2018/9, Trimester 1, Face-to-Face, Edinburgh Napier University
| Occurrence: | 001 |
| Primary mode of delivery: | Face-to-Face |
| Location of delivery: | CRAIGLOCKHAR |
| Partner: | Edinburgh Napier University |
| Member of staff responsible for delivering module: | Karl Warner |
| Module Organiser: | |
| Learning, Teaching and Assessment (LTA) Approach: |
The teaching and learning philosophy of the module is that lectures covering LOS 1-3 provide the basic material and further reading. Visiting speakers will also be invited, twice per semester, to make presentations to students about strategic issues in their organisation. Class analysis of these strategic issues will take place during tutorials. In general, tutorials covering particularly LO4 but also LOS 1-3 are designed to encourage deep learning and will complement the lecture material and involve a mix of case study analysis, review of articles/papers and “live strategy” student presentations. Diagnostic exercises will also be used in tutorials to aid student self-assessment of new material.Assessment (Formative and Summative) - Feedback on assessments will be provided by a “feedback sheet” for each individual student. Given out in advance this will allow students to fully appreciate the marking criteria. An example of a “good piece of work” submitted by a previous cohort will be given out – a script attaining one of the highest class marks. This will allow students to compare what they have done with the “best in class”. A tutorial will be set aside for verbal feedback on the first assessment and students will be encouraged to express any questions during this time. A tutorial dedicated to module assessments will also be provided allowing students to fully understand the nature of summative assessment requirements for the module. “Live strategy” presentations require students to collaborate with others in their group and, through selection of an organisation to be discussed, allows students to take an active part in the learning process. These student presentations will also provide a basis for class discussion and formative learning through the application of theoretical concepts from lectures in order to both analyse strategy-making in that organisation and also further understanding of the theoretical material itself. Again, as with sche
|
On-going formative assessment on student progress will be given during classes
|
Assessments for this module are reflected in section 17.
|
| Student Activity (Notional Equivalent Study Hours (NESH)) |
| Mode of activity | Learning & Teaching Activity | NESH (Study Hours) |
| Face To Face | Centrally Time Tabled Examination | 2 |
| Face To Face | Lecture | 12 |
| Face To Face | Tutorial | 24 |
| Online | Guided independent study | 26 |
| Independent Learning | Guided independent study | 136 |
| Total Study Hours | 200 |
| Expected Total Study Hours for Module | 200 |
| Assessment |
| Type of Assessment | Weighting % | LOs covered | Week due | Length in Hours/Words |
| Essay | 50 | 1, 2, 3 | 7 | HOURS= 1, WORDS= 0 |
| Centrally Time Tabled Examination | 50 | 2, 4 | 14/15 | HOURS= 2, WORDS= 0 |
| Component 1 subtotal: | 50 | |
| Component 2 subtotal: | 50 | | | |
| Module subtotal: | 100 | | | |
2018/9, Trimester 1, Face-to-Face,
| Occurrence: | 003 |
| Primary mode of delivery: | Face-to-Face |
| Location of delivery: | WEST LOTHIAN |
| Partner: | |
| Member of staff responsible for delivering module: | Karl Warner |
| Module Organiser: | |
| Learning, Teaching and Assessment (LTA) Approach: |
The teaching and learning philosophy of the module is that lectures covering LOS 1-3 provide the basic material and further reading. Visiting speakers will also be invited, twice per semester, to make presentations to students about strategic issues in their organisation. Class analysis of these strategic issues will take place during tutorials. In general, tutorials covering particularly LO4 but also LOS 1-3 are designed to encourage deep learning and will complement the lecture material and involve a mix of case study analysis, review of articles/papers and “live strategy” student presentations. Diagnostic exercises will also be used in tutorials to aid student self-assessment of new material.Assessment (Formative and Summative) - Feedback on assessments will be provided by a “feedback sheet” for each individual student. Given out in advance this will allow students to fully appreciate the marking criteria. An example of a “good piece of work” submitted by a previous cohort will be given out – a script attaining one of the highest class marks. This will allow students to compare what they have done with the “best in class”. A tutorial will be set aside for verbal feedback on the first assessment and students will be encouraged to express any questions during this time. A tutorial dedicated to module assessments will also be provided allowing students to fully understand the nature of summative assessment requirements for the module. “Live strategy” presentations require students to collaborate with others in their group and, through selection of an organisation to be discussed, allows students to take an active part in the learning process. These student presentations will also provide a basis for class discussion and formative learning through the application of theoretical concepts from lectures in order to both analyse strategy-making in that organisation and also further understanding of the theoretical material itself. Again, as with sche
|
The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.
|
The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.
|
| Student Activity (Notional Equivalent Study Hours (NESH)) |
| Mode of activity | Learning & Teaching Activity | NESH (Study Hours) |
| Face To Face | Centrally Time Tabled Examination | 2 |
| Face To Face | Lecture | 12 |
| Face To Face | Tutorial | 24 |
| Online | Guided independent study | 26 |
| Independent Learning | Guided independent study | 136 |
| Total Study Hours | 200 |
| Expected Total Study Hours for Module | 200 |
| Assessment |
| Type of Assessment | Weighting % | LOs covered | Week due | Length in Hours/Words |
| Essay | 50 | 1, 2, 3 | 7 | HOURS= 1, WORDS= 0 |
| Centrally Time Tabled Examination | 50 | 2, 4 | 14/15 | HOURS= 2, WORDS= 0 |
| Component 1 subtotal: | 50 | |
| Component 2 subtotal: | 50 | | | |
| Module subtotal: | 100 | | | |