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Ashcroft International Business School

Module Title: Organisational Behaviour

Department: International Business Strategy
Module Code: BC415048S

Academic Year: 2010/11 Semester: One

Module Title: Organisational Behaviour......................................................................1 1. Key Information ......................................................................................................2 2. Introduction to the Module......................................................................................2 3. Intended Learning Outcomes..................................................................................3 4. Outline Delivery......................................................................................................4 The table below is indicative only and can be customised as necessary:...................4 4.1 Attendance Requirements....................................................................................5 Note: You may find it useful to discuss your approach and framework with the module tutor before starting your assignment....................................................8 6. Assessment Criteria and Marking Standards........................................................11 7. Assessment Offences...........................................................................................13 8. Learning Resources..............................................................................................19 8.1. Library................................................................................................................19 8.2. Other Resources................................................................................................20 9. Module Evaluation................................................................................................20 10. Module Definition Form.......................................................................................21

1. Key Information
Module title: Module Leader: Organisational Behaviour U. Raut-Roy Cambridge, Coslett Building, Room 110 Extension: 2428 Email:

IMPORTANT MESSAGE FOR ALL STUDENTS IN 2010/11 A very important change to the Academic Regulations which governs the assessment of all modules at Anglia Ruskin and its partner institutions has been introduced for all students with effect from the academic year 2010/11. Full details are in Section 5 of this module guide. Please make sure you read this section carefully. All modules delivered by Anglia Ruskin University at its main campuses in the UK and at partner institutions throughout the UK and overseas are governed by the Academic Regulations. You can view these at A printed extract of the Academic Regulations, known as the Assessment Regulations, is available for every student from your Faculty Office (all new students will have received a copy as part of their welcome pack). In the unlikely event of any discrepancy between the Academic Regulations and any other publication, including this module guide, the Academic Regulations, as the definitive document, take precedence over all other publications and will be applied in all cases.

2. Introduction to the Module

The nature of organisations, the role of management and its relationships with the environment are issues which are undergoing continual redefinition. Leading individuals, groups and organisations effectively is key to managerial excellence. Yet, it could be your most difficult challenge as manager. The module is designed to help you meet this challenge. The purpose of this module is to provide a number of conceptual frameworks to help you make sense of your professional practice and context. The focus of the module is to seek insights into behaviour in organisations from a behavioural science perspective. The module develops your critical awareness of the key debate between contending theories of organisation and management, particularly in relation to organisational processes. The module will evaluate the underlying assumptions of particular perspectives and concepts and what these mean for management practice.

Each of the topics covered in the module provides a unique perspective on understanding and shaping behaviour in organisations. The module also provides the participants with an opportunity to demonstrate that they can apply and test out concepts at a required level of analysis. The investigations carried out test their understanding of the dynamics and processes of organisational behaviour and the benefits and difficulties of improving organisational effectiveness. One of the main focuses for the design of this module has been the further development of relevant employability and professional skills. Such skills are implicit in the learning outcomes

3. Intended Learning Outcomes

On successful completion of this module you will be able to: 3.1. 3.2. 3.3. 3.4. Demonstrate a critical perspective of organisational theories and related management practice. Understand the complexity of organisational life and view organisations as socially, historically and psychologically constructed. Critically examine compelling organisational theories and alternative theoretical frameworks around the study of organisations. Analyse the complex nature of the behaviour of people in work organisations.

4. Outline Delivery
The table below is indicative only and can be customised as necessary:

Week 1

Subject Area Introduction/Key concepts/ Food thought Organisation Structure Motivation Group Dynamics READING WEEK

Tutor & Advance Reading To understand key concepts U. Raut-Roy for underlying Organisational Dynamics Mullins, ch. 2, 3,4 and its implications for organisations Understand the Impact of U. Raut-Roy Organisation Structure on behaviour Ibid, ch. 15, 16, 17 Able to respond to motivational U. Raut-Roy challenges Ibid, 9, 11,12 Appreciate and analyse factors U. Raut-Roy leading to group effectiveness. Ibid, ch. 13, 14 READING WEEK READING WEEK

