University of Strathclyde International MBA Handbook 2010-11

The Place of Useful Learning
J ohn Anderson 1796

The University of Strathclyde was founded in Scotland as a place of useful learning, to make
higher education available to all, and to combine excellence with relevance. In fulfilling this
mission in today's world it will:

Contribute to the advancement of the knowledge society, to social cohesion and
to the quality of life in Scotland, and in the wider national and global community;
Generate, through excellence in research and scholarship, new ideas, knowledge
and skills to create opportunities for individuals and society;
Provide high-quality education to all of its students, regardless of background,
inspiring them to develop to the full their abilities, and creating outstanding
professional and creative people;
Offer the opportunities for all staff to develop their full potential, and contribute
fully to the achievement of the University's Vision.

The University of Strathclyde aspires to be a dynamic top-ranking European University
dedicated to excellence through its core mission of promoting useful learning.

2

The University of Strathclyde MBA Mission

The Place of Useful Learning

the mission of the University of Strathclyde for over 200 years

The Strathclyde Business School is committed to be a place of useful learning by
providing, and having a reputation for:

a high quality learning experience for all involved with us
through working with experienced, motivated, and talented colleagues
the delivery of high quality, cutting edge, learning material
to practising managers and those undertaking degree programmes
scholarly research with managerial relevance and which influences management practice
published in the best internationally renowned journals, and so influencing the teaching
provided at other institutions across the world as well as our own degree programmes
delivered through executive development programmes

testing our work against both academic rigour and practice

high quality learning
experience through working
with experienced, talented
and motivated colleagues,
by:

maintaining high standards
of entry to our degree
programmes

delivering well designed
small group work

maintaining the overall size
of the programmes to 70
students, to enable effective
face-to-face delivery

face-to-face delivery that can
transfer the wisdom and
experience of the instructor
through social interaction
and responsiveness

administration that facilitates
the learning experience,
rather than limits it
the delivery of high quality,
cutting edge, learning material
to practising managers & those
undertaking degree
programmes:

from committed academic staff
who are experienced teachers,
researchers, and consultants

which is integrated across
subjects to reflect realities of
organisational issues

which is developmental and
enables participants to add-value
to their organisation, in any
situation & in a timely manner

using books published by our own
staff, and that are also books
influencing the teaching of
programmes delivered by other
quality institutions

using core learning material
developed in-house, that is up-to-
date and appropriate for the task

interaction with practising
managers about current issues

scholarly research
with managerial relevance
and which influences
management practice by
being:

published in internationally
renowned journals, testing our
work against the demands of
academic rigour & influencing
the teaching provided at other
institutions across the world as
well as our own degree
programmes

research in collaboration with
organisations and their
managers, encouraging the
influence practice has on
research & the development of
knowledge, and the influence
research has on practice

research undertaken that is
recognised in the international
arena & that influences the
research of others

published in magazines and
newspapers, so influencing
practitioners

delivered through executive
development programmes that
use the particular skills and
knowledge of our staff

3

CONTENTS

Section Page

INTRODUCTION
Welcome 5
Whos Who in the International Division 6
Communication With Staff 7
The University of Strathclyde A Brief History 8
THE STRUCTURE OF THE MBA
Registration 11
General Description 11
Module and Credit Structure 13
Programme Schedules 14
Your Local Learning Centre 17
ASSESSMENT GUIDELINES
Assessment Structure 21
Group Work & Peer Assessment 22
MBA Degree Assessment Rules 24
Taking Examinations 25
Rules & Regulations for Sitting Examinations 25
Resits 25
Academic Progression 26
Your Timetable 28
Deferrals and Absences 28
Special Personal Circumstances 29
Appeals 29
Plagiarism and Collusion 29
Format of Coursework 30
Submission & Return of Coursework 31
Marking Scheme 31
Quality Assurance Procedures 31

MODULE & UNIT OUTLINES 32

APPENDIX 1 Examination Regulations 85
APPENDIX 2 Mitigating Circumstances 88
APPENDIX 3 Rules Relating to Plagiarism 90
APPENDIX 4 Appeals Procedure 93
APPENDIX 5 Equality & Diversity 95
APPENDIX 6 Students and The Higher Education Charter 96
APPENDIX 7 Whos Who at the International Centres 99

EXAM TIMETABLES 102
4

WELCOME

We are pleased to welcome you to the University of Strathclyde Business School. By the end
of your programme you will be joining many thousand Strathclyde MBA graduates many of
whom are now CEOs of large and small organizations. Our MBA has been around for over
45 years and during that time it has developed into a uniquely integrated programme.

The Strathclyde Business School is one of less than 1% of schools in the world with all of the
internationally recognised accreditations: AMBA (Association of MBAs), AACSB (American),
and EQUIS (European Foundation for Management Development) accreditation. We are
proud of these awards that recognize the quality of our programmes. Each of the
accreditations involves extensive inspection, interviews with students and staff, and visits to
all aspects of our facilities.

Within the School there are a large number of internationally recognised scholars staff who
are called upon to offer advice to the senior management of global companies and major
public organizations around the world. Many have written articles and books that are used
extensively across the globe influencing both teaching and management practice. You will
not be able to meet all of these during your study time with us, but they exist as a resource
when appropriate.

In welcoming you to the programme we are inviting you to become a partner in your
learning. Learning is not a one-way activity we cannot treat you as if you were
customers where we present you with a product, rather we can provide skilled and
expert staff that can work with you to facilitate your own learning. Because we have been in
the business for so long, we have been able to develop carefully the learning episodes over
the time you spend with us. The MBA has a beginning, a middle, and an end, and these
stages have been thought through following years of careful review and consequential
incremental change. We do not believe in a cafeteria approach to education, but instead
prefer learning that is designed to be developmental. We ask you to trust our judgment and
work with us during what will be a demanding time, particularly early in the programme.

Later in the programme you will choose from a very wide selection of electives. These will
be offered from a range of over 100 experts across the Business School. However, perhaps
more significant is the fact that, as well as the opportunity to undertake electives locally, you
will be able to join others from around the world who come to Glasgow for the Elective
Summer School held each year. Our experience is that the opportunity to mix with others
taking the Strathclyde MBA from our centres overseas is extremely valuable. In doing so,
you become a part of an international network that, if used effectively, will provide you with
valuable contacts during your developing future career.

We hope you enjoy your time with us. You can be assured of our commitment to provide
you with the best learning possible.

Professor Colin Eden
Vice Dean & Director of the International Division
Strathclyde Business School
5

WHOS WHO OF THE INTERNATIONAL DIVISION

The following staff are involved in the day-to-day operations of the International MBA
programme :-

Professor Colin Eden
Vice Dean & Director of the International Division
Direct Line : +44 141 553 6100
email : colin.eden@strath.ac.uk

Ronald Bradfield
Director - Strathclyde Business School in the UAE
Tel : 00 97150 836 1254
email : bradfield@strath.ac.uk

Dr. Michael Marck
Academic Manager South East Asia
Tel : +44 141 548 4378
Email : m.marck@strath.ac.uk

Susan Frew
Manager Strathclyde Business School in the UAE
Tel : 00 9714 208 9282
email : susan.frew@strath.ac.uk

Angela McAulay
Administrator International Division
Direct Line : +44 141 553 6156
email : angela.mcaulay@strath.ac.uk

Kirsteen Weir
Projects Co-ordinator / Programme Assistant
Direct Line : +44 141 553 6060
email : kirsteen.weir@strath.ac.uk

6

COMMUNICATION - with staff

As your local learning centre is fully aware of the regulations and procedures of the MBA
Programme, you should contact the local Co-ordinator with any questions you may have.
The local learning centre will deal directly with SBS on matters which require either
authorisation or advice.

The handbook provides a guide to the Strathclyde MBA and is intended to:-
Inform you about the structure of the programme, course contents and the credit
structure
Introduce you to the administration and academic staff
Make clear the academic requirements for attainment of the degree of Master of
Business Administration
Provide you with easy reference to the information you will need in order for you to plan
your studies and get the best from your MBA

The Universitys Procedures and Guidelines for Postgraduate Instructional and Research
Programmes can be found on the University website. These guidelines contain details of
University processes and will provide you with useful information on your studies.

Other useful information is presented on the intranet pages (www.intranet.sbs.strath.ac.uk),
including your bulletin board, a list of lecturers and their contact details, the Business
Information Service (a superb study resource), computing facilities, careers service. Please
note that you will not have access to the intranet until you have been allocated your log in
details from the University.

You should also appreciate that, in addition to the stipulations contained in this handbook
and on the intranet pages, you are subject to overall University regulations.

MBA YEAR NAME

Each intake of the Strathclyde MBA has a unique identity. As you will see below Scottish
clan tartan names are being used. Please use this unique identifier in all correspondence.

Intake Name of Intake
October 2011 MacWilliam
April 2011 MacWhirter
October 2010 MacVicar
April 2010 MacVey
October 2009 MacTavish
April 2009 MacTaggart
October 2008 MacSween
7

THE UNIVERSITY OF STRATHCLYDE - a brief history

The University of Strathclyde has its origins in the 'Age of Enlightenment' and the vision of
one man, J ohn Anderson, Professor of Natural Philosophy in the University of Glasgow.

J ohn Anderson died in J anuary 1796 and bequeathed the bulk of his property to the public
for the good of mankind and the improvement of science, in an institution to be
denominated the "Anderson's University". The intention of the founder was to provide wider
opportunities for people to obtain a liberal and scientific education, and he had particularly in
mind the skilled artisans for whom, at that time, no provision was made. The theories of
Natural Philosophy were to be taught, but instruction was also to include demonstrations by
experiments. Even more remarkable was Anderson's wish that his University should be open
to women. He envisaged a University of four Faculties: Arts (which included subjects now
classified as sciences), Medicine, Divinity and Law. (The Faculties of Divinity and Law were
not developed but the other two became integral parts of the University in the 19th
century).

Although there was little money left after his affairs were wound up, Anderson's trustees
acted with vigour and the new university was constituted on 9 J une 1796 by a seal of cause
of the magistrates of the city of Glasgow. Because of limited funds, the trustees decided to
call their modest university 'Anderson's Institution'. Thomas Garnett was the Institution's
first Professor and his subject, like that of the founder, was Natural Philosophy (or Physics),
although this also embraced Chemistry. Garnett left for the Royal Institution in 1799 and
was succeeded by George Birbeck (who was subsequently instrumental in founding the
University of London). The following year, 1800, saw the commencement of classes in
surgery and anatomy, effectively marking the beginnings of Anderson's Medical School which
would become a particularly vigorous part of the Institution.

The Institution was clearly well management and quickly attracted a large public to its
lecture programmes. As a result of its success, the Institution's premises in J ohn Street
became inadequate and in 1828 it moved to George Street and at the same time, the
Institution changed its name to Anderson's University. By 1830 the University had chairs in
Natural Philosophy, Mathematics and Chemistry and it continued to recruit talented members
of staff such as Thomas Graham, the Professor of Chemistry who would later formulate the
law of the diffusion of gases, which bears his name. The University's Medical School by this
time had chairs in Anatomy, Surgery, Materia Medica, Midwifery and the Practice of
Medicine. It was building up an impressive reputation and among its alumni was David
Livingstone who attended classes during the 1830s.

These early years were not, however, without difficulties. Perhaps the most serious crisis to
strike the Andersonian was the dispute which culminated in the students of the mechanics
class breaking away in 1823 to form the Glasgow Mechanics Institution, the first of its kind.
If this was a setback, it did help to create a climate of healthy competition and Anderson's
University and the Mechanics Institution (later styled the College of Science & Arts) were
both able to find eager audiences.

Glasgow flourished during the Victorian era, and the rapid industrial and commercial
development of this period produced a great demand for education at all levels. A number
of important new institutions came into being, including in 1837, the Normal Seminary (for
training teachers) and, in 1847, the Athenaeum (which provided commercial education).
Educational trusts were also popular and among these were Allan Glen's School and the
Atkinson Institution. Each of these would become part of Strathclyde's story.
8

Lacking a Royal Charter, Anderson's University was obliged to change its name to Anderson's
College in 1877. It remained the largest of the many educational institutions in the city,
other than the University of Glasgow. It enjoyed a good reputation and it continued to
recruit high quality staff. It was also attracting increasing numbers of students. However,
the plethora of educational institutions in the city demanded regulation and rationalisation
and in 1887, as a result of a Royal Commission, Anderson's College, the College of Science &
Arts, Allan Glen's and the Atkinson were amalgamated to form the Glasgow & West of
Scotland Technical College.

As its name suggests, the new College was to be dedicated to technical education and this
factor, combined with increased specialisation, led to further reorganisations. The Medical
School was detached from the Technical College in 1887 and establish as an independent
institution, Anderson's College of Medicine which was eventually absorbed by the University
of Glasgow's Faculty of Medicine in 1947. In 1899, the Technical College's Department of
Agriculture was amalgamated with the Scottish Dairy Institute, Kilmarnock, and established
under a separate Board of Governors as the West of Scotland Agricultural College. The
Weaving, Dyeing and Printing College on the other hand, which for thirty-two years had
been a separate institution, was absorbed by the Technical College in 1908.

The Glasgow & West of Scotland Technical College was soon a recognised centre of
excellence in technical education with a world-wide reputation, noted for its innovative
curriculum and its teaching in such areas as Electrical Engineering, Shipbuilding,
Architecture, Physics and Technical Chemistry. Its accommodation was, however, incapable
of sustaining its rapidly increasing student population and a major building programme was
launched. The new building on George Street was, on its completion in 1910, the largest in
Europe dedicated to technical education. In recognition of the institution's reputation, the
College was authorised to change its name to the Royal Technical College in 1912 and the
George Street building still bears the name `The Royal College'.

The Royal Technical College consolidated the reputation of its institutional predecessors. In
1913 a scheme of affiliation with Glasgow University was drawn up and in 1919 the College
was recognised as a 'University College' and included on the grant list of the University
Grants Committee - it was a University in all but name. The same mix of engineering and
science remained in evidence, but the College also became more involved in research.
During the Second World War, it trained many servicemen in subjects such as radar and
conducted research to aid the war effort. Typically innovative, it opened a Department of
Industrial Administration in 1947 which began residential courses in Management Studies.
In 1956 the College became the Royal College of Science and Technology (RCST).

The 1960's was a period of expansion in the provision of Higher Education in the UK,
spearheaded by the recommendations of the influential Robbins report (1963). In fact, prior
to the publication of that report, the future university status of the RCST had been assured.
Nonetheless, Robbins made an important recommendation, which would affect the speed
with which the new university would be accepted. This concerned the Scottish College of
Commerce, whose antecedents could be traced back to the establishment of the Glasgow
Athenaeum in the 1840s. Like the Technical College, this institution had undergone several
name changes, and changes in fortune, but after World War II it began to expand, not only
in the field of commercial education but also in associated activities such as Librarianship
and Hotel and Catering. Robbins recommended that there should be greater collaboration
between the RCST and neighbouring colleges. The Governors of the Scottish College of
9

Commerce accordingly sought integration with the RCST and in May 1964 the two Colleges
amalgamated.

The expanded RCST now included Departments in Commerce, Law, Accountancy and other
business-related subjects, in addition to its traditional areas of expertise in the sciences and
technology. In August 1964 the Royal College of Science & Technology was created the
University of Strathclyde by Royal Charter.

By 1990 the University had become one of the largest in the UK and had been organised into
four Faculties: Arts and Social Studies, Business, Engineering and Science. Its campus has
grown far beyond the confines of the Royal College to support a rapidly expanding student
population. Several new academic buildings were constructed in the late 1960s and the
early 1970s. To meet the needs of a burgeoning community of overseas students, in
particular, a campus village, was created in the 1980s.

Following the disappearance of the `binary line', which separated the universities from other
Higher Education institutions, J ordanhill College of Education opened discussions with the
University, which culminated in a merger of the two in 1993. The College, with an illustrious
history stretching back to the Normal Seminary (1837) and beyond, became the Universitys
new Faculty of Education. The University of Strathclyde now has two campuses, the J ohn
Anderson city centre campus and, in the west-end of the city, the J ordanhill campus which
houses the University's new Faculty of Education.

The University is the third largest in Scotland. Strathclyde is renowned world-wide for its
teaching and research, and it enjoys strong ties with the industrial and commercial
community of Glasgow and the West of Scotland.

The School is housed in a purpose designed building, completed in April 1992, which has
well-equipped lecture theatres, modern computing facilities, audio-visual facilities, numerous
fully-equipped seminar rooms, business library and information services.

The International MBA programme is managed by the International Division of the
Strathclyde Business School under the leadership of Professor Colin Eden, Vice Dean &
Director of the International Division an Academic Manager (S.E.A.) and Manager (Gulf) and
supported by an Administrator based at the University. The function of the Administrator is
to liase with the staff in each of the International local learning centres, and in this way, with
the participants on the MBA programme.

10

THE STRUCTURE OF THE MBA

Registration

There are 3 levels of student registration. These are:

Associate (Credit loading agreed on entry)

Associate students are individuals who after having gone through a formal application
process are undertaking a limited number of core MBA classes. These classes can only be
taken from the core subjects undertaken in Semester 1 or 2. Associate registered students
will attend local counselling sessions, intensive seminars and undertake course assessments
in a similar manner to both Diploma and MBA registered students. They may apply for either
Diploma or MBA registration on successful completion of the core classes they have been
assigned. Those individuals who do not progress towards completion of the Diploma or MBA
will be awarded either certificates of attendance or certificate of competence (classes
completed successfully).

Diploma (120 Credits)

Diploma entered students have not met the full entry requirements of the MBA programme
but have achieved a level of entry that allows them to complete the first 126 credits of the
full MBA programme. When the assigned classes have been successfully completed they will
have completed the entry requirement of the 180 credit MBA programme and can progress
their studies towards completion of the full MBA. Progression is automatic once the 126
credits have been completed. Individuals who do not wish to progress to the full MBA
programme may graduate with an award of Diploma.

MBA (180 Credits)

An MBA registered student has met the full entry requirements entailed in the application
process and has undertaken a course of study which will require successful completion of all
modules 1-4 outlined on page 11 which amounts to 180 credits of work.

Description of MBA Programme

The MBA programme aims to give a broad understanding of management issues at a senior
level along with appropriate skills and techniques but, at the same time, the programme
allows a degree of specialisation if required. While many traditional MBA programmes
consist of a set of unlinked single discipline classes, we recognise that the job of a senior
manager involves making decisions across a wide range of functions. The Strathclyde MBA
therefore offers you a holistic, integrated approach to management.

Our purpose is to provide you with a high quality learning experience, through working with
experienced academics and student colleagues and through the use of high quality learning
materials which reflect scholarly research. In terms of output, the focus is on enabling you to
develop as a manager so that you can add value to your organisation in any situation and in
a timely manner. It is intended that the MBA should include collaborative learning in which
work experience, knowledge, understanding and applicable skills are shared, worked with
and reflected on.
11

The Strathclyde MBA draws on a number of specialist areas, but the purpose is not to train
specialists. Rather, the purpose is to enable you to develop as an excellent generalist, who
knows what you need to know of diverse areas of management and who can integrate your
knowledge. The MBA seeks to help you develop ways of grappling with opportunities and
problems in the practice of management through developing as a reflective, open-thinking,
adaptive learner. This will be facilitated through enhanced understanding of the interplay of
theory and practice in management.

The structure and content of the MBA reflect these aims. The first module, The Reflective
Practitioner, explores concepts and skills of management and learning which will be applied
and developed throughout the course, and your career. The second module Making the
Business Work enables you to explore the languages, concepts, skills and application of
specialist areas from the perspective of the general manager. The third module, Strategic
Management for Sustainable Success, develops your ability to work as a manager in
modern, complex organisations through using and integrating a wide range of techniques
and theories pertinent both to day-to-day management and strategic change. The fourth
module, Personal Development, enables you to choose where to develop further, either
continuing a generalist approach, or seeking to understand a particular subject in greater
depth. This includes, the MBA Project, which enables you to explore in depth a managerial,
organisational or environmental issue, and through so doing, to put into practice relevant
knowledge and skills, and to reflect on learning outcomes.

The MBA has been designed to be delivered internationally on a part-time basis. The
programme has been specifically designed to provide you with a stimulating and challenging
learning experience which normally takes between two and five years to complete. Most
participants finish the instructional parts of the programme in two to three years. While we
will do our utmost to help you, clearly your progress and the value you gain from the course
will depend on the time and effort you are able to give to the programme. Some students
have indicated that the programme requires you to spend 15 to 20 hours per week on the
course activities. However, the flexibility of the programme means that you are able to plan
your studies in conjunction with your personal and work commitments.

