LBU2074 : Global Perspectives in Managing People and Organisations
- Offered for Year: 2018/19
- Module Leader(s): Dr Faten Baddar Alhusan
- Owning School: Newcastle University Business School
- Teaching Location: London
|Semester 1 Credit Value:||10|
|Semester 2 Credit Value:||10|
The module is designed to promote an understanding of the nature and importance of the management of people and organisations in the context of the challenges faced by organisations operating in the global business environment. The module aims to enable students to understand the dimensions that influence management policies and practices internationally, and to gain awareness of how conceptual debates shape the management of people and organisations and translate into practical challenges in different countries.
As a direct result of internationalisation and globalisation the scope and practice of management and decision-making in organisations is wider and affected by multiple forces that transcend domestic realities, such as changes in demographics, patterns of migration, patterns of global staffing, global economic landscape, knowledge to attitudinal/behavioural characteristics ratio, trends in talent rotation across international business units, rise of knowledge workers, and changes in national and supranational policy frameworks.
More concretely, the module aims to support students in:
1. Problematising the key concepts in the area of the management of people and organisations and how these are used to address issues in the global business environment.
2. Using key concepts to understand and make sense of people management experiences in organisations.
3. Scrutinising assumptions about the management of people and organisations.
Outline Of Syllabus
1. Managing people and organisations in the global business environment: From local to global
2. Managing people in organisations: Challenges, Controversies and Contradictions
3. Managing organisational practices: Power, politics, ethics and decision-making
4. Managing organisational structures and processes: Towards a post-bureaucratic organisational model
|Scheduled Learning And Teaching Activities||Lecture||20||1:00||20:00||10 weeks per semester|
|Guided Independent Study||Assessment preparation and completion||30||1:00||30:00||N/A|
|Guided Independent Study||Directed research and reading||50||1:00||50:00||N/A|
|Scheduled Learning And Teaching Activities||Small group teaching||20||1:00||20:00||10 seminars per semester. Groups of normally 20|
|Guided Independent Study||Project work||30||1:00||30:00||N/A|
|Guided Independent Study||Independent study||50||1:00||50:00||N/A|
Teaching Rationale And Relationship
Combining lectures and seminars is deemed appropriate so that students have the opportunity to engage in discussion of content, which is a good way to promote knowledge and understanding. Lectures will facilitate that students familiarise themselves with relevant content. Seminars will reinforce their understanding through analytical activities and group work.In addition, given that the module has an group project element, the seminars provide a good opportunity to engage students in and monitor their progress in relation to the skills-based outcomes. Providing space for content discussion is a good way to support students advance with their projects as the seminar sessions would be targeting links between themes in the lectures and the project they have to complete for the module.
The format of resits will be determined by the Board of Examiners
|Report||1||M||30||Group Report: 4,000 words|
|Design/Creative proj||1||M||20||Group Presentation: 20 minutes (groups of 5 students)|
|Reflective log||2||M||50||Individual reflective piece: 2000 words|
Assessment Rationale And Relationship
The combination of group and individual assessments is deemed to be pedagogically strong and the most suitable in order to facilitate that students gain knowledge and understanding of the topic. The rationale for this combination is one that prioritises a holistic approach to assessment; that is, one that not only focuses on the final pieces (ie, the report and the presentation) but also provides space for demonstrating individual knowledge (e.g., the individual essay). In terms of the intended knowledge outcomes of the module, the assessments focus on examination, critical evaluation and reflection; this is central to the analytical approach of the module and its objectives. In relation to the skill-based outcomes (teamwork, written and oral communication and critical analysis), these are reflected in the core of each of the assessed components of the module.