SHE Level 4
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code MHN125223
Module Leader Angela Sutherland
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)
  • S-C (May start)-A (September start)

Summary of Content

Performance delivery is critical for organisational competitiveness. In pursuing performance delivery, managers and organisations must be particularly mindful of the resources, systems, processes and factors which contribute to, or impede, sustained performance. This module focuses on the management challenges associated with ensuring organisations achieve sustainable business results in a sustainable global environment. This includes an examination of issues relating to the mainstreaming of corporate social responsibility and environmental management into the operational and strategic management of the organisation. The challenges associated with operational and strategic performance management are central to the module, with a particular focus on the cultural issues associated with creating sustained improvement in organisational performance. This encompasses a critical review of the application of various approaches, techniques and organisational self-assessment frameworks designed to facilitate continuous improvement and business excellence in organisations operating in national and international contexts. Summary of how PRME-related issues / topics are covered in this module: Students will develop critical appreciation of the importance of sustainable organisational performance through three interrelated components; strategy, best practice policies and tools; techniques and frameworks for self-assessment and performance management. External industry experts provide contextual insight into organisational challenges in meeting social and environmental responsibilities, the use of environmental management systems and the contribution of a TQM culture towards the triple bottom line. Thus, issues/topics covered in the module dovetail with Principles 1-4 of PRME for sustainable development at individual, business and strategic levels.


The syllabus of the module will cover the following issues: -284b7 Introduction to Quality Management: The Customer Perspective b7 Managing quality across different sectoral contexts b7 Role of Quality Assurance and Quality Accreditation for continuous improvement b7 Pressures for ethical operations and Corporate Social Responsibility b7 Sustainability Drivers and Challenges confronting Business b7 Business Case for Environmental Sustainability b7 Environmental strategies to innovate, create value and build competitive advantage b7 Best Practice Policies for managing sustainability in operations b7 Environmental Management Systems b7 Strategic Performance Management Systems b7 Use of EFQM Model and other frameworks for Self-Assessment b7 Tools, techniques and approaches for Continuous improvement b7 Total Quality Management and Continuous Improvement Culture

Learning Outcomes

On successful completion of this module, the student should be able to:1.Analyse the drivers for sustainable business excellence from the perspective of different stakeholders in national and global environments;2. Critically review the application of tools, techniques and frameworks used to achieve continuous improvement and business excellence; 3. Critically review approaches to strategic performance management, drawing on research on the behavioural impact of performance management systems;4. Critically evaluate the role that quality and environmental management accreditation standards play in promoting business excellence in national and international contexts;5. Reflect on current challenges and issues relating to managing sustainable business excellence in public, private and social enterprises;6. Critically review the role of ethical leadership in striving for sustainable operations across a range of organisational/sectoral contexts

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. To this end learning will involve formal and informal strategies which place an emphasis on the integration of learning and work. Students will be expected to take a critical stance as they draw on academic theories and techniques in order to frame, analyse and solve actual work-based problems. The module utilises an interactive lecture programme where students are encouraged to participate and contribute. Students are required to undertake a programme of specified reading for independent learning, and reflect upon managerial practices within the workplace. The teaching and skills development programme will be supported via GCU Learn, which will also enhance the students' ability to utilise e-communication. 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 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

-567 Core Text: Managing Sustainable Business Excellence; Custom Edition for Glasgow Caledonian University, compiled by Angela Sutherland. -567 Supplementary reading ALDAG, R., J. and KUZUHARA, L.W., 2015. Creating High Performance Teams; Applied Strategies for Managers and Team Members. Oxon: Routledge. BENN, S. DUNPHY, D. & GRIFFITHS, A. (2014), Organizational Change for Corporate Sustainability, 3 rd ed. Oxon: Routledge. Evans, J.R., 2014. Quality & Performance Excellence; Management, Organization and Strategy. 8 th ed. Cengage Learning, USA: Boston. JOHNSTON, R. CLARK, G. & SHULVER, M., 2012. Service Operations management; Improving Service Delivery. 4 th ed. Essex: Pearson Education Ltd OAKLAND, J. S., 2014. Total Quality Management and Operational Excellence: text with cases. Oxon: Routledge. SLACK, N. BRANDON-JONES, A. and JOHNSTON, R., 2013. Operations Management 7 th ed. Harlow: Pearson Education Ltd. [available as Ebook] SLACK, N. BRANDON-JONES, A. and JOHNSTON, R., 2016. Operations Management 8 th Edition, Harlow: Pearson Education Ltd. WICK, A. C. FREEMAN, R. E. WERHANE, P.H. & MARTIN, K. E., 2010. Business Ethics; A Managerial Approach. New Jersey: Pearson Prentice Hall. VERMA, R. & BOYER, K.K. 2010. Operations & Supply Chain Management: World Class Theory and Practice. International Edition, South-Western, Cengage Learning. Relevant Journals: Corporate Governance: The international journal of business in society Corporate Responsibility and Environmental Management European Business Review International Journal of Contemporary Hospitality Management International Journal of Healthcare Quality Assurance International Journal for Quality in Health Care International Journal of Operations and Production Management International Journal of Quality and Reliability Management International Journal of Supply and Operations Management Journal of Business Ethics Journal of Operations Management Managing Service Quality Measuring Business Excellence Operations Management Research The Service Industries Journal Total Quality Management and Business Excellence Recommended Web Sources: <> European Organisation for Quality: <> ; <> Chartered Management Institute, <> Chartermark, Service First: <> British Quality Foundation, <> Chartered Management Institute, <> International Organization for Standardization, <> Ethics Resource Centre, <> Improvement Service (Scottish local government), <> Office of Government Commerce, <> European Foundation for Quality Management, <> Quality Management Systems, <> Quality Scotland, <> Six Sigma, <>

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
Independent Learning (FT) 145.00
Assessment (FT) 40.00
Lectures (FT) 15.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 100.00 40% Negotiated individual work based investigative report providing a critical analysis of: (a) the drivers for ethical and sustainable business excellence in the industry/organisation; and (b) the application of a range of management approaches to deliver sustainable performance improvement in the organisation /industry. (4000 words)