The MBA Programme consists of a number of learning components including extensive
course materials, written by Strathclyde academics and supported by textbooks where
appropriate. University of Strathclyde faculty staff supported by local counselling staff will
provide more than two hundred hours of teaching and workshops at the local learning
centres. This means the programme that is delivered to the full time students will be
delivered in the international learning centres on a part time basis. In addition to the face-
to-face seminars by Strathclyde academics, the programmed is supported by counselling
sessions which are conducted in the local learning centres by University approved
counsellors. Although attendance at the local counselling sessions and most of the intensive
seminars provided by visiting Strathclyde faculty is voluntary, it is compulsory that you
attend a number of local workshops, as detailed on page 17.

The Programme is identical to that of the UK programme and this leads to the award of the
Strathclyde MBA degree.

We hope that this MBA programme will not only give you a stimulating and challenging
experience, but that it will also enhance your career prospects and as a result, that you will
view the MBA as an investment towards your future career.
12

Module & Credit Structure

The programme is credit-based and is made up of 4 modules, comprising one or more study
units. In order to complete the Strathclyde MBA you must accumulate 180 credits.

Module 1: The Reflective Practitioner 20 credits

The Learning Manager
Comparative Corporate Governance
Managing

Module 2: Making the Business Work 60 credits

Financial & Management Accounting 10 credits
Finance & Financial Management 10 credits
Operations Management 10 credits
Managing People in Organizations 10 credits
Marketing Management 10 credits
Analytical Support for Decision Making 10 credits

Module 3: Strategic Management for Sustainable Success 30 credits

Exploring the International Business
Environment 10 credits
Strategy Analysis & Evaluation 10 credits
Making Strategy 10 credits

Module 4: Personal Development 70 credits

Strategic Consulting in Practice 10 credits
2 elective units 20 credits
Project (inc. Project Methodology) 40 credits

Note :

Course members must complete The Learning Manager workshop before undertaking
Managing.

Course members may elect to do an individual project or a group project (see Project
Guidelines published on the intranet for more details).

It has been normal practice for most students to wait until they have completed instructional
classes before commencing their project. Starting the project in Semester 3 or 4 will allow
you devote most of your time to the Project itself. Students having been given the decision
of Proceed to Project by the Board of Examiners on their results letter, will have one year
from the date of this decision to complete their Project.
13

Programme Schedules

The programme semesters are delivered in blocks of approximately six months with
examinations at the end of each. This pattern is illustrated over the next few pages. Within
each semester a group of subjects will be offered at your centre. The semesters start in
October and in April each year. However, the subjects offered in each international centre
may differ.

It is important you recognise that the programmes shown are intended as illustrative in
order to indicate the minimum time that is required to complete the MBA degree
programme. Many participants find that they require more time due to personal and
professional commitments. The flexibility within the Strathclyde MBA programme allows
participants to study at their own pace and this ensures that they gain the maximum benefit
from each part of the MBA course.

The programme is delivered by means of open learning materials, textbooks, counselling
sessions (tutorials) conducted by Local Counsellors and intensive seminars delivered by
Strathclyde University academic staff. In each subject, you will be expected to complete
assignments which are usually included in the final assessment and there are examinations
in all subjects marked with (E) on the programme schedule.

The dates of intensive seminars will be issued by the Local Centre Co-ordinator.

International learning centre groupings:-

Gulf Asia Europe
Abu Dhabi Hong Kong Greece
Bahrain Malaysia Switzerland
Dubai Singapore
Oman

Participants who commence the programme in any of the above groupings will proceed
through the programme according to the following schedules.

14

Gulf & Asia Centres

Participants who commence the MBA programme at the Gulf and Asia Centres in October will
proceed through the programme in the following manner -

PROGRAMME A
SEMESTER 1 - OCT. SEMESTER 2 - APR.

Marketing Management (E) Operations Management (E)

Financial & Management Accounting (E) Analytical Support for Decision
Making (E)

Finance & Financial Management

(E)
Managing People in Organizations (E)

Environment


Programme Seminar


Managing
Strategy Analysis & Evaluation
Making Strategy
Strategic Consulting in Practice
Project Methodology
Elective subject 1
Elective subject 2

Project

Participants who commence the MBA programme at the Gulf & Asia Centres in April will

PROGRAMME B
SEMESTER 1 - APR. SEMESTER 2 OCT.

Operations Management

(E)

Marketing Management

(E)

Analytical Support for Decision
Making

(E)

Financial & Management Accounting

(E)

Managing People in Organizations

(E)


(E)


Environment


Programme Seminar


Elective subject 1
Elective subject 2

Managing
Making Strategy

Project Methodology
Project
These timetables are illustrative and subject to alteration
15

Greece & Switzerland

Participants who commence the MBA programme from the above Centres in October will

PROGRAMME C
SEMESTER 1 - OCT. SEMESTER 2 APR.


(E)


(E)

Analytical Support for Decision
Making

(E)


(E)


(E)


(E)


Environment


Programme Seminar


Managing
Making Strategy
Project Methodology

Elective subject 1
Elective subject 2

Project

Participants who commence the MBA programme from the above Centres in April will

PROGRAMME D

Marketing Management (E)

Operations Management (E)

Financial & Management Accounting (E) Analytical Support for Decision
Making (E)


(E) Managing People in Organizations (E)

Environment

Programme Seminar

SEMESTER 3 - APR.

SEMESTER 4 - OCT.

Elective subject 1
Elective subject 2
Project Methodology
Project
Managing
Making Strategy

These timetables are illustrative and subject to alteration
16

YOUR LOCAL LEARNING CENTRE

Local Counselling

At the first meeting in your local learning centre, you will be given details of the local
counsellors in each subject. The local counsellors are approved and appointed by the
University. The objective of the local counselling sessions is to provide a means of
overcoming any difficulties you may encounter with the open learning materials, to integrate
the material to your local work context and to assist you with your studies, particularly in
setting the assignment deadlines in conjunction with the overall requirements from the
University. The local counsellors will mark and comment on your assignments. However, in
accordance with the Universitys Quality Assurance policies, marked assignments are subject
to a second marking process by Strathclyde academics and review by the Subject Co-
ordinators, to monitor and control the standard of marking over all the Strathclyde MBA
modes of study.

If you are having difficulties in meeting your assignment deadlines, you should discuss these
problems with the local counsellor and also inform the Programme Administrator of your
centre. This will ensure that the appropriate administrative procedures are followed.

Attendance at counselling sessions is on a voluntary basis, but attendance is highly
recommended, as these sessions provide the opportunity to meet with fellow students,
discuss issues and/or difficulties with the course, work on your assignments, and prepare for
the examinations.

Intensive Seminars

The intensive seminars conducted in each learning centre are in effect, short courses for
each subject conducted by visiting academics from the University, and provide you with the
opportunity to meet with Strathclyde academics and discuss the course content with them.
In general, intensive seminars occur over a two day period from 9-5pm each day. The
seminars are usually held at weekends, but in some cases may be scheduled in the
evenings, in which case the pattern would be three evenings, usually 5-10pm. The local
centre administrator will supply a detailed timetable for both counselling sessions and
intensive seminars.

The following subjects will normally have intensive seminars included in the programme.

Year 1
Exploring the International Business Environment
Managing People in Organisations
Analytical Support for Decision Making
Comparitive Corporate Governance
Managing

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Year 2

Making Strategy

As with local counselling sessions, attendance at intensive seminars is generally on a
voluntary basis, unless otherwise specified. There are however, four workshops on the
programme which require compulsory attendance, as detailed below.

Workshops

All course members are required to attend the following four workshops at your Local
Learning Centre, and which are spread over the period of the instructional component of the
programme.

The four workshops should be attended in the following order:

Year 1 Programme Seminar (2 days)
The Learning Manager (2.5 days)

Year 2 Project Methodology (0.5 day)
Strategic Consulting in Practice (3 days)

It should be noted that when attending a workshop it is not possible to arrive later or to
leave before the end of the workshop programme unless by special arrangement with the
workshop tutor. Course members who arrive late or leave before the workshop ends
without this pre-arrangement will be automatically awarded a fail in the workshop.

The Electives

You are required to take a minimum of 2 elective classes and these offer an opportunity
both to extend your knowledge into a relevant area of business activity and to add an
element of specialist knowledge to a field of study already undertaken.

Taught electives in the Learning Centres

Two or more face- to- face taught electives are generally offered in each Learning
Centre each academic year. They follow the format of the intensive seminars
although the duration of the elective seminars can range from 3 to 5 days, depending
on the elective. The electives offered at each of the learning centres vary, and
change each year.

The list of electives to be offered in the Learning Centres will be available around
December/J anuary. You may attend taught electives in other Learning Centres, but
it should be noted that where elective class sizes are limited, preference will always
be given to the students at each Learning Centre.

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Taught electives in Glasgow

There is an also an opportunity to undertake one of more face-to-face taught
electives at the University campus in Glasgow from May-J uly each year during the
summer school. A wide range of electives are offered and each elective is generally
run over the course of a week and in undertaking these electives, you join the
participants on the UK part-time, full time and flexible learning programmes.

The list of electives to be offered at the summer school each year is generally
available during J anuary.

Open learning electives

For each open learning elective selected, you will be allocated a Strathclyde tutor
who will be available by email. The tutors function is to answer any queries you
have while working through the assignment and also to receive, mark and comment
upon your assignments. These should be channelled to the University through your
local learning centre.

Progression to Elective Stage

Note that you must have completed a minimum of 60 credits of the subjects offered in
Semesters 1 and 2 before making your elective choices. This must include any pre-requisite
classes which are required to be taken before attending an elective, this information will be
available on the elective choice form.

You will be asked to submit your elective choice form listing the electives you wish to take in
order of preference. In the case of taught electives, places will be allocated according to
availability; some electives have limits on class numbers and you may, therefore, not be
allocated a place on your chosen elective(s). The University will contact you with the details
of the places allocated to you by mid March. Once the allocations have been made, it is
exceptionally difficult to entertain changes; should you wish to have your allocation changed
you should submit a request in writing to the University International MBA office in Glasgow.
Note however, that requests for change will not be considered until two weeks before the
elective classes commence.

It should be noted that electives are offered by subject specialists who may, under
exceptional circumstances, be unable to deliver their class; while we will make every effort
to find a replacement lecturer and/or class, we cannot be held responsible for any
travel/accommodation costs incurred.

Attending Classes at Other Learning Centres

There are no fees payable for attending intensive seminars, compulsory workshops or taught
electives at another Learning Centre or the summer school electives in Glasgow. You
however, are responsible for your travel and accommodation costs should you wish to do so.

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Transferring Between Centres/ UK Programmes

Due to the inherent flexibility of the programme it is possible to be a member of one centre
to transfer permanently from one centre to another or to one of the UK programmes.

Transferring between centres or the UK programmes on a permanent basis, requires a
change of registration and passing the administration from one centre to another and the
transfer arrangements must be made via your own Learning Centre Administrator and the
Administrator at the University. There will usually be a fee implication involved in
transferring, and your administrator will advise of this. Prior to making the transfer you
must agree to accept the fee implications. Transfer to the full time programme is dependent
upon availability of places.
20

ASSESSMENT GUIDELINES

This section specifies the criteria by which you will be assessed on the MBA. Please ensure
that you familiarise yourself thoroughly with its contents. If you are unclear about any
aspect of the section, please discuss this with your local learning centre administrator.

1. Assessment Structure

The MBA programme is divided into 4 stages, with modules, classes and assessment
elements defined as follows:

Module Unit Assessment Element Credits

The Reflective
Practitioner

Managing
Workshop - Pass/Fail
100% cw
100% cw
20 credits

Making the
Business Work

Analytical Support for Decision Making

50% cw, 50% exam
50% cw, 50% exam
50% cw, 50% exam
50% cw, 50% exam
50% cw, 50% exam
50% cw, 50% exam
10 credits
10 credits
10 credits
10 credits
10 credits
10 credits

Strategic
Management
For Sustainable
Success

Environment *

Strategy, Analysis & Evaluation *

Making Strategy

100% cw

100% cw

100% cw

10 credits

10 credits

10 credits

To gain the award of Diploma in Business you must satisfactorily complete
the above modules and also Strategic Consulting in Practice as set out below. To
continue with the MBA you must satisfactorily the electives and project below.

Personal
Development


Elective 1
Elective 2

Project (inc. Project Methodology)
100% cw

100% cw
100% cw

100% cw

10 credits

10 credits
10 credits

40 credits

* EIBE and SAE - all assignments must be passed at 50% or above.

To pass a class where there is an examination, you require to achieve an exam mark of 40% or above.

cw = coursework
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Groupwork on the Strathclyde MBA

Group work is an essential element of the Strathclyde MBA since teamworking skills are
essential to success in organisations. During the course of the MBA, you will work in several,
different groups, and in the process, you will make use of and develop your negotiation and
collaboration skills. You will, probably, work with people who have very different views or
practices from yours. This will strengthen your skills at dealing with many different people,
including "difficult" people. Working with people from a variety of backgrounds and
experiences will give you new insights into the different ways of looking at problems and
different "realities". A graduating student recently reflected that thinking outside the box is
great, but understanding the "boxes" inside which other people think gives you an even
greater advantage. Besides, working in different groups enables you to get to know more of
your MBA peers more closely -- which in a few years time will constitute an invaluable
address book. In the past, several student groups have actually become new business
ventures.

However, it is also important to recognise that group work can be hard work ... In
particular, our MBA students typically have strong personalities, and working in a group full
of strong personalities can be challenging. Therefore, you will naturally experience times of
tension or conflict during your work in teams. Some groups are tempted to avoid
confrontation and tension. However, all groups typically go through the stages of forming,
storming, norming and performing, and Strathclyde MBA groups are no exception. The
groups which manage to perform best are usually those which manage to understand their
differences, and leverage every members particular skills and talent. Also, it is often easier
to work in groups where a strong spirit of collaboration is fostered. Groups which do not
manage to get beyond a collection of individuals, each wanting to be the leader, often do
not perform as well.

Groupwork and peer assessment

You will be required to submit a number of group assignments, or to take part in workshops
as part of a group. These assessments usually incorporate an element of peer assessment
to ensure that the mark allocated to each student is commensurate with that students
participation to the groups work. Therefore, you will be required to assess the contribution
of the members of your team and this assessment will be factored into the team members
final mark in the subject.

When completing the peer assessment, remember that everyone is different and has
something different to contribute! Some students might mostly contribute ideas, others
might have particular skills in organising a group, others may be invaluable in motivating
participation during hard times or getting access experts or other resources. While most
groups tend to meet face-to-face, group members who cannot attend meetings should still
be able to participate, contribute and communicate. Therefore, it is the responsibility of
each group member to discuss his/her contribution with the rest of the team, especially
when that group member is travelling often or announced to be absent for a period of time.
If your experience is that some group members do not contribute what you consider to be a
fair share, it is preferable that you raise these issues during the course of working through
the assignment since resolving this issue should eventually lead to a better assignment.
Teams which do not address these problems when they arise often find that the situation
only gets worse. Groups may find it useful to discuss everyone's participation regularly.
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The discussion should be conducted in objective terms (e.g. number of tasks, part of an
assignment, and general project management, communication) rather than objective
impressions such as not pulling one's weight etc.

Peer assessment is based on principles of fairness and the "rating" you allocate to each
member of the team should be a reflection of that person's whole contribution. Therefore, if
a member of the group has clearly not contributed their "fair share", then peer assessment
should be used to reflect this. Conversely, if a member of the team has clearly played an
exceptional part in the making of the assignment, then peer assessment should also be used
to reflect this. However, please note that any indications of racist or malicious,
deceitful, vengeful peer assessments will be dealt with severely and may lead to
the same treatment as for improper academic conduct.

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2. MBA Degree Assessment Rules

To gain the award of MBA you must satisfactorily complete all classes and the Project
as follows:

2.1 you must pass (i.e. achieve 50% or above) in all classes, although not in all
assessment elements, except in Exploring the International Business
Environment and Strategy, Analysis & Evaluation where all assignments must
be passed at 50% or above. You must achieve a mark of 40% or above in
all examinations to pass the class.

2.2 you must satisfactorily complete all compulsory workshops including,
Programme Seminar, The Learning Manager, Strategic Consulting in Practice
and Project Methodology

2.3 distinctions may be awarded at the discretion of the Examination Board based
on exceptional performance throughout the MBA programme and candidates
should normally have achieved a minimum weighted average of 70% (based
on all assessable credits), having passed all classes at the first attempt.

2.4 you must make a "credible attempt" in all assessment elements of each class
within each module. You cannot achieve a "credible attempt" unless you
submit all coursework, attend for examination (if applicable) and attend
compulsory workshops. The Board of Examiners will determine if your
performance and attendance are considered "credible".

2.5 you must submit coursework by the deadline set by the local counsellor. If
you submit your assignment late you should expect marks to be deducted at a
rate of 5 absolute percentage marks per week, or part week late, up to a
maximum of four weeks. Coursework submitted more than four weeks late or
after the start of the examination diet which follows a class (even if this is
ahead of the four week maximum) will be deemed ineligible and an absence
will be recorded for the class.

2.6 you are required to sit examinations at the first examination diet after a class
is completed, but it is recognised that this may be inconvenient and your first
attempt can be postponed until a later examination diet. The local learning
centre must be advised if you are going to attempt the examination by
completing the relevant MBA Examination Registration Form. If you have
already failed or deemed to be absent from an examination you will be
expected to appear at an examination within one year (i.e. two examination
diets) of the MBA Board of Examiners decision. If this is not possible, then a
deferral form must be submitted to satisfy the Board of Examiners when your
academic performance is reviewed Failure to do so will result in a fail being
recorded for the class.
2.7 if you are recorded as absent in any one assessment element on 2 occasions
you will be required to withdraw from the programme
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3. Taking Examinations

Students must first be eligible to sit an examination prior to registering. To be
eligible you must have :-
submitted all coursework by the specified deadline which must be before the
commencement of the examination diets AND
paid the required fees due if paying for the programme by instalments
Should either of these criteria not be met and you proceed to sit the examination, the
examination paper will not be marked and be automatically counted as a fail.

When registering for an examination, you must indicate whether you are registering
for a first sit at the class or a resit as a result of a previous fail in the class.
Please use the official examination registration form provided by the local learning
centre.

All examination scripts are marked by University staff.

Off Campus Examinations

It is possible to take examinations off campus (i.e. outwith an international learning
centre or at the University). This allows you the opportunity to take your
examinations at a pre-approved venue, (i.e. a local University or a British Council
exams centre) in another country.

You will be required to complete an Off Campus Exam Registration Form prior to
each examination diet (March and August each year). You are responsible for
making the arrangements with the host institution to take your examination and will
be responsible for any charges they levy, e.g. invigilation, room hire etc.

You are also required to pay 40 per examination, payable to the University prior to
the date of the examination.

4. Rules And Regulations For The Sitting Of Examinations
The University has strict rules about the way in which examinations should be
conducted. An extract from the University of Strathclyde Calendar detailing these
regulations is given in Appendix 3.

5.1 Use of programmable calculators is not permitted.
5.2 Use of computers is not permitted.

5. Resits

If you do not achieve a composite mark (coursework and where applicable
examination of at least 50% with a minimum examination mark of 40% in all classes,
(with the exception of Exploring the International Business Environment and
Strategy, Analysis & Evaluation where all assignments must be passed at 50% or
above) at your first attempt, you will be required to take a compulsory resit(s) as
follows:-

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5.1 if you do not achieve 50% or above in a class a compulsory resit will be
awarded. You must take this..

5.2 if you are deemed to have been absent in a class, a compulsory resit will be
awarded. You must take this.

5.3 taking a resit in a class means resitting elements as follows:

a) if you failed coursework only, the resit will be in the coursework
b) if you failed the examination, the resit will be in the examination
c) if you failed more than one assessment element within a class (e.g. both
the course work and the exam) you will be required to resit both, and
achieve a composite mark of 50% or over with minimum examination
mark of 40%.

In a) & b) above the resit mark will be the composite of the element taken
and the previous pass mark in any other part of the assessment for the class.

(Note that should you pass the coursework but fail the examination, you
cannot resubmit the coursework as you have already achieved a pass in it).

5.4 all resits, whether in coursework and/or in examination, must be taken within
2 examination diets following the award of a resit. Resits in coursework must
be submitted by a deadline 2 weeks prior to the examination diet. You are
allowed one resit opportunity in each failed class. However, if you do not
take the resit within 2 examination diets, you will lose the
opportunity to do so and you will be required to Withdraw from the
programme .

5.5 if you fail a resit you may at the discretion of the Examination Board be
granted a 3
rd
and final sit.. The nature of the resit will normally be in line with
point5.3 above.

Note : If you fail an examination and require written feedback, please submit your
request in writing (within one month of receipt of your results letter)
to your local learning centre who will forward your request to the University.
Please note that written feedback is only provided to those students
who have not achieved a composite mark of 50% and above.

6 Academic Progression

6.1 The maximum period of study for your programme is six years. You must
complete all instructional classes within five years, this will be calculated from
first registration.

