SHE Level 5
SCQF Credit Points 15.00
ECTS Credit Points 7.50
Module Code MMN224933
Module Leader Anne Smith
School Glasgow School for Business and Society
Subject Management
  • B (January start)
  • A (September start)
  • C (May start)

Pre-Requisite Knowledge

Standard Programme Entry Requirements

Summary of Content

Engagement with the multi-disciplinary world of work exists in many different forms, and presents many challenges yet despite the eclectic landscapes relies upon common principles and practices that include ethical leadership, innovation and co-creation of value. Dynamic resources such as skills and knowledge are essential to the success of organisations and graduate employability is directly linked to how these resources are shaped. Transferring skills across cultures, discipline and sector may appear simple but in fact require a level of individual and management sophistication that fortunately can be learnt, developed and professionalised. This module transports the student from knowledge building in their programme modules into self-reflection and self-development-the inextricable linkage between the two modules being that whatever Applied Professional Practice they undertake, is grounded in ethical and responsible decision making and leadership. Additionally, internationalisation, global learning and cultural sensitivity are embedded in the learning outcomes through the completion of employability maps with the overall aim being to engage students in relevant and purposeful professional practice environments from multiple perspectives. Learning environments are professional and work related, and are where students can learn how to apply skills and transfer knowledge across culture, discipline and industry in ethical, innovative and collaborative ways. Honing transferable skills and knowledge capability requires application, refection and professionalisation shaped through exploration of self, others and sector whilst studying the interactions between dynamics of power and effects of silo thinking. Through the design of their professional practice activities the module encourages students to practice foresight and understand consequence leading to professional management and ethical decision-making with capability to transfer skills across culture, sector and industry. Applied Professional Practice (APP) is multidisciplinary, and drives forward an employability framework to increase an internationalised, value dominant logic to work.


Dynamic resources including skills and knowledge Collaboration processes, technologies and co creation Innovation and social value creation Ethical leadership Understanding interdependencies in the workplace Principles of creating and enhancing your employability Investigating socio-cultural sensitivity Developing a value dominant logic through innovation and entrepreneurial mindset development.

Learning Outcomes

On successful completion of this module, the student should be able to:1. demonstrate critical awareness of work related theoretical principles and concepts in applied professional practice2. critically assess 'self' against a range of employability dimensions, in collaborative, multidisciplinary and interdependent work related environments. 3. To critically reflect on applied professional practice informing the development of an employability map of 'self'.

Teaching / Learning Strategy

Applied Professional Practice is a School-wide module designed to enable students to experience professional practice and nurture global responsible leaders that are not just economically astute but also socially, culturally and environmentally aware of the impact of their business actvities. APP is designed to include access to a course of digital learning materials and negotiated learning environments, supported by discipline based tutorials enabling students to immerse themselves in both multidisciplinary theoretical concepts and applied learning environments. Offering students the opportunity to practice reflection and analyse in detail key aspects of work related practice, the central element of this module is an experientially driven work related professional practice which can take a variety of forms and is appropriately designed for and by discipline based programmes, cognisant of study mode, student development requirements and addresses the needs of both pre and post-experience students. Experiential learning offers a rich and authentlc opportunity for students to engage in professional practice, gain experience and register achievements that contribute to their employability and international reach. Using an experiential learning through negotiated learning tool, students can 'test', 'acton' or 'stretch' their experience. An employability map is harnessed to enable students to self-assess how they perceive their employability against five dimensions. The five dimensions, set against skills and knowledge, are aligned with the GCU common good framework; innovaton, ethical decision making, entrepreneurial mindsets, leadership and cultural sensitvity. Negotiated learning, based on employability dimensions, is a tool harnessed by programmes, tutors and students ensuring students gain value from a process which focuses on personal and professional practice development needs. GCU Learn provides access and engagement with learning materials, learning actvites, and assessment submissions for on-campus and distance learning students.

Indicative Reading

Essential: Moon, J. (2013) Reflection in Learning and Professional Development: Theory and Practice, Kogan Page Limited, London. Recommended: Amin, A. (2009). Extraordinarily Ordinary: Working in the Social Economy. Social Enterprise Journal, 5(1), 30-49. DOI: 10.1108/17508610910956390 <> . Beggs, B., Ross, C.M. and Goodwin, B., 2008. A comparison of student and practitioner perspectives of the travel and tourism internship. Journal of Hospitality, Leisure, Sports and Tourism Education (Pre-2012), 7(1), p.31. Golicic, S., and Smith, C. (2013) A Meta-Analysis of Environmentally Sustainable Supply Chain Management Practices and Firm Performance, Journal of Supply Chain Management, 49(2), 78-95, DOI: 10.1111/jscm.12006. Jackson, B., Nicoll, M., and Roy, M. J. (2018). The Distinctive Challenges and Opportunities for Creating Leadership Within Social Enterprises. Social Enterprise Journal, 14(1). Junek, O., Lockstone, L. and Mair, J., 2009. Two perspectives on event management employment: student and employer insights into the skills required to get the job done!. Journal of Hospitality and Tourism Management, 16(1), pp.120-129. Levitt, T. (1983) The globalization of markets. Harvard Business Review, 61(3), 92-102. Lindsay, H. (2016) More than 'continuing professional development': a proposed new learning framework for professional accountants, Accounting Education, 25(1), 1-13, DOI: 10.1080/09639284.2015.1104641. Mariani (2016) Coordination in inter-network co-opetitition: Evidence from the tourism sector, Industrial Marketing Management 53 (2016) 103-123, Doi:10.1016/j.indmarman.2015.11.015 0019-8501/. Rugman, A., & Hodgetts, R. (2001). The end of global strategy. European Management Journal, 19(4), 333-343. Schlee R.P., and Karns, G.L, (2017) Job Requirements for Marketing Graduates: Are There Differences in the Knowledge, Skills, and Personal Attributes Needed for Different Salary Levels? Journal of Marketing Education, 39(2), 69-81, DOI:10.1177/0273475317712765 <>. Sharma, U. and Lawrence, S., (2014) Accountants as institutional entrepreneurs: changing routines in a telecommunications company. Qualitative Research in Accounting & Management, 11(3), 190-214. DOI 10.1108/QRAM-10-2012-0047. Shou, Y., and Wang, W., (2017) Multidimensional competences of supply chain managers: an empirical study, Enterprise Information Systems, 11(1), 58-74, DOI: 10.1080/17517575.2015.1080303.

Transferrable Skills

By the end of this module students will have gained competence in the following key areas: Information: analysis, retrieval, evaluation, knowledge contextualisation and interpretation Cognitive self: creativity, decision making, self-awareness and ethical responsibility, negotiation, intellectual capacity Communication: oral, written, networking, digital Collaboration: social capital, people management, project management

Module Structure

Activity Total Hours
Assessment (FDL) 30.00
Practicals (FT) 25.00
Independent Learning (FDL) 84.00
Lectures (FT) 2.00
Tutorials (FT) 9.00
Practicals (FDL) 25.00
Assessment (FT) 30.00
Tutorials (FDL) 9.00
Lectures (FDL) 2.00
Independent Learning (FT) 84.00

Assessment Methods

Component Duration Weighting Threshold Description
Presentation n/a 40.00 45% Presentation
Journal n/a 60.00 45% Journal