Session Objectives

2 3 4

Management of Change

Able to manage change effectively U. Raut-Roy in organisations and apply change Ibid, ch. 22, 23 techniques creatively. Identify management styles and U. Raut-Roy understand influencing skills. Ibid, ch. 6, 7,8

6 7

Management Styles/ Leadership Power, Conflict Authority

and Critically evaluate the issues of U. Raut-Roy Power and conflict within Ibid, ch. 21 organisations and its impact on behaviour. Able to understand and evaluate the U. Raut-Roy impact of Culture on organisation Ibid, ch. 22 behaviour/ Summation

Corporate Culture/ Synthesis

The module will be contextualised depending on the need of the cohort. **Students must read the articles given out during the module

4.1 Attendance Requirements

Attending all your classes is very important and one of the best ways to help you succeed in this module. In accordance with the Student Charter, you are expected to arrive on time and take an active part in all your timetabled classes. If you are unable to attend a class for a valid reason (eg: illness), please contact your Course Administrator or the Module Tutor. Anglia Ruskin will closely monitor the attendance of all students and will contact you by e-mail if you have been absent without notice for two weeks. Continued absence can result in the termination of your registration as you will be considered to have withdrawn from your studies. International students who are non-EEA nationals and in possession of entry clearance/leave to remain as a student (student visa) are required to be in regular attendance at Anglia Ruskin. Failure to do so is considered to be a breach of national immigration regulations. Anglia Ruskin, like all British Universities, is statutorily obliged to inform the Border and Immigration Agency of the Home Office of significant unauthorised absences by any student visa holders.

5. Assessment
IMPORTANT CHANGE TO ACADEMIC REGULATIONS IN 2010/11 PLEASE READ CAREFULLY For all modules delivered from July 2010 onwards, the following regulations apply in all locations and to all students. The important change to the assessment process (ie: different from previous academic years) is highlighted in point (d) below:


You must undertake all assessment tasks which form part of the module (eg: submit all coursework assignments by the appropriate deadline and/or attend all presentations/examinations on the appropriate date etc.). If there is a valid reason for you not being able to complete any assessed work, you must either seek an extension from your Student Adviser or submit a claim for mitigation (see for more information). If you undertake all assessment tasks which form part of the module but you do not pass the module, you will be allowed one further attempt to undertake some or all of the assessment tasks (ie: resit) in order to pass the module. If you do not undertake one or more of the required assessment tasks which form part of the module (eg: you simply do not attend an examination or do not submit a coursework assignment on time etc.) AND this is not explained by a successful claim for mitigation, you will NOT be allowed any further attempt at assessment in the module and are deemed to have failed the module completely.




The module will be assessed by individual assignment. The assignment is given below. ASSIGNMENT INSTRUCTIONS Module Title: Module Code: Academic Year: Module Leader: Organisational Behaviour BC415048S 2010/11 Mr U. Raut-Roy Provisional

Level: Semester:

4 1

Instructions: Answer ONE of the following TWO questions. Word Limit: Submission Date: 4,000 words (Written Part) This assignment must be received by no later than 5pm on 4th January 2010 to the iCentre, Cambridge campus.

Written assignments must not exceed the specified maximum number of words. All assignments which do so will be penalised. The penalty will be the deduction of 10% of the maximum marks available (i.e. 10%). Assignments will not be accepted without a word count on the cover sheet. Requests for short-term extensions will only be considered in the case of illness or other cause considered valid by the Student Adviser. These must normally be received and agreed by Student Adviser in writing at least twenty four hours prior to the deadline. Please refer to the Academic Regulations or your Student Handbook for full details. This assignment must be attached to a completed University Assignment Cover Sheet and accompanied by a completed University Assignment Receipt before submission. Any attachments (such as computer discs) must be marked with your SID number(s) and securely attached to your assignment before submission. The module will be assessed by individual assignment. The assignment is given below. 1 You are required to analyse your own organisation or one that you are familiar with in terms of Organisational Behaviour issues. The assignment should use a variety of models and theories within your chosen topic as part of your analysis. OR Case Study: (To be handed out in the class)