6.2 Progression to the Elective classes requires the completion of at least 60
credits plus attendance at the Learning Manager, in addition to having
completed any pre-requisite classes for attendance of the elective classes
selected.
26

6.3 The Project must be completed in one year, once you have received the
Proceed to Project decision from the Board of Examiners. This decision is
made formal once you have completed all instructional classes. However, you
may begin the project once you have completed all classes in semesters 1
and 2 and have attended a Project Methodology workshop.

The criteria for passing the project are as follows:

6.3.1 you must submit a project proposal

6.3.2 you must achieve a mark of at least 50% for the project itself.

6.3.3 you are allowed one resit attempt should your first submission not
reach 50%.

6.4 The Board of Examiners meets following each diet of examinations. The
purpose of the Board of Examiners is to confirm your coursework and
examination marks and to take a decision about whether and how you may
proceed with the programme.

As well as University of Strathclyde examiners, a number of "external
examiners" are members of the Board. Their role is to ensure that standards
are comparable with those of similar programmes in other institutions.

As our International programme is managed from a number of centres, it is
necessary to apply quality standards across the entire programme.
Therefore, although coursework marks will be returned to you as soon as it
has been marked by the local tutor, these marks cannot be considered
final until confirmed by letter from the Board of Examiners.

The Board of Examiners will usually make one of the following decisions
about your progress:

Proceed
Proceed with a compulsory resit/s
Award Diploma in Business
Withdraw from MBA and Award Certificate
Withdraw from MBA and Award Diploma in Business
Proceed to the Project
Award Masters
Award Masters with Distinction
No Activity
Withdraw

Occasionally a more complicated decision is made; if so, it will be fully
explained to you. After each meeting of the Board of Examiners a letter will
be sent to you outlining your results. If you are in any doubt about how to
interpret this letter you should contact your Learning Centre Administrator as
soon as possible after receipt of the letter.

27

7. Your Timetable
You are expected to take classes as they are scheduled on your timetable. If, for any
reason, you are unable to take a class as scheduled, you should discuss your
situation with the local learning centre administrator. It is possible for you to arrange
an alternative schedule.

8. Deferrals And Absences

In exceptional circumstances only, you may request a deferral of the submission date
for a piece of coursework or to defer an examination (first sit or resit) to a
subsequent diet as follows:
8.1 To defer a piece of coursework, you should submit a deferral request form
explaining the circumstances fully to the local learning centre administrator,
this will be passed to the University Programme Administrator for approval.
The deferral cannot extended beyond the commencement of the appropriate
examination diet

8.2 To defer an examination, you should make a request, in writing, explaining
the circumstances fully, to the local learning centre administrator who will
forward this for approval by the University Programme Administrator.

8.3 In both cases (i.e. coursework and examination), it is your responsibility to
ensure that you receive and keep a copy of the signed agreement to the
deferral.

8.4 Deferrals must be requested in writing and approved in advance of the
deadline.

8.5 If you do not request and receive a formal deferral of either examinations or
coursework and fail to sit or submit, the Board of Examiners will automatically
deem you to have been absent in the class (see sections 2.5-2.7). In the
case of a resit, you will lose the option to take the resit and will be required to
Withdraw from the programme

8.6 If a last minute illness or other emergency prevents submission of coursework
or attendance at an examination you should submit a written explanation to
the local learning centre administrator as soon after the event as possible and
always where possible, provide documentary evidence (e.g. a doctor's
certificate) to substantiate your case.

8.7 Deferral of a resit which has been granted by a Board of Examiners is a
serious event. A resit examination should be taken within a year of the Board
of Examiners meeting which awards the resit. Should there be circumstances
which require that a resit is delayed (illness, personal problems), then the
request must be made in detail in writing to the University Programme
Administrator in time for a case to be made at the next meeting of the Board
of Examiners. If this case is not made or is not considered to be relevant
then the credits for that class will be lost. This may result in a decision by a
Board that you be withdrawn from the MBA programme. You are strongly
advised to avoid deferrals as the accumulation of work thereafter can be
detrimental to your progress.
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9. Special Personal Circumstances
If you feel that special circumstances, such as illness or bereavement, mean that you
have not performed to your normal standard in an examination or coursework, you
are advised to discuss these with the local learning centre administrator. If you
would like the Board of Examiners to consider these circumstances when making
decisions about your academic progress, you may set out the circumstances in a
letter to the University Programme Administrator who will present the case to the
Board of Examiners. You are strongly advised to contact the local learning centre
administrator at the time when the circumstances occur. Letters received after an
examination results letter has been issued are less convincing than those received at
the time of the occurrence! Where possible the letter should be accompanied by
supporting documentation, such as a medical certificate.

10. If You Wish To Appeal A Decision Of The Board Of Examiners

10.1 If the Board of Examiners requires you to withdraw, then you may, if you
have just cause, appeal against this decision. Details of the appeals
procedure are shown in Appendix 3.

10.2 However, note that once the marks have been approved by the Board of
Examiners, the marks used in the assessment process will only be reviewed in
exceptional circumstances.

11. Plagiarism and Collusion
Coursework is expected to be the original work of the individual submitting it. In
particular, you must avoid committing either plagiarism or collusion.

11.1 Plagiarism: plagiarism is the offence of attributing someone else's work to
your own name. One form of plagiarism is the copying of another students
coursework without their knowledge and submitting it under your own name.
This is clearly unacceptable. Note that if you knowingly allow another student
to copy from you will be regarded as guilty of collusion - see 11.2.

An alternative form of plagiarism involves copying large sections, or even
complete papers, from published sources and submitting them as part, or all,
of a piece of coursework without acknowledging the source.

You are therefore advised to regard published material as being there to help
you, not to write the coursework for you. The coursework has to be your
own. However much you are informed by what you have read, the material
must be chewed over and fashioned to help you give your own response to
the topic set.

If you feel it would be helpful to use another author's own words to illustrate
a point you wish to make, be sure to use quotation marks and to reference
the author clearly.

29

You should also clearly reference:
assertions of fact that cannot be presumed to be common
knowledge
paraphrases of other writer's statements
opinions and generalisations derived directly from other writers
borrowed tables and diagrams (for which the source is usually
written underneath the table or diagram).

If you are unclear about how to reference material you should consult either
the local counsellor or University lecturer who set the coursework.

11.2 Collusion: collusion is the offence of submitting work as your own when it
has been done jointly with another person or persons. It applies mainly to
individual coursework and is less relevant in the case of teamwork.

Agreeing with another student either to submit work produced collaboratively
or to copy the students work. This is a form of plagiarism in which the
individual whose work is being plagiarized gives consent for this to happen. In
such cases both parties are committing an offence

While you are encouraged to work jointly with other course members to
explore ideas or resolve difficulties in understanding, THE COURSEWORK
THAT YOU SUBMIT UNDER YOUR OWN NAME MUST BE YOUR OWN
WORK. If you are in doubt about the degree to which it is appropriate to
work with other course members towards an individual piece of coursework,
you should consult the lecturer who set the coursework.

11.3 Penalties for plagiarism and collusion: the University regards these
offences as extremely serious. Penalties may range from a fail in the class
concerned, to a ruling that the offender be disbarred from the University. An
awarded degree may be withdrawn if plagiarism or collusion is subsequently
discovered.

Detailed information on Plagiarism and Collusion can be found in Appendix 2.

12. Format of Coursework

Unless explicitly requested to do otherwise by a tutor or lecturer, coursework
submissions should be in the following format:
typed, on A4 paper
accompanied by a completed assignment form, attached to the front
stapled in the top left corner

We ask you not to use plastic or cardboard covers or envelopes.

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13. Submission and Return of Coursework

13.1 Coursework should be submitted to the local learning centre administrator by
the deadline. Each piece of coursework must be accompanied by a
completed assignment form and all assignments must be uploaded to
Turnitin at the time of your final submission (details of Turnitin are available
on the Strathclyde intranet).

13.2 The top copy of the form acts as a receipt of submission and you should
ensure that this is signed and returned to you. Be sure to keep this receipt.

13.3 You are required to keep a copy of all coursework submitted.

13.4 In the event that a piece of coursework goes missing, it is your responsibility
to provide evidence of submission and another copy of the coursework. If
you are unable to do so, you may be awarded a fail in the class and will
certainly be required to submit another piece of coursework.

13.5 Assignments will normally be returned to you within five weeks of the
deadline. You are required to keep returned assignments in readiness in case
these are requested by the Board of Examiners. Though marks for each
assignment will be returned to you, these marks have to be ratified by the
MBA Board of Examiners.

14. Marking Scheme

The following broad guidelines for allocation of marks have been adopted:

75% or more excellent
65% to 74% very good
55% to 64% good
50% to 54% just acceptable
40% to 49% poor
40% or less very poor

15. Quality Assurance Procedures

To ensure that common standards for the Strathclyde MBA are being maintained
across all delivery routes all assignments are second marked by University academic
staff. It should be noted that marks may change during this process and therefore
all marks given by local counsellors are not final until they have been ratified by a
board of examiners.

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MODULE & UNIT OUTLINES

This section provides outlines of the modules and their component units, covering: credits
allocated, aims, objectives, skills outcomes, knowledge based objectives, indicative content,
indicative texts, assessment details and pre-reading.

With regard to the indicative texts, these are the textbooks recommended by the lecturers
most recently associated with the courses, but are merely indicative. We strongly advise you
not to purchase any of them in advance: by the time you come to take a course the lecturer
(or tutor) may provide an updated list.
32

PROGRAMME SEMINAR (including the Business Simulation Game)

Objectives:

The purpose of the programme seminar is firstly to welcome new course participants and
introduce them to the Strathclyde MBA programme. The contents of the course handbook
including: the structure and nature of the course; University rules and regulations; how to
set about assignment writing and access to the electronic libraries will be explained as well
as outline the nature and philosophy of a reflexive the learning process.

The purpose of the second part of the Programme Seminar to give course participants a
group learning experience in the interactive nature of business showing how the various
functions of organisations have to interact in terms of decision making in order to achieve
common goals and have them reflect on their own competences. Also, to give participants
experience of management of complex environments and to discuss the need for enhanced
managerial skills.

Learning Outcomes of the business simulation:

To appreciate the importance of integrating the various managerial functions when dealing
with a complex environment and the need for co-operation with fellow team members.

Skills Outcomes

Team and Conflict Management; Time Management; Problem Solving; Communication Skills,
the interpersonal skills of influencing

Course Outline

This course is based on competitive team dynamics a complex running a business game
(e.g. Edit 515) which focuses on the interactions between the different functions of a
business organisation and emphasises the effects that decisions made in one functional area
may have on other functional areas. It also offers participant teams to practice strategic and
operational thinking in parallel and reflect on the need for an interactions of both. Course
members will work in teams and will be required to produce decisions within a structured
framework. Emphasis will be placed upon effective group management.

Indicative Texts

Not applicable

Assessment
The Programme Seminar is assessed through compulsory attendance and presentations at
the workshop.
33

Class title The Reflective Practitioner: The Learning Manager,
Governance, and Managing
Credits 20

Class aims

The class aims to develop the managerial capabilities of students in three ways:

1. through developing their skills as reflective learners by enabling them to analyze their
learning processes and ensuring that they appreciate core aspects of self awareness
and can effectively interact with others;
2. through developing their skills as reflective practitioners by exploring the ways in
which management theory can be used to enhance management practice;
3. through analyzing the importance of structural elements in promoting good corporate
management

Learning outcomes

Subject specific knowledge and skills:

The class will facilitate development of knowledge of:

models of personal strengths and weaknesses;
barriers and facilitators of effective group interaction;
different types of thinking and intelligence required in organizations;
the role of facilitation in organizations and an understanding of the art of facilitating
and being facilitative;
the difficulties than can be associated with transfer of ideas into practice;
models and approaches t o managerial learning;
the concept of reflective practice.

Managing
a sense of the historical development of managerial theory;
the variety in types of managerial theory including, for example, those constructed as
prescriptive steps, metaphors and descriptive conceptualizations;
the relationship between descriptive and normative formulations of theory;
theory relating to areas of management practice such as decision making, sense
making, innovation management and managing across boundaries;
how to use management theory to enhance management practice.

the nature of organizational governance;
the role of directors;
the nature and concerns of key organizational stakeholders;
international environments from a comparative perspective including common law
countries (the USA and UK), Europe and Asia-Pacific;
issues relating to the future design of governance strategies.

Cognitive abilities and non-subject specific skills:
34

Participants will gain the ability to:

act in accordance with the key aspects of self-awareness in the practice of effective
management;
analyze the elements of interacting with others that lead to effective management,
and understand the implications of personal strengths and weaknesses in this
context;
use alternative ways of thinking appropriate to different management tasks, by
developing an understanding of personal thinking styles;
identify key personal issues and their potential effect on the process of
implementation in organizations;
assess and manage their learning processes.

Managing
read accounts of research on management theory and critically assess these for rigor
and practice relevance;
write succinct critical argument;
act as effective reflective practitioners.

carry out organizational structure and stakeholder analyses;
carry out research projects;
appreciate a comparative perspective on organizational context.

Teaching and learning methods

Collaborative learning between students, and between students and staff is central to
this class. It uses a mix of experiential elements and more traditional learning approaches,
with the three components relying on different mixes of these, as is appropriate for the
subject matter covered.

The Learning Manager will be taught through a series of experiential sessions with a focus
on group working, exercises and facilitated discussions. Managing will be taught through a
designed blend of modes which includes lectures, in-class group exercises, intersession
group tasks, reading, presentations and writing. Comparative Corporate Governance will be
taught using a mix of lectures, reading assignments and research papers; in some locations
the lectures will be replaced by self directed learning with detailed guidance notes to direct
the learning from the reading.

Student participation and interaction are regarded as central to the experiential elements
and students are required to engage in all lecture sessions and group work and to share
their ideas and experiences with their peers.

Indicative Content/ Structure of Class/ Lecture Programme

self awareness introduce thinking/feeling/ behaving model of the person;
managerial learning;
35

the nature of group interaction;
influencing others and own influencing style;
emotional intelligence;
transfer of learning into practice.

Managing
the nature of reflective practice;
a brief history of management theory;
examples of theory in areas of management practice, such as Decision making and
sense making, Innovation Management and Managing Across Organizational
Boundaries;
the use of management theory to enhance management practice;
the use of theory as handles for reflective practice.

The Importance of Corporate Governance in a Free Market System;
Theories of Corporate Governance;
The role, performance and evaluation of directors;
Owners, Stakeholders and Socially Responsible Investment;
Comparative Aspects of Corporate Governance with focuses on Common Law
Countries (United States and United Kingdom), Europe (France, Germany, The
Netherlands, Turkey), Asia-Pacific (J apan, China, Hong Kong or Singapore);
Case Studies such as Enron, WorldCom, Parmalat, Royal Ahold;
The Future of Corporate Governance Strategies.

Groupwork and attendance at intensive seminar

Managing is a course which requires students to work in groups. The face-to-face time for
Managing consists only of a 2.5 day intensive seminar (and no local counselling), which is
the basis for assignment submission. Thus, groupwork is fundamental to involvement in the
seminar, and involvement in the seminar is equally fundamental to groupwork contribution.
Therefore, we require that all students attend the intensive seminar in its entirety, at their
own or another centre, whichever suits their circumstances best. Since active participation at
the seminar is essential (and since there are no local counselling sessions in this class),
students are required to have read and synthesised a number of articles prior to attending
the seminar.

We realise that it may be impossible for some students to attend, for example if they now
live in a different country. These students who are unable to attend any intensive seminar
will undertake the class through open learning. They should contact their
centre administrator as soon as they receive the schedule of seminars and know they will
not be able to attend any seminar. Students who have to take the open learning route, by
definition, cannot attend an intensive seminar.

Indicative reading list

Core Learning Materials
Huxham, C. Managing, 2008 Strathclyde Business School
Clarke, T. International Corporate Governance (London: Routledge, 2007).
Csikszentmihalyi, M (1990) Flow Harper Perennial
Covey, S.R., (2004) The Seven Habits of Highly Effective People, Simon & Schuster
Dickson A (2004) Difficult Conversations Piatkus London
36

Cunliffe, Ann L. On becoming a critically reflexive practitioner, J ournal of Management
Education, Vol 28 No 4 August, 407-426. 2004 Organizational Behavior Teaching Society.
Englehart, J (2001), The marriage between theory and practice Public Administration
Review. 61 (3) 371-374. American Society for Public Administration.
Frost P. J . (2003) Toxic Emotions at Work, Harvard Business School Press Boston
Goleman. D., Emotional Intelligence: Why it can matter more than IQ. Bloomsbury, UK
Gabriel, Y. (20020 Essai: On paragrammatic uses of organizational theory Organization
Studies, Vol 23, 1, 133-151. 2002 EGOS.
Hill, P., (2004) Concepts for Coach - A guide for managers, London, Institute of Leadership
and Management.
Huse, M. Boards, Governance and Value Creation (Cambridge: Cambridge University Press,
2007).
Huxham, C. and Beech, N. (2003), Contrary prescriptions: Recognizing good practice
tensions in management, Organization Studies Vol 24, 69-92. Sage Publications (London,
Thousand Oaks, CA and New Delhi)
Huxham C. and Vangen, S. (2004) Doing things collaboratively: Realizing the advantage or
succumbing to inertia? Organizational Dynamics Vol 33, 190-201.
Lindblom C.E. (1959) The science of muddling through, Public Administration Review, 19:
79-88. American Society for Public Administration.
Mintzberg H. (1975) The managers job: Folklore and fact. Harvard Business Review, J uly-
August. 1975 by the President and Fellows of Harvard College, all rights reserved. Printed
by permission of the Harvard Business Review
Pugh D.S. and Hickson D.J . (1989) Writers on organizations, The Management of
Organisations. 4
th
edn 84, 01-101 and 5
th
edn 95-129. D.S. Pugh and D J Hickson.
McKenna. E., Business Psychology and Organisational Behaviour third Edition, Taylor and
Francis, US
Monks, R. Corpocracy (Chicester: J ohn Wiley & Sons, 2007).
Monks, R. and N. Minow. Corporate Governance (Chicester: J ohn Wiley & Sons, 4
th
ed.,
2008).
Reina. D. S. & Reina. M. L. (1999) Trust & Betrayal in the Workplace: Building Effective
Relations in Your Organisation Berrett-Koehler, San Francisco
Reynolds. L. (1997) The Trust Effect, Nicholas Brealey, London
Ridderstrale. J & Nordstrom. K., (2004) Karaoke Capitalism Pearson Education Edinburgh
Rushton, K. (ed). The Business Case for Corporate Governance. (Cambridge: Cambridge
University Press, 2008).
Tushman, M. and Nadler, D (1986) Organizing for innovation, California Management
Review, 28(3): 74-92.
Van de Ven, (1986) Central problems in the management of innovation, Management
Science, 31(5):590-607.
Weick Karl E. (1993) The collapse of sense making in organizations: the Mann Gulch
disaster, Administrative Science Quarterly. Ithaca: Dec. Vol. 38, Iss. 4; 628-652. 1993 by
Cornell University.
Weick, K. Improvisation as a mindset for organizational analysis Organizational Science,
9(5): 543-555.

