WORK BASED PROJECT: IMPROVING BUSINESS PRACTICE

SHE Level 2
SCQF Credit Points 40.00
ECTS Credit Points 20.00
Module Code M2N226340
Module Leader Caroline Tuff
School School for Work Based Education
Subject SCWBE
Trimesters
  • A (September start)
  • B (January start)
  • C (May start)

Summary of Content

In negotiation with your tutor(s) you will identify a problem/issue within your organisation and carry out an investigation. On the basis of your investigation you should be able to propose recommendations to improve business practice. On completion of this project you should be able to demonstrate skills for the gathering, evaluation, analysis and presentation of information, ideas, concepts and secondary quantitative and/or qualitative data, drawing on a wide range of current sources. On the completion of the project the student should reflect on their performance in relation to managing the project and meeting the aim of their investigation.

Syllabus

The syllabus is negotiated: dependent on subject/discipline focus of project. Core: b7 Experiential Learning b7 Reflective Practice b7 Negotiating project content b7 Writing a Project Proposal b7 Researching and Literature Reviewing b7 Project Management b7 Writing a project report b7 Delivering a presentation

Learning Outcomes

On successful completion of the module the student should be able to:-1. Develop a Project Proposal on an identified topic, providing a rationale and setting out aims and objectives and scope of investigation.2. Identify, access, use and explain information/data to discuss key issues in relation to the identified topic.3. Formulate evidence based recommendations to potentially improve practice 4. Reflect on their performance in relation to managing the project and meeting the aim of their investigation.5. Design and deliver an oral presentation on the key aspects of the investigation.

Teaching / Learning Strategy

The strategy for this module will include both formative and summative assessment. The formative assessment is development of an appropriate Project Proposal. A student must produce an acceptable project proposal before they are able to progress to the summative assignments. The proposal is therefore compulsory, but not awarded a grade. Subject Matter Experts will support the students in addition to the GCU teaching team and will be involved in the negotiation of project proposals and observing presentations. They will not be involved in the assessment of the project report. This work-based module adopts a blended approach to learning which combines face to face contact, through classroom based tutorials and/or webinars, 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 inquiry and problem based learning in a collaborative learning environment. Students will be expected to take an objective stance and use a wide range of evidence to support their arguments, for example academic theories/theoretical perspectives/concepts/techniques/principles/rules and regulations in order to frame and analyse actual work-based problems. Learners will be supported during the module by the module team including module tutors and the IRO Learning and Development team as well as dedicated GCU academic members of staff including Academic Development Tutors (ADT's). Module tutors act as facilitators of learning and assessment and also determine the level and accuracy of knowledge acquisition at key points in the delivery. They also support students to identify relevant work activity that can operate as a source for work-integrated learning and assessment. ADTs provide support for academic writing and the development of study techniques. Both formative and summative assessment strategies will be adopted during the module. Formative assessment is used as a foundation upon which students can build towards their summative work. Formative opportunities will be used to provide developmental feedback to enhance students' learning and academic writing. The summative assessment will enable students to demonstrate their learning in relation to the module learning outcomes in a work-based context.

Indicative Reading

BELL, J., 2018. Doing your Research Project. 7 th ed. Buckingham: Open University Press COUGH, P. & NUTBROWN, C., 2012. A Student's Guide to Methodology . 3 rd ed. Sage Publications Ltd DENSCOMBE, M., 2017. The Good Research Guide . 6 th ed. Buckingham: Open University Press OEJI, P., RUSS, D. & POT, F. D., 2017. Workplace innovation?: theory, research and practice . [Online]. Cham, Switzerland: Springer. RUGG, G. & PETRE, M., 2007. A Gentle Guide to Research Methods. Maidenhead: Open University Press. SAUNDERS, M. N. K., LEWIS, P. & THORNHILL. A., 2016. Research methods for business students . 7 th ed.. Harlow: Pearson Education. THOMAS, G., 2017. H ow to do Your Research Project: A Guide for Students in Education and Applied Social Sciences . 3 rd ed. Sage Publications Ltd WILSON, J., 2014. Essentials of Business Research: A Guide to Doing Your Research Project . 2 nd ed. London: Sage Publications

Transferrable Skills

-426b7 Reflection and reflective writing b7 Independent learning b7 Written communication skills b7 Assessment and appraisal skills b7 Information retrieval skills: library and internet research skills b7 Problem solving and decision making b7 Negotiation, time management and forward planning skills b7 Applying theory to practice

Module Structure

Activity Total Hours
Tutorials (PT) 55.00
Independent Learning (PT) 245.00
Assessment (PT) 100.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 02 n/a 30.00 35% CW2: Project Presentation Duration: 10 minutesAddresses: LO4 & LO5
Course Work 01 n/a 70.00 35% CW1: Project Proposal and ReportWord Count: 4500 wordsAddresses: LO1, LO2 and LO3