SHE Level 2
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M2N225400
Module Leader Shariq Sheikh
School Glasgow School for Business and Society
Subject Management
  • A (September start)

Pre-Requisite Knowledge

120 UG credit points at Level 1 or equivalent

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. Students will analyse the activities of planning, organising, leading, and controlling. Examine decision-making skills and the theoretical models devised to support them. 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.


-360b7 What is management? b7 Managerial skills and competencies in the modern global environment b7 Challenges facing managers in the modern business environment b7 Origins of management thought b7 Competing values framework b7 The planning process b7 Goals and objectives of organisations b7 Management skills in the planning process b7 Formalising the organisation of work b7 Organising authority, chain of command and span of control b7 Centralisation and decentralisation b7 Types of control systems b7 The control model b7 Characteristics of effective control systems b7 Conditions affecting decision making b7 Types of decision making models b7 Errors and biases in decision making b7 Determinants of structure b7 Types of organisational structures b7 Strategic alliances b7 Organisations and organisational culture b7 Models of organisational culture b7 Managing and influencing organisational culture b7 Philosophical approaches to ethics b7 Advantages of ethical business practice for CSR b7 Ethics, CSR and stakeholders b7 What is social value? b7 Challenges of managing organisations whose primary motivation is creating social value b7 The strategy process b7 Levels of strategy in organisations b7 The development of strategic management b7 Models of organisational change b7 Managing change for developing innovation b7 Managing successful change b7 Organisational Development

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

Teaching / Learning Strategy

To support the student learning experience this module's lectures and seminars are carefully structured to present a consistent and logical progression of issues and concepts. The learning process includes analysis of the normative and cognitive dimensions of key management concepts through case studies, whole class and team based activities. These activities are designed to place the discussion topic in context and stimulate reflection on the practical complexities and cognitive limitations of standard concepts and models, and new and different perspectives on management. Case studies are drawn from a wide range of organisations from around the globe. They encourage reflection on standard business goals but also draw attention to the local and global, individual and social, impacts of business that conventional metrics do not reflect. On GCU Learn, students will find PowerPoint slides relating to each lecture with added hyperlinks to podcasts, You Tube Videos, and other sources of information. Outline answers for the seminar case studies. Test Bank Questions and audio podcasts from practitioners. Embracing essay writing and examination skills, the assessment strategy encourages students to reflect critically on the practical application, research base, the value judgements, and other assumptions that shape the analysis and practice of management. During each session, students will receive feedback from the tutor on their management of seminar tasks. Essay marks and electronic feedback will normally be provided within 3 working weeks of submission. In addition, students may seek further advice from members of the teaching team. GSBS will continue to use the advancement of GCU Learn as a blended learning tool through its teaching and learning as well as through engagement with students. GSBS will ensure that all modules are GCU Learn enabled and with the support of the Learning Technologists at the cutting edge of development of online materials. Academic staff and the Learning Technologists will continue to work together to develop and operate all modules on GCULearn to ensure student support and information sharing. Students are provided with formative and summative feedback via a variety of mechanisms. Feedback on coursework is provided within 3 working weeks of submission. -360

Indicative Reading

-567 Books and articles: Adair, J. (2010) Decision Making and Problem Solving Strategies: 66 (Creating Success), London, Kogan Page. Alveson, M. and Sveningsson, S. (2007) Changing Organizational Culture: Cultural Change Work in Progress, London, Routledge Alvesson, M. and Willmott, H. (2012) Making Sense of Management: A Critical Introduction (2 nd Edition), London, Sage Publications. Boddy, D. (2010) Management: An Introduction, (Fifth Edition) Harlow, Prentice-Hall. Cole, G.A. and Kelly, P. (2011) Management: Theory and Practice (7 th Edition), Basingstoke, Cengage Learning Campbell, D., Edgar, D. and Stonehouse, G. (2011) Business Strategy: An Introduction (Third Edition), Basingstoke, Palgrave Macmillan. Di Domenico, M-L., Haugh, H. & Tracey, P. 2010. Social bricolage: theorizing social value creation in social enterprises, Entrepreneurship Theory and Practice, 34(4): 681-703. Gratton, L. (2011) The Shift: The future of work is already here, Collins, London. Handy, C. (1996) Understanding Organizations, New York, Penguin. Hayes, J. (2010) The Theory and Practice of Change Management (3 rd Edition), Basingstoke, Palgrave Macmillan Horrigan, B. (2010) Corporate Social Responsibility in the 21 st Century: Debates, Models and Practices, Cheltenham, Edward Elgar Publishing Merchant, K. and Van der Stede, W. (2011) Management Control Systems: Performance Measurement, Evaluation and Incentives, Third Edition, Harlow, Financial Times/Prentice Hall Mullerat. R. (2010) International Corporate Social Responsibility, London, Kluwer Law International Thurrow, K. (2011) Virtual Organisations - The Creation of Value Networks, GRIN Publishing, San Francisco, CA (Kindle edition - eBook). Van Assen, M., Van den Berg, G. and Pietersma, P. (2008) Key Management Models: The 60+ Models Every Manager Needs to Know (Financial Times Series), Harlow, Prentice Hall. Witzel, M. (2011) A History of Management Thought, London, Routledge 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

By the end of this module students will have gained competence in the following key areas: Analytical and critical thinking skills Communication skills (oral and written) Discussion skills Essay writing Problem solving skills Interpersonal skills Time management skills Team working skills

Module Structure

Activity Total Hours
Seminars (FT) 12.00
Assessment (FT) 50.00
Lectures (FT) 24.00
Independent Learning (FT) 114.00

Assessment Methods

Component Duration Weighting Threshold Description
Exam (Exams Office) 2.00 50.00 35% Exam
Course Work 01 n/a 50.00 35% Essay 1500-2000 words