Assessment

Assessment is by 100% course work as follows
37

Component Course work details Within component
weights
Between
component weights
The Learning
Manager
Active participation Pass/fail
Managing Active participation
Individual pre-class
reading notes
Individual or group
critical essay
Output from
intersession tasks
(as appendix)

Pass/fail

Pass/fail

100%
Pass/fail

50%
Comparative
Corporate
Governance
Active participation
in case studies
Group assignment
(with peer
assessment)
Pass/fail

100%
50%

Matrix of learning outcomes/ assessment

Subject specific knowledge and skills Teaching/
learning
method
Evidence of
outcome
Models of personal strengths and weaknesses l, dr, gp, cd Active participation
barriers and facilitators of effective group interaction l, dr, gp, cd Active participation
different types of thinking and intelligence required
in organizations
l, dr, gp, cd Active participation
the role of facilitation in organizations and an
understanding of the art of facilitation
the difficulties than can be associated with transfer
of ideas into practice
the inter-connectivity and tension between different
needs and drivers in a business;
models and approaches to managerial learning l, dr, gp, cd Active participation
the concept of reflective practice l, dr, rp, gp, cd Essay
a sense of the historical development of managerial
theory
l, cd Active participation
the variety in types of managerial theory including,
for example, those constructed as prescriptive steps,
metaphors and descriptive conceptualizations
l, dr, rp, ep, gp,
cd
Essay
Powerpoint
Inter-session task
output
the relationship between descriptive and normative
formulations of theory
theory relating to areas of management practice
such as decision making, sense making, innovation
management and managing across boundaries
l, dr, rp, ep, gp,
cd
Essay
PowerPoint
Inter-session task
output
how to use management theory to enhance l, dr, rp, ep, gp, Essay
38

management practice cd
the nature of organizational governance l, dr, ir, rp, cd Research paper
the role of directors l, dr, ir, rp, cd Research paper
the nature and concerns of key organizational
stakeholders
l, dr, ir, rp, cd Research paper
international environments from a comparative
perspective including common law countries (the US
and UK), Europe and Asia-pacific
issues relating to the future design of governance
strategies
Cognitive abilities and non-subject specific
skills

act in accordance with the key aspects of self-
awareness in the practice of effective management
analyze the elements of interacting with others that
lead to effective management, and understand the
implications of personal strengths and weaknesses in
this context
use alternative ways of thinking appropriate to
different management tasks, by developing an
understanding of personal thinking styles
identify key personal issues and their potential effect
on the process of implementation in organizations
assess and manage their learning processes l, dr, gp, cd Active participation
read accounts of research on management theory
and critically assess these for rigor and practice
relevance
dr, rp, ep, gp, cd PowerPoint
inter-session task
output
write succinct critical argument ep, gp
act as effective reflective practitioners dr,ep,gp Essay PowerPoint
inter-session task
output
subject specific knowledge and skills teaching/ learning
method
evidence of
outcome
Models of personal strengths and weaknesses l l, dr, gp, cd Active participation
barriers and facilitators of effective group interaction l l, dr, gp, cd Active participation
different types of thinking and intelligence required
in organizations
l l, dr, gp, cd Active participation
the role of facilitation in organizations and an
understanding of the art of facilitation
the difficulties than can be associated with transfer
of ideas into practice
the inter-connectivity and tension between different
needs and drivers in a business;
models and approaches to managerial learning l l, dr, gp, cd Active participation
the concept of reflective practice l, dr, rp, gp, cd Essay
a sense of the historical development of managerial
theory
the variety in types of managerial theory including,
for example, those constructed as prescriptive steps,
metaphors and descriptive conceptualizations
l, dr, rp, ep, gp,
cd
Essay
PowerPoint
Inter-session task
39

output
the relationship between descriptive and normative
formulations of theory
theory relating to areas of management practice
such as decision making, sense making, innovation
management and managing across boundaries
l, dr, rp, ep, gp,
cd
Essay
PowerPoint
Inter-session task
output
how to use management theory to enhance
management practice
l, dr, rp, ep, gp,
cd
Essay
the nature of organizational governance l, dr, ir, rp, cd Research paper
the role of directors l, dr, ir, rp, cd Research paper
the nature and concerns of key organizational
stakeholders
international environments from a comparative
perspective including common law countries (the US
and UK), Europe and Asia-pacific
issues relating to the future design of governance
strategies
Cognitive abilities and non-subject specific skills
act in accordance with the key aspects of self-
awareness in the practice of effective management
L, gp, cd Active participation
analyze the elements of interacting with others that
lead to effective management, and understand the
implications of personal strengths and weaknesses in
this context
use alternative ways of thinking appropriate to
different management tasks, by developing an
understanding of personal thinking styles
identify key personal issues and their potential effect
on the process of implementation in organizations
assess and manage their learning processes L, gp, cd Active participation
read accounts of research on management theory
and critically assess these for rigor and practice
relevance
dr, rp, ep, gp, cd PowerPoint
inter-session task
output
write succinct critical argument ep, gp
act as effective reflective practitioners dr,ep,gp Essay PowerPoint
inter-session task
output
carry out organizational structure and stakeholder
analyses;
carry out research projects; rp, Research paper
appreciate a comparative perspective on
organizational context.

l lecture, c computer lab session, dr directed reading, ir independent reading, rp-
research papers, ep empirical project, gp- group presentation, e exam, cd class
discussion.

40

MODULE 2 MAKING THE BUSINESS WORK

Class title Finance and Financial Management
Credits 10

Class aims

The primary aims of the Finance and Financial Management class are to develop an
understanding of the principles of finance and financial decision taking, the nature of financial
markets and institutions, and corporate financial theory. Corporate financial theory addresses
two basic questions. How should a company evaluate proposals to invest in additional assets
(the investment decision)? And secondly, how should the funds be raised to finance the
purchase these assets (the financing decision)? The class will develop the understanding
relevant for answering these questions.

Learning outcomes

Subject specific knowledge and skills including:

appreciate the importance of the financial objectives of the company and the
potential conflicts of interest between managers and shareholders
understand the role of financial markets and their implications for the financial goals,
decisions and policies adopted by companies
understand the key role of the time cost of money in financial decision taking;
structure and evaluate decision rules for investment and financing proposals:
evaluate capital budgeting proposals
appreciate of the links between financial decision taking rules and the use of
accounting information in the assessment and monitoring of performance
appreciate the difficulties posed by risk and uncertainty for financial decision taking
understand of the basic techniques for dealing with risk and uncertainty
o evaluate the possibilities for risk management offered by diversification and
portfolios
o interpret the capital markets guidance on the risk-return trade off and
develop its implications for the cost of capital
understand the concept of market efficiency and the notion that in highly developed
and competitive markets prices tend to reflect all relevant information
understand the financial issues and developments discussed in the financial press
class participants are encouraged to read the Financial Times on a regular basis
the ability to evaluate financial proposals and policies that can create shareholder
wealth

Cognitive abilities and non-subject specific skills including:

the ability to use and present quantitative information in decision taking and the
evaluation policy options
an appreciation of the problems of communicating complex technical analysis to
non-specialists in organisations
an understanding of the wider applicability of much of the analysis, for example, its
use in the public as well as the private sector
41

an appreciation of the problems posed by a limited theoretical understanding of
issues for decision taking and policy formulation in organisations
the further development of the ability to use spreadsheets for quantitative analysis


Teaching will be on the basis of interactive lectures and discussions. A proportion of the
teaching time will be allocated to the development of illustrations of the use of financial theory
and concepts, and the class will be expected to work through many practical examples. A
practical and intuitive approach will be adopted and the formal theoretical analysis will be kept
to a minimum.

Indicative content/ Structure of class/ Lecture programme

Topic Reading Scope and Objectives
Financial and Investment
Decisions
FFM Ch2
P&N Ch 3 (60 73)
To be able to evaluate investment and
financial proposals given the NCFs, use
annuity factors in these decisions
(calculate future values and present
values), and calculate the annual
equivalent of a capitalised value.

Investment Criteria FFM Ch 4
P&N Ch 5, 6.7
To be able to explain the rationale for the
use of the NPV and IRR rules in the
evaluation of investment and financing
proposals, calculate NPVs and IRRs,
consider the limitations of the IRR in the
evaluation of mutually exclusive
investments and investments with a non-
standard pattern of cash flows.

Capital Budgeting FFM Ch 5
P&N Ch 6
To be able to identify and structure the
costs and benefits of capital expenditure
proposals: determine the NPV of the
proposals, and undertake sensitivity
analysis.

Bonds, Shares and
Company Valuation
FFM Ch 6
P&N Ch 4 (p. 88
109)
To be able explain the determinants of
the prices of bonds, shares; the valuation
of companies: determine the rate of
return on bonds and shares; breakdown
the return on shares into capital gains
and dividends; understand the constant
rate of growth of dividend model; use the
dividend and earnings models to evaluate
shares and companies; understand what
is meant by a price-earnings ratio and
explain its determinants.

Risk And Uncertainty FFM Ch 7 (272 299)
P&N Ch 8 & 9
Understand the nature of risk concepts
employed in economics and finance;
explain the use of standard deviation of
42

returns as a measure of risk; explain the
principles of risk management through
diversification and portfolio construction;
determine the risk and expected return of
two asset portfolios and more diversified
portfolios.
Capital Market Theory
Cost of Capital

FFM Ch 7 (300 323)
P&N Ch 10

Understand the difference between
diversifiable and non-diversifiable risk; the
relationship between the required rate of
return and risk; use the capital asset
pricing model and beta to determine the
cost of capital; understand the
determinants of beta.

Raising Capital and
Rights Issues

Capital Structure
Decisions

FFM Ch 8 (340 360)
P&N Chs 16 (425
431)

FFM Ch 8 (361 391)
P&N Chs 8 & 19
Explain the nature and role of rights
issues in raising capital; specifying the
terms of a rights issue; determine the
implications of a rights issue for
shareholders.

Explain the choice for the company
between the use of debt and equity
capital; and the implications of capital
structure for the expected earnings per
share and the cost of capital.

Financial Market and
Institutions
FFM Ch 3
P&N Chs 2 & 12 (296
304)
Understand the role of financial markets
and institutions in resource allocation;
understand the difference between direct
and indirect financing; understand the
roles of financial intermediaries and
institutions; understand the nature of
derivatives; understand the idea and
implications of efficient markets

FFM Finance and Financial Management, Vols 1 and 2, University of Strathclyde, MBA 2007.
P&N Richard Pike and Bill Neale, Corporate Finance and Investments: Decisions and
Strategies, FT Prentice Hall, 5
th
edition, 2006.


Core Learning Material
J R. Davies, Finance and Financial Management 2 vols, 2008 (revised), Strathclyde Business
School
Pike, R and Neale, B. Corporate Finance and Investment: Decisions and Strategies. FT
Prentice Hall, 2009.

In addition to the recommended text the following texts cover the class syllabus and will be
used to reference additional reading:
Brealey, R., Myers, S. and Allan, F. (2007) Principles of Corporate Finance. 9
th
Ed., Irwin
McGraw Hill.
43

Ross, S A, Westerfield R W and J F J affe (2004). Corporate Finance. 7
th
Ed., Irwin McGraw-
Hill.
Berk, J . and de Marzo, P. (2007). Corporate Finance, Addison-Wesley.
Copeland, T E, Weston, J F and Shastri, K. (2005). Financial Theory and Corporate Policy. ,
4
th
Ed., Addison-Wesley.
Stern, J M and Chew, D H. (1998). The Revolution in Corporate Finance. 3
rd
Ed., Basil
Blackwell.

Assessment

Coursework will account for 50% of the assessment and a final examination will account for
the remaining 50 per cent. The exam will be 2 hours and will require students to answer
three questions.


learning
method
Evidence of
outcome
appreciate the importance of the financial objectives of the
company and the potential conflicts of interest between
managers and shareholders
l, dr, ir, cd e,a,cd
understand the role of financial markets and their
implications for the financial goals, decisions and policies
adopted by companies
understand the key role of the time cost of money in
financial decision taking
evaluate decision rules for investment and financing
proposals
evaluate capital budgeting proposals l, dr, ir, cd e,a,cd
appreciate of the links between financial decision taking
rules and the use of accounting information in the
assessment and monitoring of performance
l, dr, ir, cd e,cd
appreciate the difficulties posed by risk and uncertainty for
financial decision taking
understanding of the basic techniques for dealing with risk
and uncertainty
l, dr, ir, cd cd
evaluate the possibilities for risk management offered by
diversification and portfolios.
interpret the capital markets guidance on the risk-return
trade off and develop its implications for the cost of capital
l, dr, ir, cd cd
understand the concept of market efficiency and the
notion that in highly developed and competitive markets
prices tend to reflect all relevant information; and
evaluate financial proposals and policies that can create
shareholder wealth.
l, dr, ir, cd a,cd

the ability to use financial information and concepts to
take decisions and develop policies that are consistent with
l, dr, ir, cd a,e
44

the goals of the company
an understanding of the financial issues and developments
discussed in the financial press class participants are
encouraged to read the Financial Times on a regular basis
and to identify opportunities for the application of the
analysis developed in the class.
l, dr, ir, cd cd
an understanding of the wider applicability of much of the
analysis, for example, its use in the public as well as the
private sector for example.
l, dr, ir, cd cd
appreciation of the way in which it can be applied to
personal financial issues, such as pension planning or
housing finance.
l, dr, ir, cd cd, e
use spreadsheets for financial calculations and analysis
and develop their knowledge and ability to use Excel.
l, dr, ir, cd a,cd

discussion, agr assessed group report, aia assessed individual assignment.
45

Class title Financial Management Accounting
Credits 10

Class aims

The unit is designed to provide an understanding of accounting that is essential for any
manager and to develop the ability to use accounting information, especially for decision taking
purposes. The focus will be on understanding the nature and limitations of the information
provided in the financial reports and to ensure that managers appreciate the significance of the
financial implications of any decisions or policy initiation being proposed.
No previous knowledge of the subject matter is assumed and the emphasis will be on the
needs of managers who are not specialists in accounting and finance. However, the class will
also provide the basis required to undertake the more specialised optional classes in
accounting.

Learning outcomes


the ability to interpret the information disclosed in financial statements and reports
that are published by public companies in their Annual Report
familiarity with the accounting information required to assess the profitability,
liquidity and capital structure of firms
a recognition of the importance of stock market ratios that are used to judge the
performance of companies that are quoted on a stock exchange
an awareness of relevant costs that should be used in making decisions
the ability to select the information required to make policy decisions and be able to
estimate the effect of the decisions on the profitability of the firm
knowledge of the process to produce a financial plan for a business
understanding of the most important terminology used in financial and management
accounting
awareness of the methods and techniques used by accountants in the preparation of
financial statements and reports, making financial decisions and the methods used to
measure an organisations financial performance


a greater degree of confidence in dealing with accountants
an understanding of both external and internal accounting reports
an appreciation of the assumptions that are implicit in the methods used in making
financial decisions
an understanding of the issues that arise in exercising control within an organisation
an appreciation of the various measures of the performance of an organisation


Much of the teaching time will be allocated to practical illustrations that will clarify the
theoretical and practical issues covered in the course. Opportunities will be given to enable the
participants to work through practical examples that will reinforce the Core Learning materials.
46


There will be lectures to introduce the concepts and techniques that will assist in providing a
basis for judging the performance and financial position of organizations, making financial
decisions and exercising control within organisations.


Core MBA learning material:
Ciancanelli, P., Dunn, J ., Koch, B. and Stewart, M. Financial and Management Accounting.
2008 (revised) Strathclyde Business School
Atrill, P and McLaney, E (2008), Accounting and Finance for Non-Specialists, 6
th
Edition, FT
Prentice Hall.

Assessment

Individual coursework will account for 50% of the assessment of the unit. The exam will be
2 hours, requiring students to answer three questions, and accounts for 50% of the unit
assessment.


learning
method
Evidence of
outcome
Understand the nature of the information that is
disclosed in the financial statements and other regular
and ad hoc reports that are produced by accountants
for both external users and the management of the
organization.
l, dr, ir, ep, cd cd, a, e
Use accounting information to interpret the financial
reports and particularly, to assess the profitability,
liquidity and capital structure of firms
l, dr, ir, ep, cd,
agr
a, e
Calculate and interpret stock market ratios that are used
to judge the performance of companies that are quoted
on a stock exchange
l, dr, ir, ep cd, agr a, e
Identify the relevant costs that should be used in
making financial decisions
l, dr, ir, cd a, e
Select the information required to make policy decisions
and be able to estimate the effect of the decisions on the
profitability of the firm
l, dr, ir, cd cd, a, e
Prepare a financial plan for a business l, dr, ir, cd a, e
Ability to prepare a cash budget to ensure that the
business has sufficient levels of liquidity
l, dr, ir, cd a, e
Understand the reports that are prepared to monitor and
control the levels of wastage, labour efficiency and
expenditure within different types of organizations.
Understand the methods used to measure the
performance of the sub-units with an organization
l, dr, ir, cd a, e
47

Understand the methods used to measure the overall
performance of an organization.

Develop a greater degree of confidence in dealing with
accountants
l, dr, ir, cd cd
Appreciate the nature of the assumptions that are
implicit in the methods used in making financial decisions
l, dr, ir, cd cd, a
Obtain an understanding of the issues that arise in
exercising control within an organisation
l, dr, ir, cd cd, a
Appreciation of the various measures of the performance
of an organization.
l, dr, ir, cd cd, a


48

Class title Operations Management
Credits 10

Class aims

Operations Management refers to those activities which are more or less directly concerned
with the creation and delivery of goods and services. The course is intended to give you a
theoretical framework for thinking about operations in both manufacturing and service
contexts and to describe some practical applications of operations management. In the
course we will address key aspects of design, planning and control of operations systems,
and to provide an understanding of the operations function in a global context.

Learning outcomes


Understand the history of Operations Management as a subject and consider the
challenges facing Operations in future with particular reference to service operations,
value adding and sustainable competition.
Understand the need for an Operations Strategy to operate with a Business Strategy
Describe Operational strategies in terms of Fit, Sustainability and Risk
Assess the choices and trade-offs inherent in developing an operations strategy
(assessment of alternative strategies)
Describe the nature of operations as an integrative function and the significance of
information, change management, innovation and management of systems
Understand the issues of integration of the operations with other management
functions; the different approaches which may be taken in the design of products,
services and processes
Know the strengths and weakness of a range of operational performance measures
both hard and soft measures
Appreciate Supply Chain Management as an integration of three subjects from
scope and strategies to competitive advantage
The use of IT in managing operations


Creativity ideas generation and Problem Solving - prepare an operations strategy
which complements an organisation's business strategy either real or case material
introduced in class
Critical Thinking dealing with ambiguity and tread offs- critically analyse an
organisation's approaches to the design of its products, services and processes
Group Interaction - make appropriate measures to determine an organisation's key
performance measurements (Indicators) referred to as KPIs (working on cases)
Presentation and Communication - develop quality plans, and implement appropriate
means of quality control with particular reference to service operations using
approaches such as 6 Sigma.

49


OM is student-centred, theory-driven course which balances concentration between
theoretical operational models and practical decision situations experienced Operational
Managers. OM uses a variety of teaching and learning approaches including group work,
individual reading, lectures, discussions and case studies. Student participation and
interaction are regarded as central to the class and students are expected to fully engage in
all sessions to share their ideas and experiences as well as learn from their peers.


This course is based on the following content and lecture programme:

Lecture Topics

Chapter 1 Introduction to the Operations Function in both Service and manufacturing
Organisations and the challenges Facing Operations Managers
Chapter 2 Developing an Operations Strategy
Chapter 3 Product Design
Chapter 4 Process Design
Chapter 5/6 Quality Management and Quality Control (Total Quality Management and Six
Sigma)
Chapter 7 Performance and Productivity Management
Chapter 8 Supply Chain Management lean networks
Chapter 9 Operations and IT (using IT for competitive advantage)

Each of the topics is linked to additional work including Case Study-Further reading- video
material. This material is available from the supporting SBS intranet site.


Core MBA learning material written by Tom Mullen and Steve Paton. This material is
available to students prior to starting the course both as a published book and as
downloadable .pdf files. The supplementary information includes video introduction to all
course chapters.

Mullen, T. and Paton, S. Operations Management, 2 Vols. 2008, Strathclyde Business School
(Supplied)

The required text book is: (supplied)

Slack, N. Chambers, S J ohnston, R (2010). Operations Management, 6
th
Ed., FT Prentice
Hall: London.

Further reading:
J ohnston, R and Clark, G (2005). Service Operations Management, FT Prentice Hall: London.

Fitzsimmons J .A., Fitzsimmons J .F. (2008). Service Management: Operations, Strategy, and
Information Technology, McGraw-Hill, Inc: New York.

50

The main journals which can be accessed via the BIS site include:

International J ournal of Service Industry Management
International J ournal of Operations and Production Management
International J ournal of Services Management

Assessment

50% examination and 50% coursework to give a single composite assessment.

i. This is a Restricted 3 hour Open Book examination which consists of sections A and
B. Section A will includes 10 short questions all must be attempted (50%). Section B
contains 2 case studies, only one must be chosen (50%).
The rational behind the design of this paper is that section A will test knowledge and
understanding of the theoretical constructs of the operational models yet not depend
on memory. The questions will test interpretation of the constructs. Section B
presents case studies approximately 2 pages long. The case study contains a
description of a typical operating system such as a restaurant business or a hospital
or manufacturing facility. Students are expected to describe and understand the
operations using the theoretical language learned on the course as well as interpret
the issues contained in the case. The purpose of this interpretation is to direct the
students towards managerial decision making and consideration of the advantages
and disadvantages of possible course of action.
ii. The assignment may be carried out individually or in groups. It focuses on practical
issues and encourages reading, reflection and discussion. The cases are drawn from
real life or from published case studies.


