
problems.
5 Evaluate and select the most appropriate approaches to ensure that resources are used
efficiently and effectively to enhance the competitive position of the organization.
Working with others

Problem solving
Written and verbal communication
Application of ICT and the use of the internet
Thinking critically and creatively: analysing, synthesising and critically appraising
current and predicted changes in the external environment as they relate to
attitudinal, behavioural, and skill requirements of employees.
Assessing and evaluate the factors that affect the achievement of organizational
success, within their own organizations and others.
Using information and knowledge effectively: challenging, authenticating and
applying models to specific personal or team functions and corporate scenarios.
Identifying assumptions, evaluating statements, reviewing evidence, identifying
values and generalising appropriately.
Communicating effectively: listening using oral and written communication to convey
complex ideas and arguments, using a range of media including business reports.
Exhibiting personal effectiveness: critical awareness, self-reflection and self-
management, sensitivity to diversity and ability to learn through reflection on
practice and experience
Assessment Learning Type of assessment Weighting Duration Word
number Outcomes to (if exam) count (if
(use as be met coursew
appropri ork)
ate)
1 1-3 Assignment 50% 2,000
2 4-5 Examination 50% 2.5

hours
The assignment will ask the students to review a case study or an organisation of their choice
which covers the main learning outcomes including demonstrating a critical understanding for
the principles behind marketing, but in the context of changing organizational environments.
The examination will examine the operations management aspects of the module.
The learning and teaching strategy has at its heart the values and practices of Glyndŵr’s
learning and teaching strategy, of staff facilitation of the development of independent student
learning. The accent is on engagement of the learner in developing a critical understanding
through the application of the concepts studied. Analytical, planning and evaluative skills will be
developed through tutorials, small group discussions and presentations.
Classes involve examination of knowledge, and concepts and the discussion of current
problems and new issues. They offer a chance to ‘stretch’ students by avoiding simple answers
and encouraging them to tolerate the complexity and ambiguity that must exist in the real world.
Problem solving without full information and evaluation can be practiced in a safe environment
and the skills of planning and implementation can be developed through case studies,
discussions and other activities. Analysis of case studies and exercises drawn from a range of
sectors, including B2B and B2C, public sector and not-for-profit will be discussed where the
underlying principles and various models and techniques can be explained and implemented.
It will also make use of participants’ workplace experience whenever possible to explore ideas
against a background of salient issues including, from time to time, the contributions of invited
practitioners and academics. Bringing students from a range of background together allows
them to mix with their peers and benefit from their varied perspectives. Thus an active learning
environment is established within the student cohort, in which the maturity and experience of
group members can be drawn upon to enrich the learning experience of the whole group
Syllabus outline:
Students will study the following:
Marketing :
Marketing management concepts, roles and relationships
Marketing research
Analysing customer and business markets
Target marketing including segmentation theory and positioning
Applying the Marketing Mix
Marketing in other contexts such as, relationship marketing and services marketing
Global markets
Operations Management:
The nature of the contribution that the operations process can make to overall success,
design, the planning and control of inventory, capacity, the supply chain, resources,
projects and quality. Total quality management, Just-in-Time and methods of
performance improvement.
Bibliography:
Essential Reading:
Marketing:
Kotler P & Keller K (2009) Marketing Management, 13th Edition Prentice Hall ISBN 978-013-
1357976
McDaniel, Lamb and Hair (2011) Introduction to Marketing, 11th International Edition Cengage
Learning ISBN 978-0538-754873
Operations Management:
Slack,N., Chambers, S. and Johnston, R. (2009) Operations Management, 7th edition, London:
FT Prentice Hall.
Other indicative Reading:

Marketing
Blythe J (2009) Principals and Practices of Marketing 2ndEdtCengage Learning ISBN 978-
14080 11478
There are a great many additional sources of information about marketing. Above are listed a
few well known books and collections that participants may wish to consult.
Marketing and Marketing Week are two of several useful trade publications about what is
currently going on in the UK marketing industry. Rather more substantial are the following
academic journals. The Journal of Marketing, The European Journal of Marketing, The Journal
of Marketing Management. It is also worthwhile visiting the web site of the Chartered Institute of
Marketing at www.cim.co.uk for additional information.
Operations Management
Chase, R.B., Jacobs, F.R. and Aquilano, N.J. (2004) Operations Management for Competitive
Advantage, tenth edition, McGraw-Hill/Irwin, Boston.
Heizer, J. and Render, B. (2006) Operations Management, eighth edition, Prentice Hall, New
Jersey. Wild, R. (2002) Operations Management , sixth edition, Continuum, London
Module Title: Strategic Thinking and Effecting Level: 7 Credit Value: 20
Change
Trimester(s) in which to be offered: 2 With effect from: Sept 2013