6. Assessment Criteria and Marking Standards You should demonstrate that you have shown the relevance of your arguments to the module learning outcomes: management practice and theory evidence of critical and reflective analysis variety of management literature using the Harvard system Combined Shown Used a

The following provides a guide to how the assignment should be structured: Introduction: Is there a clear introduction that the context of the situation that is to be analysed? Is there a clear statement of the problem/objective of the assignment? Synthesis and use of literature: Have you used the literature to explore the topic and as evidence to support the points you make? Have you integrated the OB literature? You are expected to show your knowledge and understanding of the literature by using the literature to argue a case in support of your point of view. Be sure to use your own words to present ideas you have obtained from the literature and to cite your sources. The descriptive retelling of source material alone is insufficient.

Analysis: Have you moved beyond simple description? Have you drawn insights and conclusions which address the assignment purpose? Is there a review/reference made to relevant literature and its appropriate use? Is there critical evaluation? Are discussions and arguments coherent? Have you demonstrated skills in applying theory into practice? Analysis does not come by just describing things and listing the views of the various writers. Instead you must breakdown the various arguments. You must look for the strengths and weakness in each argument.

Conclusions: Without logical conclusions your analysis is incomplete

the main points to be made? conclusions based upon rigorous analysis? be learnt for the conclusions? Literacy:

What are Are What can

Have you checked structure, spelling, punctuation, grammar, language and sentence and paragraph formation? Good paragraphs will contain transitional sentences which clearly state how you move from one theme to the next. One/few sentences do not normally make a paragraph.

A final check: If someone was to read your assignment could they: Tell you what the question is you are attempting to answer? Explain what they saw as your major points and conclusions? Be persuaded by the evidence you present and the line of reasoning you offered to support your conclusions? MARKING CRITERIA: The assignment will be assessed according to the following criteria: Marks The degree to which the concepts have been explained And understood The clarity of application The reasoning behind the evaluation The presentation and structure of report 30% 25% 30% 15% ---------100%

Note: You may find it useful to discuss your approach and framework with the module tutor before starting your assignment NOTE: All coursework assignments and other forms of assessment must be submitted by the published deadline which is detailed above. It is your responsibility to know when work is due to be submitted ignorance of the deadline date will not be accepted as a reason for late or non-submission.

All student work which contributes to the eventual outcome of the module (ie: if it determines whether you will pass or fail the module and counts towards the mark you achieve for the module) is submitted via the iCentre using the formal submission sheet Academic staff CANNOT accept work directly from you. If you decide to submit your work to the iCentre by post, it must arrive by midday on the due date. If you elect to post your work, you do so at your own risk and you must ensure that sufficient time is provided for your work to arrive at the iCentre Posting your work the day before a deadline, albeit by first class post, is extremely risky and not advised. Any late work (submitted in person or by post) will NOT be accepted and a mark of zero will be awarded for the assessment task in question. You are requested to keep a copy of your work. Feedback You are entitled to written feedback on your performance for all your assessed work. For all assessment tasks which are not examinations, this is provided by a member of academic staff completing the assignment coversheet on which your mark and feedback will relate to the achievement of the modules intended learning outcomes and the assessment criteria you were given for the task when it was first issued. Examination scripts are retained by Anglia Ruskin and are not returned to students. However, you are entitled to feedback on your performance in an examination and may request a meeting with the Module Leader or Tutor to see your examination script and to discuss your performance. Anglia Ruskin is committed to providing you with feedback on all assessed work within 20 working days of the submission deadline or the date of an examination. This is extended to 30 days for feedback for a Major Project module (please note that working days excludes those days when Anglia Ruskin University is officially closed; eg: between Christmas and New Year). Personal tutors will offer to read feedback from several modules and help you to address any common themes that may be emerging. At the main Anglia Ruskin University campuses, each Faculty will publish details of the arrangement for the return of your assessed work (eg: a marked essay or case study etc.). Any work which is not collected by you from the Faculty within this timeframe is returned to the iCentres from where you can subsequently collect it. The iCentres retain student work for a specified period prior to its disposal. To assure ourselves that our marking processes are comparable with other universities in the UK, Anglia Ruskin provides samples of student assessed work to external examiners as a routine part of our marking processes. External examiners are experienced academic staff from other universities who scrutinise your work and provide Anglia Ruskin academic staff with feedback and advice. Many of Anglia Ruskins staff act as external examiners at other universities. On occasion, you will receive feedback and marks for pieces of work that you completed in the earlier stages of the module. We provide you with this feedback as part of the learning experience and to help you prepare for other assessment tasks that you have still to complete. It is important to note that, in these cases, the marks

