SHE Level 2
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M2N225213
Module Leader Shariq Sheikh
School Glasgow School for Business and Society
Subject Management
  • A (September start)
  • B (January start)
  • C (May start)
  • A (September start)-B (January start)
  • B (January start)-C (May start)
  • C (May start)-A (September start)

Summary of Content

The practise and analysis of management is complex and controversial. This module examines foundational issues and concepts, including diverse conceptions of what management is and the functions and roles of managers. The research base and contemporary business relevance of alternative models of management are explored. The development and application of management theory in different sectors and international contexts is a further theme. This module focusses on a combination of theoretical learning as well as project based work which is related to the student's main / specialist area of work and their domain of study. Students will analyse the activities of planning, organising, leading, and controlling, examine decision-making skills and the theoretical models devised to support them. This will involve utilisation of knowledge and skills; and applied in the context of their workplace. They will explore the research and assumptions that inform conventional management concepts, including the presumed dichotomy of fact and value. Note that the declining influence of this particular notion on the analysis and practise of management has promoted new conceptions of the purpose of management and the role of organisations, such as corporate citizenship and sustainable development. Therefore, students will reflect on the concept and practice of corporate social responsibility, and allied developments like the 'management of meaning' and its implications for the design of organisational structures and culture. They will explore the strategy process and the theoretical models that help managers formulate and implement strategy. In addition, analyse organisational change, its various forms and rationales. Finally, review the culture of innovation and creativity with emphasis on managing and influencing the development of innovation. Summary of how PRME-related issues / topics are covered in this module: within this module, the process of organising and managing are discussed in a range of organisational types (for-profit, not-for- profit, and public), sizes, sectors and national economies. Students will develop a critical appreciation of the local and global environmental and social consequences of traditional and alternative conceptions of business goals and behaviour. One aspect of which is knowledge of the values that frame conventional and emerging accounts of business.


-What is management? -Managerial skills, competencies and managerial challenges in the modern global environment and its impact on organisational strategy -Origins of management thought and the competing values framework -The planning process -Management and Control within organisations -Conditions affecting decision making and the decision making process -Organisational Structures; Determinants and types of organisational structure -Organisations and organisational culture; Models of organisational culture -Managing and influencing organisational culture -Ethical Management (What is Social value?) -Challenges of managing organisations whose primary motivation is creating social value -Strategic Management; process and levels of strategy in organisations -Managing successful change and models of organisational change -Managing change for developing innovation -Organisational Development -Emerging issues in management - Contingency approaches to management

Learning Outcomes

On successful completion of this module, the student should be able to:1. Analyse and apply management concepts and models2. Explore the tasks of practising managers and the cognitive, normative and ethical challenges these entail3. Criticise the standards of justification for the knowledge-claims made in specific fields of management research and practice4. Discuss the meaning and limitations of the standard definition of the manager's role as the efficient delivery of goods and services 5. Discuss the complex and dynamic nature of the manager's role relative to an organisation's strategy and operations

Teaching / Learning Strategy

This work based module adopts a blended approach to learning which combines face to face contact and online learning via GCU's virtual learning environment, GCU Learn. The teaching and learning strategy encourages an active and self-directed approach to learning. In the context of a work based ethos, teaching and learning methods use real world and real work scenarios to promote action learning, inquiry based learning, problem based learning and peer learning. These methods include lectures, seminars, online directed learning packages (power point presentations/study guides/videos), podcasts and discussion boards. These approaches will be used to directly involve the students in the process of learning and to encourage collaborative learning amongst students. Learners will be supported during the module by the module team which includes module tutors, work based mentors and Academic Development Tutors. Module tutors act as facilitators and also determine the level and accuracy of knowledge acquisition at key points in the delivery. Additionally, input, when necessary, either directly or with the support of external experts will add to the authenticity, credibility and application of education and learning to the workplace. Work based mentors provide a full spectrum of workplace support; helping apprentices to identify relevant work activity that can operate as a source for work-integrated learning, advise on the development of work-based projects, provide feedback on the development of professional competence, and formatively comment on progress in achieving negotiated work-integrated learning objectives. Academic Development Tutors will provide support to help maximise students' potential in relation to academic writing, referencing and the development of effective study techniques. Both formative and summative assessment strategies will be adopted during the module. Formative assessment will be used not only to encourage knowledge of the subject, but also to help develop transferable skills. Summative assessments will provide evidence of the learning achieved throughout the module. Summative assessments are compulsory. An overall mark of 40% must be achieved in the module. Students will have access to ongoing academic support as they work through the module assessment activities, and staff will assist students to reflect on and evaluate achievement of the learning outcomes. The percentage of Work Based Learning for this module, as represented by the Independent Learning 'Activity Type' is 72%. Work Based Assessment will account for 20% with the remainder of 8% accounted for by Lectures and Seminars.