Proj Mgt)
Version no: 2
Existing/New: Existing Title of module being Strategy and Change Management

replaced (if any):
Module
Originating Academic Business and Leader: Dr Jan Green
Department: Management

hours) 200 (identify programme where
Scheduled learning & appropriate):
teaching hours: 39
Independent study hours 161 Core: MBA Suite of
programmes, MSc
Placement hours N/A Management.
Option: MSc Project

Management

programme
MBA (All routes) (between levels):
MSc Management None
MSc Project Management
Module Aims:
To study the processes by which organizations identify and achieve their aims.
To provide a critical understanding of the conceptual frameworks which enable strategic
approaches to the analysis of business problems and their systematic, logical and rigorous
resolution.
To provide a conceptual framework of organizational change that will enable participants to

identify and evaluate factors giving rise to the identified need for and implementation of a
change management programme
To demonstrate the use and application of a theoretical change management model within a
contemporary business setting where the application of change agency skills is evident
To provide a format where change management examples and theories are a source of rich,
insightful and applicable learning

1. Identify and appraise the fundamentals of the economic environment in which

organizations operate and to determine aims and objectives for their organization.
2. Analyse the environment in which the organisation operates to understand its spatial
position at different levels of operation.
3. Evaluate and select the most appropriate approach so that resources are used
efficiently and effectively thereby enhancing the competitive position of the
organisation.
4. Apply the appropriate concepts for strategy implementation, control and
organizational change to a range of business spectrums from local to international.
5. Complete a critical evaluation of the nature, drivers and context of organizational
change and categorize different typologies of change.
6. Apply a theoretical framework and conceptual model to an organizational change
situation which clearly identifies and manages people responses to change
1. Clear, rational and effective communication, individually and as a group member

2. Effective and rigorous analysis supported by a substantive argument
3. Planning and undertaking individual research
4. Contextual awareness
Assessment: please indicate the type(s) of assessment (eg examination, oral, coursework,
included.
The module will be assessed through coursework, using case studies, with opportunities for
presentations and student-led seminars and discussions.
Indicative assessment: For the first assessment, students will be given a case study that will
simulate a real world problem situation that requires students to adopt a professional
approach to its resolution that enables them to demonstrate strategic thinking skills and
knowledge in identifying, problems, critically evaluating options for problem solving and
justifying approaches adopted. For the second assessment, students will be required to
undertake a piece of research and write a report on contemporary change management
theory and its applications to strategic change management practice.
Assessment Learning Type of assessment*** Weighting Duration (if Word count

number Outcomes to exam) (or
be met equivalent if
appropriate)
1 1,2,3,4 Case Study 50% 3,000
2 5,6 Coursework 50% 3,000
Delivery of theory will be via formal lectures, talks and presentations. Students will be
encouraged to undertake self-directed study on selected topics to acquire additional
perspectives into relevant material. There will be the opportunity to engage in group
exercises to evaluate and present case study material. Contemporary issues aligned to the
module content will be drawn upon to provide a practitioner insight to the modular content.
Theory into practice through activity-based tutorials will provide further use of business
examples for dissection and subsequent synthesis of concepts.
Syllabus outline:
Definitions: what is strategy and strategic management; foundation of macro economics to
strategy; fundamental environment analyses; strategic capability and resource theory; ethics,
culture and stakeholder expectations; levels of strategy, business, corporate and
international; corporate parenting; directions and methods for strategic development:
structural forms; managing for success; understanding strategy development.
Field Force Analysis; Drivers, catalysts and inhibitors of change; Change typologies; Effective
change agency skills and traits; People response to change; Performance levels during
change programmes, The use and application of a change management model; Learning
from change’ Creative problem solving during change; Appreciative Inquiry application;
Sustaining and integrating change initiatives; Monitoring effective change
Bibliography:
Essential reading:
Johnson, G., Scholes. K. and Whittington, R. (2008), Exploring Corporate Strategy: Text and
Cases. Harlow: Multimedia 8th ed. Prentice Hall FT
Balogun, J. and Hope Hailey, V. (2008), Exploring Strategic Change. 3rd ed. Prentice Hall FT:
Harlow
Other indicative reading (Strategy)
Ambrosini, V. (1998), Exploring Techniques of Analysis and Evaluation in Strategic

