Surrey University Stag


Module code: MANM475

Module Overview

Learners successfully completing this module will have developed critical thinking skills that enables them to comprehend and synthesise complex ideas. The learners will identify their area of research and develops research questions to be answered or hypotheses to be tested in the industry context relevant to their current professional roles. The module covers ideas, techniques, and methods relevant to different stages of the research process, stressing the interdependence of each stage in conducting effective, coherent and rigorous research. By covering the fundamentals of research methods and research methodologies, this module will enable learners to conduct research independently and provide them with the knowledge and understanding needed to develop and apply critical and analytical skills.

Module provider

Hospitality, Tourism & Events Management

Module Leader

THOMOPOULOS Nikolas (Hosp & Tour)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 7

JACs code:

Module cap (Maximum number of students): N/A

Overall student workload

Workshop Hours: 7

Independent Learning Hours: 52

Module Availability

Teaching block 3

Prerequisites / Co-requisites


Module content

Learners will identify a topic of interest and a real issue within their organisation that they wish to research. Indicative content includes:

  • Introduction to research methodologies

  • Formulating research aims and objectives

  • Developing critical thinking skills in terms of critical reasoning, writing and reading

  • Developing a conceptual framework

  • Developing a research proposal

  • Writing and presenting the research project

  • Critically reviewing the literature

  • Sampling strategies

  • Measurement and scaling (questionnaires)

  • Obtaining secondary data

  • Data collection instruments (interviews and observation)

  • Negotiating access and ethical issues in research

  • Methods of data collection

  • Analysing qualitative and quantitative data

  • Ethical issues in research

  • Critiquing your own practice

Assessment pattern

Assessment type Unit of assessment Weighting
Coursework Individual Research Proposal 90
Coursework Individual e-Portfolio 10

Alternative Assessment


Assessment Strategy

The assessment strategy is designed to provide learners with the opportunity to demonstrate their understanding and application of the core learning outcomes for the module and the full range of knowledge, skills and behaviours identified above. It is designed to provide learners with the opportunity to demonstrate the ability to analyse complex, incomplete or contradictory data to present findings in a clear and compelling manner.

Summative assessments:

Individual Research Proposal - 90%

Learners will be required to identify an area for further applied research and define, and agree with their organisation, a key live strategic or operational issue that could benefit of further research (for example an issue having a negative effect on organisational performance). Learners will be required to define a research question, and a detailed research proposal that states what they wish to do, including methodology, scope and scale. 2,000 words.

Individual e-Portfolio – 10%

Learners will be required to reflect on the application of this learning in the workplace and produce 1,000-word critical reflection of their learning. Having now gained an understanding of the fundamentals of research methods and research methodologies, how will the learner be able to conduct research independently and apply critical and analytical skills in their work practices?

Formative Assessment

Learners will work regularly in groups and as individuals, participating in classroom or online discussion forums and webinars, to demonstrate their understanding of the subject contents and application. Learners will be required to complete online guided learning activities that demonstrate the ability to analyse key components of organisational strategy. Awareness will be built up by learners being required to lead and participate to share understanding and knowledge of elements of organisational strategy. For example, learners may be required to present online a short presentation containing information from their organisation. Learners will receive peer feedback as well as comments from the academic and industry subject matter experts.


Learners will be given formal feedback on their assessments and receive regular, informal feedback on their contribution throughout the module.

Module aims

  • This module aims to provide learners with a detailed understanding of the research process and to distinguish between different research methodologies, to enables learners to conduct research independently also provides them with the knowledge, skills and understanding required to develop a research proposal.
  • The module will enable learners to understand, assess and apply basic research methodology and design.
  • Leaners need to be familiar with the application of different methodologies and how they can be competently used in the business context.
  • The module will also foster a sense of personal responsibility and accountability through the development of a mindset of reflective practice.

Learning outcomes

Attributes Developed
001 Understand the research process to enable them to undertake independent research to identify and analyse issues in the workplace CK
002 Understand the stages of the research process and how to formulate research aims and questions CK
003 Distinguish between qualitative and quantitative data and identify appropriate situations in which to use them CKT
004 Enable learners to effectively define their research problem CP
005 Identify and apply appropriate data collection techniques and analysis procedures CK
006 Understand and implement suitable data collection techniques CKT
007 Develop self-awareness to take responsibility for critically evaluating their own performance through the application of reflective practice CPT
008 Focus the attention of inquiry onto the self as the subject of and critical agent for change in professional practice CKPT

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

Methods of Teaching / Learning

The hours listed within the overall student workload section represent off-the-job learning. The teaching and learning methods incorporate a blended learning approach, centred around the key online learning design principles of – Learner centred; Useful; Engaging; Flexible; Consistent; Supportive and Accessible.

