BUSINESS ETHICS (BLENDED LEARNING) - 2020/1
Module code: MAN1114
To introduce students to the ethical principles that will allow them to fully appreciate the implications of decision-making and leadership in an increasingly complex business environment. It introduces students to core principles of ethical thought, to models of ethical decision-making and to a variety of business situations within which ethically-informed decisions will be consequential for individuals, organisations and wider society.
Surrey Business School
COX Zeineb (SBS)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 4
JACs code: N100
Module cap (Maximum number of students): N/A
Prerequisites / Co-requisites
The content of the module deals with both the understanding of ethical principles and forms of decision-making and with their application to specific business issues and dilemmas that are likely to confront managers at different stages in their careers. These range from relationships with customers and employees to the treatment of major challenges facing globalised businesses and citizens.
1. Principles of ethical thought in a business context
2. Approaches to ethical decision making
3. The role of stakeholders
4. The roles and responsibilities of employers and employees
5. Ethics in the supply chain and in competition (e.g., fair trade)
6. Social enterprise as an ethical vehicle
7. The role of governments and the state
8. The ethics of science and technology
9. Global labour markets: migration and immigration
|Assessment type||Unit of assessment||Weighting|
|Coursework||Coursework - 1500 word written report||50|
|Coursework||Group work - 10 minute recorded Video blog||20|
|Coursework||Individual work - E-reflective poster||30|
An individual 5 minute recorded Video Blog that covers the key skills addressed in the group work.
The assessment strategy for this module is designed to allow students to demonstrate their understanding of the principles of ethics as well as their ability to apply these principles to address real-life business issues.
1. An individual report which will offer students the opportunity to critically appraise corporate sustainability practices of a real-life organisation and determine what gaps need to be filled.
2. A Vlog (video): students will use their creativity and analytical skills to solve a real-life ethical dilemma
3. E-Poster: students will create an e-poster to reflect on their overall learning experience and to what extent this would enhance their career progression.
Students receive marks out of 100% for the three assessments, along with feedback on their individual performance.
Students will develop:
Students will identify corporate sustainability practices of a real-life organisation and learn to collect relevant data on the case from WikiRate, news media and other sources.
Students are expected to apply ethics theories to analyse the real-life case study. This includes identifying the ethical problems, developing an in-depth understanding of the problems by employing concepts and frameworks learned in the module, and using them to propose actionable solutions.
Communication/presentation and digital skills:
The groups will present and answer questions on the ethical dilemma, their analysis and proposed solutions for their chosen case study. The assessment of the group assignment will take into account the aforementioned skills as demonstrated by each group. Both the outcome and the process of the group work will be assessed and individual contributions will be recognised.
Formative assessment and Feedback:
Details on the assignments, as well as consultation and feedback to students will be available on the Surrey Learning Virtual learning environment as well as during residential weekends. Students will be observed during residential workshops and through their continuous contributions to online discussions to evaluate their learning and engagement with the module. All assessment related enquiries will be posted on Surrey Learn Virtual learning environment and via email. Formative feedback will also be given to students three weeks after each assessment deadline.
- To ensure students are able to develop subject knowledge, skills, behaviours, cognitive and analytical skills and transferable skills that will enable them to study successfully and to function effectively in an organisational context with a special emphasis on ethical decision making and its significance to business context and to the wider society.
- To introduce students to the ethics of decision-making
- To introduce ethical theory and models for developing moral frameworks.
- To provide links to contemporary business issues in a global context.
- To enable students to reflect self-consciously on the ethical implications of
|001||Understand key ethical concepts and their application to business organizations||K|
|002||Critically analyse competing theories on business ethics||KC||S|
|003||Understand the role of business leaders in providing ethical leadership||CP||B|
|004||Appraise ethical dilemmas from a managerial, individual and societal perspective||CPT||B|
|005||Assess the ethical dimensions of decisions in relation to markets, nations, the natural environment||CPT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Independent Study Hours: 33
Lecture Hours: 16
Seminar Hours: 11
Methods of Teaching / Learning
A student-centred approach to teaching and learning strategy is designed to provide students with the foundation to be connected to real-life business contexts and develop their knowledge and capabilities in the subject area. This teaching strategy contributes to students’ career progression, drawing on real-life examples as well as theoretical models and tools.
Students are encouraged to:
1. Assess their current professional and academic learning and identify areas of weaknesses and strengths
2. Take advantage of appropriate face-to-face and virtual learning opportunities provided through the module
3. Demonstrate creativity and critical awareness of real-life ethical issues/dilemmas
4. Reflect on their progress using tutor and peer feedback
The learning and teaching methods include:
The module will use a blended learning integrative approach, combining a variety of delivery methods to promote learning, ensure transfer of knowledge, and the development of critical thinking skills and problem-solving capabilities that students can use in a real-life context.
1. Face-to face and online lectures to facilitate discussions about key subject areas around the ethics of business decisions and behaviour. These will include visual media, case studies, and Brief in Class Role Play (BIRP). Consolidation activities (pre-and after class) will be used through Electronic Voting System (EVS) and Kahoot (online teaching tool).
2. Online discussion forum to enable students communicate their ideas, and create an impact through collaborative learning.
3. Access to supporting materials through Surrey Learn Virtual learning Platform
4. Workplace application
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Reading list for BUSINESS ETHICS (BLENDED LEARNING) : http://aspire.surrey.ac.uk/modules/man1114
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2020/1 academic year.