Subject specific knowledge and skills

Teaching/
learning
method
Evidence of
outcomes
Understand the history of Operations Management as a
subject and consider the challenges facing Operations in
future with particular reference to service operations, value
adding and sustainable competition.
Dr, L, CD E (Section A)
Understand the need for an Operations Strategy to operate
with a Business Strategy and optional paths forward
Dr, L, CD E (Section
A/B), GP
Describe Operational strategies in terms of Fit, Sustainability
and Risk
Assess the choices and trade-offs inherent in developing an
operations strategy (assessment of optional strategies)
Dr, L, CD E (Section
A/B),GP
Describe the nature of operations as an integrative function
and the significance of information, change management,
innovation and management of systems
Dr, L, CD E(Section
A),GP
Understand the issues of integration of the operations with
other management functions; the different approaches which
may be taken in the design of products, services and
processes
Know the strengths and weakness of a range of operational
performance measures both hard and soft measures
Dr, L, CD E(Section
A),GP
51

Appreciate Supply Chain Management as an integration of
three subjects from scope and strategies to competitive
advantage
Dr, L, CD E(Section
A/B),GP
The use of IT in managing operations Dr, L, CD E(Section
A/B),GP
including

Prepare an operations strategy which complements an
organisation's business strategy either real or case material
introduced in class identify paradoxes or trade-offs inherent
in the strategy what is the role of trial and error ;
planning/organisation and adaptive or contingent approaches
GP- Case
Study/Real
Organisation
AGR, AA
Critically analyse an organisation's approaches to the design
of its products, services and processes be reflective as
managers and consider the implications of business decisions
on operational performance
GP- Case
Study/Real
Organisation
AGR, AA
Make appropriate measures to determine an organisation's
key performance measurements (Indicators) referred to as
KPIs what behaviour might these KPIs instil
GP- Case
Study/Real
Organisation
AGR, AA
Develop quality plans, and implement appropriate means of
quality control with particular reference to service operations
using approaches such as 6 Sigma what role does
prescriptive solutions have in matching business and
operational strategies
GP- Case
Study/Real
Organisation
AGR, AA

Inputs:
L - Lectures
Dr - Directed Reading (material supplied both written and downloaded from intranet)
CD - Class Discussion (Theory and Cases)
CS - Case Studies (or real organisations) introduced in class and discussed
EP - Empirical Project (Real company investigation or Case Study or both)

Outputs:
GP(Assessed) - Group Work and Group Presentations
E(Assessed) - Exam (section A theory/; Section B mini case analysis)
AGR - Assessed Group Presentation/Report (Real company investigation or Case
Study or both) + Q & A
AA - Assessed Individual Assignment

52

Class Title Marketing Management
Credits 10

Aims
Marketing Management introduces major marketing concepts and techniques and the
marketing planning process. This includes exploration of what marketing is, understanding of
marketing orientation and buyer behaviour. The development of an appropriate marketing
strategy for an organisation will be emphasised to enable the manager to make important
marketing decisions. The changing role of marketing, within and between organisations, will
be studied incorporating information technology, new organisational structures and different
forms of market relationships.

Skills Outcomes
On completion of the marketing management course, students should be able to:
Conduct a market situation analysis for an organisation.
Apply marketing concepts to real business problems.
Present and defend a marketing plan.

Knowledge Based Objectives
The course will enable the student to:
Understand the principles and practice of marketing in different business sectors
Evaluate theories of buyer behaviour and assess their relevance.
Gain insight into what is required in the successful implementation of marketing
management programmes.
Appreciate the importance of new product and service development and the factors
leading to success and failure in this area.
Assess the role of managing customers strategically
Be aware of differences in channel management, pricing and integrated
communication programmes.
Develop their knowledge of strategic market relationships.
Understand and evaluate the marketing planning process.

Learning Outcomes
On completion of marketing management students should have gained the following:
Analytical and critical ability in dealing with marketing problems and opportunities
Confidence in written and oral communication when dealing with marketing issues
Ability to reflect on good and bad practice in marketing
New perspectives on market relationships and how to manage them.

Learning Approach
The class will have an emphasis on the practical, problem solving approach. Generally, each
session will have:
1. An introduction of the subject matter, answering questions of the students based on
pre-reading and self-study of core materials.
2. A practical section relating theory to practice via group work, short case studies and
real-life examples and topical issues
3. Clarifying concepts and issues using assignments and previous exam questions
53

4. A summary identifying learning points, main issues and possible outcomes of the
marketing management process.

Indicative Content
Topics covered will include:
Introduction to the marketing concept
Introduction to the marketing mix
Consumer and organisational buyer behaviour
Segmentation, targeting and positioning
The elements of marketing management
Marketing strategy and planning
Customer Relationship Management
Marketing in the services and B2B sectors

Core Learning Materials are available on the intranet, which should complement the
following texts:

Essential Texts
Kotler, P and Keller, K. (2009. Marketing Management. A customised edition for the
Strathclyde Business School produced by Pearson International.
Ennis, S. (2009) Marketing Management: Support Text. Strathclyde Business School
Indicative Texts

J obber, D. (2008). Principles and Practice of Marketing. 5th Edition, McGraw-Hill.

Assessment
There are two assessment elements:
1. Course work entailing individual activities (50% of total mark)
2. Examination (50% of total mark)

The examination will require answering 3 questions in 2 hours (closed book).

Pre-reading and Deliberation
Prior to class sessions, students should be familiar with the relevant reading from the core
materials and the specified reading from the texts. Comments, notes and questions should
be prepared in advance and will be discussed in class. In addition, any specific information
gathering required, will be notified in advance. The intention is for participants to come to
the class prepared for discussion, debate and reflection on content and issues.

54


Learning Outcome Teaching/
learning
method
Evidence of
outcome
Subject specific knowledge and skills

Critically evaluate the role of marketing within the context
of the organisations overall business.

l. dr. ir. cd, agp, e
Understand and analyse the impact of the marketing
environment on a companys success

l, dr, cd, ir, gs agp, e
Develop an understanding of the buying process within
consumer and business-to-business markets.

l, cd, ir, dr agp, e
Appreciate the way in which companys resources can be
aligned to markets to achieve its objectives.

l, dr, cd, ir agp, e

Develop the ability to apply marketing knowledge and skill
within a range of business sectors.

l, dr, cd, ir agp, e

Analyse marketing information and evaluate problems
using a variety of marketing theories and concepts.
l, rp, cd, ir agp, e


to develop advanced knowledge and understanding of the
ambiguity and complexity of organisations, management
and the environment in which they exist

l, dr, cd, ir, gs agp, e
to augment the personal, interpersonal and intra-group
knowledge, skills and experience of students in order to
develop their confidence and ability to operate effectively
within the organisations of today and the future

l, dr, cd, ir, agp, e

to develop in particular skills in strategic management
within the context of the marketing function both in terms
of the extant theories and concepts but also processes and
practices in an effective experiential manner
l, dr, cd, ir, agp, e

to develop individuals as reflective practitioners capable of
ongoing self-development by understanding and utilising
the interrelationships between theory and practice within
the context of the marketing function and its relationship to
other business disciplines in the value chain.

rp, dr, cd, ir, rp agp, e

discussion, agr assessed group report, aia assessed individual assignment, i/gp
individual / group project, gs guest speaker

55

Class Title Managing People in Organizations
Credits 10

Class Aims

The purpose of this unit is to facilitate students in taking a reflective look at the critical
issues confronting organisations: How do they function and why? What are the modern
problems they face, and how do they respond to them? How do they influence individual
behaviour and vice versa?

Organisational Behaviour (OB) is the academic corpus of knowledge that has been produced
by social scientists investigating the preceding questions (and others like them). Human
Resource Management (HRM) is the study of professional and strategic practices which seek
to implement an understanding of OB in the organisational context. These areas of study are
integrated in the Managing People in Organisations (MPIO) unit.

Specifically, OB is concerned with the study of human behaviour (both at the individual and
group level) within formal organisations, and the study of the behaviour of organisations as
distinctive social entities. HRM is concerned with the guiding philosophy of employment in an
organisation and practices such as recruitment, performance management, development and
reward.

The aims of the unit are to provide you with a repertoire of concepts, which will enhance
your understanding of contemporary organisational events and processes so that you can
make judgements about your behaviour, and that of others, and can, seek to influence
organisational phenomena effectively. In addition, the purpose is to provide an
understanding of modern organisations in terms of the management of people, the
strategies and processes of HRM, and to provide the basis for a critical review of HRM
systems and techniques.

In summary the core objectives are:

discuss the contemporary issues confronting organisations and their impact on PPO
(People, processes, organisations and organisational change);
appreciate the different ways of understanding organisations and show how a
multiplicity of perspectives can be used to make managerial action effective;
suggest concepts, frameworks and models for understanding organisational
phenomena at the level of the individual, the group, and the organisation;
facilitate participants in reflective thinking which, while it guides you towards specific
actions with respect to particular organisational problems, also stimulates a critical
dissection of organisational reality;
stimulate reflective action, and participants will be encouraged to explore ways as to
how this can be achieved in organisational contexts;
develop an understanding of the impact of people management on organisational
performance;
stimulate critical reflection on managing people strategically and the techniques of
HRM.

56

Learning outcomes


Gain an understanding of a range of the theoretical understandings, current
developments and issues in OB and HRM and appreciate alternative theories about
the changing nature of organisations and their implications for the business
organisation
Be able to critically engage with both theoretical and practical constructions of issues
and questions in OB and HRM and appreciate their implications for the modern
business organisation
Be able to reflect on individual and group behaviour in a theoretically-informed way
Be aware of the connections between different topic areas, and their implications for
management practice and appreciate the nature of power and politics in
organisational life
Understand different approaches to managing people strategically, and the potential
impact of HRM on organisational performance
Understand the issues of application of the various techniques of HRM and to be able
to critically assess their utility as effective and integrated HRM processes. Evaluate
recruitment and selection strategies and critically assess performance management
and training/development schemes


The learning activities within the class are designed to develop students skills as
managers and senior managers in the following areas:

The core ability and non-subject specific skill is the development of Framing
(understanding from a multi lens perspective) and critically reviewing organizational
issues with a knowledge of contemporary business practice and be able to apply
suitable models and frameworks to the analysis of social situations and problems at
the level of the individual, group and organisation
Enhancing personal, interpersonal and team working skills through group work
Communication skills, both verbal and written
Increasing their abilities as reflective practitioners and ability to make reflective
judgements about the management of others
Increasing their effectiveness as managers in a host organisation

Teaching and Learning Methods

Staff will introduce by lectures and video clips the key topics, guiding students in their
exploration of the topics covered, but the emphasis in the module is very much on a
combination of independent and group reading, discussion of topics, structured reading,
exercises and case analysis.

57

Indicative Content/ Structure of class/ Lecture Programme

Introduction, making sense of organisations in the information and global age. The changing
structural frame. An appreciation of ways of understanding organizational issues; a review of
traditional and modern principles of organisational and work design and their implications.

Organisational culture. Understanding organisational cultures, classification and components
an assessment of their value and utility to managements, the issues of managing across
cultures.

Engaging, enabling and empowering employees (modern motivational approaches). An
appreciation of modern methods of measuring employee attitudes, the use of motivational,
commitment and engagement indicators, a review of the main models of employee
motivation.

Leadership. A review of traditional and contemporary theories and approach to leadership
and their implications for the modern organization.

Change Management. Traditional and contemporary change management methods, the
implications of continuous change, issues for more successful change programmes.

Managing people strategically. An introduction to the nature of human resource
management, discussion of different models and issues in measuring the effectiveness of
human resource management on business performance.

Recruitment and selection. A review of contemporary methods and issues in recruitment and
selection.

Performance management. A review of current developments and issues in performance
management techniques.

New forms of work. The rise of flexible, mobile and virtual forms of work and their
implications for both management and employees.

Talent and career management (managing People for competitive advantage). A review of
HRM, issues of retention and career development and a reassessment of the potential of
HRM for the business organisation.

Indicative Reading List

MPIO Core Learning Materials:
Beech, N., Cairns, G., Livingstone, H., Lockyer, C. and Tsoukas, H. Managing people in
Organizations, 2 vols 2008 (revised) Strathclyde Business School
Bolman, L.G. & Deal, T.E. (2008). Reframing Organizations: Artistry, choice and leadership
(4th edition). London: J ossey-Bass.
McKenna, E. & Beech, N. (2008). Human Resource Management: A Concise Analysis,
London: Pearson.

58

Suggested Additional Readings:
Adams, J . (2006). Managing people in organizations. Houndmills: Palgrave
Child, J . (2005). Organization Contemporary Principles and Practice, Oxford: Blackwell
Clegg, S.R. & Hardy, C. (1999). Studying Organization: Theory and Method. London: Sage.
Felstead, A., J ewson, N. & Walters, S (2005). Changing Places of Work, Houndmills:
Palgrave
French, R. (2007). Cross-cultural Management in Work Organisations. London, CIPD.
Gabriel, Y., Fineman, S. & Sims, D. (2000). Organizing and Organizations (2
nd
edition).
London: Sage.
Huczynski, A. & Buchanan, D. (2010) Organizational Behaviour (7
th
edition) Pearson.
Hughes., M. (2006) Change Management. London, CIPD.
McKenna, E. (2006). Business Psychology and Organisational Behaviour (4th edition). Hove,
Sussex: Psychology Press.
Warr, P. (ed) (2002). Psychology at work (5
th
edition), London Penguin
Weick, K. E. (2000). Sense making in Organisations (2nd edition), London: Sage.

Additional texts HRM:
Bolton, S. & Houlihan, M. (2007). Searching for the Human in Human Resource
Management. Houndmills: Palgrave
Bratton, J . & Gold, J . (2007). Human Resource Management, Houndmills, Palgrave.
Brewster, C., Sparrow, P., & Vernon, G. (2007) International Human Resource Management.
London, CIPD.
Edwards, T. & Rees, C. (2006) International Human Resource Management. Harlow:
Pearson.
Korczynski, M. (2002). Human Resource Management in Service Work, Houndmills: Palgrave
Legge, K. (2005). HRM: Rhetorics and Realities (anniversary edition): Houndmills: Palgrave.
Lucas, R., Lupton, B., & Mathieson, H. (2007). Human Resource Management in an
International Context.
Marchington, M. & Wilkinson, A. (2005). Human Resource Management at Work (3
rd
edition),
London:CIPD
Parker, S and Wall, T. (1998). J ob and Work Design, London: Sage.
Pilbeam, S. & Corbridge, M. (2010). People Resourcing and Talent Planning (4
th
edition). FT
Prentice Hall.
Rousseau, D. M. and Schalk, R. (2000). Psychological Contracts in Organisations, London:
Sage.
Storey, J . (ed) (2001). Human Resource Management A critical text (2
nd
edition), London:
Thomson

The main journals which can be accessed via the BIS site include:

Harvard Business Review,
Academy of Management
Human Resource Management J ournal
Human Resource Management
International J ournal of Human Resource Management
Personnel Review
New Technology, Work and Employment
Work, Employment and Society

59

Web sites:

Free research, surveys and other reports can be downloaded from a number of web sites,
most notably:
www.dti.berr.gov.uk
www.cipd.co.uk
www.pwc.com
www.kpmg.com
www.12manage.com

Assessment

Assessment will comprise an individual/ group assignment (50%) and a time-constrained
exam (50%).

Students can choose to focus their project on either:
1. Management style
2. Managing organisational culture
3. The relationship between HRM policies and business strategy

And explore this area;
1. As an individual project with a theoretical focus
2. As either an individual or group project exploring the topic empirically in an
organisational setting
3. As either an individual or group project exploring the multi cultural issues affecting
the topic in a multinational organisation

The exam will be time-constrained and open book.


learning
Method
Evidence of
outcome
Gain an understanding of a range of the theoretical
understandings, current developments and issues in OB
and HRM and appreciate alternative theories about the
changing nature of organisations and their implications for
the business organisation
l, dr, ir, cd, gp gp, e
Be able to critically engage with both theoretical and
practical constructions of issues and questions in OB and
HRM and appreciate their implications for the modern
business organisation
Be able to reflect on individual and group behaviour in a
theoretically-informed way
Be aware of the connections between different topic areas,
and their implications for management practice and
appreciate the nature of power and politics in
organisational life
l, dr, ir, cd, gp gp,e
60

learning
Method
Evidence of
outcome
Gain an understanding of a range of the theoretical
understandings, current developments and issues in OB
and HRM and appreciate alternative theories about the
changing nature of organisations and their implications for
the business organisation
Understand different approaches to managing people
strategically, and the potential impact of HRM on
organisational performance
l, dr, ir, cd, gp gp
Understand the issues of application of the various
techniques of HRM and to be able to critically assess their
utility as effective and integrated HRM processes. Evaluate
recruitment and selection strategies and critically assess
performance management and training/development
schemes
l, dr, ir, cd gp,e

L lecture, DR directed reading, IR independent reading, GP group project, E exam,
CD class discussion

Matrix of Cognitive abilities and non-subject specific skills


Teaching/
learning
Method
Evidence of
outcome
The core ability and non-subject specific skill is the
development of Framing (understanding from a multi lens
perspective) and critically reviewing organizational issues
with a knowledge of contemporary business practice and be
able to apply suitable models and frameworks to the
analysis of social situations and problems at the level of the
individual, group and organisation
l, dr, cd, gp gp, cd, e
Enhancing personal, interpersonal and team working skills
through group work
gp, cd gp, cd
Communication skills, both verbal and written gop, cd gp, cd
Increasing their abilities as reflective practitioners and
ability to make reflective judgements about the
management of others
l, dr, ir, gp, cd gp, e
Increasing their effectiveness as managers in a host
organisation
l, dr, ir, gp gp, e

L lecture, DR directed reading, IR independent reading, GP group project, E exam,
CD class discussion.

61

Class Title Analytical Support for Decision Making
Credits 10

Class Aims

The broad aims of the class are to develop skills in the effective practice of business analysis
through the application of basic tools and techniques and to develop an appreciation of the
issues which may require careful management if the decisions made are to be based upon
valid data and models.

Learning Outcomes


To develop an understanding and appreciation of ensuring good data, information
and decision making for any successful organisation
To develop an understanding and appreciation of the process of effective problem
structuring and business modelling
To develop an understanding and appreciation of the theory and practice of data
collection
To develop an understanding and appreciation of different approaches to analysis
and modelling to support management decision making
To appreciate the issues which arise in putting business analysis into practice


The learning activities within the class are designed to develop students skills in the
following areas, some of which are introduced here for the first time, others of which
build on previous experience:

To read articles and reports that contain numerical results and analysis
To write about modelling and statistical analysis in a coherent manner
To improve problem structuring and data collection skills
To think critically, especially in the presence of numerical information
To improve team-working skills through group work
To reflect upon role of analytical methods within context of professional practice

Teaching and Learning Methods

Staff will introduce the topics covered and guide students in their exploration of these topics,
but the emphasis is very much on independent and group investigation, structured reading,
exercises and case analysis. The nature of business analysis is such that the development of
the topics will refer frequently to case studies.

62

Indicative Content / Structure of class / Lecture Programme

The relevance and importance of data and decisions in business and management
We outline the importance of good data/information and good decision making for any
successful organisation. We explore the role of data, analysis, reasons and values/intuition in
informing decision-making. Non-technical cases will be introduced from organisations which
make use of a business analytics approach.

Getting the right data
We examine the theory and practice of data collection, analysis and modelling, and the
relationship between these. Using a range of cases and exercises we will review different
categories of data, how these relate to each other and how best to obtain the data required
for a particular investigation. This will include social and operational data as well as values
and priorities.

Making sense of the data
Basic data analysis will be covered including use of summary statistics and graphical
methods. Limitations of statistical measures will be discussed. Interpretation of published
data will be covered.

Business analysis and forecasting
Developing an appreciation of variation through analysis of patterns and models built to
generate forecasts. Students will be introduced to, for example, statistical distributions,
interval estimates, statistical tests and simple linear regression. Simple simulation models
will be used to illustrate impact of variability.

Dealing with uncertainty and making trade-offs
We discuss the issues relating to incorporating uncertainty into decision-making. Simple
decision trees and expected value will be introduced. The importance of multiple criteria in
making choices will be explored through development of simple multi-attribute analysis.

Presenting results effectively
We will review the principles involved in presenting analytical information effectively to
management.

Indicative Reading List

Required Reading:
ASDM Core Text - Wisniewski M (2009) Quantitative Methods for Decision Makers FT
Prentice-Hall, ISBN13:9780273687894

Suggested Additional Readings:
DR Anderson, DJ /Sweeney and TA Williams (2006) Essentials of Modern Business Statistics
South-Western Publishers, ISBN: 0324312792
Belton V and Stewart TJ (2002) Multiple Criteria Decision Analysis: An Integrated
Approach, Springer, ISBN 079237505X.
RT Clemen (1996) Making Hard Decisions Wadsworth, ISBN: 0534260349

63

Assessment (including re-assessment)

Assessment will comprise a group assignment (50%) and a time-constrained exam (50%).

The assignment will involve several parts, including a case study involving analysis and
reporting on a business case study using a real data set and structuring a real(istic) decision
problem, building a suitable decision model and recommending an appropriate decision.

The exam will be time-constrained and open book. Students must obtain a mark of 40% or
higher in the exam to pass the class.