Management. The Strategic Planning Society, Prentice Hall.
Barney, J.B. and Clark, D.N. (2007), Resource-Based Theory. Oxford: OUP
Besanko, D. et al. (2013), Economics of Strategy. 6th ed. NJ USA: Wiley
Bowman, C. (1998), Strategy in Practice. Prentice Hall.
Cameron, S. (2007), The MBA Handbook: Skills for mastering management. 6th ed. Prentice
Hall.
Grant, R.M. (2010), Contemporary Strategy Analysis, 7th ed. Oxford: Blackwell
Harding, S. and Long, T. (1998), MBA Management Models. Aldershot: Gower
Jenkins, M., Ambrosini,V. and Collier, N. (2007), Advanced Strategic Management: a reader.
2nd ed. Palgrave.
Krause, D.G. (1996), Sun Tzu: The Art of War for Executives. Nicholas Brealey Publishing.
Lampel, J, Mintzberg, H., Quinn, J. B. and Ghoshal, S. (2013), The Strategy Process:
Concepts, Contexts and Cases. 5th Edition, Upper Saddle: Pearson.
Lynch, R. (2006), Corporate Strategy, 4th ed. London: Prentice Hall
Mazzucato, M. (ed.) (2002), Strategy for Business: a Reader. Sage.
Nalebuff, B.J., and Brandenburger, A.M., (2002), Co-opetition. Harper Collins.
Ohmae, K. (1994), The Borderless World. Harper Collins.
Ohmae, K. (1987), The Mind of the Strategist. McGraw Hill.
Segal-Horn, S. (ed.) (2004), The Strategy Reader, 2nd Edition, Oxford: Blackwell, Oxford
Segev, E. (2000), Business Unit Strategy. CBI Series in practical strategy, Wiley.
Small, P. (2001), The Ultimate Game of Strategy, Pearson Education Limited
Sutherland, J and Canwell, D. (2004), Key Concepts in Strategic Management. Basingstoke:

Palgrave
Whittington, R. (2000), What is Strategy - and does it matter? 2nd Revised Edition, London:
Thomson
Williamson, D., Jenkins, W., Cooke, P. and Moreton, K.M. (2004), Strategic Management and
Business Analysis. Elsevier.
Other indicative reading (Change Management)
Burnes, B. (2009), Managing Change. 5th ed. London: Financial Times Press
Carnall, C. (2007), Managing Change in Organizations. 5th ed. London: Financial Times
Press
Grieves, J. (2010), Organizational Change: Themes and Issues. Oxford University Press
Hayes, J. (2010), The Theory and Practice of Change Management. 3rd ed. Basingstoke:
Palgrave Macmillan
Nilakant, V. and Ramnarayan, A. (2006), Change Management: Altering Mindsets in a Global

Context. New Delhi: Sage Publications
Paton, R.A. and McCalman, J. (2008), Change Management: A Guide to Effective

Implementation. London: Sage Publications:
Robinson Hickman, G. (2009), Leading Change in Multiple Contexts. London: Sage

Publications: London
Senior, B. and Swailes, S. (2010), Organizational Change. 4th ed. Harlow: Pearson Education
Journals
Business Strategy Series

Journal of Accounting and Organizational change
Journal of Business Strategy
The Long Range Planning Journal
Journal of Organizational Change Management
Strategic Directions
Strategy and Leadership
Websites
Change management Institute

Module Title: People Resourcing Level: 7 Credit Value 20

(if known)
*please contact Student Data Services for further guidance if necessary

offered:

replaced (if any):
Originating Academic Management Module Chris Burgess

area: Leader:
Module duration Status: core/option/elective Core

(contact hours/directed 200(33/167) (identify programme where
& private study) appropriate):

originating Subject (please name other
Subjects):

Core MBA (HRM)

Option MBA and MSc
Module Aims:
To provide students with an understanding of the context, contribution, and good practice of
people resourcing in organisations.
Expected Learning Outcomes
At the end of this module, students should be able to:
Students will be able to analyse and evaluate :-

1. The context and emerging trends in people resourcing
2. The evolution of the people resourcing function
3. The strategic contribution of people resourcing practices (Human resource planning,
Talent management etc.)
Thinking critically and creatively: analysing, synthesising and critically appraising

current and predicted changes in the external environment as they relate to attitudinal,
behavioural, and skill requirements of employees.
assessing and evaluate people-related factors that effect achievement of

organisational success, within their own organisations and others.
using information and knowledge effectively: challenging, authenticating and applying

models to specific personal/team/ function and corporate scenarios. Identifying
assumptions, evaluating statements, reviewing evidence, identifying values and
generalising appropriately
communicating effectively: listening using oral and written communication to convey

complex ideas and arguments, using a range of media including business reports
exhibiting personal effectiveness: critical awareness, self-reflection and self-

management, sensitivity to diversity and ability to learn through reflection on practice
and experience
included.
issues, to involve the exercise of critical judgement and to examine the student’s capacity to
integrate theory and practice.
Students are encouraged to review practice over a range of organisational contexts, showing
awareness of their variety and will be expected to develop solutions to problems or answers
to questions within to their own or other organisations. Students should demonstrate
awareness of current thinking, research or best practice in support of their arguments and
that their solutions could be implemented within organisations.
Assessment 1 might involve researching People Resourcing approaches and presenting a

poster
Assignment 2 might involve: identifying problems, evaluating and developing strategy , based
on literature, research and best practice and the development of recommendations for
improved effectiveness within an organisation or a case study
Assessment Learning Type of assessment Weighting Duration Word count