for these pieces of work are unconfirmed as the processes described above for the use of external examiners will not have been completed. This means that, potentially, marks can change, in either direction! Marks for modules and individual pieces of work become confirmed on the Dates for the Official Publication of Results which can be checked at


6. Assessment Criteria and Marking Standards

(Academic Regulations, Section 2)

Achieves module outcome/s related to this GLO at this Level of Study DISTINCTION As MERIT but showing independence of thought, a high level of intellectual rigour and consistency.

Achieves module outcome/s related to this GLO at this Level of Study

Marking standards (by mark band) 50-59% 40-49%

Achieves module outcome/s related to this GLO at this Level of Study PASS Satisfactory knowledge of key issues/ concepts/ ethics in discipline. Descriptive in parts but some ability to synthesise scholarship and argument. Minor lapses in use of scholarly conventions Achieves a marginal pass in the module outcome/s related to this GLO at this Level of Study PASS Basic knowledge of key issues/ concepts/ ethics in discipline. Largely descriptive, with restricted synthesis of existing scholarship and little argument. Use of scholarly conventions inconsistent. PASS Basic knowledge of key issues/ concepts/ ethics in discipline. Largely descriptive, with restricted synthesis of existing scholarship and little argument. Use of scholarly conventions inconsistent.

Fails marginally to achieve module outcome/s related to this GLO Limited information base, understanding or research skills in discipline.

Fails to achieve module outcome/s related to this GLO

Characteristics of student achievement per mark band

Knowledge and Understanding

Level 4 (FHEQ level 7) is characterised by an expectation of students expertise in their specialism. Students are semi-autonomous, demonstrating independence in the negotiation of assessment tasks (including the major project) and the ability to evaluate, challenge, modify and develop theory and practice. Students are expected to demonstrate an ability to isolate and focus on the significant features of problems and to offer synthetic and coherent solutions, with some students producing original or innovative work in their specialism that is worthy of publication or public performance or display.

MERIT Good analysis of key issues/ Concepts/ethics. Development of conceptual structures and argument making consistent use of scholarly conventions.

Inadequate information base. Lack of understanding of key issues and/or research skills in discipline.

Intellectual (thinking), Practical, Affective and Transferable Skills

Level 4 (FHEQ level 7) is characterised by an expectation of students expertise in their specialism. Students are semi-autonomous, demonstrating independence in the negotiation of assessment tasks (including the major project) and the ability to evaluate, challenge, modify and develop theory and practice. Students are expected to demonstrate an ability to isolate and focus on the significant features of problems and to offer synthetic and coherent solutions, with some students producing original or innovative work in their specialism that is worthy of publication or public performance or display.

DISTINCTION As MERIT but excellent research skills, independence of thought, a high level of intellectual rigour and consistency, excellent expressive/professional skills, and considerable creativity and originality. Excellent academic/intellectual skills, and considerable creativity and originality

MERIT Good analysis of key issues/ Concepts/ethics. Development of conceptual structures and argument, making consistent use of scholarly conventions.

