THEORETICAL FOUNDATIONS IN MANAGEMENT EDUCATION - 2020/1
Module code: MANM409
In light of the Covid-19 pandemic, and in a departure from previous academic years and previously published information, the University has had to change the delivery (and in some cases the content) of its programmes, together with certain University services and facilities for the academic year 2020/21.
These changes include the implementation of a hybrid teaching approach during 2020/21. Detailed information on all changes is available at: https://www.surrey.ac.uk/coronavirus/course-changes. This webpage sets out information relating to general University changes, and will also direct you to consider additional specific information relating to your chosen programme.
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Theoretical Foundations in Management Education gives an overview of learning and teaching approaches used in Management Education. This includes more widely used concepts of learning and teaching in higher education but particularly relevant to business management education. In addition, learning and teaching approaches are discussed in relation to philosophical topics in management education and subject specific theories.
Surrey Business School
RIVERS Christine (SBS)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
JACs code: N210
Module cap (Maximum number of students): N/A
Prerequisites / Co-requisites
Introduction to Management Education (MANM408)
Indicative content includes:
- Learning and teaching approaches in management education including assessment and feedback
- Subject specific concepts in management education
- Philosophical topics in management education
|Assessment type||Unit of assessment||Weighting|
|Coursework||Provocation for Debate podcast (10 min)||80|
|Coursework||Reflective Account (5 min)||20|
The assessment strategy is designed to provide students with the opportunity to demonstrate their understanding of the relevant subject, link concepts and critically evaluate information and their own learning. The assessment strategy focuses on how learning objectives were met and outcomes achieved.
Thus, the summative assessment for this module consists of:
Provocation for Debate (10 min.) and 1 page max with references 80%
Reflective account (5 min, 20%) – Students should reflect on how the learned content informed their understanding of management education and in particular towards developing their own teaching philosophy throughout their studies.
Feedback will be provided online via the virtual learning environment and face-to-face during personal learning consultations. Feedback will be given to any summative assessments. Due to the structure of the programme students will receive feedback about their successful completion of each module at least 3 days before starting the new module. Thus, a maximum of a 10 day turn around for assessments can be expected.
- Gain knowledge of a variety of theoretical learning and teaching approaches used in management education
- Investigate different philosophical directions in management education
- Understand aspects of responsible management education and ethics
- Improve reflective and prospective thinking skills based on coaching consultations
|001||Critically evaluate the use and practicality of specific theoretical learning and teaching approaches in management education||CKPT|
|002||Critically engage with philosophical perspectives including responsible, ethical and sustainable aspects in management education||CKPT|
|003||Critically engage with aspects of responsible management education and ethics||PT|
|004||Apply improved reflective and prospective thinking skills||CPT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Independent Study Hours: 132
Tutorial Hours: 18
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
Enable students to independently inquire theory, concepts and different learning approaches and be reflective in their learning. The virtual learning environment supports the learning journey and each student is allocated a personal learning coach. PLCs are crucial for students to achieve the learning outcomes of reflection and prospection and develop a personal educational philosophy.
The learning and teaching methods include:
- learning online using a range of materials from journals, to ebooks and multi media materials. This is part of the online learning and engagement hours element. Students are expected to engage with set activities online on a regular basis and gather information independently to complete these using the resources and facilities provided. Engagement with SurreyLearn is therefore key as well as keeping an ongoing learning diary, which can be uploaded to SurreyLearn.
- Personal learning advisor to support academic learning for practitioners through coaching in order to develop reflective and prospective thinking skills further.
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.
Upon accessing the reading list, please search for the module using the module code: MANM409
Programmes this module appears in
|Management Education PGCert||2||Compulsory||A weighted aggregate mark of 50% is required to pass the module|
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.