Matrix of learning outcomes / assessment

learning
method
Evidence of
outcome
To develop an understanding and appreciation of the
process of effective problem structuring and business
modelling
l, dr, ir, ep, cd, gp a, e
To develop an understanding and appreciation of
the theory and practice of data collection
l, dr, ir, ep, cd, gp a, e
To develop an understanding and appreciation of
different approaches to modelling to support
management decision making
l, dr, ir, ep, cd, gp a,e
To appreciate the issues which arise in putting
business analysis into practice
l, dr, ir, ep, cd, gp a
Cognitive abilities and non-subject specific
skills

To read articles and reports that contain numerical
results and analysis
dr, ir, ep, gd, gp a, e
To write about modelling and statistical analysis in a
coherent manner
ep, gp a, e
To improve problem structuring and data collection
skills
ep, cd, gp a
To think critically, especially in the presence of
numerical information
ep, cd, gp a, e
To improve team-working skills through group work ep, gp a, e

research papers, ep empirical project, gp group presentation, e exam, cd class
discussion, a - assignment

64

MODULE 3 STRATEGIC MANAGEMENT FOR SUSTAINABLE SUCCESS

Class title Exploring the International Business Environment
Credits 10

Class aims

The class aims to help students understand and become comfortable with the inherent
ambiguity and uncertainty in the contextual (or macro) environment where the irreducible
uncertainties lie and which impacts all organisations but which they essentially have no
control over; this is distinct from the stakeholder or internal environments of organisations
over which they have varying degrees of control.

The focus in the class is on the examination of an amalgam of contextual driving forces, the
large-scale fundamental forces in the environment and their causal and inter-relatedness
that bring about change in the patterns and trends that we identify as underpinning
observable events in the world. In exploring these driving forces the time frame under
consideration generally extends to 10+ years, and a wide range of subjects are covered
using frameworks encapsulating the primary drivers and known by various acronyms,
including PEST, STEEP, STEEPLE, and PESTLED analysis. An understanding of these forces
and their interactions provides insight into the long-term dynamics and systemic structure of
situations facing organisations, and the path by which the situations may move from their
present state to each of several, plausible alternative future states. Such understanding is
critical to support future-oriented individual and organisational strategic thinking and policy
development. This then links to the two other subjects comprising the SMSS module, namely
SAE which introduces a range of tools and processes for analysing the organisations
stakeholder and internal organisational environments; and MS which explores organisational
processes for developing and implementing strategic change within organisations.

Learning outcomes


The ability to undertake research on the contextual environment, covering a range of
complex and interrelated factors across multiple sources of information;
The ability to structure analysis of complex, disparate and ambiguous data and to
draw and present supported interpretation and conclusions from the analysis;
The ability to identify contextual environment drivers of change from the application
of system modelling tools, and to explore and explain how these may evolve and
combine in structurally different ways to create a range plausible futures;
The ability to consider global, regional and local factors and their inter-connection
and balance in relation to the context of the client organisation;
The ability to recognize different political, moral and ethical frameworks and value
systems within which different societies and groups operate and interact;
The ability to identify and explain a set of well-considered key events in each
scenario representing crucial developments in the environment, linked through causal
reasoning and their temporal sequence;
65

The ability to develop robust scenarios which contribute to the strategic thinking of
the client by stretching their perspectives and increasing understanding of plausible
structural developments, and the implications thereof;
The ability to manage personal, interpersonal and intra-group knowledge, skills and
experience and undertake critical self-assessment and reflection on learning in order
to operate effectively within a high-performing team.


The ability to understand the processes that influence the ways in which individuals
and groups approach strategic problem identification and decision making in
ambiguous, complex and contested contexts;
The ability to understand ones own worldview and the boundaries that cultural
programming and cognitive limitations place upon knowledge, thought and action in
relation to individual and organisational sense-making;
The ability to appreciate and be comfortable with a range of different perspectives on
a particular problem from different stakeholder groups, across and within cultures,
societies, organisations and groups within organisations.


The EIBE class is student-centred and is problem-definition and identification based, and is
theory driven underpinned by experiential-learning theory. Such an approach to learning
combines social construction theory and social psychology theory in a practical setting to
enable students to understand such theory and its relevance for management practice.

EIBE is based around a case organisation, historically an NGO, with the students asked to
undertake an in-depth analysis of the organisations contextual environment using the
Intuitive-Logics scenario planning methodology. The target audience for the outcome report
is the organisations policy-makers and the objective is to present an array of compelling,
structurally different but plausible futures, and the strategic implications for the client of
each of the scenarios; critically, the assignment stops short of any consideration of the
clients strategic response to the implications identified in the scenarios.

EIBE uses a variety of teaching and learning approaches including group work, individual
reading, lectures, discussions, videos and case studies. Student participation and interaction
are regarded as central to the class and students are expected to engage in all sessions to
share their ideas and experiences as well as learn from their peers.

EIBE is experiential in nature and designed around a process Workbook and complimentary
textbook. The Workbook comprises an introduction to the process and logic of the subject,
guidance on the assignments and assessment, a series of blank pro-forma tasks sheets for
the recording of analysis and guidance on their completion, a template for a timed scenario
development process, and notes on group processes and undertaking research in scenario
projects. Additionally, the Workbook requires that students capture their group and
individual experiences in undertaking the EIBE process. Two iteration of scenario process are
required, at the end of which the students should be fully conversant with the scenario
process.


66

EIBE is based on the following content and lecture programme introduction to the subject
and assessment guidelines; uncertainty and the issues in prediction; contextual environment
drivers of change; the fundamentals of scenario planning; the role and value of scenarios in
organisations; the scenario planning methodology including systems analysis, research, the
role of remarkable, identifying predetermined elements and critical uncertainties, and
crafting and presenting scenario storylines; understanding the role and relevance of the
client in EIBE; and experiential learning as the pedagogy to teach EIBE.


Core Learning Materials:
Bradfield, R., Burt, G., and Reid, C. Exploring the Business Environment Workbook, 2010,
Strathclyde Business School
Required Reading:
van der Heijden K, Bradfield R, Burt G, Cairns G and Wright G (2002), The Sixth Sense,
Accelerating organizational Learning with Scenarios, J ohn Wiley & Sons, Chichester, UK.

Recommended Readings:
Bradfield R, Wright G, Burt G, Cairns G and van der Heijden K (2005), The Origins and
Evolution of Scenario Techniques in Long Range Business Planning, Futures, 37 (9), 795-
812.
Bradfield, R. (2008). Cognitive Barriers in the Scenario Development Process, Advances in
Developing Human Resources, 10 (2), 198-215.
Burt, G. (2007). Why are we surprised at surprises? Integrating disruption theory and
system analysis with scenario methodology to help identify surprises, disruptions and
discontinuities, Technological Forecasting & Social Change, 74 (6), 731-749.
Burt, G., Wright, G., Bradfield, R., Cairns, G. and van der Heijden, K. (2006). Limitations of
PEST and its derivatives to understanding the environment: the role of scenario thinking in
identifying environmental discontinuities and managing the future, International Studies of
Management and Organisations, 36 (2), 52-77.
van der Heijden K (2005), Scenarios, The Art of Strategic Conversation (2
nd
ed), J ohn Wiley
& Sons, Chichester, UK.
Wack P (1985), Scenarios: Uncharted Waters Ahead, Harvard Business Review, 63 (5), 73-
89.
Wack P (1985), Scenarios: Shooting the Rapids, Harvard Business Review, 63 (6), 139-150.

Assessment

EIBE assessment is linked directly to the aims and objectives of the class, and is based on a
combination of the application of the theories and process frameworks to case studies, and
individual critical reflection on the experience of undertaking the case study to help students
identify and manage their learning and development needs.

EIBE is assessed on a combination of a group work and an individual work, with the
assessment weighted 80% for the group assignment and 20% for the individual assignment.

Group work assessment is based on the students completing as a group, two iterations of
the EIBE tasks and documenting these fully in the EIBE Workbook. The completed workbook
is then submitted as the group assignment. Individual assessment is based on self-reflection
67

of the students experience. Students are asked to discuss in 900 words: (i) two new skills or
tools identified and/or practised for the first time in EIBE; (ii) two new ideas that they have
drawn from EIBE which challenged/developed their thinking; and (iii) a brief critique of the
scenario planning process. The rationale for these weightings is based on the EIBE being
one of their first MBA experiences of group work, which demands that they understand and
manage group dynamics.

EIBE requires that a student who fails either aspect of the assignment is required to re-take
the element of assessment that they failed. Both elements of assessment require to be
passed regardless of the weighting split between group and individual assessment.


learning
method
Evidence of
outcome
The ability to undertake research on the contextual
environment, covering a range of complex and
interrelated factors across multiple information sources.
l, dr, ir, rp, gp, cd agr, aia
The ability to structure analysis of complex, disparate
and ambiguous data and to draw and present supported
interpretation and conclusions from the analysis.
The ability to identify contextual environment drivers of
change from the application of system modelling tools,
and to explore and explain how these may evolve and
combine in structurally different ways to create a range
plausible futures.
The ability to consider global, regional and local factors
and their inter-connection and balance, in relation to the
context of the client organisation.
The ability to recognize different political, moral and
ethical frameworks and value systems within which
different societies and groups operate and interact.
The ability to identify and explain a set of well-
considered key events in each scenario representing
crucial developments in the environment, linked through
causal reasoning and their temporal sequence.
The ability to develop robust scenarios which contributes
to the strategic thinking of the client by stretching their
current perspectives and increasing understanding of the
plausible evolution of structural developments and the
implications thereof.
The ability to manage personal, interpersonal and intra-
group knowledge, skills and experience and undertake
critical self-assessment and reflection on learning, in
order to operate effectively within high-performing
teams.
68

The ability understand the processes that influence the
way in which individuals and groups approach strategic
problem identification and decision making in
ambiguous, complex and contested contexts
The ability to understand ones own worldview, and the
boundaries that cultural programming and cognitive
limitations place upon knowledge, thought and action in
relation to individual and organisational sense-making.
69

The ability to appreciate and be comfortable with a
range of different perspectives on a particular problem
from different stakeholder groups, across and within
cultures, societies, organisations and groups within
organisations

70

Class title Strategy Analysis and Evaluation
Credits 10

Class aims

The class aims to develop students ability to work as managers within complex, dynamic
and systematically interwoven organisational environments by providing them with
structured opportunities to explore and understand the major management and economic
theories, alongside the language of strategy and strategic management.

As indicated by the name of the class, SAE introduces students to an array of strategic
frameworks and models used to critically analyse organisations and the competitive threats
and opportunities arising from their contextual and transactional environments, which
combine to influence business level strategy. Additionally, the class will provide students
with tools and processes to develop and evaluate a variety of business strategies, policies
and strategic options, relating these to the concept of the organisational Business Idea as
the key to strategic adaptation and sustainable competitive advantage. The class relies on
experiential teaching methods and the goal of the class is for students to gain experience in
undertaking rigorous in-depth analyses and formulating cogent, substantive and credible
arguments defending the selection of options for a particular business situation. At the end
of the class students will have experienced working under conditions of incomplete
information, ambiguity, uncertainty, and time constraints, common characteristics of
organisational strategic management and strategy development in fast-moving, competitive
environments.

In addition to understanding and using strategic frameworks and models, SAE will help
students integrate and apply material learned in the various functional subjects studied in
the MTBW and RP modules. Students are also expected to apply their learning from EIBE
which is more exploratory and open-ended in nature than strategy development specific
SAE. The link is then made to MS in the SMSS module, which progresses to exploring
organisational processes for implementation and strategic change in organisations.

Learning outcomes


The ability to conduct wide-ranging research and strategic analysis of organisations,
markets, competitors, stakeholders and the wider contextual environment;
The ability to employ knowledge of economic theory on supply and demand to
identify market forces, and to appreciate the significance of organisational cost and
market structures, which determine an organisations competitive position
The ability to identify and utilise an array of frameworks and models to analyse and
categorise the position of organisations and their offerings in their market and
competitive space;
Understanding the concept of the Business Idea as the main approach to
understanding the value-creating activities and processes of the organisation in
determining sustainable organisational success;
The ability to synthesise research and analysis, and to extract from this the key
implications for future competitive advantage;
71

The ability to generate and evaluate proposed strategic options that respond to
identified opportunities and threats in the environment, and fit with organisational
objectives and resources;
The ability to formulate cogent, substantive and credible arguments defending the
selection of the proposed strategic options, and the use of appropriate presentational
methods to concisely communicate these to senior management;


The ability to understand, appreciate and apply a wide range of management (and
economic) theories as conceptual handles to enhance practice;
The ability to understand the processes that influence the way in which individuals
and groups approach strategic problem identification and decision making in
ambiguous, complex and contested environments;
The ability to identify the individuals dominant style and characteristics and their
impact on strategy development in organisations.


SAE pedagogy is student centred, problem-based and theory driven. The class is based on
experiential learning theory which combines theory and practice to enable the students to
understand theory, and its application to and relevance for management practice.

SAE uses a variety of teaching and learning approaches including lectures, case studies,
group work, individual reading, lectures, discussions and videos. Student participation and
interaction are regarded as central to the class and students are expected to engage in all
classroom and group work sessions to share their ideas and experiences, as well as learn
from their peers.

The students are asked to undertake a comprehensive strategic review of an organisation,
and its transactional and contextual environments to identify strategic issues, responses to
these issues, and to then write a concise and convincing report supporting their proposals.
The target audience for the report is the organisations CEO.


SAE is based on the following content and lecture programme: Introduction to the course;
introduction to strategy; organisational purpose and value creation; strategy and the
contextual environment (including the role of scenarios to make sense of the changing
context); the transactional environment, markets and market segments; competitive
strategy (including Game Theory); the Business Idea and competency analysis; corporate
strategy (including scope and portfolio management); strategic issue identification; strategic
option generation, evaluation and choice; strategy recommendation and report to the CEO.


Core Learning Materials: J ohnson, G., and Burt, G. Strategy Analysis and Exploration
workbook, 2010 Strathclyde Business School

Required:
J ohnson, G., Scholes, K. and Whittington, R. (2010), Fundamentals of Strategy, Prentice-
Hall, Essex, UK.
72

Perman, R. and Scouller, J . (1999), Business Economics, Oxford University Press, Oxford,
UK.

Recommended:
van der Heijden, K., Bradfield, R., Burt, G., Cairns, G. and Wright, G. (2002), The Sixth
Sense, Accelerating organisational Learning with Scenarios, J ohn Wiley & Sons, Chichester,
UK.

Assessment (including reassessment)

SAE assessment is linked directly to the aims and objectives of the class, is based on a
combination of application of the theories and analytical frameworks to case studies, and
individual critical reflection on the role of theory to guide management practice.

SAE is assessed on a combination of group work and individual work, with the group work
assessment weighted 70%, and the individual work weighted 30% to give a combined
100%. The rationale for these weightings is based on the academic need to ensure that
individual learning and development is assessed as students progress through the MBA
programme; equally important is that this provides students with the opportunity at the end
of the class to reflect on what they learnt, and how this learning may be used in their
workplace.

The group assessment is based on an in-depth strategic analysis of an organisation; based
on their analysis, the students are required to submit a report the CEO of the case study
organisation, which proposes future strategic options for the companys consideration. The
report should not exceed 2500 words and must contain synthesis of the analysis supporting
the proposals. Individual assessment is based on a 1000 word reflective essay that explores
the students deepening understanding of one major theory or concept introduced during the
SAE class. Students are required to explain their initial understanding of the chosen theory
or concept, their new understanding and its significance.

SAE requires that a student who fails either aspect of the assessment is required to re-take
the element of assessment that they failed. Both elements of assessment require to be
passed regardless of the weighting split between group and individual assessment.


learning
method
Evidence of
outcome
The ability to conduct wide-ranging research & strategic
analysis of organisations, markets, competitors,
stakeholders and the wider contextual environment.
The ability to employ knowledge of economic theory on
supply and demand to identify market forces, and to
appreciate the significance of organisational cost and
market structures, which determine an organisations
competitive position.
The ability to identify and utilise an array of frameworks
and models to analyse and categorise the position of
organisations and their offerings in their market and
73

competitive space.
Understanding the concept of the Business Idea as the
main approach to understanding the value-creating
activities and processes of the organisation in
determining sustainable organisational success.
The ability to synthesise research and analysis and to
extract from this the key implications for future
competitive advantage.
The ability to generate and evaluate proposed strategic
options that respond to identified opportunities and
threats in the environment, and fit with organisational
objectives and resources.
The ability to formulate cogent, substantive and credible
arguments defending the selection of the proposed
strategic options, and the use of appropriate
presentational methods to concisely communicate these
to senior management.

The ability to understand, appreciate and apply a wide
range of management (and economic) theories as
conceptual handles to enhance practice.
The ability to understand the processes that influence
the way in which individuals and groups approach
strategic problem identification and decision making in
ambiguous, complex and contested environments.
The ability to identify the individuals dominant style and
characteristics and their impact on strategy
development in organisations.

74

Class title Making Strategy
Credits 10

Class aims

The class aims to develop students ability to make strategies for their own department,
operating unit, SBU, in contrast to servicing a Chief Executive. It seeks to introduce in
theory and practice the principles of negotiating strategy in a small management team.

Learning outcomes


The ability to facilitate negotiation across competing views about the strategic future
of the organization, and in particular manage different perspectives and organization
politics;
The ability to understand and develop action plans with respect to the systemic
pattern of strategic issues facing the organization;
The ability to detect emergent strategizing and so emergent goals;
The ability to determine the strategic focus of an organization through an in-depth
and facilitated analysis of distinctiveness as patterns of competences, and so;
The ability to understand and apply the concepts of business model, distinctive
competences, and core competences;
The ability to apply causal mapping and feedback loops to explain the basis of the
business model and develop strategic priorities;
The ability to develop an effective statement of strategic intent, including purpose,
competitive advantage and strategic priorities.


The ability to identify, understand and apply a wide range of management theories
as conceptual handles to enhance practice;
The ability to understand the language of strategy and strategic management that is
rooted in strategy making as a social process;


Making strategy is based on the following content and lecture programme Introduction to
the course; forming a strategy making team; strategic issue management; group processes
and psychological and social negotiation; emergent strategizing and emergent goals;
competence based management patterns of competences; the construction of a business
model; agreeing strategic intent; writing a statement of strategic intent expressing
competitive advantage, organizational purpose, and focused strategies.


Ackermann, F.; Eden, C., and Brown, I. (2005). The Practice of Making Strategy. London:
Sage.
75

Ackermann, F. and Eden, C. (2010) Negotiation in Strategy Making Teams: Group Support
Systems and the Process of Cognitive Change. Group Decision and Negotiation.
Sanchez, R. and Heene, A. (2004). The New Strategic Management: Organizations,
Competition and Competence. London: Wiley.
Fisher, R. and Ury, W. (1982). Getting to Yes. London: Hutchinson.
Eden, C and Ackermann, F. (1998). Making Strategy: the journey of strategic management.
London: Sage.
Eden, C. and Ackermann, F. (2010). Competences, Distinctive Competences, and Core
Competences. Research in Competence-Based Management. 5:3-33.
J ohnson G, Scholes K and Whittington R (2008), Exploring Corporate Strategy (8
th
edition),
Prentice-Hall, Essex, UK.
Eden, C. and Ackermann, F. (2010). Decision Making in Groups: theory and practice. Nutt, P.
and Wilson, D., Editors. Handbook of Decision Making. Oxford: Blackwell; pp. 2301-272.
Ackermann, F. and Eden, C. (2010). The Role of Group Support Systems: Negotiating Safe
Energy. Kilgour, D. M. and Eden, C., Editors. Handbook of Group Decision and Negotiation.
Dordrecht: Springer; pp. 285-299.

Assessment

Assessment is linked directly to the eight tasks, is based on a combination of application of
the theories and frameworks to the client organization, and group critical reflection on the
role of negotiation to guide management practice. Making strategy is assessed on group
work and/or individual submission with respect to the group work. In addition, an
understanding of the basic concepts is required and this is examined through a multiple
choice test. The tasks submission is weighted at 70%, and the results of the multiple choice
at 30%.

Groupwork and seminar attendance

The assignment for Making Strategy requires students to work in groups. These groups can
be of two types:

1. Groups of MBA students. Being a member of this type of group requires every
student to attend the intensive seminar in full (at their centre or in another
centre). NB: It is possible to work in a group and then submit in sub-groups using
the same material.
2. (for those students who are not able to attend any of the intensive seminars
offered) the student creates their own group of 3 persons (minimum) this can
be a work group, community group, club, etc.


learning
method
Evidence of
outcome
The ability to facilitate negotiation across competing views
about the strategic future of the organization
l, c, dr, ir, rp,
cd
agr, aia
The ability to determine the strategic focus of an organization
through an in-depth and facilitated analysis of distinctiveness
as patterns of competences
l, c, dr, ir, rp,
cd
agr, aia
76

The ability to understand and apply the concepts of business
model, distinctive competences, and core competences
l, c, dr, ir, rp,
cd
agr, aia
The ability to analyse an organisations resource base to
reveal rent generating competencies within existing
organisational routines and activities
l, c, dr, ir, rp,
cd
agr, aia
The ability to apply causal mapping and feedback loops to
explain the basis of the business model and develop strategic
priorities
l, c, dr, ir, rp,
cd
agr, aia


77

MODULE 4 PERSONAL DEVELOPMENT

Class title Strategic Consulting in Practice
Credits 10

Class aims

The class aims:

to provide students with further experience in applying strategy tools and techniques
to real organizational issues
to appreciate better how different tools and techniques can be integrated so as to
build up a more coherent and robust set of options/recommendations
to learn to manage the uncertainties and ambiguities that exist when applying
strategy tools and techniques.