Outcomes (if exam) or equivalent
2,000
1 1& 2 Coursework 50%
2 3 Coursework 50% 2,000

The teaching strategy involves a variety of approaches; There will be a core of formal
lectures to introduce topics, concepts and models. This will be supported by interactive
tutorials allowing discussion and exploration. Case studies, skills sessions and role plays will
enhance the learning
Syllabus outline:
The context of people resourcing: the organisation, its strategic plan, design and
development, flexibility, the changing psychological contract.
Human Resource Planning: Process /Techniques: the supply and demand model; internal
and external determining factors, the labour market. Remedies for anticipated shortages or
surpluses of staff.
Job analysis and design: Task analysis, competency frameworks, techniques for better
designing jobs.
The strategic contribution of a range of People Resourcing practices within the contemporary
business context such as:-
Employment arrangements
Talent management
Recruitment
Selection
Performance Management
Managing attendance
Discharge from the organisation
Bibliography
(please submit in Harvard referencing format)
Essential reading:
Taylor, S, 2008 ‘People Resourcing’(4thedn.) London. CIPD

Armstrong M 2006 (10thedn)‘A handbook of Human Resource Management Practice
London Kogan Page

Torrington, Taylor & Hall, 2007(7th ed.) Human Resource Management, Prentice Hall
Clayton &Beardwell, 2007 (5th ed.) Human Resource Management, A contemporary
approach Prentice Hall
Foot & Hook 2005 ‘Introducing Human Resource Management’ Longman
Internet resources
www.Personneltoday.com
www.peoplemanagement.co.uk
www.cipd.co.uk
www.ft.com
Module Title: Financial Strategy, Risk & Control Level: 7 Credit Value: 20

offered:

replaced (if any):
Originating Academic area: Management Module Leader: Bethan Lloyd Jones
Module duration (contact 200 hours(33/167) Status: Core/ Option

hours/directed & private study)

Subjects):

Core MBA (Accounting &

Finance)
Option MBA and MSc
Module Aims:
1. To understand, evaluate and apply contemporary thinking on strategic financial

management and risk management;
2. To develop the skills needed by managers in order to formulate appropriate

financial and risk strategies.
1. Assess the different capital structures, models and financing possibilities available to
firms and the conflicts of interest that might arise as a result of these decisions;
2. Evaluate the financial risks facing an organisation and develop appropriate control
strategies;
3. Apply appropriate management accounting techniques.
An ability to communicate, orally or in writing, technically challenging material

An ability to analyse critically problems arising in both academic and practical
contexts
An ability to use learning resources for research purposes
Assessment (please indicate the type(s) of assessment (e.g. examination, oral,

coursework, project) and the weighting of each (%). Details of indicative assessment
should also be included.
issues, to involve the exercise of critical judgement and to examine the capacity of the
student to assimilate current thinking and integrate theory and practice.
Assessment Learning Type of Weighting Duration Word count (if

number Outcomes to assessment (if exam) coursework)
(use as be met
appropriate)
Assessment 1, 2 ,3* Assignment – 50% 2,000

One: an individual
piece of
research
Assessment 1, 2, 3* Closed 50% 2.5

Two: book hours
Examinat
ion
*All the learning outcomes will only be assessed once however in one year the
assignment may cover only LO1 while the exam covers 2 & 3 or in another year
LO2 may be tested in the assignment and 1 and 3 in the exam etc. Presenting
them in this way allows for flexibility of choice.
The learning and teaching strategy has at its heart the values and practices of Glyndŵr’s learning
and teaching strategy where students are encouraged to take responsibility for their own learning.
While staff members will facilitate the learning process, students will be encouraged to become
autonomous learners able to assess their own learning needs.
These overall aims will be achieved through the use of a variety of learning and teaching
methods. Lectures will allow concepts, theories and principles to be outlined; these will then be
further developed during tutorials and activity-based sessions.
Finally, students will be ‘directed’ to further research which will provide them with a deeper
understanding of the topics studied.
Syllabus outline:
Formulation of financial strategy; capital structure; investment, financing and dividend policies;
WACC; CAPM; cost of capital; measuring and assessing risks; risk management strategies;
internal control systems; maximising shareholder wealth; corporate finance; advanced
investment appraisal techniques.
Bibliography:
Essential Reading:
Atrill, P, (2011), Financial Management for Decision Makers, 6th edition, FT Prentice Hall.