PASS Satisfactory knowledge of key issues/ concepts/ ethics in discipline. Descriptive in parts but some ability to synthesise scholarship and argument. Minor lapses in use of scholarly conventions

Limited research skills impede use of learning resources and problem solving. Major problems with structure/ accuracy in expression. Team/ Practical /professional skills not yet secure. Weak academic/ intellectual skills. Inconsistent use of scholarly conventions

Inadequate research skills prevent use of learning resources and problem solving. Major problems with structure/ accuracy in expression. Very weak academic/ intellectual skills. Ignorance of scholarly conventions Very weak team/ practical /professional skills


A mark of 0% may be awarded for non-submission, poor or dangerous practice, incoherent and insufficient work, and in situations where the student fails to address the assignment brief and related learning outcomes


7. Assessment Offences
You are reminded that any work that you submit must be your own. All suspected assessment offences will be investigated and can result in severe penalties. Please note that it is your responsibility to consult the relevant sections of the Academic Regulations (section 10 see and the Student Handbook. When you are preparing your work for submission, it is important that you understand the various academic conventions that you are expected to follow in order to make sure that you do not leave yourself open to accusations of plagiarism (eg: the correct use of referencing, citations, footnotes etc.) and that your work maintains its academic integrity. Plagiarism is theft and constitutes the presentation of anothers work as your own in order to gain an unfair advantage. You will receive advice and guidance on how to avoid plagiarism and other elements of poor academic practice during the early stages of your studies at Anglia Ruskin. Guidance on being honest in your work Introduction Being honest in your work is at the heart of studying and working at university. To be honest in your work you must acknowledge the ideas and work of others you use, and you must not try to get an advantage over others by being dishonest. It is important that you understand what it means to be honest in your work. Although there is general agreement within the UK academic community about the types of activity that are unacceptable, this does vary slightly between institutions, and may be different from where you studied before. We have developed this guidance to help you understand what it means to be honest in your work, and what you should do to make sure that you are handing in work that meets our expectations. This means we can make sure that we can maintain reliable standards for our academic awards, and students continue to enjoy studying for academic qualifications that have a good reputation. In this guidance we will: clearly define what being honest in your work and good practice mean, and how you can achieve this; define assessment offences, including plagiarism, cheating and collusion; identify the resources, help and advice available to help you learn the academic skills you need to avoid committing assessment offences; explain how we expect you to behave; and describe what happens if we think you have committed an assessment offence. Being honest in your work and good practice You can show good practice when you do your work independently, honestly and in a proper academic style, using good referencing and acknowledging all of your sources. To show good academic practice you must:


show you understand the literature; use research from academics and others in your area of study; discuss and evaluate ideas and theories; develop your own independent evaluation of academic issues; and develop your own arguments.

To support your own good practice you will need to develop your:

skills at studying and getting information (for example, reading, taking notes, research and so on); skills in looking at an argument and making your own evaluation (for example, having a balanced opinion, using reasoning and argument); writing skills for essays, reports, dissertations and so on; referencing skills (how you include your sources of information in your work); and exam techniques (for example, revising and timing). Achieving good practice is not as complicated as it may appear. You need to do the following.

Know the rules. Make sure you reference all of your information sources. Poor practice or dishonesty in your work (such as plagiarism, cheating, fraud and so on) can be a result of you not knowing what you are allowed to do. Develop your own style. Sometimes students include too much original text from the work of others, as they believe that they cannot put it any better. Although you should try to express ideas in your own words, quoting or summing up ideas from academic sources is fine, as long as you say where you have taken this from. You must also reference other peoples performances or art in your own work. It fine to use other peoples performances and art, but you must be completely clear about why you are using that work, and make sure it is obvious that it isnt your own. Definitions of assessment offences Plagiarism Plagiarism is when you present someone elses work, words, images, ideas, opinions or discoveries, whether published or not, as your own. It is also when you take the artwork, images or computer-generated work of others, without properly acknowledging where this is from or you do this without their permission. You can commit plagiarism in examinations, but is most likely to happen in coursework, assignments, portfolios, essays, dissertations and so on. Examples of plagiarism include: directly copying from written work, physical work, performances, recorded work or images, without saying where this is from; using information from the internet or electronic media (such as DVDs and CDs) which belongs to someone else, and presenting it as your own; rewording someone elses work, without referencing them; and


handing in something for assessment which has been produced by another student or person. It is important that you do not plagiarise intentionally or unintentionally because the work of others and their ideas are their own. There are benefits to producing original ideas in terms of awards, prizes, qualifications, reputation and so on. To use someone elses work, words, images, ideas or discoveries is a form of theft. Collusion Collusion is similar to plagiarism as it is an attempt to present anothers work as your own. In plagiarism the original owner of the work is not aware you are using it, in collusion two or more people may be involved in trying to produce one piece of work to benefit one individual, or plagiarising another persons work. Examples of collusion include: agreeing with others to cheat; getting someone else to produce part or all of your work; copying the work of another person (with their permission); submitting work from essay banks; paying someone to produce work for you; and allowing another student to copy your own work.