In line with the Apprenticeship Off the Job Training guidance, the teaching and learning undertaken on this module will reflect the following categories of training:

1. Teaching of Theory. (May include lectures, role play, simulation exercises, online learning, research and networking)

2. Practical Training. (May include shadowing, mentoring, industry visits and participation in guided activities to apply the theoretical knowledge, concepts and models in the day-to-day working practice).

3. Learning support and time spent writing assignments and partaking in assessments.

4. Reflective learning and self-evaluation to impart new knowledge, skills and behaviours only. (E-portfolio)

Learners taking this module will cover theoretical aspects with a mix of campus-based sessions, online and self-directed learning activities. Learners will be expected to demonstrate commitment to independent learning and take an active part in any asynchronous activities such as forums, wikis, blogs etc., as well as synchronous activities (i.e. virtual meetings) where appropriate. Participation in these activities, with emphasis on the self-directed learning activities, will be essential to the successful achievement of learning outcomes in this module.

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
Upon accessing the reading list, please search for the module using the module code: MANM475

Other information

Degree apprenticeships are delivered over three teaching blocks:

  • Teaching Block 1 - September - December
  • Teaching Block 2 - January - April
  • Teaching Block 3 - May – August


The planning of this module is underpinned by the Senior Leader Master’s Degree Apprenticeship Standard. Learners who are studying this module as part of an apprenticeship should also refer to the Senior Leader Standards. Studying this module will support learners to produce suitable evidence for their e-portfolio to fully or partially meet specific Senior Leader standards listed below:

Organisational Performance – delivering a long-term purpose


  • Able to undertake research, and critically analyse and integrate complex information. (K3)
  • Use of horizon scanning and conceptualisation to deliver high performance strategies focusing on growth/sustainable outcomes. (S1)
  • Sets a clear agenda and gains support from key stakeholders. (S2)
  • Able to undertake research, and critically analyse and integrate complex information. (S3)

Innovation & Change

  • Knowledge of systems thinking, knowledge/data management, and programme management. (K5)
  • Initiates and leads change in the organisation, creates environment for innovation and creativity, establishing the value of ideas and change initiatives and drives continuous improvement. (S4)
  • Acts where needed as a Sponsor, championing projects and transformation of services across organisational boundaries. (S6)

Enterprise and Risk:

  • Knowledge of ethics and values-based leadership; regulatory environments, legal, H&S and well-being and compliance requirements; corporate social responsibility; risk management, environmental impact and cyber security. (K6)


  • Is accountable for decisions based on relevant information e.g. Key Performance Indicators/scorecard. (S10)
  • Uses financial data to allocate resources. (S11)

Interpersonal Excellence Leading people and developing collaborative relationships:

Engaging Employees

  • Uses personal presence and “storytelling” to articulate and translate vision into operational strategies, demonstrating clarity in thinking and using inspirational communication. (S13)
  • Gives and receives feedback at all levels, building confidence and developing trust, and enables people to take risks. (S15)

Leading & Developing People

  • Enables an open and high performance working and sets goals and accountabilities for teams and individuals. (S16)

Building Collaborative Relationships

  • Manages complex relationships across multiple and diverse stakeholders. (S19)
  • Builds trust and rapport, with ability to positively challenge. (S20)
  • Leads beyond area of control/authority, and able to influence, negotiate and use advocacy skills to build reputation and effective collaborations. (S21)

Personal and interpersonal effectiveness

Leads by Example

  • Works collaboratively enabling empowerment and delegation. Acts with humility and authenticity, is credible, confident and resilient. (B2)

Judgement and Challenge

  • Takes personal accountability aligned to clear values. Instils confidence demonstrating honesty, integrity, openness, and trust. (B3)
  • Demonstrates flexibility and willingness to challenge when making decisions and solving problems. (B4)

Courage & Curiosity

  • Is confident and brave, willing to innovate, seeks new ideas and looks for contingencies. (B5)
  • Manages complexity and ambiguity, comfortable in uncertainty, and is pragmatic. (B6)

Valuing Difference

  • Engaging with all – is ethical and demonstrates inclusivity, recognising diversity, championing, and enabling cultural inclusion. (B7)


  • Reflects on own performance, demonstrates professional standards in relation behaviour and ongoing development. (B9)
  • Advocates the use of good practice within and outside the organisation. (B10)

K – Knowledge                              S – Skills                                               B - Behaviours

  • Teaching Block 1 - September - December

  • Teaching Block 2 - January - April

  • Teaching Block 3 - May – August”

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 2022/3 academic year.