Arnold, G, (2007) Essentials of Corporate Financial Management, FT Prentice Hall.
Berk, J &DeMarzo, P, (2007), Corporate Finance, Pearson.
Brealey, R, Myers, S, and Marcus,A, (2007)Fundamentals of CorporateFinance-International

edition, 5th edition, McGraw Hill Irwin.
Copeland, T.E. and J.F. Weston and K. Shestri (2005), Financial Theory and Corporate Policy, 4th
edition, Addison Wesley.
Crouhy, M &Galai, R, (2006), The Essentials of Risk Management, McGraw Hill.
Damodaran, A, (2009), Strategic Risk taking- A Framework for Risk Management, FT Prentice
Hall.
Kim, K, Nofsinger, J and Mohr, D, (2009), Corporate Governance- International edition, 3rd edition,
FT Prentice Hall.
Marsh, C, (2009), Mastering Financial Management, FT Prentice Hall.
Pike, R & Neale, B, (2009), Corporate Finance And Investment- Decisions & Strategies,6th edition,
FT Prentice Hall.
Titman, S, Martin, J, &Keown, A, (2010), Financial Management – Principles and Applications-
International edition, 11th edition, FT Prentice Hall.
Van Horne, J &Wachewicz, J, (2009), Fundamentals of Financial Management, 13th edition, FT

Prentice Hall
Module Strategic Marketing Level: 7 Credit 20

Title: Value
:
Semester(s) in which to 1 or 2 With effect from: September 2012

be offered:

replaced (if any):
Originating Management Module Brian Jones

Subject: Leader:
Module duration 200 Hours Status: Core/Option

(contact (33/167) core/option/elective
hours/directed & (identify programme
private study) where appropriate):

originating Subject (please name other N/A
Subjects):
Programme(s) in which to Pre-requisites per Co-requisites per

be offered: programme (between programme (within a level):
levels):
Core MBA (Marketing)

Option MBA and MSc
Management
Module Aims:
Marketing Strategy builds on the existing knowledge that students and practitioners already
hold about the principles of marketing. It should help candidates propose strategic response to
emerging market themes and allow them to consider the impact on marketing and its
interaction with other parts of the organisation.
Its aim is to provide a clear concise guide to the tools and frameworks for marketing decisions
that seek answers to the strategic questions;
Where are we now? Where do we want to be? How will we get there? And did we get there?
1. Provide an overview of marketing and strategy concepts and review the possible
orientations of marketing strategy
2. Identify and analyse marketing issues within various environments, utilising a wide range
of marketing techniques, concepts and models to determine; Where are we now?
3. Identify and critically evaluate various options available within given constraints and
apply competitive positioning strategies, justifying any strategic decisions taken to
determine; Where do we want to be?
4. Develop creative, customer focused and innovative strategies for any given context,
incorporating relevant marketing mix decisions, to realise sustainable competitive
advantage to determine; How will we get there?
5. Conceptualise competitive advantage as an on-going process that needs to be
measured, managed and controlled to determine; Did we get there?
Working with others

Problem solving
Written and verbal communication
Application of ICT and the use of the internet
included.
The assignments task the students to review a case study or an organisation of their choice
which covers the main learning outcomes, including demonstrating a critical understanding
for the strategic analysis and decision making theories and techniques behind marketing
strategy, as well as their implementation in the context of changing organizational
environments. To complete the module successfully, each student will need to prepare 2
informal reports which answer all the questions asked covering appropriate theory and
application in particular to the case study or organisation of their choosing as well as other
examples considered appropriate
Assessment Learning Type of Weighting Duration Word count

number Outcomes assessment (if exam) (if
(use as to be met coursework)
appropriate)
1 1, 2, Assignment 40% 1,600

3, 4, 5 Assignment
2 60% 2,400
Formal lectures, tutorials, workshops, group activities, case studies
It will also make use of participants’ workplace experience whenever possible to explore
marketing ideas against a background of salient issues including, from time to time, the
contributions of invited practitioners and academics.
Directed study and research will extend the breath and depth of student learning
Syllabus outline:
Students will study the following marketing topics:
Strategic perspectives, what is strategic management and the role of marketing within strategy
and emerging themes
Strategic analysis, external and internal analysis including;
Macro and micro analysis
Auditing tools including financial and portfolio analysis
Forecasting and strategic intent including;
Mission, gap analysis, objective setting and the balanced scorecard
Strategy formulation including
Competitive advantage, strategic direction, industry positioning and product market strategies
Strategic Choice including;
Strategic methods, branding, pricing and distribution to marketing communication
strategies
Strategic implementation and control including;
Relationship and Internal marketing, applying marketing metrics, monitoring performance
to customer life time value
Bibliography:
Essential Reading:
Aaker A and McLoughlin D (2010), Strategic Market Management; Global Perspectives, Wiley
Walker, Mullins, Boyd and Larreche ( 2008) Marketing Strategy, 5th edition, McGraw Hill
International
Other indicative Reading:

Bradley F(2005) International Marketing Strategy 5th edition, Prentice Hall
West, Ford and Ibrahim (2006) Strategic Marketing; Creating Competitive Advantage, Oxford
University Press
Useful web address include;

www.bl.uk – The British library
www.bbc.co.uk – The Learning Zone at BBC Education
www.direct.gov.uk – Gateway to wide range of UK government information
www.statistics.gov.uk – Detailed information on a variety of UK consumer demographics
www.kpmg.co.ukwww.ey.com.ukwww.pwcglobal.com – Major consultancy websites
There are a great many additional sources of information about marketing. Above are listed a
few well known books and collections that participants may wish to consult.
Marketing and Marketing Week are two of several useful trade publications about what is
currently going on in the UK marketing industry. Rather more substantial are the following
academic journals. The Journal of Marketing, The European Journal of Marketing, The Journal
of Marketing Management.
Module Title: Globalisation and International Level: 7 Credit Value: 20

Business

offered:

replaced (if any):
Originating Academic Management Module Leader: Dr Raye Ng

area:
Module duration 200 hours Status: core/option/elective Core/Option

(contact hours/directed (33/167) (identify programme where
& private study) appropriate):

Subjects):

Core MBA (International

Business)
Option MBA and MSc
Management
Module Aims:
• To develop a thorough understanding of key debates in Globalisation Studies.
• To critically evaluate key drivers of Emerging Markets.
• To examine and analyse the multiple processes and development of the global
economy.
Expected Learning Outcomes

1. Critically evaluate key issues in Globalisation Studies
2. Analyse patterns and processes of the development and growth of commercial and
non-commercial organisations
3. Critically evaluate the principles for differential economic, socio-cultural and political
developments.
4. Critically reflect how global issues lead to transformation of modern societies and
economies.

• Presentational skills
• Communication skills
• Writing skills
• Team work and time management
included.
Assessments are designed to evaluate knowledge and understanding of key concepts and
theories. The assessments will involve the use of critical reflection and hone critical analytical
skills. The assessments will also examine the ability to conceptualise the theories and
application of them to practice.
The first assessment will normally require the students to undertake a group assessment (for
example a case study or presentation). The second assessment also requires students to
undertake a group assignment or presentation on a topical subject.
Assessment Learning Type of assessment Weighting Duration Word count
Outcomes (if exam) or equivalent
1 1, 2 Group work 50% n/a 2,000
2 3, 4 Group work 50% n/a 2,000
Lectures will introduce theoretical concepts and tutorials/ workshops will enable students to
further enhance their understanding of the theoretical concepts and apply them to case
examples.
Syllabus outline:
International Business Environment, Globalisation and anti-globalisation debate, global cities,

financial globalisation, varieties of capitalism, transnational corporations, global production
networks, East Asian Economy, Asia-Pacific Economy, Anglo-American Economy.
Bibliography
Essential reading:
Czinkota, M., Ronkainen, I., Moffett, M., Marinova, S. and Marinov, M., 2009,International
Business, West Sussex: Wiley
Dicken, P., 2011, Global Shift: mapping the changing contours of the world economy,
London: Sage

Hamilton, L and Webster, P, 2009, The International Business Environment, Oxford: Oxford
University Press
Held, D. McGrew, A. Goldblatt, D. and Perraton, J., 2000, Global Transformations: An

Introduction to the Globalisation Debate, Cambridge: Polity Press
Kvint, V., 2009, The Global Emerging Market, New York: Routledge
Neil, C., Kelly, P., Yeung, H., 2007, Economic Geography, London: John Wiley and Sons
Stonehouse, G., Campbell, D., Hamill, J. and Purdie, T., 2005, Global and Transnational
Business, West Sussex: Wiley
Peck, J. and Yeung, H., 2003, Remaking the Global Economy, London: Sage
Module Title: Fundamentals of Research and Level: 7 Credit Value: 60
Dissertation
Trimester(s) in which to be offered: With effect from: Sept 2013

1,2,3

Proj Mgt)
Version no: 2

replaced (if any):
Originating Academic Business and Module Dr Jan Green

Department: Management Leader:

hours): 600 (identify programme where
appropriate):
Scheduled learning &
teaching hours 60
Independent study hours Core: MBA Suite of
540 programmes, MSc
Management, MSc Project
Placement hours N/A Management.

