SHE Level 5
SCQF Credit Points 45.00
ECTS Credit Points 22.50
Module Code MMN224309
Module Leader Christopher Smith
School School for Work Based Education
Subject SCWBE
  • 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)
  • A (September start)-B (January start)-C (May start)
  • B (January start)-C (May start)-A (September start)
  • C (May start)-A (September start)-B (January start)
  • S-C (May start)-A (September start)-B (January start)

Summary of Content

This module is work based and aims to support the student as they acknowledge challenges in their current practice whilst undertaking Stage 1 of the Professional Doctorate degree within the School for Work-Based Education. It permits students to advance an area of their professional practice or to study a specialised area of practice. The module aims to enable and enhance a student's vision, specialist skills and creative problem solving abilities or to develop skills or strategies that aim to push boundaries and pioneer change in practice. The development of specialist and innovative areas of practice are expected to address selective training and development needs of the service and influence the implementation of improved and effective practices with service users. The content of the module will be determined by the students ' own specific learning requirements and possibly the needs of their organisation. The module promotes a flexible approach to continuous professional development. Learning will be predominantly work based (in the work place, for the workplace and from colleagues and peers) which will require students to be largely self-directed and able to identify their own support needs. A (tripartite) learning contract and plan will be compiled by the student in collaboration, if appropriate, with their employer or academic supervisor / mentor and the module leader. The negotiated learning contract and plan will be critically evaluated in relation to its learning outcomes, the teaching and learning strategies and assessment methods. This approach will enable students wishing to attain achievement of competency to practice in their defined area, to identify and agree appropriate learning outcomes and assessment criteria to meet professional practice requirements.


The syllabus of work is determined by the negotiated learning contract, compiled by the student, and all other relevant parties; namely their employer or professional practice mentor and the module leader. The syllabus will demonstrate learning appropriate to module level. It will depend on the practice background of the students, their particular area of interest and the needs of their service. Students are expected to choose a specialised area of practice or choose to advance practice in their existing practice and evidence the development of their theoretical knowledge and where appropriate practical skills. The generic syllabus will comprise: Developing a learning contract Negotiating learning outcomes Negotiating assessment strategy Reflection Relevant Information retrieval, Critical evaluation of literature Evidence based practice For students wishing to attain achievement of competency to practice in their defined area of study the syllabus must include a defined set of competency criteria and a clear pathway of learning that meets the service and/or professional award requirements.

Learning Outcomes

These will be determined by the practice/work place area being studied and will be negotiated by the student in collaboration with an academic, who could be the module leader, or the academic on the module team from the professional background. On successful completion of the module the student should be able to:1.Analyse their own learning needs in relation to selected work based learning topic.2.Negotiate appropriate learning outcomes with the module leader and mentor.3.Record negotiated learning outcomes in the Learning Contract.4.Use and justify a range of learning strategies.5.Adopt responsibility for their own learning within a work based environment.6.Construct a relevant work based portfolio evidencing learning.7.Critical reflection on how achievement of the learning outcomes enhanced own practice or service.The learning contract will normally focus on at least three of the following:1.Critical analysis of skills sets or an aspect of service provision to determine development or enhancement opportunities.2.Deriving real or potential solutions from research based evidence to expand their own practice or service in clinical settings.3.Where appropriate implementing changes to skills set and/or service provision.4.Independently synthesising all relevant information to exerciseevidence based judgement, decision making and an impact evaluation.5.Critical reflection on how achievement of the learning outcomes enhanced own practice or service.6.Study of structured, advanced knowledge (specific to own practice or practice context).

Teaching / Learning Strategy

Students will be expected to draw on academic theories and techniques in order to frame, analyse and solve actual work-based problems. To this end learning will involve not only formal but informal learning strategies and assessment. This module particularly emphasises the integration of learning and work e.g. the student's assessment may involve them in conducting actual work based analysis and decision making within a work context. 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.