Learning outcomes

Subject specific knowledge and skills focused predominantly around the MBA goal of
developing, in particular skills in strategic management both in terms of the extant
theories and concepts but also processes and practices in an effective experiential manner
and including:

In depth understanding regarding which strategy tools and techniques are best to
develop advanced knowledge and understanding of the ambiguity and complexity of
organisations, management and the environment in which they exist
The ability to work with managerial reality appreciating the complexity of the many
and conflicting issues surrounding a particular business concern
the ability to generate scenarios for understanding the business context in a form
that recognizes the need for a rapid development, and providing the means for
comparing these against the more comprehensive approach undertaken in EIBE
the ability to consider who are stakeholders (internal and external) in relation to the
issue, what are their bases of power and interest and how best can they be managed
to help the client resolve the issue at hand. This directly supports the overall MBA
objective of development of appropriate business policies and strategies within a
changing context to meet stakeholder interests.
the ability to synthesize the insights gained from attending to surfacing and
modelling external and internal uncertainties in order to develop and effectively
present a coherent and robust set of recommendations/insights


ability to work with incomplete data (high levels of uncertainty and ambiguity) in a
very short period of time (managing pressure) using critical thinking and analytical
techniques
78

gaining confidence in applying and synthesising the techniques (and how other
strategy tools and techniques can be added to complement the process) thus
increasing personal effectiveness
the ability to gain insights into how the techniques can assist with effective group
working particularly when there are considerably different views (attending to
multiple perspectives) and thus enable effective team performance
understanding how to appreciate the clients world (socially, politically and
contextually), and based on that provide insights that are both relevant/pertinent and
able to be heard
the ability to reflect on the process thus completing the learning loop encompassing
theory and practice and enabling students to become better learners.


As noted above, SCP is an interactive class, student-centred class which is based upon
experiential learning theory. As such it combines lectures, group work, facilitated group
work, presentations and a reflective learning session involving a dedicated session at the end
of the class whereby students consider the experience in the light of the overall MBA
programme.

Indicative content/ Structure of class/ Lecture programme

The class commences with a review of strategy, recognizing the need to attend to a range of
uncertainties (comprising the concerns etc that underpin the strategic issue, events and their
consequences that might unfold in the external environment, and the varying stakeholders,
their dispositions and responses). This is followed by more considered exploration of each of
these elements each leading into a group activity which applies a particular technique for
addressing one of the uncertainties to the clients issue. Whilst material is provided on both
the client and their issue, this is augmented by the experience and knowledge contained
within the group members. The cycle of lecture followed by group activity is repeated three
times, each time tackling the strategic issue from the different perspective. More detailed
client input is subsequently provided allowing the groups to gain more in depth
understanding of the issue, try out various options and understand the clients personal
values.

Further analysis is carried out by the groups, and additional tools applied where they are
seen to further the exploration and analysis. The class concludes with each group presenting
to the client followed by a reflective session.


Given the nature of the class there are no class focused readings although students are
recommended to bring with them their copies of:

J ohnson G, Scholes K and Whittington R (2008), Exploring Corporate Strategy (8
th
edition),
Prentice-Hall, Essex, UK.
Ackermann, F.; Eden, C., and Brown, I. (2005). The Practice of Making Strategy. London:
Sage.
79

van der Heijden K, Bradfield R, Burt G, Cairns G and Wright G (2002), The Sixth Sense,
Accelerating organisational Learning with Scenarios, J ohn Wiley & Sons, Chichester, UK.
Ackermann, F. and Eden, C. (2010) Strategic Management of Stakeholders: theory and
practice. Long Range Planning. In press.

Assessment

SCP assessment comprises a both a presentation to the client and group working and
reflection.

The presentation is worth 70% of the marks of which 50% are allocated by the lecturer and
client and the remaining 50% by peer assessment (supported by a feedback and assessment
sheet setting out the relevant criteria).

The group work and reflection element comprises marks given to each group depending on
how seriously they apply the techniques, how well they manage the group, how
professionally they interact and work with the client. The mark also takes into account the
learning from the class, elicited during a reflective session at the end.
Peer Contribution forms are provided to ensure that marks are allocated fairly.


learning
method
Evidence of
outcome
to provide students with further experience in applying
strategy tools and techniques to real organizational
issues
ability to develop an issue map revealing both internal
and external perspectives

the ability to generate scenarios that recognize the need
for a rapid and rough approach

the ability to consider who are stakeholders (internal
and external) in relation to the issue, what are their
bases of power and interest and how best can they be
managed to help the client resolve the issue at hand
synthesis the insights gained from the three
perspectives and develop a coherent and robust set of
recommendations/insights

ability to work with incomplete data in a very short
period of time (managing pressure)

gaining confidence in applying the techniques (and how
other strategy tools and techniques can be added to
complement the process)

80

the ability to gain insights into how the techniques can
assist with group working particularly when there are
considerably different views

understanding how to appreciate the clients world, and
based on that provide insights that are both
relevant/pertinent and able to be heard



81

Class Title Electives
Credits 10

You will require to complete 2 elective subjects. You may choose a combination from a
particular subject area, hence developing your understanding of a subject to a greater
depth, or you can choose electives from different subject streams according to your personal
interest.

There is an extensive list of academically-approved elective classes, which is up-dated each
year. The following list is a selection of the most popular classes offered at the most recent
Electives Summer School. We also offer a number of elective classes at our International
Centres.

Advanced Making Strategy
Brand Development in Asia
Business Marketing Relationships
Business Process Management with SAP
Change Agency
E-Commerce Strategy
Effective Measurement of Business Performance
Entrepreneurial Finance
Global Operations Strategy
Leadership
Managing in Europe (Toulouse, France)
Managing in inter-organisational Partnerships and Alliances
Managing For Shareholder Value
Programme and Project Management
Project Risk Analysis and Management
New Venture Creation
Security Analysis
Strategic Decision Making
Strategic Financial Management
Strategic Risk Management & Accounting
Treasury Management

Please note that elective classes are offered by subject specialists, who, in exceptional
circumstances, may be unable to deliver a class. Should this happen we will make every
effort to find a replacement lecturer, but this cannot be guaranteed. Equally, a class may be
cancelled if the number of students due to attend is insufficient for the class to be
educationally viable. In either case we will notify you as soon as a cancellation becomes
known, but the possibility of such cancellation should be borne in mind when making travel
arrangements, as the School will not accept responsibility for travel and accommodation
costs.

82

Class title MBA Project
Credits 40

Class aims

The primary aim of the project is to create deep learning in an area of management chosen
by the student. A variety of options are available regarding both subject and method of
exploration, for example undertaking an applied managerial project, investigative hypothesis
testing, investigative theory deducing or action research.

Project Methodology is specifically aimed at developing an understanding of alternative
approaches to undertaking investigative projects and to better equip students to decide on
their approach to the MBA Project.

Learning outcomes


The primary aim of the MBA project is to enable deep learning in an area chosen by
the student consequently subject specific knowledge and skills will depend on the
MBA project topic chosen. The student(s) will set their specific learning outcomes in
consultation with their supervisor, these could cover a range of issues e.g. a
substantive topic, processual skills & concepts, methodological skills and processes or
self-knowledge seeking to expand their thinking and reflective abilities to understand
their own learning

Cognitive abilities and non-subject specific skills including the ability to:

recognize and outline the various requirements of a successful academic-focused
investigative project
make judgments about alternative approaches to enquiry, recognizing strengths and
limitations of each approach
undertake relevant literature searches
identify and mitigate ethical issues in project design


Project Methodology is taught in face to face sessions consisting of short, interactive lectures
which will map out the project process. These will be supplemented by a wide range of
material on the Strathclyde intranet.

The MBA project is undertaken as a piece of independent supervised work.


In Project Methodology topics covered will include choice of project topic, design and
implementation of the project investigation including ethical considerations.

The project topic is selected by the student(s) and guided by the supervisor.
83

Assessment

The Project Methodology assessment requirement is that students submit:

a project proposal which has been agreed by a supervisor (format available on the
intranet)
an ethics application form (available on the intranet) including a participant
information sheet and an informed consent form.

A pass in Project Methodology is a requirement to be able to complete the project and
submit a MBA project.

The project part of the mark is 100% based on the written MBA project report which is
expected to demonstrate the students learning against the learning outcomes they have set
in consultation with their supervisor and their ability to reflect on that learning and on the
project process as a whole. The project report is assessed against a set of generic criteria
which are published in the project guidelines.


learning
method
Evidence of
outcome
Overall project learning ep aia, agr
Recognize and outline the various requirements of a
successful investigative project
l, ir, dr,cd aia, aga
Make judgments about alternative approaches to
enquiry
l, ir, dr,cd aia, aga
Undertake relevant literature searches ir, rp aia, aga
Identify and mitigate ethical issues in project design l, ir, dr,cd aia, aga

84

APPENDIX 1 Extract From University Calendar Examination
Regulations

4.1 General

4.1.1 These regulations apply to all degree examinations leading to an award other
than a doctorate or a degree of master by research. Degree examinations
include in particular those examinations normally held at the end of each
semester, with a resit diet before the succeeding academic session, the results of
which are considered by formally constituted Boards of Examiners.
4.1.2 These regulations are to be read in conjunction with the provisions of Ordinance
6 Examiners and Examinations.
4.1.3 All examinations shall take place at the University, or, in the case of a class
taught elsewhere, at the appropriate learning centre. In exceptional
circumstances and at the request of the Head of Department responsible for the
candidate's course of study, the Deputy Secretary may authorise arrangements
for examinations to be held elsewhere, subject to the payment by the candidate
of any necessary costs.
4.1.4 Written examinations for undergraduate classes shall take place at the time and
place published by the Deputy Secretary, except that Heads of Department may
make special provision for those registered with the University as having special
academic or physical needs, or in exceptional cases otherwise.
The times and places for all other examinations shall be published by the
appropriate Head of Department or nominee.
4.1.5 All examinations shall be invigilated by members of the academic staff or, in the
case of a class taught elsewhere, by staff of that learning centre. A Head of
Department who has made special provision in terms of regulation 4.1.3 or 4.1.4
shall be responsible for the appointment of invigilators, who need not necessarily
be members of academic staff.
4.1.6 Invigilators shall ensure that examinations are conducted in accordance with
these Regulations. Other than in exceptional circumstances, a minimum of two
invigilators shall be appointed for and shall be present in each examination room.
4.1.7 Students are not permitted to present themselves as candidates for an
examination unless they have been registered for that examination.
4.1.8 Students in attendance at the University in any academic year are automatically
registered for the first attempt at any examination in that academic year provided
they have satisfied the Head of the Department offering the class that the
requirements as to attendance and performance have been fulfilled.
4.1.9 Students not in attendance at the University, and students making a second
attempt at an examination in any one academic session, are required to register
for each examination and to pay any prescribed fees by the specified date.
4.1.10 Students who fail to present themselves for an examination at the time and place
published will be deemed to have forfeited that opportunity to sit the
examination; except that in cases of absence through illness or other sufficient
cause the Board of Examiners will take into consideration documentary evidence
in assessing a candidate's position.
85

4.1.11 In the assessment of an examination result the Board of Examiners will not
normally consider project or other work which is part of an examination but
which has not been submitted by the required date.
4.1.12 During the period of evacuation of an examination hall on account of a fire-alarm
or other emergency, the examination and the Regulations for Examinations shall
be considered to be in suspense until the examination is re-started or is ended.

4.2 Use of Dictionaries

4.2.1 Students whose native language is not English are permitted to use English /
native language dictionaries in University examinations, except as detailed in
regulation 4.2.2. These dictionaries will be subject to scrutiny by the Invigilator
in Charge of each examination.
4.2.2 Unless instructions have been issued to the contrary, dictionaries shall not be
used in language examinations.

4.3 Conduct - Written Examinations

4.3.1 Communication between candidates, or between a candidate and anyone other
than an examiner or invigilator, is forbidden during an examination.
4.3.2 Candidates must act in accordance with any instruction issued by an invigilator.
4.3.3 Coats, briefcases, notes and similar items shall be deposited outside the
examination room or as directed by the invigilators. Candidates shall ensure that
mobile telephones and similar items are switched off.
4.3.4 Candidates are permitted to introduce into the examination room only the
following items of a learning or reference nature:
(i) dictionaries as permitted by Regulation 4.2;
(ii) material identified on the relevant question paper as necessary or
permissible;
(iii) material certified as permissible to meet a special academic or physical
need.
4.3.5 The introduction into the examination room and the use of calculators, computers
and similar items is permissible only if they are used in a way compatible with
Regulations 4.3.1 and 4.3.4. Candidates are not permitted to share the use of
such items.
4.3.6 Candidates are required to place their student cards on their examination desks
in such a manner that the invigilators may verify each candidate's identity; any
candidates failing to present their student cards may be required by an invigilator
to complete and sign an examination attendance form.
4.3.7 Candidates are not admitted to the examination room after the examination has
been in progress for one-third of its scheduled duration.
4.3.8 Candidates may not begin writing until authorised by the invigilators; they shall
stop writing on the instructions of the invigilators.
4.3.9 Candidates are required to write their answers in the answer-books provided
unless directed otherwise. On completion of an examination candidates must
hand in all answer-books and other papers in the manner specified by the
invigilators; unless otherwise indicated the question paper will be excluded from
this requirement.
86

4.3.10 Candidates may leave an examination after it has been in progress for one-third
of its scheduled duration but are not normally permitted to leave during the last
15 minutes of the examination period.
4.3.11 Should it be necessary for a candidate to leave the examination room temporarily
the invigilators shall require that the candidate normally be escorted throughout
the absence by an authorised person.
4.3.12 Candidates are required to remain in their places whilst in attendance at a written
examination except in the circumstances provided for in Regulation 4.3.11.
Additional answer-books and other materials will be given to candidates by the
invigilators when requested and should not be collected by candidates.
4.3.13 At the end of an examination candidates shall remain in their places until they
receive instructions from the invigilators. When they receive permission to leave
the examination room candidates shall do so quietly and as expeditiously as
possible.
4.3.14 A candidate found using unfair means during an examination may be required by
an invigilator to withdraw from the examination. In that event the invigilator
shall send the candidate's answer-book directly to the Deputy Secretary under
separate cover giving details of the circumstances. 'Using unfair means' includes,
for example, using unauthorised aids, copying from and communicating with
other candidates.
4.3.15 A candidate whose conduct is in the view of an invigilator disturbing to other
candidates and who persists in this conduct after receiving a warning from an
invigilator shall be required to withdraw from the examination room. In that
event the invigilator shall send the candidate's answer-book directly to the
Deputy Secretary under separate cover giving full details of the circumstances.

87

APPENDIX 2 - Mitigating Circumstances that may have affected a students
performance in assessments leading to the final mark for a class

Only Examination Boards (or pre-boards/mitigating circumstance boards set up specifically
for this purpose) can consider mitigating circumstances. Academic staff should not take
account of mitigating circumstances when marking work leading to the final mark for a class.

The following mitigating circumstances will be considered by Examination Boards (general,
Honours, PGI):

Serious or significant medical conditions or illness (including both physical and
mental health problems).
Ailments such as severe colds, migraines, stomach upsets, etc., ONLY where
the ailment was so severe it was impossible for you to attend an examination.
Exceptional personal circumstances (e.g. serious illness or death of a parent
or other person who brought you up, grandparent, brother or sister, spouse
or partner or close friend, including participation in funeral and associated
rites; family break up; being a victim of significant crime; being in a serious
car accident).
Exceptional travel circumstances beyond your control which prevented you
from attending an examination or other scheduled assessment.
Severe financial problems which could not be anticipated (e.g. failure of a
bank; withdrawal of funding for a reason outwith your control).

This list is not exhaustive

The following will not normally be considered to be mitigating circumstances:

Minor (usually seasonal) ailments such as sore throats, minor colds,
headaches, hangovers, etc.
Long term illness or disability, where special arrangements have already been
made for your assessments (or where such arrangements could have been
made if the University had been made aware of the problem at the proper
time).
Circumstances which have already been fully catered for by the granting of a
coursework extension.
Examinations on the same or consecutive days.
An inability to prioritise and schedule the completion of several pieces of work
over a period of time.
An inability to adjust to life away from home.
Problems caused by English not being your principal language.
Concerns about political or social unrest in your home country which was
ongoing at the time you left to take up your place at Strathclyde (other than
where there has been a sharp deterioration of the situation since your
departure).
Poor time management or personal organisation (e.g. failure to plan for travel
problems resulting in late submission of coursework or inability to get to an
examination in time; misreading the examination timetable).
Foreseeable last-minute delays such as computer crashes, printing problems,
failure to back up material.
Representing the University or your country at a sporting event (you should
advise the Department/Faculty in advance and arrange for an extension for
88

coursework and/or for a first attempt at a later diet of examinations). [The
University has an agreement that Elite Athletes can attend sporting events
and will be granted extensions/first attempts at a later diet of examinations,
but they must nonetheless inform their Department/Faculty in advance.]
Circumstances within your control (e.g. holiday; paid employment; getting a
cheaper flight; choosing to miss an assessment or coursework deadline for
something which you consider to be more important).
Claims made after the published deadline for receipt of mitigating
circumstances except where you were unable to meet the submission date for
exceptional reasons which can be validated (e.g. hospitalization)
Claims without independent supporting evidence.
Claims which do not state clearly how your performance in your assessments
has been affected.

Students who wish to have their mitigating circumstances taken into consideration by
Examination Boards must notify University Administrator and provide
independent supporting evidence such as:

confirmation from a medical practitioner (usually a UK registered medical
practitioner within the locality of your registered term time address),
a copy of a death certificate or other related document,
a police incident number notification,
a letter of confirmation from an academic member of staff, Hall Warden,
Chaplain or other religious leader, the Student Advisory and Counselling
Service, ASK or other appropriate independent third party (preferably not a
relative or friend).

Boards will normally require a medical certificate from your registered
medical practitioner for absence from examinations, but if this cannot be
provided for good and proper reasons, then the Board will need to see a letter of
confirmation from an independent third party (preferably not a relative or friend).

If you do not notify the University AdministratorRegistry that you want mitigating
circumstances to be considered and fail to provide independent supporting evidence,
mitigating circumstances will not normally be considered. It is your responsibility
to notify University Administrator and to organize and provide supporting
evidence. Notification and supporting evidence can be submitted via your local
centre administrator.

Claims must be submitted within five working days of the end of the
examination diet. Failure to submit your mitigating circumstances within five working
days will normally render them inadmissible in the event of a subsequent academic
appeal.
89

Appendix 3 RULES RELATING TO PLAGIARISM

The University of Strathclydes degree regulations state that your degree will be awarded in
recognition of a candidates personal achievement. Any written work that you submit to
USGSB must therefore be your own. Plagiarism of other people's work whether passages
are copied directly without attribution, or with slight rewording, is wholly unacceptable and
will be heavily penalised. This remains true irrespective of whether the work in question is
listed in your bibliography.
The mark awarded for your work will certainly be lower and may well be zero. In severe
cases you may be required to submit another essay in order to qualify to take the class
exam (where relevant). Disciplinary procedures which will be invoked for prima facie cases
of plagiarism are set out on in the MBA course handbook pages 25-26.
Of course, we expect you to research your work thoroughly and do not want to discourage
you from considering other people's ideas or data. However, you must always be extremely
clear about any sources that you have used. The following three rules will help you to avoid
plagiarism. If you are in any way uncertain about what constitutes plagiarism
always consult your tutor.
1. The language in your submission must either be your own or a direct quote from the
original author.
2. Changing a few words or phrases from another writer's work is not enough to
satisfy point 1 above. The writing is either your own or the other person's; there
are no in-betweens.
3. Footnotes/endnotes can be used to acknowledge that a fact or opinion comes
from another writer. If the language comes from another writer, quotation marks
are necessary in addition, to a footnote.
An Example
The following original passage can be found in R MacIntosh and D MacLean (1999),
Conditioned Emergence: A Dissipative Structures Approach to Transformation, Strategic
Management J ournal, Vol 20, No. 4, 1999, pp299-300.