MBA (all routes) programme
MSc Management (between levels):
MSc Project Management None
Module Aims:
To examine the purpose and methods involved when carrying out academically based
management research through the design of a research proposal which will be used
as the basis of investigating and resolving management/business problems in the
dissertation
To develop a critical understanding of the philosophical, practical and ethical concepts
of research within the context of the business and management environment.
To gain a knowledge of the appropriate software available to analyse data
To ensure participants devise and undertake a personal programme of academically

based business or management research in order to enhance and utilise independent
study skills, develop conceptual thinking and problem-solving abilities to produce
practical and applicable conclusions of relevance to business and management.
To present the dissertation in approved format and chapter sequence and provide
additional detail through the medium of the dissertation handbook
To allocate academic supervision to ensure relevant support is available throughout

the compilation of the dissertation

1. Establish the purpose and context of academic research and select appropriate
research methodologies
2. Critically review published academic literature within the body of knowledge relating to
the subject areas of business and management
3. Demonstrate a critical insight into the philosophical and conceptual traditions
underpinning academic research.
4. Undertake an evaluation of research options and data collection methods
5. Formulate a viable research question with a supporting aim and objectives that
complies with academic research ethics and present a solution in a manner that is
rigorous, reliable, valid and authentic
6. Analyse empirical data in a critical manner, using appropriate techniques and present
conclusions that emerge from the analysis
7. Provide recommendations that are of use to practitioners within a defined business
area through the completion of a structured submission that demonstrates the ability to
complete a piece of independent research
Effective and clear communication

Conduct independent research into business and management issues
Personal time management and sequential planning
Data analysis and critical reasoning
Problem-solving using a range of techniques
Assessment: please indicate the type(s) of assessment (e.g. examination, oral, coursework,
included.
The proposal provides the student with an opportunity to present a business or management
problem that would benefit from research and analysis in order to provide recommendations.
The proposal should include specific objectives, a research design and introduction to the
supporting conceptual framework and is viewed as an introduction for the dissertation to
follow.
The dissertation is widely recognised within academia as being an extended piece of writing
based on extended reading and independent research and is characterised by Cameron
(2005) as taking the form of a project addressing a real organisational problem or a
consultancy-type project provides students with scope to conduct empirical research and
rigorous analysis within a framework of chapters to demonstrate their ability to work in an
independent manner. This is summarised by Cameron (2005:352):
“Whether you are an MBA student addressing a very practical problem, or on a specialist
programme and researching a narrower issue in a more academic fashion you will normally
need to find the right balance of theory and practice to satisfy course requirements. Neither
pure theory nor theoretic problem solving is likely to be satisfactory.”
Source: Cameron, S. (2005:351-352) The MBA Handbook, Pearson Education, Harlow
Assessment Learning Type of assessment Weighting Duration (if Word count

number Outcomes to exam) (or equivalent if
be met appropriate)
1 1,4,5 Research Proposal
20% n/a 3,000
2 2,3,5,7 Dissertation
80% n/a 17,000
A core of formal input will be utilized to deliver concepts, information and theory via lectures.
Beyond this core students will be encouraged to discuss, explore and question to develop
their own personal reflections and gain an appreciation of the links between management
and business theory and practice which will involve drawing on their own experiences.
Case studies, numerical activities and practical computing exercises, using software
packages will be integrated into the module to enable students to experience and work with
various research methodologies and techniques. Students will be encouraged to search the
internet to source additional relevant material and identify the most suitable research
methods for their personal research question. Through the adoption of these strategies an
active learning environment will be created to provide a rich and meaningful learning
experience for all module participants.
Contemporary strategic and business problems will be evaluated to provide a foundation for
specialist research proposals that reflect the individual pathways that contribute to the
Masters Suite and ensure they are linked to and derived from the bodies of knowledge that
students have studied during the taught elements of the programme.
Academic supervision on a group and individual basis will be provided via a sequence of pre-
arranged appointments following the submission of the proposal. Supervision will
encompass monitoring student progression, feedback, support and discussion.
Syllabus outline:
The research question and hypotheses, justification, aim and objectives

Research methodology, concepts, definitions
Inductive and deductive concepts
Qualitative and quantitative methods
Inferential statistical analysis
Application of analytical tools using relevant and appropriate software packages
Research design and ethics
Objectives, content and structure of the dissertation
The research proposal as a distinct framework and foundation for the dissertation
The research plan
The role of the supervisor
Bibliography:
Essential reading
Cameron, S. (2005), The MBA Handbook. 5thed. Harlow: Prentice Hall
Masters Dissertation Handbook (2013), Management. Glyndŵr Univeristy
Saunders, M., Lewis, P. and Thornnhill, A. (2009), Research Methods for Business Students.
5thed. Harlow: Prentice Hall
Other indicative reading
Anderson, V. (2009), Research Methods in Human Resource Management. 2ndEd. London:

Chartered Institute of Personnel and Development
Binsardi, A. and Green, J. (2012), Research Methods for Management, Pedagogic Teaching
Series, Vol. 2, London: Northwest Academic Publications ISBN: 978-1-78233-003-5.
Booth, A., Papaioannou, D. and Sutton, A. (2012), Systematic Approaches to a Successful