Indicative Reading

ADAIR, J., 2010. Decision Making and Problem Solving Strategies. London: Kogan Page. ALVESON, M. & SVENINGSSON, S., 2007. Changing Organizational Culture: Cultural Change Work in Progress. London: Routledge ALVESSON, M. & WILLMOTT, H., 2012. Making Sense of Management: A Critical Introduction. 2nd ed. London: Sage Publications. BODDY, D., 2010. Management: An Introduction. 5th ed. Harlow: Prentice-Hall (available online). COLE, G. A. & KELLY, P., 2011. Management: Theory and Practice. 7th ed. Basingstoke: Cengage Learning (available online) COMBE, C., 2014. Introduction to Management. Oxford University Press CAMPBELL, D. EDGAR, D. & STONEHOUSE, G., 2011. Business Strategy: An Introduction. 3 rd ed. Basingstoke: Palgrave Macmillan (available online). DAFT, R. L. KENDRICK M. & VERSHNINA, N., 2010. Management. Singapore: Cengage Learning DRUCKER, P., 2012. Management: Tasks, Responsibilities, Practices. Routledge Ltd <> DI DOMENICO, M. L., HAUGH, H. & TRACEY, P., 2010. Social bricolage: theorizing social value creation in social enterprises, Entrepreneurship Theory and Practice, 34(4), pp. 681-703 (available online). GRATTON, L., 2011. The Shift: The future of work is already here. London: Collins. HANDY, C., 1996. Understanding Organizations. New York: Penguin. HAYES, J., 2010. The Theory and Practice of Change Management. 3rd ed. Basingstoke: Palgrave Macmillan HORRIGAN, B., 2010. Corporate Social Responsibility in the 21st Century: Debates, Models and Practices. Cheltenham: Edward Elgar Publishing MERCHANT, K. & VAN DER STEDE, W., 2011. Management Control Systems: Performance Measurement, Evaluation and Incentives. 3 rd ed. Harlow: Financial Times/Prentice Hall MULLERAT. R. 2010. International Corporate Social Responsibility. London: Kluwer Law International MELE, D., 2012. Managing Ethics. Palgrave MacMillan NAYLOR, J., 2004. Management. Pearson Education M.U.A. <> THURROW, K., 2011. Virtual Organisations - The Creation of Value Networks. San Francisco, CA: GRIN Publishing (Kindle edition - eBook). KAPFERER, J., 2008. The New Strategic Brand Management. Kogan Page <> RAAB, G. AJAMI, R. GARGEYA, V. & GODDARD, G., 2008. Customer Relationship Management: A Global Perspective. Gower <> Applied Research Van ASSEN, M., Van den BERG, G. and PIETERSMA, P., 2008. Key Management Models: The 60+ Models Every Manager Needs to Know: Harlow, Prentice Hall. WITZEL, M., 2011. A History of Management Thought. London: Routledge (Available Online) Online sources: British Journal of Mgt; Management Today; Sloan Management Review; Journal of Business & Mgt; Harvard Business Review; Journal of Management; Journal of International Mgt; Social Enterprise Journal; Journal of Social Entrepreneurship.

Transferrable Skills

-Self-management: self-motivation, time management and critical self-reflection and evaluation of personal performance. -Interpersonal Skills: an ability to work collaboratively and constructively with others in seminars and outside of class in allocated groups. -Oral and written communication skills, negotiation skills and presentation skills -Group work when participating in the group work in seminars and outside of class in allocated groups. -Information technology skills will be developed through Internet searches and online communication. -Analytical, evaluative and creative problem solving will be developed throughout the module experience but especially through case studies, seminar debates. -Using Turnitin software to improve writing style.

Module Structure

Activity Total Hours
Assessment (FT) 40.00
Independent Learning (FT) 145.00
Lectures (FT) 15.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 100.00 40% Negotiated individual work based assignment: essay - 3000 words