SHE Level 1
SCQF Credit Points 0.00
ECTS Credit Points 0.00
Module Code M1N126511
Module Leader Helen Brown
School Glasgow School for Business and Society
Subject Management
  • B (January start)
  • B (January start)-C (May start)
  • C (May start)
  • A (September start)

Summary of Content

The aim of this programme is to introduce students to skills and knowledge essential for undergraduate study at a Higher Education Institution and is a pre requisite module to progress to SCQF level 7. The programme is delivered fully online over 10 consecutive weeks. The students will study a variety of topics which are key to successful engagement with teaching and learning in the higher education context and are detailed below. Week 1 Introduction Week 2 Learning at university Week 3 Group Working Week 4+ 5 Using Evidence Week 6 Reflection Week 7 Presentation Skills Week 8 Academic Writing Week 9 Introduction to Research Week 10 Examination The areas of study are generic and included in all undergraduate programmes at the induction stage.


Learning at university Approaches to, and styles of learning Working in groups Using appropriate evidence sources in higher education Plagiarism Referencing Presentation skills Models and stages of reflection Reflective writing Critical thinking skills Planning and note taking Types and structures of academic writing Introduction to research methods Introduction to research approaches Introduction to types of data and data collection Introduction to ethical considerations

Learning Outcomes

On successful completion of this module, the student should be able to:1).Engage in critical thinking2).Demonstrate the use of appropriate evidence and resources in higher education3).Explore appropriate use of reflective learning models4).Demonstrate knowledge of various forms and structures of academic writing5).Be familiar with a variety of communication skills in the online environment6).Demonstrate basic knowledge of research methods and underpinning ethical principles

Teaching / Learning Strategy

The module is flexible and accessible through its online learning design. The use of GCU Learn as the platform for delivery is mobile enabled allowing students to engage with the content on a variety of devices. This flexibility of the learning allows for an international widening of participation and equality of opportunities. The programme will build on the student's prior learning experiences through previous educational experiences to support a seamless transition into specific university programmes. The online delivery will use a variety of teaching and learning technologies to enhance the student's engagement and allow personalisation of the curriculum such as podcasts, surveys, questionnaires, blogs and discussion boards. Learning, teaching and assessment are embedded within the digital environment except the final summative assessment which will be undertaken at a number of British Council Offices and registered exam centres throughout Africa. There will also be formative assessments throughout the 10 weeks to provide useful student feedback and inform summative submissions -360

Indicative Reading

Books and articles: ARKORFUL, V. & ABAIDOO, N,.2015. The role of e-learning, advantages and disadvantages of its adoption in higher education International. Journal of Instructional Technology and Distance Learning, 12 (1), pp. 29-42. DEANE, M., 2010. Academic Research, Writing and Referencing. New York: Pearson Education COTTRELL, S., 2013. The study skills handbook. 4th ed. Basingstoke: Palgrave Macmillan FRYER, L. K., & VERMUNT, J. D. (2018). Regulating approaches to learning: Testing learning strategy convergences across a year at university. British Journal of Educational Psychology , 88 (1), 21-41. HAJIBAYOVA, L., 2017. Students' Viewpoint: What Constitutes Presence in an Online Classroom? Cataloging & Classification Quarterly, 55(1), pp.12-25. MOON, J., 2004. A Handbook of Reflective and Experiential Learning. London, Routledge Falmer. RICHARDSON, J. T. (2000). Researching student learning: Approaches to studying in campus-based and distance education . Buckingham: Society for Research into Higher Education & Open University Press. ZHAN, Z; & MEI, H., 2013. Academic self-concept and social presence in face-to-face and online learning: Perceptions and effects on students' learning achievement and satisfaction across environments. Computers & Education. 69, pp.131-138. -567 Online sources: KLEINER, K., 2009. Why smart people do stupid things [online]. University of Toronto Magazine. [viewed 7 th February 2019]. Available from:

Transferrable Skills

By the end of this module students will have gained competence in the following key areas: Effectively learn in a fully online environment Identifying, gathering, assessing and organising evidence Experience in exercising judgement on the relevance and reliability of information Communication - verbal, written and online Critically comparing alternative perspectives on global challenges Capacity for working independently Understanding of the different approaches to research Effective time management and organising tasks to meet deadlines

Module Structure

Activity Total Hours
Assessment (FDL) 20.00
Lectures (FDL) 20.00
Independent Learning (FDL) 140.00
Practicals (FDL) 20.00

Assessment Methods

Component Duration Weighting Threshold Description
CW2 Course Work 02 n/a 20.00 35% 3-5 minute Recorded Video Presentation
CW3 Course Work 03 n/a 30.00 35% Academic Writing Assignment (1000 words)
EX1 Exam 01 2.00 40.00 35% Two hour exam at registered British Council Office or alternative registered centre.
CW1 Course Work 01 n/a 10.00 35% Search Strategy and Reference List