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NBS8981 : Digital and Data

  • Offered for Year: 2023/24
  • Module Leader(s): Professor Andrew Lindridge
  • Owning School: Newcastle University Business School
  • Teaching Location: Newcastle City Campus
Semester 2 Credit Value: 20
ECTS Credits: 10.0


The aim of the module is to enable you to develop and enhance your knowledge, practice and evaluative skills of Digital and Data driven business value creation. The module will provide you with the opportunity to enhance knowledge and evaluative decision-making skills in a business context using digital technology and data aligned to the future of work. By the end of the module, you should be able to demonstrate:

•       Strategic evaluation and application of digital technology and data in enhancing business value proposition in a national and global context.
•       Evidence based framework development to identify and drive digital and data driven changes within an organisation.
•       Understand the role of data as the driver of organisational transformation and the fourth industrial revolution.

The module will provide the opportunity for you to apply theoretical and conceptual learning into scenario based case studies and exercises. You will also receive the opportunity to work in multidisciplinary teams to explore and apply tools and techniques relating to digital and data, appropriate to specific contexts, for tackling unique organisational challenges.

Outline Of Syllabus

The syllabus will include topics such as:

•       Digital transformation: key scenarios and trends
•       Role of data and digital technology in developing and driving business value
•       Nature of E-Business and E-Commerce
•       Digital Consumer Behaviour
•       Website and User Experience Design Principles
•       Search Engine and Social Media Marketing
•       Understand the nature of structured and unstructured organisational data
•       Fundamentals of Descriptive, Predictive analytics and Big Data
•       Data driven business decisions

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Guided Independent StudyAssessment preparation and completion160:0060:00To come in line with NUBS suggestion
Scheduled Learning And Teaching ActivitiesLecture81:008:00PiP
Structured Guided LearningAcademic skills activities81:3012:00To include online discussions, padlet or similar
Guided Independent StudySkills practice81:3012:00labelled as work based on roadmap
Scheduled Learning And Teaching ActivitiesWorkshops11:001:00Online synchronous assessment surgery session
Scheduled Learning And Teaching ActivitiesWorkshops11:001:00Online synchronous module orientation session
Scheduled Learning And Teaching ActivitiesWorkshops82:0016:00PiP
Guided Independent StudyReflective learning activity82:3020:00N/A
Guided Independent StudyIndependent study221:0022:00No weekly allocation
Scheduled Learning And Teaching ActivitiesScheduled on-line contact time21:303:00To be timetabled at lunch times in weeks where there are no other timetabled activities for the module in order to support sustained learner engagement in the module
Guided Independent StudyOnline Discussion41:004:004 x1 hour asynchronous discussions to be included where appropriate. This should be noted on roadmap
Guided Independent StudyDistance Learning Advance Preparation411:0041:00N/A
Teaching Rationale And Relationship

Teaching methods used in the module will recognise the importance of the learning context, content and processes for individual and organisational development alongside your professional practice.

The teaching and learning methods will support the achievement of the module’s learning outcomes. Teaching and learning activities, within this blended learning module, will include but are not limited to the following: Face-to-face and online opportunities to acquire knowledge and understanding of theory in practice are provided through attending lectures, listening to and watching podcasts and/or videos, reading and research, and work-based and reflective learning. Learning through dialogue, discussion and collaboration, in face-to-face teaching and online, will enable you to articulate, respond to and provide feedback on theory, knowledge and practice application, and to question and challenge their work-based practices. Collaborative social learning, online and in the classroom, is a hallmark of the module and will involve peer learning, co-production of knowledge and ideas about practice, and feedback.

As a post-experience programme, contextualising theory in practice requires not only academic input but also practitioners’ knowledge and expertise and, therefore, some lectures or workshops will be taught by adjunct staff. Reflection on practice, through completion of a reflective journal, supports the learner to evaluate their understanding of the relevant subject knowledge, and to question and challenge their work-based practices, through applying and integrating theory in practice.
Students are expected to enhance their face-to-face and online learning by independent reading and enquiry, for which they are given guidance on relevant materials.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment
Description Semester When Set Percentage Comment
Report2M1004,000 words
Assessment Rationale And Relationship

Formative Feedback

Formative feedback is provided throughout the module by encouraging learners to respond to questions and engage in reflection, dialogue, debate and discussion in online and face-to-face contexts. Collaborative learning, online and in the classroom, is a hallmark of the module and involves co-production of knowledge and ideas about practice, and feedback.

Summative Feedback

The module assessment enables learners to achieve the learning outcomes and to consolidate their learning by articulating their conceptual understanding and how it is used in practice. The assessment has one Individual Report. This 4,000 word report will enable you to explore, recognise, identify and develop strategic business decisions to transform business practices and deliver strategic business value. Your report is expected to draw upon and use organisational data and data driven insights.

A reflective learning Portfolio is central to completion of the summative assessment, and is an appropriate assessment method for all learners, enabling them to consolidate what they have learned by reflecting on and articulating their personal and/or organisation practice and how it relates to their current conceptual understanding.

Summative feedback on the assessment will include ‘feed forward’, enabling learners to improve future academic and/or practice action.

Reading Lists