Many parts of university life need students to work together. Working as a team, as directed by your tutor, and producing group work is not collusion. Collusion only happens if you produce joint work to benefit of one or more person and try to deceive another (for example the assessor). Cheating Cheating is when someone aims to get unfair advantage over others. Examples of cheating include: taking unauthorised material into the examination room; inventing results (including experiments, research, interviews and observations); handing your own previously graded work back in; getting an examination paper before it is released; behaving in a way that means other students perform poorly; pretending to be another student; and trying to bribe members of staff or examiners.

Help to avoid assessment offences Most of our students are honest and want to avoid making assessment offences. We have a variety of resources, advice and guidance available to help make sure you can develop good academic skills. We will make sure that we make available consistent statements about what we expect in this document, and in student handbooks and module guides. You will be able to do tutorials on being honest in your work from the library and other central support services and faculties, and you will be able to test your written work for plagiarism using TurnitinUK (a software package that detects plagiarism).


You can get advice on how to honestly use the work of others in your own work from the library website ( and your lecturer and personal tutor. You will have an opportunity to do a formative assignment before you finish and hand in your first summative assignment. A formative assignment is one in which you can talk about your work thoroughly with your tutor to make sure that you are working at the correct level for your award, and that you understand what is meant by good practice (a summative assignment counts towards the assessment for your course). You will be able to use TurnitinUK, a special software package which is used to detect plagiarism. TurnitinUK will produce a report which clearly shows if passages in your work have been taken from somewhere else. You may talk about this with your personal tutor to see where you may need to improve your academic practice. We will not see these formative TurnitinUK reports as assessment offences. If you are not sure whether the way you are working meets our requirements, you should talk to your personal tutor. They will be able to help you and tell you about other resources which will help you develop your academic skills. What we expect from you We will make sure you have the chance to practice your academic skills and avoid accidentally breaking our Academic Regulations. On page nine of the Student Charter (see, it says you have to be aware of the academic rules relating to your studies. To make sure that you are aware of the rules, we expect you to agree to: read this guidance and make sure you thoroughly understand it; work through PILOT, the online tutorial available on our library website (, which aims to help you learn good practice and has a useful section on plagiarism; make sure that you are familiar with how to reference (acknowledge other peoples work); correctly reference all the sources for the information you have included in your work; identify information you have downloaded from the internet; never use someone elses ideas for a performance, film or TV programme, their artwork, graphics (including graphs, spreadsheets and so on and information from the internet) as if they are yours; only hand in your own original work; never use another persons work as if it were your own; and never let other students use or copy your work. What we will do for you To help you avoid making assessment offences, our staff will: make sure they are familiar with the guidance on being honest in your work and the Academic Regulations;


tell you clearly about the guidance on being honest in your work and any guidelines on misconduct, and record the dates for future reference; arrange library information sessions for you; promote the resources on the library website and put links to them in module guides and student handbooks; include statements on academic honesty in each module guide, making sure they are consistent throughout our university; make you aware of the punishments for misconduct early in the course; give you effective guidance on how you should acknowledge the information you have used; tell you, in writing if possible, how far you may work with other students in your coursework; plan procedures for assessing work in a way that reduces plagiarism, cheating and collusion; be aware that you may have worked differently in the past and make sure that you are aware of good practice in the UK; familiarise themselves with TurnitinUK and its reports; and report all suspected misconduct using the proper disciplinary procedures. Procedures for assessment offences An assessment offence is the general term used to define cases where a student has tried to get unfair academic advantage in an assessment for themselves or another student. We will aim to give you as much help as possible to avoid an assessment offence. We listed a number of possible assessment offences earlier in the document. These, and any relevant breaks of the Academic Regulations are dishonest, unacceptable and not allowed. We will fully investigate all cases of suspected assessment offences. If we prove that you have committed an assessment offence, we will take action against you using our disciplinary procedures. For full details of what punishments you may receive for assessment offences, see the Academic Regulations, section 10 at: And finally One of the main aims of university is to give you the ability to learn, have independent judgment, academic rigour and intellectual honesty. You should encourage people to ask questions, to show personal and professional honesty, and have mutual respect. You, university teachers and support staff are responsible for working together to achieve this aim. References Adapted from Scott, M, (2000), Academic Misconduct Policy. A model for the FE Sector. (Copyright _ Association of Colleges 2000)