Indicative Reading

Bowell, T, 2015. Critical thinking: a concise guide. 4th ed. London. Routledge, Taylor and Francis Brodie,-7 P.,-6 Irving,-6 K.-6 (2007)-7 Assessment-6 -1 in-6 -1 work-6 -1 based-6 -1 learning: -1 investigating-7 a-7 -1 pedagogical-7 -1 approach-7 to-7 -1 enhance-8 student-7 -1 learning,-6 Assessment-8 &-7 Evaluation-7 -1 in-7 -1 Higher-8 Education,-7 -1 32:1, -3 11-19,-18 -1 DOI:-16 -1 10.1080/02602930600848218 Boud,-7 -1 D.-6 (2006)-6 Productive-7 reflection-6 -1 at-6 -1 work:-7 -1 learning-5 for-6 changing-7 -1 organisations.-5 -1 Routledge. -1 New-9 -5 York. -1 Cunningham,-6 I.,-7 -1 Dawes,-6 G.,-7 Bennett,-7 B.,-6 (2004)-7 The-6 -1 handbook-7 -1 of-7 -1 work-6 -1 based-7 -1 learning.-5 Burlington.-7 England Bloom's-28 taxonomy-27 (verbs)-27 <> <> Krathwohl, D.R., 2002. A revision of Bloom's taxonomy: An overview. Theory into practice, 41(4), pp.212-218. Innovation, Strategy and Design Thinking Baghai, M., Coley, S. and White, D. 1999 The Alchemy of Growth, Basic Books. Carlopio, J. 2011, "Development Strategy by Design: The Future of Strategy", World Future Review, vol. 3, no. 2, pp. 11-16. Curedale, R. 2016. Design Thnking Process & Methods. 2 nd ed. Design Community College Inc Floyd, S. 2005. Innovating Strategy Process, Wiley Johnson, G., Scholes, K., Whittington, R. & Dawsonera 2014, Exploring strategy: text and cases, 10th edn, Pearson Education. Idris M. 2013, Design Thinking for Strategic Innovation: What They Can't Teach You at Business or Design School, Wiley Kimbell, 2014, The Service Innovation Handbook: Action-oriented Creative Thinking Toolkit for Service Organizations. Bis Publishers Leiblein,M., Ziedonis, A. 2011, Technology Strategy and Innovation Management, Edward Elgar Pub. Lockwood, T., Walton, T., 2008, Building Design Strategy: Using Design to Achieve Key Business Objectives, Allworth Press Mintzberg, H., Ahlstrand, B.W. & Lampel, J. 1998, Strategy safari: a guided tour through the wilds of strategic management, Prentice Hall, London. Osterwalder, A. & Pigneur, Y., 2010. Business Model Generation: A Handbook for Visionaries, Game Changers, and Challengers. John Wiley & Sons Osterwalder, A. Pigneur, Y., Bernarda, G., Smith, A. & Papdakos, T. ,2014. Value Proposition Design: How to Create Products and Services Customers Want. John Wiley & Sons Smith, K.M. & Gross, L. 2015, "Applying design thinking to citizen service", The Public Manager, vol. 44, no. 2, pp. 33. Trott, P. & Dawsonera 2012, Innovation management and new product development, 5th edn, Pearson Education Limited. Tushman, M., Anderson, P.2004, Managing Strategic Innovation and Change: A Collection of Readings , Oxford University Press Human Resources and Performance Berman, E., Bowman, J., West., J.,Van Wart, M. 2015, Human Resource Management in Public Service: Paradoxes, Processes, and Problems, SAGE Publications Bouckaert, G., Halligan, J. 2008., Managing Performance: International Comparisons, Routledge Colebatch, H. K. (2009), Policy: Concepts in Social Sciences, (3rd edition), Maidenhead: Open University Sharp, B.,Aguirre, G., Kickham, K. 2011, Managing in the Public Sector: A Casebook in Ethics and Leadership, Longman Leadership Adair, J.2010, Effective Strategic Leadership: The Complete Guide to Strategic Management , Macmillan Drucker, P., Snyder Kuhl, J., Hesselbein, F. 2015, Peter F. Drucker, Joan Snyder Kuhl, Frances Hesselbein, Wiley Northouse, P. G. (2013) Leadership: Theory and Practice (6 th edition), Sage Publications Ltd Owen, J. 2014, The Leadership Skills Handbook: 50 Essential Skills You Need to Be a Leader, Kogan Page Pech, M. 2013, The Financial Times Guide to Leadership: How to Lead Effectively and Get Results, Pearson Schein, E. (2014) Organizational Culture and Leadership (4th edition), Jossey-Bass, San Francisco Western, S. (2013) Leadership: A critical text (2 nd edition), Sage Yukl, G. (2012) Leadership in Organizations (8 th edition), NJ: Pearson/Prentice Hall Inquiry Design Thinking methods or data gathering techniques See handout on possible techniques to use - for many of these techniques, you will find online resources that help. There are many books on research and inquiry methods - better to ask module leader or librarian for help. Positive Deviance Leavy, B. 2011, "Leading adaptive change by harnessing the power of positive deviance", Strategy & Leadership, vol. 39, no. 2, pp. 18-27. Andrews, M. 2015, "Explaining Positive Deviance in Public Sector Reforms in Development", World Development, vol. 74, pp. 197-208. Appreciative Inquiry Cooperrider, D.L., Whitney, D. & Stavros, J.M. 2008,Appreciative inquiry handbook: for leaders of change, 2nd edn, Crown Custom Publishing, Inc, San Francisco, CA;Brunswick, OH;. -1 URLs -12 <> Scottish-13 Government-14 /-14 -1 work-13 -1 based-14 -1 learning -14 <> Making-16 -1 practice-16 -1 based-15 -1 learning-16 -1 work Further-6 resources-6 -1 will-5 -1 be-6 -1 determined-5 -1 by-6 the-5 -1 area-6 -1 of-6 study-5 chosen. Students-5 -1 will-6 -1 be-6 -1 encouraged-4 to-6 -1 identify-5

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 on a complex group assignment. Communication skills, negotiation skills and presentation skills when participating in the group work and group presentation -Peer assessment: skills in giving and receiving constructive feedback. -Research skills: data gathering using secondary methods, and data analysis. -C & IT skills: engaging in a virtual learning environment; using MS Powerpoint and MS Word packages for presentations and report writing; accessing and using industry databases such as FAME, MINTEL, KEYNOTE. -Using Refworks software to develop referencing skills, and Turnitin software to improve writing style.

Module Structure

Activity Total Hours
Assessment (PT) 100.00
Seminars (PT) 40.00
Lectures (PT) 10.00
Independent Learning (PT) 300.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 100.00 50% Portfolio evidencing learning(equivalent to 9000 words)