| Unit name | Understanding Change Management |
|---|---|
| Unit code | MGRCM0032 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Academic Year (weeks 1 - 52) |
| Unit director | Professor. Sturdy |
| 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 |
N/A |
| School/department | School of Management - Business School |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
We are experiencing substantial changes in technology, geopolitics, cultural expections, environmental concerns and much more. Organisations have to respond to stay relevant and competitive – they have to change – and yet transforming well established practices is hard. This unit will enhance students’ understanding of major change projects, including elements of planning and delivering of such projects. This will be done by exploring theories and practice of organisational change which is fundamental to successful change management.
How does this unit fit into your programme of study
This unit introduces the Change pillar of the programme by exploring classical ideas on organisational change and contrasting them with contemporary approaches in order to develop critical thinking and perspective taking.
An overview of content
The unit explores theories and practices relating to organisational change as well as issues such as types of organisational change, drivers for change, implementation strategies, power and politics within organisations.
How will students, personally, be different as a result of the unit
Students completing the unit will be able to understand the context, practice and likely outcomes of managed change within organisations.
Learning outcomes
By the end of the unit, students will be able to:
Teaching will be delivered through a combination of mini-lectures, group and plenary discussions, Question and Answer sessions, reflection exercises and case-study discussions.
This includes asynchronous structured learning (collaborative/peer to peer tasks, pre-recorded videos on Teams or similar, quizzes, multiple choice questions and exercises), synchronous virtual learning as well as in-person or hybrid sessions.
Tasks which help you learn and prepare you for summative tasks (formative):
Short individual written assignments, or equivalent, to demonstrate understanding of relevant academic literature, theories and models.
Groupwork assessment (formative only) intended for students to apply what they are learning, receive [oral] feedback from lecturers on their progress, and create a virtual community among participants.
Tasks which count towards your unit mark (summative):
Individual 1,000 word analysis of a short case study (30%)
Individual 2,000 word critical review of a change management model(s) (70%).
The analysis of a short case study and the critical review will each separately assess all the Intended Learning Outcomes (ILOs).
When assessment does not go to plan
Where students have failed an assignment and are eligible to resubmit, the resubmission will be a new piece of work in the same format and word count as the original assignment.
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. MGRCM0032).
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 assessment methods listed in this unit specification are designed to enable students to demonstrate the named learning outcomes (LOs). Where a disability prevents a student from undertaking a specific method of assessment, schools will make reasonable adjustments to support a student to demonstrate the LO by an alternative method or with additional resources.
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.
