| Unit name | Organisational Behaviour |
|---|---|
| Unit code | MGRCM0048 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Dr. Nicholls |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Management - Business School |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
This unit introduces students to the discipline and practice of management and organisational behaviour. As an elective unit it provides a foundation for further study in the field. It aims to develop understanding of management set within the discipline of organisational behaviour. As a social science elective it provides an introduction to the key concepts, thinkers and analytical frameworks in the field. Central to the unit is a view of organisational dynamics as a context for social interaction and construction, with particular emphasis on the study of people’s behaviour in organisations. It provides an account of some of the major theories and debates accompanying the changing structure and identity of managers and employees. It outlines the changing identity of managers and workers as the business system has evolved over time. Key issues such as management control and authority, the evolution of the management labour relationship, key theories informing definitions of identity, employee behaviour, power and control, motivation, culture, ethics, identity and sustainability (among others) are explored, with a view to developing students’ critical awareness of the impact of management definitions of employee behaviour.
How does this unit fit into your programme of study
Students take the unit Organisational Behaviour in the second teaching block of their Masters programme and it provides a sound account of the methods and practices of management through the lens of organisational behaviour. It can provide a counterpoint to the range of existing units and inform an alternative perspective for adding insight and range in pursuit of the topics students might chose for their dissertations. In addition it provides pedagogical foundations, through the development of critical and analytical skills that can help inform their dissertation.
An overview of the content
Organisational Behaviour is an introductory unit, and explores many of the key topics associated with the fields of Management, Organisational Behaviour and Organisation Studies. The unit begins by delving into the evolution and history of management thought and practice. We examine shifts in approaches to the structure of management and explore the dynamic for defining the control of labour. Recourse to the changing socio-political contexts informs the nature and direction of these changes. As the unit progresses we explore and interrogate theory and perspectives on organisational culture and cultural management, motivation, organisational politics and decision-making, as well as global challenges related to gender, racial and class inequality, business ethics and sustainability. The unit finishes by reflecting back on the topics explored, drawing out key themes, questions and debates within the field.
How will students, personally, be different as a result of the unit
Central to the ethos of Organisational Behaviour is a commitment to introducing students not only to the mainstream, functionalist approach to management but also to critical approaches and perspectives, which problematise theory and practice emerging from the former. This reflects the diversity and complexity of the field, but it also enables students to engage more critically and reflexively with the material. We hope that students will come away from this unit with a deeper understanding of management theory and organisational behaviour – knowledge that will prepare them for future careers in industry. But we also hope this will be supplemented by a more sceptical view of the impact of managerial thought on society, and the capacity to reflect deeply on the ethical implications of corporate power.
Learning outcomes
On successful completion of this unit, students will be able to:
Students learn through a combination of lectures and smaller group seminars, as well as independent reading and learning activities. Lectures introduce the content of the course, including vocabulary, concepts, theories, perspectives and practices. Students are exposed to both functionalist and critical perspectives on management theories and concepts, and to the conceptual tools and frameworks underpinning these approaches. Lectures include elements of discussion and debate, and the use of digital technology to ensure participation and active learning (e.g. quizzes, polling software, virtual sharing platforms).
A variety of learning activities are used in small classes, including discussions based on readings and case studies, group presentations, and reflective exercises. All are intended to develop students’ capacity to analyse and evaluate the material in an active and engaging way, and to gain skills in working as part of a group. There is an emphasis throughout on the application of academic ideas to real-life case studies, and on the consideration of both mainstream and critical approaches within the topics, which provides a firm and familiar basis for students when it comes to their summative assessment.
Preparation is required for lectures and seminars, usually in the form of reading, watching videos, listening to podcasts, answering questions and conducting exercises. Students are also expected to undertake considerable independent reading to develop a depth of understanding in the topic(s) they choose for summative assessment.
Tasks which help you learn and prepare you for summative tasks (formative)
Formative assessment takes place continuously in seminars as students (in small groups) present their analytical work back to the seminar tutor, and to the class. This provides students with excellent opportunities for engaging with critical and constructive feedback from their peers and teachers.
Students also prepare a brief individual presentation that feeds into their summative assessment. They receive oral feedback from their seminar tutor, which enables them to build on strengths and address weaknesses in their plans for their summative assessment. This piece of work can form the basis of further discussion with their tutor in Advice and Feedback sessions (office hours).
Tasks which count towards your unit mark (summative)
Students are assessed through a 2500 word summative piece of individual coursework, which contributes to 100% of their unit mark.
This coursework assesses students’ ability to:
When assessment does not go to plan
When a student fails the unit and is eligible to resubmit, failed components will be reassessed on a like-for-like basis. The assessment brief is identical to the first, although students are required to select a different topic and case study, thereby producing an entirely original piece of work. Feedback from their first attempt will guide the student in addressing areas that need further work.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. MGRCM0048).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
