SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3N226344
Module Leader Caroline Tuff
School School for Work Based Education
Subject SCWBE
  • A (September start)

Pre-Requisite Knowledge

Students must be working in the rail industry in a full-time, part-time or voluntary capacity .

Summary of Content

In this module students will learn about the key elements of rail services for a variety of customers including examples from both freight and passenger markets. This will include emerging best practice exceeding relevant service and industry standards, processes to review customer service outcomes, the political implications and economic cost of measurement systems and their impacts on the production of rail services. The module will introduce business process improvement practices contextualised for the railway operations environment which will include detailed consideration of key organisation cultural and job role holders' behaviours required for performance change and modification in the industry. The module will use performance data and other customer feedback data sets to enable students to understand how to plan and implement changes and strategies to improve outcomes.


The following areas will be considered; -284b7 Definitions, scope and context relating to Heavy, Light rail and Metro systems b7 Key elements and principles of a performance regime b7 Measuring rail service performance - different measures, their philosophy and effectiveness b7 Business Process Improvement principles theories and methods b7 Safety requirements and efficiency requirements and their effect on customer service delivery b7 Analysis of different sets of industry data on passenger and freight customer satisfaction. b7 Passenger and freight customer satisfaction data sets b7 Accident and incident customer data sets. b7 The Train Planning - Performance loop b7 The contractual railway b7 Implementation of change in rail service delivery

Learning Outcomes

On successful completion of the module the student should be able to:1. Compare and contrast the characteristics of freight and passenger markets. 2. Apply business improvement methodologies to improve a real service delivery problem.3. Analyse customer satisfaction and performance data sets and information to recommend improvement to service delivery within the rail business.

Teaching / Learning Strategy

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

JIA, L., MENG, X., & QIN, Y., 2017. Train Operation in Emergencies. Singapore: Springer. MORSE, G., 2014. Railway Accidents . Oxford: Shire Publications. PAGE, S. 2015. The Power of Business Process Improvement , 2 nd ed. AMACOM. PYRGIDIS, C.N., 2016. Railway transportation Systems: design, construction and operation. Boca Raton: CRC Press. WANG, Y., NING, B., VAN DEN BOOM, T. & SCHUTTER, B., 2016. Optimal Trajectory Planning and Train Scheduling for Urban Rail Transit Systems. Cham: Springer. WATSON-HEMPHILL, K., 2016. Innovating Lean Six Sigma: A Strategic Guide to Deploying the World's Most Effective Business Improvement Process. McGraw-Hill. WHITE, P., 2009. Public transport: its planning, management, and operation. 5th ed. Oxford: Routledge.

Transferrable Skills

-425b7 Reflection and reflective writing b7 Self-manage learning and work in a self-directed manner. b7 Planning, monitoring, reviewing and evaluating own learning and development b7 Communication skills: literacy and numeracy b7 Critical thinking, assessment and evaluation skills -425b7 Retrieval and analysis of information -425b7 Problem solving and decision making b7 Negotiation, time management and forward planning skills -426b7 Applying theory to practice

Module Structure

Activity Total Hours
Lectures (PT) 7.00
Independent Learning (PT) 128.00
Seminars (PT) 25.00
Assessment (PT) 40.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 100.00 40% CW1: Work Based AssignmentWord count: 4000 wordsWeighting: 100%Addressing: All LOs