Literature Review. London: Sage Publications
Bryman, A. and Bell, E. (2011) Business Research Methods. 3rd ed. New York: Oxford
University Press
Burns, R.P. and Burns, R. (2008), Business Research Methods and Statistics Using SPSS.
London: Sage Publications
Cooper, D.R. and Schindler, P.S. (2006), Business Research Methods. Boston: McGraw Hill
Deniels, P. and Becker, L. (2012), Developing Research Proposals. London: Sage

Publications
Denscombe, M. (2007), The Good Research Guide. 3rded. Maidenhead: Open University
Press
Denicolo, P. and Becker, L. (2012), Developing Research Proposals. London: Sage

Publications
Easterby-Smith, M., Thorpe, R. and Jackson, P. (2012), Management Research. 4th ed.
Field, A. (2009), Discovering Statistics Using SPSS. 3rd ed. London: Sage Publications
Fink, A. (2009), Conducting Research Literature Reviews. London: Sage Publications
Fisher, M. (2004), Researching and Writing a Dissertation for Business Students. Harlow:
Prentice Hall
Flick, U. (2011), Your Research Project. 3rd ed. London: Sage Publications
Gill, J. and Johnson, P. (2010), Research Methods for Managers. 4th ed. London: Sage
Publications
Jankowicz, A.D. (2005), Business Research Projects. 4th ed. London: Thomson Learning
Jesson, J.K., Matheson, L. and Lacey, F.M. (2011), Doing Your Literature Review. London:
Sage Publications
Keleman, M.L. and Rumens, N. (2008), An Introduction to Critical Management Research.

Malhatra, N.K. (2007), Marketing Research: an Applied Orientation. New Jersey: Pearson
Moutinho, L. and Hutcheson, G.D. (2011), The Sage Dictionary of Quantitative Management
Research. London: Sage Publications
Journals
Journal of Advances in Management Research

Journal of Mixed Methods Research
Management Research Review
Organizational Research Methods
Qualitative Inquiry
Qualitative Research
Qualitative Research in Organizations and Management: An International Journal
Websites
Not applicable.

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PROGRAMME SPECIFICATION

Awarding body/institution Glyndŵr University

Teaching institution Glyndŵr University Wrexham

Mode/s of study Full time & Part time

• A broad knowledge and understanding of organisations, the external context in

• To provide strategic direction within a managerial context

2.2 Learning outcomes of the Suite

Postgraduate Certificate in Business

Students will demonstrate the ability to:

A) Knowledge and understanding

1. Critically assess theories and situations and reach appropriate conclusions.

1. Use Communication and Information Technology (C&IT) effectively

D) Professional Skills and abilities and Employability Skills and abilities:

1. Demonstrate effective self-management and the ability to continue learning

Post Graduate Diploma in Business

A) Knowledge and understanding

4. Exercise Initiative and self-direction in solving problems.

D) Practical, professional and employability skills

In addition to meeting the learning outcomes of the Post Graduate Certificate in

Post Graduate Diploma in Business (Marketing)

A) Knowledge and understanding

6. Demonstrate an in-depth understanding of the principles and practice of

Post Graduate Diploma in Business (Accounting & Finance)

7. Demonstrate a conceptual understanding of the theories and concepts of modern

8. Assess a variety of leadership and HR theories and techniques and determine

Post Graduate Diploma in Business (International Business)

9. Apply the appropriate concepts and processes in the management of resources

Post Graduate Diploma in Business (IT Management)

10. Demonstrate an ability to assess the relationship between technological change,

Post Graduate Diploma in Business (Healthcare Management)

11. Demonstrate a systematic approach to evaluating strategic decision making and

A) Knowledge and understanding

13. Demonstrate the ability to conduct a piece of independent research which

6. Demonstrate an ability to communicate complex problems and their resolution in

The learning outcomes, above, are exhibited in tabular form below.

Leadership and People C

7 Achieving Corporate Success C

Strategic Thinking & Effecting C

Development & Reward C X X X X X X X X X x x X X X X X X

L Financial Strategy Risk C/O X X X X X X X X X X X X X X X X

Globalisation and C/O X X X X X X X X X X X X X X

7 App. Strat. Healthcare C x x x x x x x x x x x x

C = Core modules O = Option modules

2.4 Learning and Teaching Strategy

• The development of autonomous learners

Welsh Medium Provision

2.5 Assessment Strategy

Students will be assessed on their achievement of the programme learning outcomes

Managing Resources in a Business Coursework 50:50

2.6 Programme structure

MBA Full Time:

Managing Leadership & Achieving

Fundamentals of Research and Dissertation 60 Cr

Managing Leadership & Achieving

CORE CORE CORE

CORE CORE CORE

Fundamentals of Research and Dissertation 60 Cr

MBA (HRM); Offered full time only

Managing Leadership & Achieving

CORE CORE CORE

Strategic People Development &

CORE CORE CORE

Fundamentals of Research and Dissertation 60 Cr

Managing Leadership & Achieving