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

This module is about organizational behaviour, or to be more precise, the behaviour of people within organizations. Why do we need to learn about this? Well, it isn't enough to have good management plans such as HR policies and procedures, or information systems designs. In order for them to be implemented successfully, we have to involve our fellow human beings and organizational behaviour helps us to understand how they behave within an organizational context. This module expands further on organizational behaviour to look at things like the structure of organizations and also culture. There are also some overarching themes that will be introduced and revisited throughout the module: essentialism, managerialism and metaphor. 

• develop an understanding of core features and aspects of human behaviour and human relations in organizational contexts identified by the field of Organizational Behaviour
• understand models of Organizational Behaviour (OB) that can be applied to the participants’ own workplace
• explore the context in which OB was developed, and the usefulness of applying OB theories to developing and transitional countries, and to the public sector
• develop a critical awareness of competing theories that account for this behaviour
  experience and evaluate how existing theory can be employed to understand human behaviour
• develop an understanding of different positions in relation to theory taken by academic contributors to the field of Organizational Behaviour 
• understand and discuss the interests of different stakeholders in the workplace

This module helps students’ employability through developing a robust understanding of organisational behaviour thereby enabling them to manage and lead effectively in the organisational environment. 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 frameworks of understanding that serves as foundation for the managerial focus of the programme and their professional practice.

The module will 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.

1. Perception, Attribution and stereotyping
2. Personality, Culture and Gender
3. Communication
4. Motivation
5. Leadership
6. Groups and Teams
7. Metaphor and Scientific Management
8. Organizational Design

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 Understand and describe and critique the academic theory supporting the field of organisational behaviour, and reflect on its relevance to the student’s own environment and other arenas of organizational practice
KU2 Examine the organizational behaviour literature through different lenses including managerial, interpretative and critical management ones 
KU3 Understand how to manage the academic research process and be familiar with the requirements for academic writing at UK Masters level.

IS1 Develop skills in reading and research, reflection, critical analysis and communicating ideas with others. 
IS2 Analyse theory and practice in order to apply the above knowledge to the student’s own organisational context.

PS1 Develop skills in ‘learning to learn’, time management, group membership, interpersonal communication (verbal and written, using English as the common language) and academic writing.

TS1 Develop skills in reading, research, reflection, critical analysis and interpersonal communication. 
TS2 Develop skills in independent study, time management, decision-making, problem solving and communicating effectively across international boundaries.

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, and Digital 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.

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:

1. Quality of argument
2. Quality of research and evidence
3. 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%)

Students are required to submit a written assignment one week after the close of the unit. Assignment questions are chosen from a list distributed at the start of the unit. 

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.

Buchanan, D.A. and Huczynski, A.A. ‘Organizational Behaviour’ 10th edition (2019) Harlow: Pearson 

Reading lists are provided in individual unit handbooks.

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 Organisational Behaviour 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 management 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)