MSc Management and Information Systems: Change and Development (Distance Learning)

For entry in the academic year beginning September 2025, the tuition fees are as follows:

• MSc (part-time distance learning)
  UK students (per annum): £1,167 per 15 credits, £4,664 dissertation
  International, including EU, students (per annum): £1,583 per 15 credits, £6,336 dissertation

Further information for EU students can be found on our dedicated EU page.

All students should normally be able to complete their programme of study without incurring additional study costs over and above the tuition fee for that programme. Any unavoidable additional compulsory costs totalling more than 1% of the annual home undergraduate fee per annum, regardless of whether the programme in question is undergraduate or postgraduate taught, will be made clear to you at the point of application. Further information can be found in the University's Policy on additional costs incurred by students on undergraduate and postgraduate taught programmes (PDF document, 91KB).

• Information on university funding, loans, and scholarships are available on the master’s student funding page .
• The Faculty of Humanities offered a range of scholarship opportunities for eligible applicants starting in September 2025. Please check back to confirm availability for September 2026 start.
• Please visit the school funding page for more information on available subject funding.
• Other funding for EU and international students is on our country-specific pages .

After a session which introduces the main elements and requirements of the Unit, we cover the following topics on a week by week basis: OD&C definitions and values; Models of change; The roots of OD; Consultancy: Managing the consultancy process; Leadership and manager as change agent; Organization development in practice; and Resistance to change.  These topics map on to key topics covered in the set module textbook

The Unit aims to provide a critical understanding of the methods and approaches currently associated with organizational development and change as applied in a developing/newly industrializing country context.  In so doing we will critically examine actual and potential relationships between OD&C and initiatives in international and social and economic development.  The Unit also aims to enable participants to identify the implications of OD&C for their own practice as change agents working in national and/or international development.

This module helps students’ employability through developing a robust understanding of organisational development practice, change management, and undertaking consulting work in developed/developing contexts. A range of theoretical models and analytical processes will immediately be useful in students’ professional practice.

The module will help students to develop a comprehensive conceptual framework of understanding and managing organisational change.

The module will further support continuous development of the following transferable skills:

• Analytical skills that are informed by theory and demonstrated in practice.
• Research competencies, including the rigorous engagement with quality evidence.
• Written and oral communication skills through the formative and summative assessment activities.
• Knowledge, intellectual- and practical- skills to engage in IS research and practice.

Unit 1: Introduction: Organizations and OD
Unit 2: More about theory
Unit 3: The OD cycle: entry, contracting and diagnosis
Unit 4: OD interventions
Unit 5: Power, politics and evaluation
Unit 6: The OD practitioner
Unit 7: Resistance to change
Unit 8: OD and HR

Students work through self-directed study materials which incorporate text, readings, and self-assessed activities and exercises.  They engage in online tutorial discussion for each unit of the overall module.  They utilise an e-learning space to complete formative learning evaluation tests, and access further guidance and topic-relevant materials.

KU1 Define organization development, and relate it to issues of organizational capacity building in developing countries
KU2 Outline the stages of an OD process, drawing from action research.
KU3 Outline the concepts underpinning contemporary OD.

IS1 Describe the importance of inter-organizational relationships for capacity building in development
IS2 Critically assess international development agencies' approach to change management from an OD perspective.

PS1 Distinguish between individual, team, and who organization-based interventions, and understand their application in developing countries

TS1 Outline the stages in the consultancy process, and understand the strengths and weaknesses of different consultancy styles

Enhancement of Digital Literacy

This module supports the development of student’s digital skills through navigation of virtual learning environments and engagement with a range of digital media including library resources, videos and podcasts. The interactive pedagogy promotes skill development of online collaborative learning tools and students also develop competence in using digital presentation- and analysis- tools.

In accordance with the JISC framework, student will be supported in developing the following digital capabilities: Digital Learning, Digital Communication, Collaboration and Participation, Digital identity and wellbeing.

Formative Assessment Task:

Online Quizzes (Multiple Choice): Automatically graded. Multiple attempts allowed. Notes about answers and references to relevant unit texts.  Evaluates understanding of key concepts: KU1. KU2, KU3, IS1, IS2, PS1, PS2, TS1.

Summative Assessment Tasks:

Tutorial questions (10%) appear in each unit (x8). As a fully online, distance learning module, student engagement takes the form of constructive, respectful, critical discourse through weekly discussions of these questions. Quality of engagement is assessed based on:

Quality of argument
Quality of research and evidence
Engagement with module concepts

Oral engagement during online group meetings (1.5hrs x 2)

Written engagement typically c.200 (±20%) words (x 6)

In order to receive marks for a Unit, students must engage with tutorial discussions within seven days of the dates the discussions are launched (later submissions do not contribute to constructive critical discourse)

All Units must include at least two synchronous online tutorial discussions.  In order to receive any marks for engagement, students must contribute to a minimum of four tutorial discussions (written contributions), at least one of which must be a synchronous tutorial discussion (oral contributions)(see also Section 9).

In order to obtain 50% of the oral engagement marks available for the unit a student must engage with a minimum of four tutorials.

In order to obtain 100% of the oral engagement marks available for the unit, a student must engage with a minimum of six tutorials.

According to a rota, each student is required either to introduce a topic and open the tutorial discussion, or to summarise the key learning points at the end of a topic.

One written report (90%)

This will be in the form of designing, implementing and evaluating an OD&C intervention in an organisation of choice.

Length: 3,000 words

Summative Assessment Tasks:

Online Tutorials: Feedback provided by tutor and by other students throughout course unit and within 1-2 days of submission.

Written Report: Feedback provided by tutor/examiner comments following submission at the end of course unit.

Cheung-Judge, M. Y., & Holbeche, L. (2021). Organization development: A practitioner's guide for OD and HR. London: Kogan Page.

Contact Hours and Notional Hours of Learning

10 hours Tutorials
100 hours Self-study via directed learning materials
40 hours Assessment preparation
Total of 150 Notional hours of Learning

Statement to Support Equality, Diversity and Inclusion

Study of Organisation Development and Change will equip students with critical awareness of equality, diversity and inclusion through consideration of the variety and range of source texts and active inclusion of diverse voices, perspectives and current debates about information systems research and practice, including the decolonisation debate. The course also actively engages with questions of differences in representations, values, culture and perspectives between developed and developing country contexts.

Students are regularly applying concepts – during formative activities and summative assessment – from their own professional context, drawing on their personal culture, experiences and background thereby significantly enabling inclusivity. Respectful critical discourse enables an environment that is conducive to cultivate appreciation of diversity and the value of inclusivity.

Flexibility is built into the teaching and learning process thereby enhancing inclusivity – through providing materials online, at the start of the module, in accessible formats – and enabling a range of routes for students to engage (synchronous and asynchronous), encouraging students to share their own knowledge and reflections on relevant topics.

If a course participant identifies concern or discomfort about the oral contribution element of the assessment, and the course leader deems the concern/discomfort to be caused by a potentially valid hidden anxiety/disability, an exception to the oral contribution requirement will be arranged.

Information
MGDI Programmes on which course unit is offered:
MSc Human Resource Management and Development (via Distance Learning) and MSc Management and Information Systems: Change and Development (via Distance Learning)