More information Academic Regulations, section 10 ( PILOT, the online tutorial in academic practice ( ) Referencing procedures ( RefWorks, a bibliographic management service that allows you to create a personal database and collect bibliographies in a variety of styles ( The Student Charter (


8. Learning Resources 8.1. Library

Reading List Anglia Ruskin University Library Resources
Key text Mullins L (2007) Management and Organisational Behaviour, Pitman Books Bratton J, et al (2010) Work & Organisational Behaviour, Palgrave-Macmillan Bloisi, W (et al) (2003)Management and Organisational BehaviourMcGraw-Hill McShane & Von Glinov (2003), Organisational Behaviour, McGraw-Hill Wilson & Rosenfield (1999) Organisations, McGraw-Hill Managing The bibliography is indicative in nature. Reading done before the class will help you to put things in context. You are advised to do so. The list is designed as a resource to help you find relevant material and point you in the right direction. I found these books useful. However, you will have to decide whether to read few books and articles in detail or to scan many books and articles for an overview of the subject. You will also find in the library and from your tutor other relevant references. After all in your professional life you will often have to synthesise large amount of material in a short report. You have to decide for yourself what is relevant to your needs from the material you can find. We will draw heavily on this book. Students are advised to purchase a copy.


Morgan, G (1997)Images of Organisations, Sage Schein, E (1997) Organisational Culture and leadership, Jossey-Bass Dawson, S (1996) Analysing Organisations, Macmillan Rollinson, et al (1998) Organisational Behaviour and Analysis, Addison-Wesley Hellriegel D, Slocum J.W & Woodman R.W (2002) Organisational Behaviour, South Western. Pugh, et al (1987 Writers on Organisation, Penguin Steer R, Porter L & Bigley G 91996) Motivation and leadership at work, McGraw-Hill Handy, C (1990) Understanding Organisations, Penguin Journals Harvard Business Review European Management Journal Journal of Management Studies Organisational Dynamics Sloan Management Review Management Today

Available in the Digital Library.


Fortune Specific journal articles Journal articles will be recommended during the sessions. Websites Economist Knowledge@Wharton Business Week Additional notes on this reading list Link to the University Library catalogue and Digital Library Link to Harvard Referencing guide Some article will be supplied to you within the VLE in digital format.

These are really useful websites for strategy and general management issues.

Faculty Liaison Librarians AIBS Diana Garfield ( extn 3192

8.2. Other Resources

Articles and handouts will be given out during delivery of the module.

9. Module Evaluation
Towards the end of the delivery of this module, you will be asked to complete a module evaluation questionnaire to help us obtain your views on all aspects of the module. This is an extremely important process which helps us to continue to improve the delivery of the module in the future and to respond to issues that you bring to our attention. The module report in section 11 of this module guide includes a section which comments on the feedback we received from other students who have studies this module previously. Your questionnaire response is anonymous and you will receive a summary in eVision of the scores of all your modules two days after the survey closes. The Module Evaluation process is managed on-line. More information is available at: Please help us to help you and other students at Anglia Ruskin by completing the Module Evaluation process. We very much value our students views and it is very important to us that you provide feedback to help us make improvements. In addition to the Module Evaluation process, you can send any comment on anything relate to your experience at Anglia Ruskin to at any time.


10. Module Definition Form



11. Report on Last Delivery of Module

The feedback from the previous module evaluation was excellent.

(July 2010, MBA)