| Code | BUS104 |
| School | EBSL |
| Module Level | 1 |
| Module Code | BUS104 |
| Class | GE|EL|MA|MI| |
| Availability | DE|SA| |
| Semester | 1 |
| Credits | 6 |
| ECTS Credits | 3 |
| Contact Hours | 60 |
| Course Aims | Effective study requires a specific set of skills. Traditionally it was assumed that students arrived in higher education already in possession of those skills, but more recently institutions of higher education have recognised that this was a false and unhelpful assumption and have introduced courses to help students with the support that they need to develop the skills crucial for their studies.
This module predominately has three themes - the academic, personal development and a vocational element. The programme has been designed to enable students to prepare for the specific demands of study and work placement during your time at EBSL.
The academic element will focus on basic research and report writing skills, including sourcing material, appropriate referencing and structures. The personal development segment combines the analysis of individual behaviour, group dynamics and the role of the manager. The third section deals with the vocational area of the degree programme. Here students will be given the necessary tools to prepare for internships, i.e. by writing cover letters and curriculum vitae (CVs) and will undergo a mock interview. It is hoped that this experience will provide useful preparation for students in obtaining the internships that are an integral part of the EBSL programme.
Students at all institutions in the United Kingdom are now required to compile a Professional Development Portfolio. Professional Development Planning is a structured process which helps the student to plan his/her education and career development by setting personal targets each semester and reflecting on learning and achievement at all stages. The Portfolio is the collection of documents which is the record of that process. In the first year at EBSL students have the opportunity of discussions with Personal Tutors and throughout the degree programme the PDP will be integrated into study modules. In BUS104, the PDP is important for the personal development and the vocational elements of the course. Guidance of how it should be compiled is be given at the beginning of the course and students are required to present their portfolio at the mock interviews that form part of the module. |
| Learning Outcomes | A3, B2, B3, B4, C1, C2, C3, C5, D1, D2, D3, D4 |
| Presentation | The module is organised into a weekly lecture and a weekly seminar. Lectures will cover issues suitable for giving information to the whole student group, while seminars will facilitate the practice of skills and the development of the understanding of issues raised in the lectures.
Learning objectives cannot be achieved without attendance at both lecture and seminar. These will provide guidance on meeting the learning outcomes of the course through the assignments set.
The initial lecture(s) of the semester is concerned to reinforce and expand the knowledge and skills related to the Professional Development Planning and the management training course. Models of leadership and management including team working, crucial both to your studies at EBSL and to work in the modern business environment, will be explored.
The second block of work is concerned with the preparation and the production of a business report. Lectures and seminars will explain the conventions that govern such reports and there will be the opportunity for practice in data collection, from the EBSL databases and from other printed and electronic sources and the effective organisation of that material. The writing of a draft and a final revised report will form the first assignment.
The course adopts a 'learning by doing' approach to developing the communication skills necessary for professional development, with students being required to utilise the 'best practice' ideas offered in classes and workshops as the basis for their own individual and group research and production of materials. The strategy also places weight on the students' developing ability to assess their own performance against set objectives and to respond positively to feedback from lecturers and peers in order to enhance that performance. This self assessment is an important element in Professional Development Planning. |
| Reading Required | Blundell, R. (1998) Effective Communication, Prentice Hall
Bolles, Richard N. (2004) What Color Is Your Parachute (2004 Edition Revised & Updated) Ten Speed Press
Cameron, S. (2005) The Business Student's Handbook: Learning Skills for Study and Employment, 3rd Edition, Pearson FT Prentice Hall
Capon, C. (2004) Understanding Organisational Context, 2nd edition, Prentice Hall
Cottrell, S. (2005) Critical Thinking Skills, Palgrave
Crosse, J (2004) Speak Out! Developing Communication & Media Skills London: A&C Black Publishers
Goleman, D. (1995) Emotional Intelligence New York: Bantam
Goleman, D. (1998) Working with Emotional Intelligence New York: Bantam
Hargie, O., Saunders, C., and Dickson, D. (1994) Social Skills in Interpersonal Communication, 3rd edition, Routledge
Hurst, B. (1991) Handbook of Communication Skills, Kogan Page
Peck,J. and Coyle, M. (2005) Write it Right, Palgrave
Whetten, D.A & Cameron, K.S (2005) Developing Management Skills, 6th edition, Pearson Prentice Hall
Financial Times www.ft.com
Guardian Newspaper www.guardian.co.uk
The Times www.timesonlines.co.uk
The Sunday Times www.sunday-times.co.uk
The Daily Telegraph www.telegraph.co.uk
And The Sunday Telegraph
Business Week www.businessweek.com
Economist www.economist.com |
| Asseseement Methods | The assessment of the module is composed of two equally weighted elements: (1) report and the interview process and (2) management training. The justification of bunching the various components in the first element of the assessment is based on the perceived linkage of the skills involved and because this is thus seen to be a fairer way of assessing. |