It is clear that in many respects the content and process views of strategy are
complementary if taken as a set or incomplete if treated as individual elements. If one
likens the issue to a journey, the content approach has a clear destination but the means of
transport is indeterminate whereas with the process approach the transport is known and in
motion, but the journey is something of a mystery tour. One could argue that if a
complete theory of strategy is in fact needed, why not just use the two approaches as
appropriate as is indeed the practice in many institutions. It is our belief however that an
overall framework which transforms and reconciles the mutually contradictory assumptions
of each approach would constitute a significant step forward, in both practical and scholarly
terms.
90

Examples of Academic Dishonesty:

Cheating in written examinations

Illicit copying or communicating
Possession of prohibited materials
Unapproved use of electronic devices to store and retrieve information

False candidature or impersonation

Impersonating another student in an examination or engaging someone else to take
ones place in an examination
Undertaking a piece of coursework for another student or engaging someone else to
undertake a piece of coursework in ones place

False Declaration

Making a false declaration in order to receive special consideration by an Examination
Board/Committee or Appeals Committee or to obtain extensions to deadlines or
exemption from work

Fabrication of falsification of data/experimental results/statistics/references

Presentation of data, experimental results, statistics or references in laboratory
reports, essays, projects, presentations, dissertations, theses or other assessed work
which have been invented or altered by the student

Plagiarism

Using someone elses work (ie words, ideas, results, tables or diagrams) whether
taken from print, electronic or internet sources without acknowledgement whether by
direct copying, paraphrasing or summarizing.

Duplication

Submitting the same piece of work for two different assignments/degree
programmes. Even though it is the students own work which is being reproduced
this is a form of plagiarism and should be treated as such

Collusion

Agreeing with another student either to submit work produced collaboratively or to
copy the other students work
This is a form of plagiarism in which the individual whose work is being plagiarized gives
consent for this to happen. In such cases both parties are committing an offence

See following table.

Student Version Comment Category
In many respects the content and
91

process views of strategy are
complementary if taken as a set or
incomplete if treated as individual
elements.

Obvious plagiarism. Word-for-
word repetition without
acknowledgement.
Type I

Subject to disciplinary
action

In many respects the content and
process views of strategy are
complementary if taken as a set or
incomplete if treated as individual
elements
1

1
(MacIntosh and MacLean, 1999).

Still plagiarism. The footnote
alone does not help. The language
in the main body of the text is still
that of the original authors. Only
quotation marks around the whole
passage plus the page numbers
where the quote appears would be
correct.

Type II

action

The process and content views of
strategy may be viewed as
complementary. The content view
focuses on a clear destination but
doesnt explain the means of
transport. The process view focuses
on the means of transport but the
destination remains a mystery tour.

Still plagiarism. The original work
has been paraphrased, with a few
words changed or omitted, but by
no stretch of the imagination is the
student writer using his own
language.

Type III

action or criticism by
virtue of poor style and
poor representation of
the contents of the
reference
It could be argued that a complete
theory of strategy is needed using the
two approaches as appropriate.
(MacIntosh and MacLean, 1999)
Not quite plagiarism, but
incorrect and inaccurate. The
quotation marks indicate exact
repetition of what was originally
written. The student writer,
however, has changed some of the
original and is not entitled to use
the quotation marks. Also, there is
no indication of which page number
the quotes were taken from.

Type IV

Subject to criticism by
virtue of poor style and
poor representation of
the contents of the
reference

When considering the literature on
strategy research, some
commentators argue that the process
and content views of strategy may be
complementary so long as they are
considered in tandem. According to
MacIntosh and MacLean (1999,p300),
an overall framework which
transforms and reconciles the
mutually contradictory assumptions of
each approach would constitute a
significant step forward, in both
practical and scholarly terms.
Correct. In the first sentence, the
student writer uses his own words
to summarize a view found in the
literature whilst acknowledging the
source of the insight. In the second
sentence, a quotation is used to
make a specific point and the
citation specifies which article the
quote is drawn from and the page
on which it appears. The quotation
is also an accurate and verbatim
copy from the original source.

APPENDIX 4 - Appeals Against Decisions of Postgraduate Boards of Examiners

92

The Business School, in common with all the other departments in the University, operates a
system whereby students examination and coursework results are presented to a Board of
Examiners for a final decision to be taken with regards to progress or award.

Postgraduate Instructional Courses

For postgraduate instructional courses, an examining body of not less than four people is
appointed by Senate for each course. Members include academic staff responsible for the
delivery of the course and an External Examiner.

These Boards of Examiners will make their decision on the basis of student performance and
the progress regulations appropriate to each course. The decisions the Board may take
are:-

Award
The student has satisfied the Board of Examiners in all aspects of their work and is eligible
for the award of the degree specified.

Compulsory Resit
The student is permitted the opportunity to resit a particular examination within a specified
length of time.

Re-Submit
The Student is permitted the opportunity to re-submit a piece of work for assessment within
a specified length of time.

Award of Diploma/ Certificate in Management
The Board of Examiners recommends that the student should be awarded a
Diploma/Certificate in Management and is not, therefore, eligible to proceed to Masters.

Withdraw
In the view of the Board of Examiners, the student would not benefit from further study
within the University and must withdraw from the course.

Appealing Against the Decision of the Board of Examiners

Students are entitled to appeal against the award of a Diploma or termination of registration
on one or more of the following three grounds:-

that there were procedural irregularities in the conduct of the examination or of the
assessment.

there were medical, personal or other circumstances affecting the students performance
of which the examiners were not aware when the decision was taken.

that there was inadequate assessment, prejudice or bias on the part of one or more of
the examiners or assessors.

The Appeal

93

Your appeal will normally be heard by the Postgraduate Appeals Committee, chaired by the
Vice-Dean (Academic) and including a representative from each of the Departments in the
Faculty.

Appeals should be addressed to Assistant Faculty Officer, Strathclyde Business School
Faculty Office, McCance Building, 16 Richmond Street, Glasgow, G1 1XQ. However, it is
advisable to send the written appeal to the MBA Administrator in Glasgow in the first
instance.

It is advisable for the letter of appeal to set out the following:

Your name and address
Your student registration number
Your degree programme
(MBA, MSc, PhD, DBA, etc)
Classes taken during the year
Decision appealed against
(Withdraw, Award of Diploma, etc)
What you are seeking
(withdraw to re-submit, award of Diploma to proceed to Masters, reconsideration of
assessment given, etc.)
Grounds of Appeal
This is clearly the most important element and students should explain in detail the basis
for their appeal. The ground(s) must be based on one or more of the matters outlined
above.
Supporting Evidence
(medical certificate)

Outcome

The Appeals Committee will consider your letter of appeal as quickly as possible. The
decision will be based upon the letter of appeal and whatever accompanying evidence you
choose to submit. The decision of the Appeals Committee will be conveyed to you in writing
as soon as possible after its meeting.

Further Appeal

If you are unhappy about the decision of the Faculty Postgraduate Appeals Committee, there
is a final right of appeal to Senate. This is a serious step and it may be important for you to
seek further advice.
94

APPENDIX 5 - Equality and Diversity

The staff and students of the Faculty are committed to eliminating discrimination in work
and study. The University does not accept practices which discriminate against anyone on
the grounds of colour, race, religion/faith, nationality, marital status, gender, sexual
orientation, disability, age, language or irrelevant factor. The University has a number of
equality and diversity policies, which are available from the University website -
http://www.strath.ac.uk.

We recognise that personal relations of respect, trust, honesty and openness underpin
equality of opportunity. Staff and students recognise that the University is strengthened by
diversity.

For purposes of security or safety students may be requested to remove anything that
covers their face. In these circumstance this will be undertaken with sensitivity and with
dignity and respect and whenever possible in private

The Strathclyde Students Association Equal Opportunities Officer is responsible for ensuring
that all students are represented within the Associations policies and activities regardless of
background. For raising awareness among student members about issues of equal
opportunity; and to ensure that the Associations Policy is adhered to and to convene and
chair meeting of the Equal Opportunities Policy Group.

The University has a network of Dignity and Respect Advisers who can give confidential
support and advice, contact details are available from the University website.

The University also has a Department which deals with students who have a disability:

Student Advisory & Counselling Service:

Student Advisory and Counselling Service
Graham Hills Building, George St.

Tel : +44 141 548 3402

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APPENDIX 6 - Strathclyde Students & The Higher Education Charter

The Scottish Office Education Department launched the Further and Higher Education
Charter in 1993 after open consultation with all the parties concerned. The University
contributed positively to the debate on the Charter and supports many of its principles,
which reflect existing good practice and standards of customer care in the University.

The University endorses for the most part the aims of the Charter. Additionally, this
document identifies those issues which receive particular attention in the University or where
University policy may be at variance with the Charter. The Charter is devoted largely to the
obligations of the institutions, but students also have responsibilities, in particular the
expectation that they will observe the Charter, Statutes, Ordinances, Regulations and any
other rules of the University.

Standards Of Service

The University endeavours to provide all students with an environment that is educationally
supportive, fair and intellectually challenging and where services are provided in an efficient
and friendly manner. However, should problems occur, or should you not be satisfied with
the standard of service you receive, we would ask you to let us know as soon as possible
using the complaints procedure published in this course Handbook.

Choice Of Institution And Course

The University is a founder member of the Higher Education Liaison Officers Association of
the United Kingdom, and fully supports its Code of Practice regarding quality of information
and service. The University supports recognised publications (such as the University and
College Entrance Guide and the Entrance Guide to Higher Education in Scotland), databases
(such as ECCTIS and Gateway) and sources of advice which give general information on the
opportunities available. These help potential students to understand the nature and
standard of education provided and so make an informed choice of institution. More
importantly, potential students should seek information and guidance from professional
advisory staff such as school or college guidance staff, members of the local careers service
of the Schools and Colleges Liaison Service of the University, which has a team of trained
staff to advise.

The Undergraduate and Postgraduate Prospectuses provide candidates with information and
advice to help them choose the most suitable institution and course for their needs.

High Education Quality Council (then known as the Academic Audit Unit) last reported on the
quality assurance systems in the University in 1992. Its report is available from the
Academic Registrar.

The Scottish Higher Education Funding Council will report every five years on the quality of
teaching of each subject. Published reports are available from the Academic Registrar.

The Universities Funding Council publishes an assessment of the quality of research carried
out by each institution. Its latest report on the University of Strathclyde is available for
consultation in the Secretariat Offices.

The University's courses involve progression through subjects along coherent pathways by
credit accumulation. All students have considerable freedom of choice and some take up
96

opportunities to transfer to other compatible courses in this or other institutions. The
University was an original signatory to the Scottish Credit Accumulation and Transfer
Scheme (SCOTCATS).

After Acceptance

New students receive copies of the course Handbook detailing the aims and structure of the
course along with other more general information.

Course Assessment

Course Handbooks and class statements include information on the criteria for assessment
of work during the course.

Students Association

The University does not subscribe to the United Kingdom Government's views on student
organisations. It considers that the proposed reforms would impose restraints on activities
which would result in the demise of many student services. The University depends upon
the Students Association to provide sporting, social and educational support services, which
enhance the quality of the student experience and assist the University in providing an
effective teaching and learning environment.

Student Complaints

The University of Strathclyde endeavours to provide all students with an environment that is
educationally supportive, fair and intellectually challenging and where services are provided
in an efficient and friendly manner. However, we acknowledge that problems can occur
from time to time. When they do or when you are not satisfied that we have acted in accord
with our policies and standards we would ask you to let us know as soon as possible using
the procedures described below.

Policies, Definitions And Standards:

Academic Matters

In partnership with each student, the University undertakes to identify and supervise an
approved programme of study and to make a fair assessment of each student's performance
at each key stage of their programme. Details of specific study and assessment
programmes and criteria for assessment are contained in Course Handbooks available from
the appropriate Faculty Officer. Academic Departments frequently invite feedback from
students through questionnaires and staff/student committees.

Administrative Or Academic Support Services

Most departments that provide Administrative or Academic Support Services for students
issue a written account of the services they provide. Services are resource limited but each
Department aims to provide an efficient and friendly service. Some have published specific
performance standards as part of the Administration's Customer Care Programme. All
encourage feedback from students as an input to assigning priorities for development.

97

Discrimination, Harassment Or Intimidation

The University is committed to equal opportunities for all students (and staff) no matter their
age, gender, disability, race, culture, religious beliefs or sexual orientation. It wishes to
maintain a working and learning environment which welcomes diversity and is free from
discrimination, harassment and intimidation. It will act on complaints received and
encourage education programmes both to develop awareness of the issues allied to an equal
opportunities policy and also to identify any systemic barriers to achieving equal
opportunities within the University community. An Equal Opportunities Officer has been
appointed to work with staff and students to identify training needs, to develop support
mechanisms and to monitor implementation of the University's equal opportunities policy.
Further information may be obtained from the Equal Opportunities Officer.

If you believe that you are the subject of discrimination or harassment, please seek help
from a Designated Harassment Adviser or the Student Advisory and Counselling Service or
the Students' Association or your Academic Counsellor, or Advisor of Studies, or the
University Chaplains. International students can also seek help from the International
Students Adviser. If you so decide, a formal written complaint may be made to the Head of
the appropriate Academic or Administrative Department.

Should you remain dissatisfied with the response you receive from a Head of Department or
Service or if you feel unable to put your case to them you can pursue the matter further:

(a) In the case of complaints about academic matters, by writing to the Dean of the
Faculty concerned.

(b) In the case of complaints about services or about discrimination or harassment, by
writing to the Secretary to the University.

98

APPENDIX 7 - Who's Who At The International Centres

ABU DHABI Ms. Lena Shaban Programme Co-ordinator
Mr. Shabeer KP Programme Administrator
CERT
CERT Technology Park
P.O. Box 5464
Abu Dhabi
United Arab Emirates
Tel : + 9712 404 8546
Fax : +9712 446 0419
Email : lena.strath@hct.ac.ae
shabeer.strath@hct.ac.ae

BAHRAIN Ms. Milushka Faria Strathclyde MBA Registrar
Royal University for Women
PO Box 37400
Riffa
KINGDOM OF BAHRAIN
Tel : 00 973 17 764 443
Fax : 00 973 17 764 445
Email : mfaria@ruw.edu.bh

DUBAI Ms. Sheena Mohideen Programme Co-ordinator
CERT - Dubai
The Higher Colleges of Technology
PO Box 16062
Dubai, UAE
Tel : +971 4 267 2929 - Main
Tel: +971 4 208 9280 - Direct
Fax: +971 4 267 3939
Email: sheena.strath@hct.ac.ae

GREECE Ms Afroditi Feredinou Director
Ms Maritina Diamantopoulou MBA Co-ordinator
International Management Studies
85 Deinokratous Str
Athens 11521
GREECE
Tel : 00 30210 7258773/4
Fax : 00 30210 7258773
Email : maritinad@imstudies.gr
masters@imstudies.gr / info@imstudies.gr
99

HONG KONG Dr Lawrence Tsang Head (Bus & IT)
Ms Alvita Lee MBA Administrator
Ms. J essica Lau MBA Co-ordinator
School of Continuing Education
Hong Kong Baptist University
2/F, Franki Centre
320 J unction Road
Kowloon
HONG KONG
Tel : 00 852 3411 5435
Fax : 00 852 3411 5484
Email : scemba@hkbu.edu.hk

MALAYSIA Mr Soon Thiam Lam Director
Ms. Cristina Magat Marketing Executive
Ms. Pan J u Yit MBA Co-ordinator
CDC Management Development (M) S/B
501 Block F
Phileo Damansara 1,
No.9 J alan 16/11,
46350 Petaling J aya
Selangor
MALAYSIA
Tel : 00 603 7660 8950
Fax : 00 603 7660 8955
Email : cristina@cdc.edu.my
juyit@cdc.edu.my

OMAN Dr. J ayaram Nayar MBA Manager
Ms. Dina Al Maimani MBA Co-ordinator
College of Banking & Financial Studies
P.O. Box 3122 Ruwi,
Postal Code 112,
Sultanate of Oman
Tel : 00 968 24 505758 (Direct Number)
Fax : 00 968 24 505793
Email : mba@cbfs.edu.om
100

SINGAPORE Mr. Meyappan Adaikalam MBA Co-ordinator
Ms. Stella Ong MBA Co-ordinator
YMCA of Singapore
One Orchard Road
Singapore 238824
Tel : 00 65 862382
Fax : 00 65 862383
Email : meyappan@ymca.edu.sg
stellaong@ymca.edu.sg

SWITZERLAND Dr. Claudia Schmid-Schoenbein Programme Director
Ms. Brigitte Bruder Programme Co-ord.
Swiss Management Forum AG
Prime Centre 1
Postbox 2503
CH-8060 Zrich-Airport,
Switzerland
Tel : +41 43 816 4470
Fax +41 43 816 4473
Email : cschmidschoenbein@swissmanagementforum.com
brigitte.bruder@swissmanagementforum.com

101

MBA EXAMINATION TIMETABLES

MARCH 2011

Date Subject Country Time
Monday 21 March Financial & Management
Accounting
Abu Dhabi
Bahrain
Dubai
Oman
Greece
South East Asia
Switzerland
12.30 pm 2.30 pm
11.30 am 1.30 pm
12.30 pm 2.30 pm
12.30 pm 2.30 pm
11.30 am 1.30 pm
6.00 pm 8.00 pm
10.30am 12.30pm

Tuesday 22 March

Abu Dhabi
Bahrain
Dubai
Oman
Greece
South East Asia
Switzerland
12.30 pm 3.30 pm
11.30 am 2.30 pm
12.30 pm 3.30 pm
12.30 pm 3.30 pm
11.30 am 2.30 pm
6.00 pm 9.00 pm
10.30 am 1.30 pm

Wednesday 23 March

Analytical Support for
Decision Making
Abu Dhabi
Bahrain
Dubai
Oman
Greece
South East Asia
Switzerland
12.30 pm 3.30 pm
11.30 am 2.30 pm
12.30 pm 3.30 pm
12.30 pm 3.30 pm
11.30 am 2.30 pm
6.00 pm 9.00 pm
10.30 am 1.30 pm

Thursday 24 March

Abu Dhabi
Bahrain
Dubai
Oman
Greece
South East Asia
Switzerland
12.30 pm 2.30 pm
11.30 am 1.30 pm
12.30 pm 2.30 pm
12.30 pm 2.30 pm
11.30 am 1.30 pm
6.00 pm 8.00 pm
10.30 am 12.30 pm

Monday 28 March

Finance & Financial
Management
Abu Dhabi
Bahrain
Dubai
Oman
Greece
South East Asia
Switzerland
12.30 pm 2.30 pm
11.30 am 1.30 pm
12.30 pm 2.30 pm
12.30 pm 2.30 pm
11.30 am 1.30 pm
6.00 pm 8.00 pm
10.30 am 12.30 pm

Tuesday 29 March

Managing People in
Organisations
Abu Dhabi
Bahrain
Dubai
Oman
Greece
South East Asia
Switzerland
12.30 pm 3.30 pm
11.30 am 2.30 pm
12.30 pm 3.30 pm
12.30 pm 3.30 pm
11.30 am 2.30 pm
6.00 pm 9.00 pm
10.30 am 1.30 pm

102

103

AUGUST 2011

Date Subject Country Time
Monday 8 August Financial & Management
Accounting
Abu Dhabi
Bahrain
Dubai
Oman
Greece
South East Asia
Switzerland
12.30 pm 2.30 pm
11.30 am 1.30 pm
12.30 pm 2.30 pm
12.30 pm 2.30 pm
11.30 am 1.30 pm
6.00 pm 8.00 pm
10.30am 12.30 pm

Tuesday 9 August

Analytical Support for
Decision Making
Abu Dhabi
Bahrain
Dubai
Oman
Greece
South East Asia
Switzerland
12.30 pm 3.30pm
11.30 am 2.30 pm
12.30 pm 3.30 pm
12.30 pm 3.30 pm
11.30 am 2.30 pm
6.00 pm 9.00 pm
10.30 am 1.30 pm

Wednesday 10 August

Abu Dhabi
Bahrain
Dubai
Oman
Greece
South East Asia
Switzerland
12.30 pm 2.30 pm
11.30 am 1.30 pm
12.30 pm 2.30 pm
12.30 pm 2.30 pm
11.30 am 1.30 pm
6.00 pm 8.00 pm
10.30 am 12.30 pm

Thursday 11 August

Finance & Financial
Management
Abu Dhabi
Bahrain
Dubai
Oman
Greece
South East Asia
Switzerland
12.30 pm 2.30 pm
11.30 am 1.30 pm
12.30 pm 2.30 pm
12.30 pm 2.30 pm
11.30 am 1.30 pm
6.00 pm 8.00 pm
10.30 am 12.30 pm

Friday 12 August

Abu Dhabi
Bahrain
Dubai
Oman
Greece
South East Asia
Switzerland
2.00 pm 5.00pm
1.00 pm 4.00 pm
2.00 pm 5.00 pm
2.00 pm 5.00 pm
11.30 am 2.30 pm
6.00 pm 9.00 pm
10.30 am 1.30 pm

Tuesday 16 August

Managing People in
Organisations
Abu Dhabi
Bahrain
Dubai
Oman
Greece
South East Asia
Switzerland
12.30 pm 3.30 pm
11.30 am 2.30 pm
12.30 pm 3.30 pm
12.30 pm 3.30 pm
11.30 am 2.30 pm
6.00 pm 9.00 pm
10.30 am 1.30 pm

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